FLORIDA DIFFERENTIATED ACCOUNTABILITY …osi.dadeschools.net/sip/09-10/pdf/1881.pdfthe 2008-2009 school year. Student Demographics Flagler Elementary proudly serves 872 pre -kindergarten

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: HENRY M. FLAGLER ELEMENTARY SCHOOL

District Name: Dade

Principal: Dr. Orlando B. Gonzalez

SAC Chair: Corinthia Johnson

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending

Last Modified on: 09-09-2009

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 and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

VISION The faculty, staff, parents, and community of Henry M. Flagler Elementary School envision the school as a stepping stone in each student's education as we strive to meet individual needs being cognizant of diverse cultural backgrounds and personal experiences.

MISSION The mission of Henry M. Flagler Elementary School is to provide a safe, nurturing environment which enriches lives, maximizes potential, and positively impacts literacy development through technologically-enhanced educational opportunities, along with the delivery of a research-based curriculum, will serve to empower academic achievement and motivate excellence.

Brief History and Background of the School

Henry M. Flagler Elementary was built on a 4 acres lot in 1954 in Miami-Dade County. The school’s located at 5222 NW 1st Street in Miami Florida, placing it in the center of Miami’s Little Havana district. Mirroring the student membership, the school community population is predominately economically disadvantaged Hispanic students. The school campus consists of 9 buildings and a 15,000 volume library media center. The school has an art studio, a music suite, two 30-station computer laboratories, a science laboratory, a new playground and four basketball courts. The school services students in Pre-K through 5th grade. The facility has been retrofitted to provide Internet access to all classrooms, this entails a minimum of 4 computer workstations and a laser printer in each, totaling over 400 computer work stations school-wide. Technologies that enhance the management of student data include electronic mail, a school web server and several evidenced-based computer assisted instructional programs. The school has also been able to purchase 29 Promethean/Smart electronic boards for use in most classrooms in all grade levels.

Unique School Strengths for Next Year

After earning a record high of 613 accountability points on the 2009 FCAT and having met Adequate Yearly Progress for the first time. The Flagler Elementary family enters the next school year with renewed confidence and conviction that all students can and will succeed. Our strength lies in the understanding on how ongoing student monitoring combined with data driven instruction does result in student progress. The development and implementation of school wide Instructional Focus Calendars based on student assessment results will continue to yield very positive outcomes for our school. The instructiopnal team will continue to participate in the PROMISE Mathematics and Science Instruction program. This program is designed to engage learners in content knowledge activities related to the new standards and will provide resources for the school to implement communities of instruction practice within the school to support the new standards. Our teachers’ commitment to learning and becoming familiar with the Next Generation Sunshine State Standards in Reading, Mathematics, and Science as well as innovating teaching practices is very encouraging as we look forward to providing every student at Flagler Elementary a high quality instruction.

Unique School Weaknesses for Next Year

A unique weakness facing our school this upcoming school year will be the change in leadership as a new principal and assistant principal come on board. As a result of a declining student enrollment combined with a 1.5 student increase in the class size ratio, our school also stands to lose essential instructional personnel who were instrumental in the school’s success in the 2008-2009 school year. Finally, ongoing budgetary constraints may jeopardize the school’s ability to provide students with before school, after school and/or Saturday tutorial programs which data indicates were instrucmental in meeting AYP for

the 2008-2009 school year.

Student Demographics

Flagler Elementary proudly serves 872 pre-kindergarten through fifth grade students. The ethnic breakdown at Flagler Elementary is as follows: 98 percent of the student population is Hispanic, 1 percent is White Non-Hispanic, less than 1 percent is Black Non-Hispanic and less than 1 percent is Asian/Indian/Multiracial. Standards curriculum students make up 89 percent of the student population, Students with Disabilities (SWD) make up 11 percent of the student population, and English Language Learners (ELL) make up 51 percent of the student population. The SWD population includes 22 Learning Disabled, 41 Gifted, 11 speech impaired, 8 other health impaired, 8 developmentally delayed, and 1 educable mentally handicapped. Eighty-two (82) percent of students are economically disadvantaged qualifying them for free or reduced lunch.

Student Attendance Rates

Henry M. Flagler continues to work on improving student attendance as evidenced by the 64 Attendance Intervention meetings that took place in the 2008-2009 school year. The school’s daily school attendance percentage improved from 96.32 percent in 2007-2008 to 96.35 percent in the 2008-2009 school year. The school’s percentage of attendance surpassed the District’s percentage of 95.19 by .83 percent.

Student Mobility

The mobility rate of the school is 23%. This mobility comes predominantly from our influx of students from other countries who reside with relatives in our community until the family can secure independent residence.

Student Suspension Rates

2006 – 2007: Out-of-school 11, 0 In-school; 2007 – 2008: Out-of-school 5, 0 In-school; 2008-2009 Out-of-school 5, 0 In-school. The suspension rate over the past three years has, for the most part, remained constant.

Student Retention Rates

The retention rate decreased by almost 2 percentage points from 5.3 percent in the 2007-2008 school year to 3.5 percent in 2008-2009 school year.

Class Size

A point has been made to reduce class size in all subject areas and across grade levels in order to maximize one-on-one instructional time between students and teachers. The average class size in general education is: 1st grade: 20 students; 2nd grade 20.8 students; 3rd grade 18.4 students; 4th grade 25 students, and 5th grade 27 students. The teacher to student ratio in general education classroom is: 1st grade 1 teacher to 17.75 students. 2nd grade 1 teacher to 16.2 students; 3rd grade 1 teacher to 12.9 students; 4th grade 1 teacher to 13.8 students; 5th grade 1 to 16.9 students. The teacher to student ratio in inclusion classrooms is: 4th grade 1 teacher to 10 students and 5th grade: 1 teacher to 13 students. The teacher to student ratio in SWD education classroom is: Kindergarten through 3rd grade 1 teacher to 6 students and 1 teacher to 9 students. All teachers are highly qualified.

Academic Performance of Feeder Pattern

In the Coral Gables Feeder Pattern, 59% of the schools earned a grade of A in 2008. While 23% of schools earned a grade of B, only 18% earned a grade of C. There were no D or F schools in the feeder pattern. A total of 82% of the schools either maintained of improved their school grade. The Differentiated Accountability Status of most schools in the feeder pattern is SINI 0 – Unclassified. There is however, one school classified as Prevent I, two schools classified as Prevent II, two schools classified as Correct I and two schools classified as Correct II. 35% of the schools in the Coral Gables Feeder Pattern met Adequate Yearly Progress in 2008. 65% percent of school did not meet Adequate Yearly Progress; no schools in the feeder pattern had Provisional AYP. Auburndale Elementary and Silver Bluff Elementary, A schools, did not meet AYP, Correct I schools. George Washington George Washington Carver Elementary, Coconut Grove Elementary, and Kinloch Park Middle, B schools, did not meet AYP, Correct I schools. Coral Gables Elementary, Fairlawn Elementary, Key Biscayne Elementary, Sunset Elementary, West Lab Elementary, George Washington Carver Middle, and Young Men’s Preparatory Academy, A schools, met AYP, with no DA status. Kinloch Park Elementary, A school, did not meet AYP, Prevent I school. Francis S. Tucker, A school, did not meet AYP, Correct II school. Coral Gables Senior High, C school, did not meet AYP, Correct II school.

Partnerships and Grants

The school will continue to foster its partnerships with the City of Miami, Miami Children’s Hospital and the Great Florida Bank. Henry M. Flagler collaborates with district programs and services, community agencies and the business community in order to integrate educational services to all students. This collaboration includes: Head Start, Reading First, Early Reading First, Miami-Dade District Pre-K and Early Intervention. Exceptional Student Education, Adult Education, Vocational Career Awareness, Staff Development Department, Miami-Dade County Health Department, community colleges, universities, ESOL/LEP Programs, Migrant, Neglected/Delinquent, At-Risk Programs, Homeless Agencies, the Parent Academy, the Parent Information and Resource Center (PERC), the PTS/PSTA, Upward Bound and Pre-collegiate programs at community colleges and universities, Home Instruction for Parents of Preschool Youngsters (HIPPY), Homestead Housing Authority, and through compacts with local municipalities as well as Metro Dade County. These collaborative efforts will eliminate gaps in service for the ELL students, children with disabilities, migrant children, N & D children, homeless children, and migrant children. An avenue will be provided for sharing information about available services, and for helping to eliminate duplication and fragmentation within the programs. Title I personnel will, on an ongoing basis, work with the appropriate staff to increase program effectiveness of the instructional program. Representatives from these agencies will meet as necessary to coordinate various services for families and children to increase student achievement. Additionally, the school receives funding under the School Improvement Grant

STUDENT ACHIEVEMENT DATA

Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100.

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Dr. Orlando B. Gonzalez

Ph. D. in Educational Leadership, University of Miami, FL; Master of Science in Educational Leadership, Nova-Southeastern University; Bachelor of Arts in History, Florida International University; Principal Certification – State of Florida

1 16

Principal of Eneida M. Hartner ES 2008-2009: Grade C Reading Mastery: 60%, Math Mastery: 66%, Writing Mastery: 85%, Science Mastery 34%. AYP: Only Hispanic students met AYP in Reading and only ELL students met AYP in Math.

2007-2008: Grade B, Reading Mastery: 55%, Math Mastery: 65%, Writing Mastery: 80%, Science Mastery 32%. AYP: 80%. ELL did not make AYP in Reading or Math.

2006-2007, Grade C, Reading Mastery: 54%, Math Mastery: 55%, Writing Mastery: 74%, Science Mastery: 26%. AYP: Hispanic students were the only AYP subgroup that made AYP in math or reading.

2005-2006, Grade C, Reading Mastery: 55%, Math Mastery: 55%, Writing Mastery: 77%. AYP: Hispanic students were the only subgroup that made AYP in math. Black students and SWD did not make AYP in reading.

2004-2005, Grade D, Reading Mastery: 57%, Math Mastery: 57%, Writing Mastery: 75%. AYP: Black students did not make AYP in math and Total Writing Proficiency was not met.

2003-2004 Grade C, Reading Mastery: 47%, Math Mastery: 52%, Writing Mastery: 96%. AYP: Black students did not meet AYP in math and SWD did not meet AYP in math or reading.

2002-2003; Grade C, Reading Mastery: 40%, Math Mastery: 48%, Writing Mastery: 76%.

Assis Principal Mrs. Marie C. Harris

Specialist Degree in Educational Leadership, Nova-Southeastern University; Master of Science in Human Resources Management and Development, Barry University; Bachelor of Arts in Liberal Arts, Barry University; Educational Leadership Certification – State of Florida

1 6

AP of Eneida M. Hartner ES 2008-2009: Grade C Reading Mastery: 60%, Math Mastery: 66%, Writing Mastery: 85%, Science Mastery 34%. AYP: Only Hispanic students met AYP in Reading and only ELL students met AYP in Math.

2007-2008:, Grade B, Reading Mastery: 55%, Math Mastery: 65%, Writing Mastery: 80%, Science Mastery 32%. AYP: 80%. ELL did not make AYP in Reading or Math.

AP of Campbell Drive MS 2006-2007, Grade F, Reading Mastery: 36%, Math Mastery: 35%, Writing Mastery: 81%, Science Mastery: 14%. AYP: No subgroups made AYP in math or reading.

2005-2006, Grade C, Reading Mastery: 31%, Math Mastery: 28%, Writing Mastery: 80%. AYP: No subgroups made AYP in math or reading.

2004-2005, Grade D, Reading Mastery: 25%, Math Mastery: 22%, Writing Mastery: 75%. AYP: No subgroups made AYP in math or reading.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Subject Area Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading Marilyn Fernandez

B.S. Elementary Education, M.S. Elementary Education/ Professional Educator’s: Elementary Education 1-6

5 11

2008-2009: Grade: A 613 accountability points, Reading Mastery: 80%, Math Mastery: 82%, Writing Mastery: 97%, Science Mastery: 55% AYP: School met AYP.

2007-2008: Grade: A 604 accountability points, Reading Mastery: 71%, Math Mastery: 78%, Writing Mastery: 83%, Science Mastery: 71% AYP: 77% ED and ELL did make AYP in Reading. ELL did not make AYP in Mathematics.

2006-2007: Grade: A 582 accountability points, Reading Mastery: 72%, Math Mastery: 72, Writing Mastery: 86%, Science Mastery: 67% AYP: 97% ELL did not make AYP in Reading. All subgroups met AYP in Mathematics.

2005-2006: Grade: A 454 accountability points, Reading Mastery: 75%, Math Mastery: 70%, Writing Mastery: 94%, AYP: 97% The school did not make AYP in Writing.

2004-2005: Grade: A 454 accountability points, Reading Mastery: 75%, Math Mastery: 70%, Writing Mastery: 94%, AYP: 97% The ELL subgroup did not make AYP in Mathematics or Writing.

Mathematics/Science Linette Tellez

B.S. Elementary Education M.S. Educational Leadership/ Professional Educator’s: Elementary Education (K-6) Educational Leadership (K-12)

9 1

2008-2009: Grade: A 613 accountability points, Reading Mastery: 80%, Math Mastery: 82%, Writing Mastery: 97%, Science Mastery: 55% AYP: School met AYP.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

1. Regular meetings of new teachers with Principal Principal On-going

2.Partnering new teachers with veteran staffAssistant Principal On-going

3. Soliciting referrals from current employees Principal N/A

Referral box in main office; however, announcement will be made at September, December, and March faculty meetings

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

No data submitted

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Total Number of

Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of

Experience

% of Teachers with 6-14 Years of

Experience

% of Teachers with 15+ Years of

Experience

% of Teachers

with Advanced Degrees

% Highly Qualified

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

59 0 27.2 38.98 33.9 28.81 100 5.08 5.08 79.66

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Marilyn Fernandez Teri Wellen

Ms. Wellen has not previously incorporated reading strategies independently in the elementary school. Ms. Fernandez as reading coach will assist Ms. Wellen in developing and implementing her teaching strategies and classroom management skills.

Mentor and Mentee will meet weekly to plan collaboratively, monitor student progress, and address questions and concerns.

Title I, Part A

Henry M. Flagler Elementary School has several programs that coordinate with state and federal dollars available and integrate federal and state programs so that the school can meet NCLB requirements. Services are provided to ensure students requiring additional remediation are assisted through after-school programs or summer school. The district coordinates with Title II and Title III in ensuring staff development needs are provided. Support services are provided to secondary students. Curriculum Coaches develop, lead, and evaluate school core content standards/ programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. They identify systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk;” assist in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment and implementation monitoring. Other components that are integrated into the school wide program include a Parent Outreach Program; Supplemental Educational Services; and special support services to special needs populations such as homeless, migrant, and neglected and delinquent students. Title I funding is used to purchase supplies necessary to promote an optimal learning environment. Funding through the division of World Languages supports student achievement in a bilingual setting.

Title I, Part C- Migrant

The school provides services and support to migrant students and parents. The District Migrant liaison coordinates with Title I and other programs and conducts a comprehensive needs assessment of migrant students to ensure that the unique needs of migrant students are met.

Title I, Part D

N/A

Title II

The District uses supplemental funds for improving basic education as follows: • training to certify qualified mentors for the New Teacher (MINT) Program • training for add-on endorsement programs, such as Reading, Gifted, ESOL • training and substitute release time for Professional Development Liaisons (PDL) at each school focusing on Professional Learning Community (PLC) development and facilitation, as well as Lesson Study Group implementation and protocols

Title III

Tutorial services are provided through the district for education materials and ELL district support services to improve the

education of immigrant and English Language Learners before and after school.

Title X- Homeless

Henry M. Flagler Elementary along with the Homeless Assistance Program will seek to ensure a successful education experience for homeless children by collaborating with parents and the community. Project Upstart, Homeless Children & youth Program will assist schools with the identification, enrollment, attendance, and transportation of homeless students.

Supplemental Academic Instruction (SAI)

Henry M. Flagler Elementary will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation.

Violence Prevention Programs

N/A

Nutrition Programs

1) Henry M. Flagler Elementary adheres to and implements the nutrition requirements stated in the District Wellness Policy. 2) Nutrition education, as per state statute, is taught through physical education. 3) The School Food Service Program, school breakfast, school lunch, and after care snacks, follows the Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy.

Housing Programs

1) Henry M. Flagler Elementary adheres to and implements the nutrition requirements stated in the District Wellness Policy. 2) Nutrition education, as per state statute, is taught through physical education. 3) The School Food Service Program, school breakfast, school lunch, and after care snacks, follows the Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy.

Head Start

Head Start programs are co-located in several Title I schools and/or communities. Joint activities, including professional development and transition processes are shared. Through affiliating agreements, the Summer VPK program is provided at Head Start sites.

Adult Education

N/A

Career and Technical Education

By promoting Career Pathways and Programs of Study students will become academy program completers and have a better understanding and appreciation of the postsecondary opportunities available and a plan for how to acquire the skills necessary to take advance of those opportunities.

Articulation agreements allow students to earn college and postsecondary technical credits in high school provides more opportunities for students to complete 2 and 4 year postsecondary degrees.

Students will gain an understanding of business and industry workforce requirements by acquiring Ready to Work and Industry certifications.

Readiness for postsecondary will strengthen with the integration of academic and career technical components and a coherent sequence of courses.

Job Training

N/A

Other

Parental Involve parents in the planning and implementation of the Title I Program and extend an open invitation to our school’s parent resource center in order to inform parents regarding available programs, their rights under No Child Left Behind and other referral services.

Increase parental engagement/involvement through developing (with on-going parental input) our Title I School-Parent Compact (for each student); our school’s Title I Parental Involvement Policy; scheduling the Title I Orientation Meeting (Open House); and other documents/activities necessary in order to comply with dissemination and reporting requirements.

Conduct informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our parents’ schedule as part of our goal to empower parents and build their capacity for involvement.

Complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev. 06-08) and the Title I Parental Involvement Monthly Activities Report (FM-6913 03-07), and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 1118.

Response to Instruction/Intervention (RtI)

Confidential “as-needed services” will be provided to any students in the school in “homeless situations” as applicable.

Additional academic and support services will be provided to students and families of the Migrant population as applicable.

School Improve Grant Fund/School Improvement Initiatives The school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100. Additionally, Title I School Improvement Grant/Fund support funding and assistance to schools in Differentiated Accountability based on need.

The Voluntary Public School Choice Program (I CHOOSE!) a federally funded grant, is a district wide initiative designed to assist in achieving the Miami-Dade County Public Schools’ District’s Strategic Plan goal to expand the availability of and access to high quality public school choice options for all parents in Miami-Dade County. Voluntary Public School Choice grant funds are used to evaluate programs, inform parents of educational options, and reculture teaching practices to establish quality school environments.

Identify the school-based RtI Leadership Team.

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

School-based RtI Team

Principal: Provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RtI implementation, and communicates with parents regarding school-based RtI plans and activities. Assistant Principal: Facilitates the use of data-based decision-making, ensures that the school-based team is implementing RtI, conducts assessment of RtI skills of school staff, monitors implementation of intervention support and documentation, and communicates with parents regarding school-based RtI plans and activities. General Education Teachers (K – 5th Grade), General Education Teachers: Provide information about core instruction, participate in student data collection, deliver Tier 1 instruction/intervention, collaborate with other staff to implement Tier 2 interventions, and integrate Tier 1 materials/instruction with Tier 2/3 activities. Exceptional Student Education (ESE) Teacher: Participates in student data collection, integrates core instructional activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as co-teaching. Instructional Coaches, Reading/Math/Science: Develop, lead, and evaluate school core content standards/ programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identify systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assist with whole school screening programs that provide early intervening services for children to be considered “at risk;” assists in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment and implementation monitoring. School Psychologist: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities. Technology Specialist: Develops or brokers technology necessary to manage and display data; provides professional development and technical support to teachers and staff regarding data management and display. Media Specialist: Participates in student data collection, integrates instructional activities and literature into core curriculum, and collaborates with general education teachers.

The school-based RtI Leadership Team will meet monthly to discuss and analyze student data. Data is comprised of Interim Assessments, FAIR results and FCAT scores, in addition to teacher generated formal and informal assessments. Data trends are identified and decisions are made based on the most current data available. Adjustments are made to the instructional calendar to target areas identified by the data to be in need of improvement.

The RtI Leadership Team will meet with the Educational Excellence School Advisory Council (EESAC) and principal to help develop the SIP. The team will provide data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; help set clear expectations for instruction (Rigor, Relevance, Relationship); facilitate the development of a systemic approach to teaching (Reciprocal Teaching, CRISS Strategies, Essential Questions, Activating Strategies, Teaching Strategies, Extending, Refining, and Summarizing); and align processes and procedures.

Describe the data management system used to summarize tiered data.

RtI Implementation

School Wide Florida’s Continuous Improvement Model

Describe the plan to train staff on RtI.

Baseline data: Progress Monitoring and Reporting Network (PMRN), FAIR, Florida Comprehensive Assessment Test (FCAT), District Baseline Progress Monitoring: PMRN, District Interim Assessments Midyear: Florida Assessments for Instruction in Reading (FAIR) End of year: FAIR, FCAT Frequency of Data Days: once a month for data analysis

Professional development will be provided during teachers’ common planning time and small sessions will occur throughout the year. Two PD sessions entitled: “RtI: Problem Solving Model: Building Consensus Implementing and Sustaining Problem-Solving/RtI” and “RtI: Challenges to Implementation Data-based Decision-making, and Supporting and Evaluating Interventions” will take place in mid-August and in October. The RtI team will also evaluate additional staff PD needs during the monthly RtI Leadership Team meetings.

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

Plan

Reading: A grade level analysis of the FCAT Content Clusters in Reading indicates that in grade 3 impressive gains were achieved in all four clusters, 77% of students met high standards on the 2009 FCAT Test. While grades 4 and 5 improved in Words/Phrases and in Reference/Research, a slight decline was noted in the Main Idea/Purpose and Comparison clusters for both grade levels. This is particularly concerning due to the importance and weight of the Main Idea/Purpose and Comparison clusters. Teachers will guide their independent groups using this data and establish computer times where the children can specifically work on these benchmarks using FOCUS. In addition, students will receive tutorial services before/after school as well as Saturday Academy, and SES tutoring.

Mathematics: A grade level analysis of the FCAT Content Clusters in Mathematics reveals that, for the most part, gains were achieved by all grade levels in all five content clusters. In 3rd grade 67% of students met high standards, in 4th grade 72% of students met high standards and 54% of students met high standards A slight decline in grade 4 - Measurement (63% met high standards compared to 75% a decrease of 12 percentage points) and in grade 5 – Algebraic Thinking (55% met high standards compared to 64% a decrease of 9 percentage points) has been noted. Teachers will establish computer times where the children can specifically work on these benchmarks using FOCUS. In addition, students will receive tutorial services before/after school as well as Saturday Academy, and SES tutoring.

Science: In grade 5, all but one of the four Science content clusters maintained or improved. A four percentage point decline was seen in Scientific Thinking. Teachers establish computer times where the children can specifically work on these benchmarks using FOCUS.

Writing: A grade level analysis of the 2009 FCAT Writing scores indicate that 97% of students scored at mastery (3.5) increasing 14 percentage points from the previous year. Wednesday Academy will be offered to students in grade 4 that need additional assistance in achieving 4.0 or above on the FCAT Writing Test.

• The IFCs will be created in July 2009 by the District. The IFC will be updated October 2009 to infuse secondary benchmarks as determined by disaggregated data results from the September Baseline Assessments, and again January 2010 as determined by the disaggregated data results from the Mid-Year benchmark Assessments. • The 2009 FCAT results were utilized to develop the IFCs. Data results from the September Baseline Benchmark Assessments and December Mid-Year Assessments will also be utilized. • Teachers will be responsible for determining the instructional focus of whole group lessons, and small group/differentiated instruction. • Benchmarks were selected as indicated by students’ strengths and weaknesses, which were measured by progress on class work assignments, assessments, and data results. • The duration of instruction for each Benchmark was determined by the amount of time allotted in the IFC to ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted in the IFC, teachers will provide instruction on each Benchmark, allow the students an opportunity to practice, assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting.

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

• Administration will implement a continuous cycle of classroom visitations/walkthroughs, evaluating lesson plans, monitoring teacher data, and conducting data chats with teachers to ensure that the IFC are being utilized and implemented effectively. Coaches will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation. • Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The subject area coaches and/or department chairperson will provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities, and utilize the support of their colleagues during weekly team meetings.

• Reading: Priority will be given Main Idea/Purpose and Comparison clusters in all grade levels through small group instruction and FOCUS. • Writing: Priority will be given to both Narrative and Expository Writing during the writing blocks. • Math: Priority will be given to Short and Extended Response tested benchmarks as well as Measurement in grade 5. • Science: Priority will be given to the Scientific Thinking, Strand H.

• Once FCAT scores were released, the administration determined student learning gains by teacher and adjusted the master schedule to prevent low-performing teachers from teaching the same group of students. • An analysis of learning gains allows the strongest teachers to be paired with the weakest students.

• A daily focus of the school is for teachers and students to ask each other, “Why are we learning this?” to ensure that instruction is always relevant. Teachers are also provided reading materials based on current events.

• The fourth grade students participate in a program along with the City of Miami Police Department, Kids and the Power of Work (KAPOW.) The program is meant to involve the community in a mentoring program in order to assist the children within our community. • Every year, after FCAT testing, fifth grade students and parents participate in a course selection fair at the future middle school locations that exposes them to next year’s curriculum to inform them of their course selection.

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

DO

• Grade level teachers work together during weekly scheduled common planning time to align instructional delivery and the IFCs. Vertical and horizontal articulation is also conducted to provide teachers with knowledge of previous and future benchmark skills. Lesson plans will be created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery. • Teachers will meet weekly for grade level meetings and will meet monthly during Professional Learning Communities to share best practices and resources.

• Focus lessons were provided by the instructional coaches for each subject area based on a review of previous assessments where students were struggling. • The focus lessons selected by the instructional coaches are aligned to the Benchmarks and standards for each subject area and cover those Benchmarks that are annually assessed on the FCAT. • The instructional focus lessons are delivered at the beginning of the class.

• After Baseline and Mid Year Assessments, the teachers will monitor and determine whether the skill needs to be revisited. • Teachers and administrators will ensure that the focus lessons are effective through the use of data analysis throughout the year. Weekly formal assessments will also determine the effectiveness of the focus lessons and mastery of skills.

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

How are assessments used to identify students reaching mastery and those not reaching mastery?

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

CHECK

• Mini-assessments will be used during the school year to measure students’ progress. • The number of questions for each IFC benchmark will range between four and ten according to grade level and benchmark. • The assessments will be administered on a monthly basis.

• Mastery will be set at 70%, which demonstrates satisfactory performance levels as per the District grading scale. • The assessment results will be used to monitor student progress. Students that do not meet mastery level will be provided additional targeted instruction. An Item-Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently.

• Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those students earning less than 50%, additional instruction and practice opportunities for those students earning between 50-70%, and enrichment/advanced instruction to students earning 70-100%.

• Teachers will provide enrichment activities for students who are performing at mastery levels by participating in project activities, hands-on activities, or other supplemental lessons which will maintain and reinforce mastered skills.

• Teachers will meet weekly during their scheduled common planning time to review assessment data. • Grade level chairpersons will facilitate and document meetings through the use of sign-in sheet/agenda/ outcome notes. Members of the leadership team will attend meetings on a rotating basis.

• The Principal and leadership team ensure that data analysis of assessment results are being used to differentiate instruction by conducting classroom visits, reviewing lesson plans, and attending grade level meetings. During these meetings, lesson plans, data binders, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs. Progress Monitoring logs will also be utilized to document the process of teaching, assessing, re-teaching, and re-assessing. Special attention will be given to special needs populations such as migrant, homeless, neglected and delinquent students.

• The instructional coaches will assist teachers with providing instruction on the focus lessons either by modeling whole group instruction or assisting the teacher in providing small group instruction. The instructional coach will also help with the process of grading, recording, and charting student scores.

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

ACT

• The materials used to re-teach non-mastered target areas are Voyager Passport, Voyager Math, Ticket to Read, FOCUS, Houghton Mifflin Reading Series, Scott Foresman Mathematics Series, and Scott Foresman Science Series. Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of providing instruction to students in non-mastered areas. Resources and strategies provided at professional development workshops will also be utilized. Students consistently demonstrating non-mastery may be required to participate in tutorial sessions after school.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status Show Attached Notification of (School in Need of Improvement) SINI Status Public School Choice with Transportation (CWT) Notification

How does the school identify staff’s professional development needs to improve their instructional strategies?

Which students will be targeted for supplemental and intensive instruction/interventions?

How will the effectiveness of the interventions be measured throughout the year?

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Describe how students are identified for enrichment strategies.

• Additional time is scheduled during the day to provide students with intensive instruction that reinforces non-mastered skills.

• The school identifies staff’s professional development needs through data analysis, classroom observations, and teacher requests.

• Students not performing on grade level as identified by the previous year’s FCAT data, Interim Assessments, FAIR, and academic performance. • Students not making mastery are placed in tutorial sessions during and after school. Teachers also provide differentiated instruction to reinforce non-mastered skills.

• Progress monitoring assessments are built into the intervention schedule to determine student academic progress. Factors that hinder the implementation of a strategy will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through FCAT Explorer and FOCUS will also be utilized to determine the effectiveness of supplemental instruction.

• Students who exceed mastery levels are identified and offered testing for placement into the Gifted Program. The Extended Foreign Language Program is also offered to students who exceed mastery levels in both the English and Spanish language. Teachers use a wide variety of instructional delivery methods including computer technology, multi-sensory strategies to enhance abstract and critical thinking strategies, and real-world experiences that promote problem solving. • • An AEP Chess Program is offered to students through the afterschool care program.

• Students scoring above a 98% on the SAT are automatically considered for placement in the Gifted Program where enrichment activities are provided. Teacher recommendation is also taken into consideration. • Parent and teacher recommendations are considered in the identification process for the Gifted Program.

PLC Organization (grade level, subject, etc.) PLC Leader

Frequency of PLC Meetings Schedule (when)

Primary Focus of PLC (include Lesson Study and Data Analysis)

The Professional Development Liaison (PDL) will be trained prior to the opening of the 2009-2010 school year and again in the Fall during the Professional Development Day October 19, 2009. This training will include the variety of ways to organize a PLC at our work location.

Returning PDL’s have received training in order to train multiple teams of PLC Leaders at each work location. The teams will be comprised of a Principal/Assistant

Principal, Department Head, a subject area specialist, and a grade level

Once the focus and group dynamics of the PLC have been determined, the PDL will propose a course (school-based component 7-507-309) and then a session that is customized for the specific PLC that will be proposed. The session is where the meeting dates, location, and times are submitted for approval.

Once the focus and group dynamics of PLC have been determined, the PDL will propose a course (school-based component 7-507-309) and then a session that is customized for the specific PLC that will be proposed. The session is where the meeting dates, location and times are submitted for approval.

The PDL will be offered training in Lesson Study prior to the opening of school and again in the Fall-2009. Previous trainings have included Book Study, Tuning Protocol and Examining Work. New PDLs will receive additional training in these topics so they may prepare their school sites for these protocols.

Show Attached Public School Choice with Transportation (CWT) Notification Notification of (School in Need of Improvement) SINI Status Show Attached Supplemental Educational Services (SES) Notification

Pre-School Transition

Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

The Voluntary Pre-Kindergarten (VPK) program at Henry M. Flagler Elementary School provides students with the opportunity to acquire proficiency in language and emergent reading skills necessary upon entering Kindergarten. The VPK classroom teacher utilizes the Houghton Mifflin Literacy Program, the High/Scope Curriculum, Waterford Early Mathematics and Science, and the VPK Education Standards that include Physical Health, Approaches of Learning, Social and Emotional Development, Language and Communication, Emergent Literacy, Mathematical and Scientific Thinking, Social Studies and The Arts, and Motor Development in order to facilitate learning and monitor student progress throughout the academic school year. The Developmental Skills Checklist (DSC) will be used to determine students' print/letter knowledge and level of phonological awareness/processing. In addition to academic/school readiness assessments, all incoming Kindergarten students will be assessed in the area of social/emotional development. Specifically, the Ages and Stages Questionnaire will be completed by the parent/guardian of all incoming Kindergarten students. Questionnaire results will provide valuable information regarding student development and need for instruction/intervention regarding pro-social behavior, self-regulation, self-concept, and self-efficacy. Classroom experiences and school wide activities will expose students to a school environment improving their social and emotional development. Students are involved in activities that allow them to participate and contribute in the learning process. Students transitioning from this program have the advantage of a curriculum that prepares them for academic achievement and school readiness. We will also expand the “Welcome to Kindergarten” program to build partnership with local early education programs, including the in-school prekindergarten program. Through this joint venture, parents and children will gain familiarity with kindergarten as well as receive information relative to the enrollment of students at the school. The principal will also meet with the center directors of neighborhood centers. Title 1 Administration assists the school by providing supplemental funds beyond the State of Florida funded Voluntary Pre-Kindergarten (VPK). Funds are used to provide extended support through a full time highly qualified teacher and paraprofessional. This will assist with providing young children with a variety of meaningful learning experiences, in environments that give them opportunities to create knowledge through initiatives shared with supportive adults. In selected school communities, the Title I Program further provides assistance for preschool transition through the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program. HIPPY provides in-home training for parents to become more involved in the educational process of their three- and four-your old children.

NOT APPLICABLE

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

The School Grade Performance Report indicates an increase of 9 percentage points from 71% in 2008 to 80% in 2009 in Reading proficiency. A grade level analysis of the FCAT Content Clusters in Reading indicates that in grade 3 impressive gains were achieved in all four clusters. While grades 4 and 5 improved in Words/Phrases and in Reference/Research, a slight decline was noted in the Main Idea/Purpose and Comparison clusters for both grade levels. All subgroups met AYP. Of the lowest 25%, 69% made learning gains. In total, 76% of students made learning gains an 8 percentage point increase from 2008.

Given instruction using the Sunshine state standards, 81% of the students in grades 3-5 will score at least 3 or above on the 2010 FCAT Reading Test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 The school will implement the new FAIR assessments to monitor student progress.

Principal, Reading Coach

Review FAIR data reports to ensure teachers are assessing students according to the schedule.

FAIR assessments

2 After completing and reviewing the data of the District Baseline Assessments, reading teachers in grade 3-5 will develop an instructional focus calendar for all reading classes.

Reading Coach, Reading teachers

Administration will be aware of the IFC’s upcoming focus and monitor the implementation through classroom visits.

Effectiveness will be determined through Interim assessments and weekly skills tests

3 During pre-reading activities (Word of the Day) teachers will instruct students in the use of concept maps to help build general knowledge of word meaning and relationships, the study of synonyms and antonyms, and the practice of recognizing examples and non-examples of word relationships.

Reading Coach, Reading Teachers

Administration and Reading Coach will be aware of the word of the day and ask students the meaning of the word throughout the day. In addition, the administration will monitor implementation through classroom walkthroughs.

Grade levels will develop a Word of the Day Monthly Mini-Assessment.

Professional Development Aligned with Objective:

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring


Using updated District Reading Pacing Guides to target key concepts.

Reading Coach 08/09 Classroom

Observations

Principal, Assistant Principal


Using Data to Identify/Diagnose Needs of Students


Observations


For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every

Teacher

Budget:

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

Description of Resources Funding Source Available Amount

Reading Plus Principal’s Discretionary $1,830.00

Voyager Passport Title I $11,204.20

Accelerated Reader Library Funds $3,700.00

Total: $16,734.20

Technology


No Data No Data $0.00

Total: $0.00

Professional Development



Total: $0.00

Other


Part-time Reading Intervention Teachers Title I $35,640.00

Family Literacy Night EESAC $250.00

Saturday Reading Academy FCAT Enhancement $5,750.00

Total: $41,640.00

Final Total: $58,374.20

End of Reading Goal

Mathematics Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?



In grades 3-5, 82% of students scored 3 or above on the 2009 FCAT Mathematics Test, this is an increase of 4 percentage points from 78% on the 2008 FCAT test. In 3rd grade 67% of students met high standards, in 4th grade 72% of students met high standards and 54% of students met high standards A slight decline in grade 4 - Measurement (63% met high standards compared to 75% a decrease of 12 percentage points) and in grade 5 – Algebraic Thinking (55% met high standards compared to 64% a decrease of 9 percentage points) has been noted. In grades 4-5, 82% of students in the lowest 25% made learning gains in mathematics on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 4% compared to 86% who achieved learning gains in 2008. All subgroups met AYP.

Given instruction using the Sunshine state standards, 83% of the students in grades 3-5 will score at least 3 or above on the 2010 FCAT Mathematics Test.



Evaluation Tool

1 Provide students with hands-on experiences to facilitate the conceptual learning and understanding of grade-level appropriate measurement concepts and apply the learning to solve real-world problems.

Mathematics Coach, Mathematics Teachers

Administration will be aware of the IFC’s upcoming focus and monitor the implementation through classroom visits.

Effectiveness will be determined using Interim assessments and teacher created weekly skills test.

2 Identify and closely monitor the progress of the lowest 25 percentile consistently; revise instruction intervention and intervention groups as indicated by student progress.

Principal,Mathematics Coach

Maintain a record of strategies and interventions utilized with the lowest 25 percentile

Increase achievement between assessment

3 After completing and reviewing the data of the District Baseline Assessments, mathematics teachers in grades 3-5 will develop an instructional focus calendar for all mathematics classes.

Mathematics Coach, Mathematics Teachers

Administration will be aware of the IFC’s upcoming focus and monitor implementation through classroom visits.

Effectiveness will be determined through Interim Assessments and weekly teacher created weekly skills tests.




Person Responsible

for Monitoring

Given instruction using the Sunshine state standards, 83% of the students in grades 3-5 will score 3 or above on the 2010 FCAT Mathematics Test

Using Updated District Mathematics Pacing Guides to target key concepts.

Math Coach 08/09 Classroom Observations


Given instruction using the Sunshine state standards, 83% of the students in grades 3-5 will score 3 or above on the 2010 FCAT Mathematics Test

Integrating Computer Based Programs Math Coach 09/09 Classroom

Observations


Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


Part-time Mathematics Intervention Teacher Title I $35,640.00

Saturday Mathematics Academy Title I $5,750.00

Total: $41,390.00


End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



Based on the 2009 FCAT Science data, 55% of students achieved level three and above. This represent s a decrease of 16% compared to 71% who achieved level three or above in 2008.

Given instruction based on the Sunshine State Standards, 65% of students will score at level three or above on the 2010 Science Assessment.



Evaluation Tool

1 Provide real-world science experiences and hands on activities utilizing the laboratory at least once a week.

Principal, Science Coach

The created lab schedule will be implemented with fidelity and monitored by the Administration.

Effectiveness will be determined through Interim Assessments and weekly Science weekly skills tests.

2 Provide opportunities for students to experience the scientific method by participating in the District Elementary Science Fair.

Science Coach Students individual Science Fair project.

Science Fair rubric

3 After completing and reviewing the data of the Interim Assessments, science teachers in grades 4 and 5 will develop an instructional focus calendar for all science classes.

Science Coach, Science Teachers

Administration will be aware of the IFC’s upcoming focus and monitor implementation through classroom visits.

Effectiveness will be determined through Interim assessments and weekly Science skills tests.




Person Responsible

for Monitoring


Using updated District Science Pacing Guides to target key concepts.

Science Coach 08/09 Classroom

Observations



Integrating Science Task Cards before, during, and after science instruction.

Science Coach 9/09 Classroom

Observations


Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


Science Laboratory Paraprofessional will assist teachers K-5 in providing students with real-world science experiences and Title I $9,900.00

hands on activities utilizing the laboratory at least once a week.

Total: $9,900.00


End of Science Goal

Writing Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



A grade level analysis of the 2009 FCAT Writing scores indicate that 97% of students scored at mastery (3.5) increasing 14 percentage points from the previous year.

Given instruction based on the Sunshine State Standards, 76% of the students in grade 4 will score at least 4.0 or above on the 2010 FCAT Writing Test.



Evaluation Tool

1 Students will use the writing process daily; all writing will be dated and recorded in a journal, notebook, or work folder for monitoring of growth across time.


A school wide consistent method of saving student work will be established.

Progress between the Pre-test and Mid-year Prompt.

2 Wednesday Academy will be established for all struggling students in Grade 4.

Reading Coach, Writing Teachers, Principal

Administration will monitor student attendance and promote the Academy.

Monthly Writing Prompts.

3 Conduct monthly writing prompts


Students monthly writing prompts will be reviewed and scored by teacher.

Progress between pre test and mid year prompt.




Person Responsible

for Monitoring


Using Updated District Language Arts Pacing Guides to target key concepts.


Observations



Incorporate Florida Department of Education CD Rom in order to improve student responses.


Observations



Holistic Scoring Utilizing Anchor Papers


Observations


Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Science Goal

Parent Involvement Goal

Needs Assessment: Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?



According to the 2008-2009 School Climate Survey, 52% of teachers felt that their ability to do their best possible job at the school was limited by the lack of concern/support from parents.

The school will continue to host monthly bilingual outreach program meetings for parents in order to provide parents the opportunity to become involved in their child’s education.



Evaluation Tool

1 Classroom teachers encouraged to make regular phone calls with positive messages.

Grade Level Chairs Review grade level phone logs.

2010 School Climate Survey results

2 Monthly family events. CIS, Assistant Principal

Maintain activity flyers and sign-in sheets

Parent interviews

3 Provide families monthly bilingual meetings.

CIS, Assistant Principal

Maintain activity flyers and sign-in sheets

Parent interviews



Throughout the 2009 school year, HMF will Increase parent contacts.

The school will increase the number of parent contacts by 1% by June 2010.



Evaluation Tool

1 Offer meetings before and after school.

Principal, Assistant Principal, CIS

Review parent telephone logs.

Parent attendance sign-in sheets.

2 Use Connect Ed messaging system.

Selected School Staff Collect participation data. Title I administration Parental Involvement Monthly School Report.

3 Maintain parental telephone logs and activity reports.

CIS, Assistant Principal

Tally Parental Involvement Monthly School and Activity Reports.

Title I administration Parental Involvement Monthly Activities Report.




Person Responsible

for Monitoring

The school will continue to host monthly bilingual outreach program meetings for parents.

Science Fair Expo Science Coach 4/09

Effectiveness will be determined by the completion of parent surveys.

Selected school staff identified by the principal; Office of Community Services and the Office of Program Evaluation.


Family Literacy Night Reading Coach 3/09




Technology Night


10/09




FCAT Parent Workshop


2/09




Parent involvement CIS, Counselor On-going



The school will increase the number of parent contacts by 1% by June 2010.

A Practitioners Perspective!

District’s Summer Heat Training for Principals

Ongoing throughout the 2009-2010 school year.



Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


Community Involvement Specialist Title I $36,196.00

Total: $36,196.00


End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Reading Reading Plus Principal’s Discretionary $1,830.00

Reading Voyager Passport Title I $11,204.20

Reading Accelerated Reader Library Funds $3,700.00

Total: $16,734.20

Technology


No Data No Data No Data $0.00

Total: $0.00



No Data No Data No Data $0.00

Total: $0.00

Other


Reading Part-time Reading Intervention Teachers Title I $35,640.00

Reading Family Literacy Night EESAC $250.00

Reading Saturday Reading Academy FCAT Enhancement $5,750.00

Mathematics Part-time Mathematics Intervention Teacher Title I $35,640.00

Mathematics Saturday Mathematics Academy Title I $5,750.00

Science

Science Laboratory Paraprofessional will assist teachers K-5 in providing students with real-world science experiences and hands on activities utilizing the laboratory at least once a week.

Title I $9,900.00

Parental Involvement Community Involvement Specialist Title I $36,196.00

Total: $129,126.00


Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkji Prevent Inmlkj NAnmlkj

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 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.

Yes. Agree with the above statement.

Projected use of SAC Funds Amount

No data submitted

Describe the Activities of the School Advisory Council for the Upcoming Year

SAC Members

The purpose of the Henry M. Flagler Elementary School Education Excellence School Advisory Council (EESAC) is to work to ensure improved student achievement. The council is a collaborative effort between teachers, parents, administration and community members that oversee the instructional programs of the school. The EESAC assists in the decision making process of curricular programs acquired by the school, as well as monitoring data in order to revisit the long range plans and make adjustments as needed. The EESAC recommends and supports initiatives and strategies to promote school safety and reduce discipline issues. The EESAC recommends the financial resources that should be used to ensure successful implementation of the School Improvement Plan (SIP) by funding programs that focus on initiatives that will promote the school’s effort to meet or exceed our projected objectives. The EESAC has also reviewed the school’s budget to determine areas that the council can provide funds to supplement educational programs. The EESAC endorses and recommends that all instructional personnel continue to participate in professional growth activities. The EESAC supports technology training to ensure that instructional personnel is knowledgeable of the latest trends and technological advancements, especially related to Voyager, FCAT Explorer, Reading Plus, SuccessMaker, and Accelerated Reader Programs. The EESAC recommends and supports the adoption of all instructional programs that promote the achievement of goals established in the School Improvement Plan. The EESAC recommends and supports the expansion and acquisition of additional technology at our school. The EESAC supports the district’s goal of recruiting and retaining effective, highly qualified teachers. The EESAC recommended and supported maximizing services offered by the members of the Student Services Department. The counselors, psychologist, and stakeholders that support student concerns are an essential component in the achievement of the School Improvement Plan goals.

Members

1) Orlando B. Gonzalez, Principal

2) Corinthia Johnson, SAC Chair

3) Kristen Hernandez, Teacher

4) Linette Tellez, Teacher

5) Lilian Quintana, Teacher

6) Marlin Martin, Parent

7) Zenia Gomez, Parent

8) Lisbet Cano, Parent

9) Dulce Rodriguez, Parent

10) Carmen Escobar, Parent

11) Andres Valdes, Community Member

12) Wendy Johnson, Community Member

13) Carmen Angel, School Support Personnel

14) Grace Sanchez, School Support Personnel

15) Maria Ramos, Union Steward

16) M. Chantal Harris, Assistant Principal

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade HENRY M. FLAGLER ELEMENTARY SCHOOL 1881

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 399Math: 399

2008-2009 School Grade1:

A Did the School make Adequate Yearly Progress?

YES

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.

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% 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

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N

TOTAL4 100 Y 100 Y 73 Y 77 Y 88 94 Y NA 42 27 NA 32 23 NA 82 NA 82 NA

WHITE NA NA NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 73 Y 78 Y 88 Y NA 41 27 NA 32 22 NA 83 NA 82 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 100 Y 100 Y 72 Y 77 Y 87 Y NA 44 28 NA 34 23 NA 83 NA 81 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 68 Y 77 Y 83 93 Y NA 55 32 NA 42 23 NA 82 NA 82 NA

STUDENTS WITH DISABILITIES 100 Y 100 Y NA NA NA NA NA NA






NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 58 Y 68 Y 90 88 N NA 38 42 NA 34 32 NA 62 NA 72 NA



HISPANIC 100 Y 100 Y 59 Y 68 Y 90 88 N NA 38 41 NA 34 32 NA 63 NA 72 NA



ECONOMICALLY DISADVANTAGED 100 Y 100 Y 56 N 66 Y 89 87 N NA 41 44 NA 35 34 NA 60 NA 70 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 45 N 58 N 80 83 Y NA 57 55 NA 42 42 NA 60 NA 65 NA







NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 62 Y 66 Y 85 90 Y NA 39 35 NA 37 34 NA 62 NA 68 NA



HISPANIC 100 Y 100 Y 62 Y 66 Y 85 90 Y NA 39 34 NA 37 34 NA 63 NA 69 NA



ECONOMICALLY DISADVANTAGED 100 Y 100 Y 59 Y 65 Y 83 89 Y NA 40 37 NA 38 35 NA 60 NA 67 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 43 N 58 Y 78 80 Y NA 60 61 N 43 42 NA 49 N 65 NA


Dade School DistrictHENRY M. FLAGLER ELEMENTARY SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

80% 82% 97% 55% 314

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

76% 72% 148

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

1 or 2Adequate Progress of Lowest 25% in the School?

69% (YES) 82% (YES) 151

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 613 Percent Tested = 100% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned


71% 78% 83% 71% 303



68% 81% 149

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?

66% (YES) 86% (YES) 152





Reading

Math

Writing

Science

GradePointsEarned


72% 72% 86% 67% 297



75% 68% 143

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?

73% (YES) 69% (YES) 142




Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY …osi.dadeschools.net/sip/09-10/pdf/1881.pdfthe 2008-2009 school year. Student Demographics Flagler Elementary proudly serves 872 pre -kindergarten