FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: NORTH TWIN LAKES ELEMENTARY SCHOOL

District Name: Dade

Principal: RICHELLE T. LUMPKIN

SAC Chair: CECILIA LLERENA

Superintendent: ALBERTO CARVALHO

Date of School Board Approval:

Last Modified on: 09-01-2009

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 vision of North Twin Lakes Elementary Community School is to guarantee that all students attain a solid foundation of knowledge and skills needed to succeed in secondary education and to compete in the global economy.

MISSION: The mission of North Twin Lakes Elementary Community School is to produce world-class learners by building a network of learning communities.

Brief History and Background of the School

Facility/Community: North Twin Lakes Elementary Community School (NTLECS) was opened in 1962 and provides services to students in Prekindergarten through fifth grades. The school is located in the City of Hialeah on seven acres of land at 625 West 74 Place, Hialeah, Florida 33014. In 2006, a new building was constructed to accommodate a state of the art Media Center, Art Suite, Music Suite, and eight classrooms. Eight portable classrooms add additional instructional space to the school. One building was renovated to serve as a science lab. The administrative offices were also renovated in 2006. North Twin Lakes has earned a school grade of A by the Florida Department of Education and has met all AYP requirements for the past six years.

Unique School Strengths for Next Year

After earning a school record high of 634 accountability points on the 2009 FCAT, the school continues to make significant gains in Reading, Math, Science, and Writing.

In the summer of 2009, North Twin Lakes Elementary Community School hosted graduate students from Florida International University’s Community Literacy Club. These educators provided a one-on-one tutoring class for 42 low performing future third grade students.

North Twin Lakes Elementary Community School is one of six schools in Miami-Dade County that was recognized during the State Board of Education meeting in Tampa for its incredible performance on both state and federal accountability standards. The school, which has a student population of more than 80 percent who are economically disadvantaged, has maintained a state school grade of “A” for the last two years while at the same time meeting stringent federal requirements known as Adequate Yearly Progress (AYP) for more than two years. Department of Education Commissioner Dr. Eric J. Smith says of the school: “The students, teachers, and administrators at these schools are showing not just our state, but also the nation, that educational excellence and quality do not have to be victims of challenge and that success is achievable in any learning environment. My heartfelt congratulations go out to each school and I look forward to seeing what else they can accomplish as we move forward.”

The principal has experience in all facets of school operations and curriculum. She has been an administrator in Miami-Dade County for 8 years. The assistant principal has been a member of the school’s staff for thirteen years. He has served as a teacher, mathematics leader, and assistant principal. He is knowledgeable of the staff’s needs and has great rapport with parents, students, and community as a whole. Since 2007, the number of full time gifted students has increased significantly. Students participating in the tutorial program benefit from small group instruction 3 times a week for an hour. The tutorial program also targets students in need of improvement on Saturday mornings. In addition to its improved FCAT scores, NTLECS student attendance also increased.

Unique School Weaknesses for Next Year

The decline in student enrollment has negatively impacted staff allocations. A reduction in Title I funds will impede the school from providing tutorial services in second through fifth grades, which has traditionally assisted the school in maintaining AYP and a school grade of an A.

Student Demographics

There are 656 students enrolled in pre-kindergarten through fifth grade, of which 95% are Hispanic, 4% are Black Non-Hispanic, and 1% is Other. Sixty four percent of the students are English Language Learners and 13% of the students are Students With Disabilities. Eighty-six percent of the students qualify for free and reduced lunch. In fourth grade, 20% of students are Level 1 or Level 2 in Reading, and 14.5% are Level 1 or Level 2 in Mathematics. In fifth grade, 32.3% of the students are Level 1 or Level 2 in Reading, and 19.4% are level 1 or Level 2 in Mathematics. There are three full time Gifted Programs and three VPK Classes. One hundred percent of Federal No Child Left Behind criteria were satisfied in 2008-2009.

Student Attendance Rates

Daily student attendance at North Twin Lakes has increased in the past three years.. Student attendance rate for 2008-2009 was 97.19% as compared to 97.13% in 2007-2008 and 96.01% in 2006-2007. The District's student attendance rate for 2008-2009 was 95.51%. The Feeder Patter’s student attendance rate for 2008-2009 was 95.63.

Student Mobility

The mobility rate of 22% had a negative impact on FTE. A loss of student population negatively impacts school budgets for the following school year. As a result of student mobility, instruction is not consistent and cannot follow the state and district’s curriculum.

Student Suspension Rates

In 2008-2009 North Twin Lakes had 0 out of school suspensions and 0 in-school suspensions. In 2007-2008 North Twin Lakes had 7 out of school suspensions and 5 in-school suspensions. In 2006-2007 North Twin Lakes had 5 out of school suspensions and 5 in-school suspensions. The Student Services Department provides students with alternatives to student suspensions. These alternatives include before and after school counseling services. Students who are at-risk of being suspended from school meet with the School Counselor for one-on-one or group counseling.

Student Retention Rates

North Twin Lakes’ Retention Rate for 2008-2009 was 4.1 %. During the 2008-2009 school year, there were not any mid-year promotions. Feedback from the student services department indicates that students who have been retained need academic support at home. Bilingual Parental Workshops are scheduled to assist the parents of retained students with a focus in Reading and Mathematics. Additionally, all retained students receive supplemental assistance in the Tutorial Programs and Academic Lab.

Class Size

The average class size in general education is: Kindergarten: 1 teacher to 20.16 students; 1st Grade: 1 teacher to 19.4 students; 2nd Grade: 1 teacher to 15.28 students; 3rd Grade: 1 teacher to 14.14 students; 4th Grade: 1 teacher to 14.14 students: 5th Grade: 1 teacher to 17.66 students. Student With Disabilities with Varying Exceptionalities: Kindergarten: 1 teacher to 1 student; 1st Grade: 1 teacher to 4 students; 2nd Grade: 1 teacher to 9 students; 3rd Grade: 1 teacher to 7 students; 4th Grade: 1 teacher to 9 students; 5th Grade: 1 teacher to 12 students. Highly qualified SPED teachers service students in inclusion and resource settings. ELL Classes: Kindergarten: 1 teacher to 20.16 students; 1st Grade: 1 teacher to 19.4 students; 2nd Grade: 1 teacher to 15.28 students; 3rd Grade: 1 teacher to 14.14 students; 4th Grade: 1 teacher to 14.14 students: 5th Grade: 1 teacher to 17.66 students. In general, class size for Kindergarten through third grade is 14.56% and fourth grade through fifth grade is 18.15%.

Academic Performance of Feeder Pattern

Hialeah-Miami Lakes Senior High School is the feeder pattern. Students transition to Miami Lakes Middle and Palm Springs Middle schools. Ninety-nine percent of the teachers at North Twin Lakes are highly qualified by the state of Florida. The Academic Performance of Feeder Pattern is outlined below: Bunche Park Elementary School is a Correct II school with 341 students and earned a school grade of B in 2008-2009. The school did not meet AYP in 2008-2009. John G. Dupuis is a Correct I school with 790 students and earned a school grade of A in 2008-2009. The school met AYP in 2008-2009. Golden Glades Elementary is a Correct I school with 367 students and earned a school grade of C in 2008-2009. The school did not meet AYP in 2008-2009. Miami Lakes K-8 Center services 1,509 students and earned a school grade of A in 2008-2009. The school did not meet AYP in 2008-2009. Marcos A. Milam Elementary is a Correct I school with 1,293 students and earned a school grade of A in 2008-2009. The school did not meet AYP in 2008-2009. Dr. Robert B. Ingram Elementary School is a Correct I school with 421 students and earned a school grade of C in 2008-2009. The school did not meet AYP in 2008-2009. Palm Lakes Elementary School services 925 students and earned a school grade of A in 2008-2009. The school met AYP in 2008-2009. Rainbow Park Elementary School is a Prevent I school with 464 students and earned a school grade of A in 2008-2009. North Dade Center for Modern Languages services 391 students and earned a school grade of A in 2008-2009. The school met AYP in 2008-2009. Twin Lakes Elementary School services 651 students and earned a school grade of A in 2008-2009. The school met AYP in 2008-2009. Nathan B. Young Elementary School is a Prevent I school with 367 students and earned a school grade of C in 2008-2009. The school met AYP in 2008-2009. Miami Lakes Middle School is a Correct I with 908 students and earned a school grade of A in 2008-2009. The school did not meet AYP in 2008-2009. North Dade Middle School is a Correct I school with 784 students and earned a school grade of C in 2008-2009. The school did not meet AYP in 2008-2009. Palm Springs Middle School is a Correct I school with 1,318 students and earned a school grade of A in 2008-2009. The school did not meet AYP in 2008-2009. Hialeah-Miami Lakes is a Correct II school with 2,276 students and earned a school grade of D in 2008-2009. The school did not meet AYP in 2008-

2009.

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

North Twin Lakes is grateful for the support received from Regional Center I as it pertains to Curriculum, SWD, Personnel and Advocacy. Support is also provided by the District’s Parent Academy Program. Business Partners include Millennium Trophies, Blue Bunny Ice Cream, and Papa John’s Pizza. A representative from the Office of the Honorable Julio Robaina, Mayor of the City of Hialeah, serves as the community representative on the Educational Excellence School Advisory Council (EESAC). This year, the school plans to expand the Community School Programs to include courses in ELL, Adult Ed, and General Education Diploma (GED).

Grants: North Twin Lakes has been awarded Title III funds to implement the Tutoring Academy for English Language Learners (ELL). The program services ELL students in all ESOL levels. Tutorial services address the core content areas of Reading, Mathematics, Science, and Social Studies on Mondays, Tuesdays, and Thursdays after school from 3:15 PM to 4:15 PM and Saturdays from 9:00 AM-12:00 PM. Title I Status: North Twin Lakes is a non-sanctioned Title I school. Title I funds are used to support the Pre Kindergarten Program, Tutorial Program, and small group interventions with a focus on Level 1 and Level 2 students in our unique Reading, Mathematics, and Science Intervention Lab. NTLECS has been selected by the District to apply to become a Supplemental Educational Services provider for those schools who did not meet Adequate Yearly Progress. North Twin Lakes Elementary Community School collaborates with district programs and services, community agencies and the business community in order to integrate educational services to all students. This collaboration includes: Miami Dade District Pre-K and Early Intervention, Exceptional Student Education, Staff Development Department, Miami-Dade County Health Department, community colleges, universities, ESOL/LEP Programs, the PTS/PTSA. There is a focus in the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as Differentiated instruction/intervention, and classroom libraries.

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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 Richelle T. Lumpkin

Bachelors-Elementary Education Masters – Educational Leadership Certifications- Elementary Education, Occupational Specialist, and Educational Leadership

1 8

Principal: 2008-2009 Miami Edison Middle School Grade D Reading Mastery: 36%, Math Mastery: 31%, Science Mastery 15% and Writing Mastery: 89%. AYP: 74%, Black, Economically Disadvantaged and SWD students did not make AYP in Reading and Black, Economically Disadvantaged and SWD students did not make AYP in Mathematics.

Principal: 2007-2008 Miami Edison Middle School Grade D Reading Mastery: 39%, Math Mastery: 28%, Science Mastery 9% and Writing Mastery: 89%. AYP: 72%, Black, Economically Disadvantaged, ELL and SWD students did not make AYP in Reading and Black, Economically Disadvantaged, ELL and SWD students did not make AYP in Mathematics.

Principal: 2006-2007 Miami Edison Middle School Grade I Reading Mastery: 29%, Math Mastery: 29%, Science Mastery 12% and Writing Mastery: 90%. AYP: 72%, Black, Economically Disadvantaged, ELL and SWD students did not make AYP in Reading and Black, Economically Disadvantaged, ELL and SWD students did not make AYP in Mathematics.

Vice Principal 2005-2006 Booker T. Washington Senior High School Grade D Reading Mastery: 11%, Math Mastery: 39% and Writing Mastery: 70%. AYP: 56%, Black, Hispanic, Economically Disadvantaged, ELL and SWD students did not make AYP in Reading and Black, Hispanic, Economically Disadvantaged, ELL and SWD students did not make AYP in Mathematics.

Assistant Principal 2004-2005 Booker T. Washington Senior High School Grade D Reading Mastery: 11%, Math Mastery: 36% and Writing Mastery: 77%. AYP: 50%, Black, Hispanic, Economically Disadvantaged, ELL and SWD students did not make AYP in Reading and Black, Hispanic, Economically Disadvantaged, ELL and SWD students did not make AYP in Mathematics.

Assis Principal Idaniel Gonzalez

BS-Elementary Education, Florida International University; MS- Educational Leadership, Florida International University.

13 6

Assistant Principal 2008-2009 North Twin Lakes Elementary Community School Grade: A Reading Mastery: 82%, Math Mastery: 95%, Science Mastery: 63%, Writing Mastery: 99%

AYP Reading: Hispanic 73%, ELL 71%, Economically Disadvantaged 71% AYP Math: Hispanic 86%, ELL 82%, Economically Disadvantaged 84%

Assistant Principal 2007-2008 North Twin Lakes Elementary Community School Grade: A, Reading Mastery: 76%, Math Mastery: 86%, Science Mastery: 63%, Writing Mastery: 86%


The school met all AYP Requirements.

Assistant Principal 2006-2007 North Twin Lakes Elementary Community School Grade: A, Reading Mastery:77%, Math Mastery:80%, Writing Mastery:90%



Assistant Principal 2005-2006 North Twin Lakes Elementary Community School Grade: A, Reading Mastery:76%, Math Mastery:82%, Writing Mastery:96%



Assistant Principal 2004-2005 North Twin Lakes Elementary Community School Grade: A, Reading Mastery:70%, Math Mastery: 66%, Writing Mastery: 95%


The school met all AYP Requirements

2008-2009 Assistant Principal Community Education of North Twin Lakes Elementary Community School Grade: A, Reading Mastery:82%, Math Mastery: 95%, Science Mastery: 63%, Writing Mastery: 99% AYP Reading: Hispanic 73%, ELL 71%, Economically Disadvantaged 71% AYP Math: Hispanic 86%, ELL 82%, Economically Disadvantaged 84%


HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Assis Principal Edith Norniella

BS-Spanish and French, Augustana College; MS-Reading Ed.S- Educational Leadership, Western Illinois University.

1 17

2007-2008 Assistant Principal M.A. Milam K-8 Center Grade: A, Reading Mastery: 62%, Math Mastery: 60%, Science Mastery: 34%, Writing Mastery: 83%

AYP Reading: Hispanic 57%, ELL 45%, Economically Disadvantaged 53% SWD:47% AYP Math: Hispanic 56%, ELL 51%, Economically Disadvantaged 54%, SWD 47%

The school did not meet AYP Requirements.

2006-2007 Assistant Principal M.A. Milam K-8 Center Grade: C, Reading Mastery:62%, Math Mastery:56%, Writing Mastery:89%, Science Mastery:32%

AYP Reading: Hispanic 56%, ELL 46%, Economically Disadvantaged 53% SWD 37% AYP Math: Hispanic 50%, ELL 46%, Economically Disadvantaged 48%, SWD 34%


2005-2006 Assistant Principal M.A. Milam K-8 Center Grade: A, Reading Mastery:66%, Math Mastery:60%, Writing Mastery:83%

AYP Reading: Hispanic 60%, ELL 49%, Economically Disadvantaged 58% SWD 47% AYP Math: Hispanic 56%, ELL 49%, Economically Disadvantaged 54% SWD 45%


2004-2005 Assistant Principal M.A. Milam K-8 Center Grade: B, Reading Mastery:55%, Math Mastery: 58%, Writing Mastery: 87%

AYP Reading: Hispanic 52%, ELL 42%, Economically Disadvantaged 49% SWD 50% AYP Math: Hispanic 55%, ELL 46%, Economically Disadvantaged 52%, SWD 50%


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

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

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading Beverly Royals

BS- Elem. Ed 1-6; MS- Special Ed; Ed.S Science; Certifications: Elementary Education 1-6, ELL Endorsement, Mentally Handicapped K-

27 13

2008-2009 Grade: A Reading Mastery: 82%

AYP Reading: Hispanic 73%, ELL 71%, Economically Disadvantaged 71% AYP The school met all AYP Requirements.

2007-2008 Grade: A, Reading Mastery: 76%

AYP Reading: Hispanic 68%, ELL 57%, Economically Disadvantaged 65% AYP The school met all AYP Requirements.

2006-2007 Grade: A, Reading Mastery:77%

AYP Reading: Hispanic 67%, ELL 52%, Economically Disadvantaged 64%


HIGHLY QUALIFIED TEACHERS

12, Specific Learning Disabilities K-12

2005-2006 Grade: A, Reading Mastery:



2004-2005 Grade: A, Reading Mastery:



Science Cecilia Llerena

BS- Elem. Ed 1-6 Certifications: Elementary Education 1-6, ELL Endorsement

11 2

2008-2009 Grade: A Science Mastery: 63%

2007-2008 Grade: A Science Mastery: 63%,

2006-2007 Grade: A Science Data Not Applicable

2005-2006 Grade: A, Science Data Not Applicable

2004-2005 Grade: A, Science Data Not Applicable

Writing Lileida Guerrero

BS- Elem. Ed 1-6; MS- Elem. Ed Certifications: Elementary Education 1-6, ELL Endorsement

7 1

2008-2009 Grade: A Writing Mastery: 99%

2007-2008 Grade: A Writing Mastery: 86%

2006-2007 Grade: A Writing Mastery:90%

2005-2006 Grade: A Writing Mastery:96%

2004-2005 Grade: A, Writing Mastery: 95%

Mathematics Marlene Vazquez

BS- Elem. Ed 1-6 Certifications: Elementary Education 1-6, ELL Endorsement

4 4

2008-2009 Grade: A Math Mastery: 95%

Math: Hispanic 86%, ELL 82%, Economically Disadvantaged 84%


2007-2008 Grade: A Math Mastery: 86%,



2006-2007 Grade: A, Math Mastery: 80%



2005-2006 Grade: A Math Mastery:82%,



2004-2005 Grade: A, Math Mastery: 66%,

AYP Math: Hispanic 60%, ELL 47%, Economically Disadvantaged 57%


* 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 and Assistant On-going

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

Principal

2. Partnering new teachers with veteran staffPrincipal and Assistant Principal

On-going

3. Partnering with the District to provide high quality Professional Development Sessions

Principal and Assistant Principal

On-going

Attend New Teacher Recruitment Fair provided by the district to recruit and retain high quality, highly qualified teachers.

Principal and Assistant Principal

On-going

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Elena Camacho

Spec. Learning Disability, Educational Leadership

ESE-Varying Exceptionalities

Has completed the META requirement for the ESOL Endorsement

Mindi Gorelick PK/Primary 1st Grade Currently needs two more courses to complete ESOL Endorsement

Kera Stephens-Whyte

Elementary Ed, Exceptional Student Education

5th Grade Currently needs two more courses to complete ESOL Endorsement

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

51 1.96 25.49 49.02 23.53 49.02 92.31 3.92 0 62.75

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Xenia Artiles Spanish

Paula Hurtado Spanish

Ms. Hurtado will be teaching Spanish for the first time in 2009-2010. Ms. Artiles has been a Spanish teacher for nine years.

The mentor and mentee are meeting bi-weekly in a professional learning community to discuss evidence-based strategies for each domain. The mentor is given release time to observe the mentee. Time is given for the feedback, coaching, and planning.

Linda Williams First Grade

Marlene McAllister First Grade

Ms. McAllister has never taught first grade. Ms. Williams has been a first grade teacher for seven years, of which she has served as the grade level chairperson for two years.

The mentor and mentee are meeting bi-weekly in a professional earning community to discuss evidence-based strategies for each domain. The mentor is given release time to observe the mentee. Time is given for the feedback, coaching, and planning.

Odalys Quesada Second Grade

Roiland Figueredo

Mr. Figueredo has never taught second grade. Ms. Quesada has been a second grade teacher for five years.

The mentor and mentee are meeting bi-weekly in a professional earning community to discuss evidence-based strategies for each domain. The mentor is given release time to observe the mentee. Time is given for the feedback, coaching, and planning.

Ms. O’Reilly

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Linda Williams First Grade

Tiffanie O’Reilly First Grade

has never taught first grade. Ms. Williams has been a first grade teacher for seven years, of which she has served as the grade level chairperson for two years.


Maria Carrera Kindergarten

Michelle Egan Kindergarten

Ms. Egan has never taught kindergarten Ms. Carrera has been a kindergarten teacher for six years, of which she has served as the grade level chairperson for three years.


Aline Garcia Kindergarten

Arelys Delgado Kindergarten

Ms. Delgado has never taught kindergarten. Ms. Carrera has been a kindergarten teacher for six years, of which she has served as the grade level chairperson for three years.


Magela Sanchez Third Grade

Tawanna Nelson Third Grade

Ms. Nelson has never taught third grade. Ms. Sanchez has been a third grade teacher for six years.


Title I, Part A

Services are provided to ensure that students who require additional remediation are met through the after-school tutorial programs. The district coordinates with Title II and Title III in ensuring staff development needs are provided. 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 needs 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.

Title I, Part C- Migrant

N/A

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 to 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

Title III funds are used to supplement and enhance the programs for English Language Learner (ELL) and immigrant students by providing funds to implement and/or provide: • tutorial programs (PK- 5) • parent outreach activities (PK- 5) • behavioral/mental counseling services (PK- 5) • professional development on best practices for ESOL and content area teachers • coaching and mentoring for ESOL and content area teachers(PK- 5) • ELL student participation in the citizenship mentoring/acculturation program provided by the Close Up for new Americans Program (PK-5) • Reading and supplementary instructional materials(PK- 5) • Hardware and software for the development of language and literacy skills in reading, mathematics and science, is purchased for selected schools to be used by ELL and immigrant students (PK- 5)

The above services will be provided should funds become available for the 2009-2010 school year and should the FLDOE approve the application.

Title X- Homeless

N/A

Supplemental Academic Instruction (SAI)

This school will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation

Violence Prevention Programs

The school offers a non-violence and anti-drug program to students that incorporate field trips, community service, and counseling.

Nutrition Programs

1) The school 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

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

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 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.

School Improve Grant Fund/School Improvement Grant Initiative 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 extended day remedial tutorial instruction, Differentiated instruction/intervention, classroom libraries, and Project CRISS, Additionally, Title I School Improvement Grant/Fund support funding and assistance to schools in Differentiated Accountability based on need.

Response to Instruction/Intervention (RtI)

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

Identify the school-based RtI Leadership Team. The RtI Leadership Team is composed of key educators who will consistently analyze data to drive the instructional program. The team will focus on student achievement, school safely, school culture, literacy, attendance, and most importantly, the prevention of student failure through prescripted intervention programs. RtI is a general education initiative in which the levels of support are allocated in direct proportion to students needs with a focus on supplemental and intensive interventions. One of the team’s projects is to successfully coordinate and operate a full time Academic Lab. The Academic Lab will be fully operational on the first day of school with a general education teacher and two hourly temporary instructors. Under the Reading Coach’s leadership, students in need of improvement will be assigned to the Academic Lab. The team consists of the following: Principal; Assistant Principal; Reading Coach; Student Services Personnel, General Education Teacher; Paraprofessional; Hourly Temporary Instructor; Hourly Temporary Instructor

Principal and Assistant Principal: Provides a common vision for the use of data-based decision making, establish that the school-based team is implementing RtI conducts assessment of RtI skills of school staff, ensures implementation of intervention support and documentation, determine adequate professional development to support RtI implementation, and communicates with parents regarding school-based RtI plans and activities. They will consult with all stakeholders to verify that the intervention plan devised is appropriate to the needs of the targeted student or students. The Principal and Assistant Principal will make certain that the team process and decisions are implemented in accord with the goals and desired outcome of the team and the evidence-based strategies chosen.

General Education Teacher (Primary and Intermediate): Provides knowledge about core instruction, partakes in student data collection, delivers Tier 1 instruction/intervention, cooperates with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/instruction with Tier 2 activities. The general teacher will use evidence-based curricula and methodologies with fidelity in their classrooms, conduct regular progress monitoring, and use the data to make educational decisions.

Exceptional Student Education Chairperson: Participates in student data collection with a focus on SPED students, integrates core instructional activities/materials into Tier 2 instruction, and collaborates with general education teachers through such activities as co teaching. The Special Education teacher will understand the limits of traditional assessment systems. The special education teacher will use evidence-based curricula and methodologies with fidelity in their classrooms, conduct regular progress monitoring, and use the data to make educational decisions.

Reading Coach: Provides guidance on PK-5 reading plan; facilitates and supports data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data based instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans. The Reading Coach will meet with teachers individually or in grade-level teams to help interpret data. The coach will instruct teachers in data analysis procedures, including item analysis on student probes for error patterns. Furthermore, overseeing the Academic Lab with fidelity to guarantee that students are obtaining adequate interventions.

Student Service Personnel: Offer quality services and expertise on areas of concern ranging from outlining a plan to assist individual students with assessment and interventions. In addition to providing interventions, student service personnel continue to link child-serving and community agencies to the schools and families to support the child’s academic, emotional, behavioral, and social success.

Paraprofessional: Provides daily, hands-on intervention lessons for students not mastering the core curricula. Support teachers with classroom instruction, in order to provide smaller group setting, to meet the needs of differentiated instruction.

Hourly Temporary Instructors: Provides daily, hands-on intervention classes for students in need of improvement. Support teachers with classroom instruction, in order to provide smaller group setting, to meet the needs of differentiated instruction.

The school’s RTI leadership team will meet bi-weekly to: confer regarding the following activities: Analyze data and link it to instructional decisions; review progress monitoring data at the grade level and classroom level to recognize students who are meeting/exceeding benchmarks, at moderate or at high risk for not meeting grade level expectations. Based on the following information, the leadership team will provide professional development and resources necessary to carry out effective interventions. The team will also collaborate regularly, resolve problematic issues, share efficient practices, assess implementation, execute choices, and practice new processes and skills. The team will also support the process of building consensus, increasing communications, and managing decisions about implementation.

The RtI Leadership Team met with the Educational Excellence School Advisory Council (EESAC) to help develop the SIP. The team provided data on Tier 1, Tier 2, and Tier 3 Targets; academic and social/emotional areas that

School Wide Florida’s Continuous Improvement Model

needed to be addressed; help set clear expectations for instruction. The team facilitated the development of a systemic approach to teaching and aligned processes and procedures.

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

The data management system used to summarize tiered data include: Baseline data; Interim Assessments; Florida Comprehensive Assessment Test; Quarterly Data Review. Progress Monitoring; Interim Assessments; Quarterly Data Review Mid Year: Florida Assessments for Instruction in Reading (FAIR); Interim Assessment.

End of year: FAIR; Florida Comprehensive Assessment Test; Post Test

The Assistant Principal will conduct a hands-on Response to Intervention/Instruction Professional Development session in August 2009 with a focus on Problem Solving and Supporting and Evaluating Interventions. A refresher professional development will take place in January 2010. The RtI team will also evaluate additional staff PD needs during the weekly RtI Leadership Team meetings. Additional RtI training will take place during Professional Learning Communities and common planning times.

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

Strengths: • Third grade students achieved mastery on the 2009 administration of the FCAT Mathematics Test on all clusters/strands: Number Sense 75%, Measurement 75%, Geometry/Spatial Ratio 86%, Algebraic Thinking 83%, and Data Analysis 86%. On the 2009 administration of the FCAT Reading Test third grade achieved mastery on the Compare and Contrast/Cause and Effect 78%. • Fourth grade students achieved mastery on the 2009 administration of the FCAT Mathematics Test on all clusters/strands: Number Sense 73%, Measurement 75%, Geometry/Spatial Sense 86%, Algebraic Thinking 71%, and Data Analysis 71%. On the 2009 administration of the FCAT Reading Test fourth grade achieved mastery on the Word/Phrases 71% and Reference and Research 75%. On the 2009 administration of the FCAT Writing Test 90% of fourth grade students achieved mastery. • Fifth grade students achieved mastery on the 2009 administration of the FCAT Mathematics Test on: Geometry/Spatial Sense 77%.

Weaknesses: • Third grade students did not meet mastery on the 2009 administration of the FCAT Reading Test on: Word/Phrases 67%, Main Idea/Purpose 67%, and Reference and Research 67%. • Fourth grade students did not meet mastery on the 2009 administration of the FCAT Reading Test on: Main Idea/Purpose 61% and Compare and Contrast/Cause and Effect 65% • Fifth grade students did not meet mastery on the 2009 administration of the FCAT Math Test on: Number Sense 69%, Measurement 64%, Algebraic Thinking 64%, and Data Analysis 58%. On the 2009 administration of the FCAT Reading Test mastery was not met on: Word/Phrases 67%, Main Idea/Purpose 62%, Compare and Contrast/Cause and Effect 67%, and Reference and Research 67%. On the 2009 administration of the FCAT Science Test mastery was not met on: Physical/Chemical 67%, Earth/Space 62%, Life/Environment 69%, and Scientific Thinking 62%.

North Twin Lakes Elementary Community School’s Instructional Focus Calendars (IFCs) were created in July 2009 using the 2009 FCAT results and developed by the assistant principal, grade level chairpersons, and lead teachers. The IFCs will be updated regularly as determined by disaggregated data results from the Baseline Assessment in September 2009 and Interim Assessments in November 2009 and January 2010. Once the data has been disaggregated by the administrators and teachers, teachers will create a plan for student improvement focusing on the specific student weaknesses.

Teachers will be accountable for determining the instructional focus of whole group lessons, and small/group differentiated instruction. Based on the instructional calendar, teachers teach the targeted skill. The focus is for quality instruction and student mastery.

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?

Benchmarks were chosen as indicated by students’ strengths and weaknesses, which were measured by growth on class work assignments, assessments, and data results. Classroom activities include; providing a warm-up, highlighting the day’s focus, focusing on new content, reinforcing new concepts, and surveying student understanding. Quality instruction includes modeling the thinking process, providing essential vocabulary for subject areas, using cooperative learning techniques, and teaching test-taking strategies. The curriculum and content is aligned to Florida Sunshine State Standards and FCAT to ensure focused instruction that meets the needs of students, allowing for the greatest opportunity for mastery of standards, high performance on the FCAT, and academic success. The focus calendar includes comprehensive curriculum materials, as well as a set of tools that allows teachers and administrators to manage, assess, and customize their students’ learning process.

Reviewing the results of the Baseline Assessments allowed the teachers to focus on the Benchmarks that are weak in Reading, Mathematics, and Science. Students are exposed to the Benchmarks that need more emphasis prior to FCAT testing, allowing the student an opportunity to practice and teachers to assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in whole group or small group setting. The duration of instruction will be contingent upon students’ mastery of the Benchmark.

North Twin Lakes’ administrators will continue to make regular classroom visitations and meet quarterly with all teachers to monitor teacher data and ensure that the IFC is being utilized and implemented with fidelity.

Coaches will be assigned to teachers who demonstrate difficulty in the implementation of the IFCs. Those teachers who are new to a specific grade level will meet weekly with the grade level chairperson to review best practices. New teachers will continue to observe veteran teachers throughout the school year. The teacher will also participate in Professional Learning Communities, and utilize the support of the colleagues during weekly team meetings.

Reading: Main Idea/Purpose was the least proficient strand and will be given precedence focus. Writing: Narrative Writing. Mathematics: Data Analysis was the least proficient strand and will be given precedence focus. Science: Scientific Thinking was the least proficient strand and will be given precedence focus.

North Twin Lakes Elementary Community School’s administrators and coaches analyzed the data to determine students’ placement depending on their academic performance. Based on the information provided the strongest teachers will be paired with the weakest students. This prevents the low-performing teachers from teaching a similar class once more. Specifically, students demonstrating academic deficiencies will attend the academic lab regularly were they will receive individual and/or small group instruction by a certified teacher and paraprofessional.

Classroom instruction focuses on lessons that are relevant to real world situations, especially in Social Studies. Also, the school provides students with the opportunity to join different clubs such as: Art and Music; and several physical education activities are available year round which promote a healthy lifestyle. Furthermore, teachers incorporate the use of technology in their lessons on a daily basis.

Every year, administration and faculty meet to suggest what courses should be offered in the community school to better engage the students and meet their needs. Parents are invited to these meetings and course selection is sent home for parents’ approval. The community school offers the following monthly courses: Technology, Guitar, Piano, Baseball, Ballet, Dance, Modeling, Cheerleading, Zumba, and Art.

Direct the Instructional Focus

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

DO

Grade level teachers will meet bi-weekly during their scheduled common planning time to establish the areas of students’ and classrooms’ strengths and weaknesses. Teachers at North Twin Lakes review data of class work assignments and assessment to plan their lessons and focus on Benchmarks that need emphasis. Those students in need of individualized instruction will participate in the Academic Lab with a one-on-one instructor. Lesson plans and classroom instruction will focus on differentiated instruction, which includes small group and the assistance of an hourly paraprofessional to focus on those Benchmarks.

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

The focus lessons selected by the teachers are aligned to the Benchmark and standards for each subject area and cover those Benchmarks that are annually assessed on the FCAT. The focus lessons will be taught in the Academic Lab by a highly qualified teacher and instructional support staff will provide reinforcement to those students who are not mastering the Benchmarks in Reading, Math, and Science assessments.

Student mastery on cluster/strands assessments based on the focus lessons will reveal if the skills and benchmark need to be revised and/or re-taught. During grade level meetings, administrators, teachers, and reading coach will recognize the efficiency of the lesson by analyzing data outcomes as the students are continuously re-assessed throughout the year. The data should disclose the effectiveness of the instruction.

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

Theme assessments, based on the focus lesson will be administered. Approximately four questions per Benchmark will be utilized for assessment purposes. The assessment will be administered on a bi-weekly basis.

Student mastery will be set at 80%. Mastery is set at higher than the traditional score of 70% to ensure student proficiency of each benchmark. The assessment results will be used to determine the instructional focus of whole group lessons. Item-Analysis of the assessment using Edusoft will be utilized re-teach the questions that students overlook most repeatedly. Teachers will differentiate the instruction as indicated by assessment results to provide intensive instruction to those students earning less than 60%, additional instruction and practice opportunities for those students earning between 60-80%, and enrichment/advance instruction to students earning 80-100%. Students mostly in need of improvement will be scheduled into the Academic Lab and required to participate in a tutorial program.

Teachers will continuously work to reinforce skills and knowledge until they become part of the student's knowledge base. Students at and above mastery level will receive opportunities to enhance and enrich current skills by engaging in project activities, hands-on activities, or other supplemental lessons which will strengthen the ability and sustain the level of mastery/proficiency by participating in the Academic Excellence Program.

Teachers will meet weekly by grade level to review assessment data. The meeting will be facilitated by each grade level chairperson. A teacher will be designated to record notes from the meeting, and the notes will be submitted along with the weekly agenda to the administrative staff. Administrators and coaches will attend meetings on a rotating basis.

The Principal and Leadership Team monitoring practices consist of regularly unscheduled classroom visits, one-on-one meetings with students and teachers to review test scores, celebrating successes, using surveys to assess the process, the school climate, and stakeholder satisfaction. The Reading Coach will meet regularly with teachers to enforce and enable the use of data to adjust intervention as needed. During these meetings lesson plans and data binders will be utilized to provide evidence of differentiated instruction and assessment to address each students’ needs. Progress Monitoring logs will be also be utilized to document the process of teaching, assessing, re-teaching, and re-assessing. The administration will provide necessary technology, materials, and resources and will provide professional development opportunities for new staff and refresher training for other staff. Administration will ensure fidelity of implementation through routine, periodic observation and discussion with staff. They will review data of classrooms and provide feedback to teachers. NTLECS will provide enough personnel to the interventions with sufficient intensity (small group size and daily, uninterrupted intervention sessions)

Special attention will be given to special needs population such as migrant, homeless, neglected and delinquent students. Instructional coaches will assist teachers with providing support on the focus lessons either by modeling whole group instruction or providing additional assistance in the lab.

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?

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.

ACT

Reading: Houghton Mifflin Mathematics: Harcourt Brace Science: Scott Foresman Based on assessment results, teachers will provide continuing quality instruction to either build on success or provide additional instruction. Teaching teams should work together to review progress. Extensions must be considered as important as tutorial work and provided for both mastery and non-mastery students. North Twin Lakes Elementary Community School will use Houghton Mifflin reading series. Voyager for Reading and Math to help those students who are struggling in those areas. Those students will have extra support to succeed in those subjects. Voyager Passport is a comprehensive reading intervention that meets the needs of all struggling readers. It targets the priority skills and strategies that basals only mention. Daily lessons provide explicit instruction: the teacher models the skill, and monitors group and individual practice with corrective feedback. Voyager Passport will give the students an opportunity to gain the necessary skills and confidence to become successful readers. Detailed support and explicit lesson dialogue ensure high-quality instruction. Computerized programs or instructional software (e.g. SuccessMaker, Accelerated Reader, and Gizmo), in addition Internet instructional Web sites such as FCAT Explorer and Ticket to Read will also be utilized. Vmath fills critical learning gaps with a balanced, systematic approach, combining print materials, robust assessment and online technology to create confident, independent learners in math. Vmath Hands-On Lessons help teachers present important math concepts using common manipulatives.

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized. Computerized programs or instructional software (e.g Success Maker and Accelerated Reader), in addition to Internet instructional Web sites such as FCAT Explorer and Ticket to Read will also be utilized. Teachers will utilize instructional strategies or best practices discussed in bi-weekly meetings to provide different methods of proving 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 session before, after, and Saturday school and may also be referred to the lab.

Common areas of concern in the areas of instructional delivery, class room management, etc., as evidenced by administrators’ observations, teacher surveys and student performance/data analysis, will determine the need for professional development sessions.

As a result of progress monitoring (class work assignments and assessment results) and observations (classroom teacher, instructional coach, administrators, etc) students will consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions. Students not meeting mastery will be offered before or after-school, Saturday assistance, as well as assistance during the regular school day at the lab from instructional coaches, and personnel hired to provide tutorial services.

In order to measure the effectiveness of the various intervention programs, the administrators meet biweekly with personnel from the Academic Lab to ensure that students who are not mastering Benchmarks are exposed to the best teaching practices and tutorial services. Attendance in the Academic Lab is vital to the success of student achievement. The Community Involvement Specialist will visit students’ homes who are regularly absent from the Academic Lab and/or Tutorial Services. Parental conferences are also scheduled for students who have excessive absences from school with the School Counselor, Classroom Teacher, and Administrator. Strategies that are unsuccessful in the Academic Lab will be discontinued.

Students who typically exceed mastery levels will participate in the school’s Gifted Program. In addition to the core curriculum, students will be provided a more challenging curriculum to enhance students’ higher academic ability. In effort to raise

Professional Learning Communities

Describe how students are identified for enrichment strategies.

academic achievement levels for all students, North Twin Lakes Elementary Community School will pursue a thorough academic program utilizing differentiation of instruction, flexible grouping patterns, and enrichment and/or acceleration where appropriate. Participation in local, state, and national academic competitions are examples of alternative instructional deliveries that support acceleration. The school will provide consistent and challenging instruction for identified gifted students: Promote excellence and rigor in the curriculum Promote differentiation in all classroom settings Address gifted students' academic, social and emotional needs Provide staff development focusing on the academic and social/emotional needs of gifted learners Promote understanding of gifted students' needs and services

Students are identified for enrichment programs based SAT and FCAT results, teacher recommendation, and parental input. Students who exceed in the regular school program will be considered for placement in the Gifted Program and Academic Excellence Program. Students who already participate in the Gifted Program are encouraged to participate in local, state, and national competitions. These competitions include Math Bowl, Geography Bee, Spelling Bee, Theodore Gibson Oractorical Contest, and World Math Day.

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

Frequency of PLC Meetings Schedule (when)

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

PreKindergarten PLC PreKindergarten Teacher,

Grade Level Chairperson

Bi-Weekly Wednesdays during common planning time.

Analyze the effectiveness of the instructional focus calendars, assessments, maintenance, tutorials, and enrichments to determine any necessary revisions. The team will carefully analyze data from various assessments. PLCs engage in a lesson study process that engages teachers in to systematically examining their practice, with the goal of becoming more effective. Such Study lessons involve planning, teaching, observing, and critiquing the lessons. Reviewing study lessons are part of the bi-weekly PLC Meetings.

Kindergarten PLC

Kindergarten Teachers,


Bi-Weekly During common planning time


First Grade PLC First Grade Teachers,




Second Grade PLC Second Grade Teachers,




Analyze the effectiveness of the Instructional focus calendars, assessments, maintenance, tutorials, and enrichments to determine any necessary revisions. The team will carefully analyze

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status No Attached Notification of (School in Need of Improvement) SINI Status Public School Choice with Transportation (CWT) Notification No Attached Public School Choice with Transportation (CWT) Notification Notification of (School in Need of Improvement) SINI Status No Attached Supplemental Educational Services (SES) Notification

Pre-School Transition

Third Grade PLC Third GradeTeachers,



data from various assessments. PLCs engage in a lesson study process that engages teachers in to systematically examining their practice, with the goal of becoming more effective. Such Study lessons involve planning, teaching, observing, and critiquing the lessons. Reviewing study lessons are part of the bi-weekly PLC Meetings.

Fourth Grade PLC Fourth Grade Teachers,

Grade Level Chairperson Bi-Weekly

During common planning time


Fifth Grade PLC Fifth Grade Teachers,




Title I Administration assists the school by providing supplemental funds beyond the State of Florida funded Voluntary Pre-Kindergarten Program (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-year old children.

North Twin Lakes services two VPK classes and one Role Model Prekindergarten Program. Each class has one teacher and one full time paraprofessional. Teachers and paraprofessionals are responsible for implementing classroom strategies. North Twin Lakes Elementary Community School currently implements the state of Florida’s Voluntary Prekindergarten program. Students in the Kindergarten program are assessed at the beginning of the school year using the Florida Readiness Kindergarten Screening (FLKRS). Data collected from this screening will be used to plan academic and social/emotional instruction for students in kindergarten. Instruction will include modeling, guided practice, and independent practice of all skills. FLKRS will be re-administered mid-year and analyzed to drive instruction for the remainder of the year. An end-of-year assessment will indicate if students have achieved mastery on the Kindergarten grade level expectations.

Parent involvement is encouraged through volunteering and PTA membership. Communication is conducted on a daily bases (as needed) and on scheduled meetings.

Assessment tools to determine student readiness in PreK General Ed and Special Ed: -Oral Language Proficiency Scale (OLPSR) PreK General Ed: -Houghton Mifflin - Early Growth Indicators Benchmark Assessment -Child Observation Record (COR) PreK Special Ed: -The Devereux Early Childhood Assessment (DECA)

Postsecondary Transition

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

-Learning Accomplishment Profile Diagnostic edition (LAP-D). -LAP-D screening for General Ed students. -Phonological and Early Literacy Inventory -Battelle Developmental Inventory (BDI 2) -Preschool Key Experience Note Form

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

In grades 3-5, 73% achieved mastery on the 2009 administration of the FCAT Reading Test. This represents an increase of 6 percentage points compared to 67%, who achieved mastery in 2008.

Needs Assessment:

In grades 3-5: Main Idea/Purpose

In grades 3 and 5: Words/Phrases

In 4th grade: Reference/ Research

Given instruction based on the Sunshine State Standards, 74 % of students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 1. Form Grade Level Reading Teams to implement research-based instructional strategies focused on providing students with hands-on activities to facilitate comprehension of Main Idea/Purpose.

1. Principal, Assistant Principal, Reading Coach, and Teacher

1. The Reading Coach will monitor the implementation of research-based instructional strategies.

1. The evaluating tools that will target students’ deficiencies are: Data of FAIR assessment, results of District Baseline and Interim Assessments, and monthly standardized assessments, using Edusoft.

2 2. Students in need of additional support in understanding Words/Phrases will be assigned to the Academic Lab to receive intensive intervention.

2. Principal, Assistant Principal, Reading Coach, Teachers, Hourly Temporary Instructor, and Paraprofessionals

2. Students will work one-on-one with a tutor in the Academic Lab. Students will be assessed monthly to ensure that the skill has been mastered.

2. The Principal and Assistant Principal will meet with the teacher, Reading Coach, and Academic Lab instructor quarterly to review students’ progress on assessment data.

3 3. Students not mastering Reference/ Research will participate in the Tutorial Academy geared to assist students who have not mastered specific Benchmarks.

3. Principal, Assistant Principal, Reading Coach, and Teacher

3. Students will work in small group, based on academic needs with a tutor in the Tutorial Academy. Students will be assessed monthly to ensure that the skill has been mastered.

3. The Principal and Assistant Principal will meet with the teacher, Reading Coach, and Tutorial Academy instructor quarterly to review students’ progress on assessment data.

Professional Development Aligned with Objective:

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

The number of students meeting high standards will increase from 73% to 74% on the 2010 FCAT Reading Test.

Effective Implementation of the Instructional Focus Calendar

Reading Coach

August 2009

Principal and Assistant Principal classroom visits.

Principal, Assistant Principal, and Reading Coach

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

Teacher

N/A

Budget:

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

Description of Resources Funding Source Available Amount

No Data No Data $0.00

Total: $0.00

Technology



Total: $0.00

Professional Development



Total: $0.00

Other



Total: $0.00

Final Total: $0.00

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, 86% achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents an increase of 7 percentage points compared to 79%, who achieved mastery in 2008.

Needs Assessment:

In 3rd grade: Number Sense

In 4th grade: Algebraic Thinking

In 5th grade: Data Analysis

Given instruction using the Sunshine State Standards, 87% students in grades 3-5 will achieve mastery on the 2010 FCAT Mathematics Test.



Evaluation Tool

1 1. Form Grade Level Mathematics Teams to implement research-based instructional strategies focused on providing

1. Principal, Assistant Principal, Teachers, Hourly Temporary Instructor, and Paraprofessionals

1. The Assistant Principal will monitor the implementation of research-based instructional strategies.

1. The Principal and Assistant Principal will meet with the teacher, and Academic Lab instructor quarterly to review

students with hands-on activities to facilitate comprehension of Number Sense.

students’ progress on assessment data.

2 2. Students not meeting standards in Algebraic Thinking will be provided additional support in the Tutorial Academy.

2. Principal, Assistant Principal, Teachers, and Hourly Temporary Instructor

2. Students will work one-on-one with an hourly paraprofessionals using Voyager Math in the Tutorial Academy Students will be assessed monthly to ensure that the skill has been mastered.

2. The Principal and Assistant Principal will meet with the teacher to review students’ progress based on Interims and bi-weekly assessments.

3 3. Students not meeting high standards in Data Analysis additional support in the Tutorial Academy.



3. Students’ progress will be monitored through bi-weekly assessments.



Strategy for Follow-

up/ Monitoring

Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 87% students in grades 3-5 will achieve mastery on the 2010 FCAT Mathematics Test.

Effective Implementation of the Instructional Focus Calendar

Grade Level Chairs

August 2009

Classroom Visits

Principal, Assistant Principal

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

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?



In fifth grade, 51% of the students achieved mastery on the 2009 administration of the FCAT Science Test. This represents a decrease of 4 percentage points compared

Given instruction based on the Sunshine State Standards, 61% of students in 5th grade will achieve mastery on the 2010 FCAT Science Test.

to 55% who achieved mastery in 2008.

Needs Assessment: Scientific Thinking



Evaluation Tool

1 1. Students not meeting standards in Scientific Thinking will be provided with additional support in the Academic Lab.

1. Principal, Assistant Principal, Reading Coach, Teachers, Hourly Temporary Instructor, and Paraprofessionals

1. Students will work one-on-one with a tutor in the Academic Lab. Students will be assessed monthly to ensure that the skill has been mastered. The Principal and Assistant Principal will meet with the Science Leader, the teacher, and Academic Lab instructor quarterly to review students’ progress on assessment data.

1. Monthly Assessments administered in the Academic Lab.

2 2. Implement a science laboratory in which students and teachers in grades K-5 are provided hands-on, participatory-type learning experiences with a focus on Scientific Thinking

2. Principal, Assistant Principal, Science Leader, Teacher

2. The lab schedule will be implemented with fidelity and monitored by the Principal and Assistant Principal. Principal, Assistant Principal, Science Leader, and Teacher will meet to discuss students’ progress

. Pre/post inventory test and bi-weekly assessments

3 3. Utilize hands-on laboratory experiments for grades K-5 with a focus on Scientific Thinking during whole group instruction.

3. Principal, Assistant Principal, Teacher

3. The laboratory experiments will be implemented with fidelity and monitored by the Principal and Assistant Principal.

3. Bi-weekly quizzes laboratory experiments




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, 61% of students in 5th grade will achieve mastery on the 2010 FCAT Science Test.

Effective Instruction in Science will be provided on a regular basis for all teachers by the Science Leader.

Science Leader

August 2009

Common planning minutes will be reviewed to ensure data trends are discussed and lesson plans are developed

Principal, Assistant Principal, Science Leader

Budget:




Total: $0.00

Technology



Total: $0.00



Science Leader will conduct regular labs for staff with a focus on Scientific Thinking. Discretionary Funds for Substitutes $1,000.00

Total: $1,000.00

Other



Total: $0.00

Final Total: $1,000.00

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?



Based on the 2009 FCAT Writing data, 90% of the students scored level 3.5 or above. This represents an increase of 7 percentage points compared to 83% in 2008.

Needs Assessment: Narrative

Given instruction using the Sunshine State Standards, 91% of the 4th grade students will achieve a 4.0 or above on the 2010 administration of FCAT Writing Test.



Evaluation Tool

1 1. Student will use the writing process daily in grades K-5 with an emphasis in Narrative.

1. Principal, Assistant Principal, Reading Coach, Writing Leader

1. A school wide consistent method of the writing process.

1. Progress between the Pretest Prompt and Mid-year Prompt

2 2. Students not meeting high standards will be provided extra support in before, after, and Saturday school Tutoring.


2. Students will receive additional support based in Narrative. Effectiveness will be determined by results of monthly writing prompts.

2. Students’ progress will be monitored through bi-weekly assessments.

3 3. Students not meeting standards will be provided with additional support in the Academic Lab.

3. Principal, Assistant Principal, Teachers, Hourly Temporary Instructor, and Para-professionals


3. The Principal and Assistant Principal will meet with the teacher, and Academic Lab instructor quarterly to review students’ progress on assessment data.




Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 91% of the 4th grade students will achieve a 4.0 or above on the 2010 administration of FCAT Writing Test.

Writing Process Writing Leader

September 2009

Monitor student writing portfolios, notebooks or journals.

Principal, Reading Coach, Writing Leader

Budget:




Total: $0.00

Technology



Total: $0.00



Temporary Coverage for Professional Development for Teachers in grades K-4 District $1,000.00

Total: $1,000.00

Other



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?



In fifth grade, 51% of the students achieved mastery on the 2009 administration of the FCAT Science Test. This represents a decrease of 4 percentage points compared to 55% who achieved mastery in 2008.

Given a school wide emphasis on parental involvement, the school will demonstrate an increase in parents attending quarterly hands-on science workshops to assist their child in Scientific Thinking and 61% of students in 5th grade will achieve mastery on the 2010 FCAT Science Test.



Evaluation Tool

1 1. Schedule quarterly Science Night Workshop for parents with a focus in Scientific Learning.

1. Community Involvement Specialist, Science Leader, Principal, Assistant Principal

1. The Science Leader will review the Parental Feedback Forms from Science Night Workshop focusing on its effectiveness.

1. Sign in Sheets and Parental Feedback Forms.

2 2. Provide supplemental materials to parents at Parent Resource Center, with a focus in Scientific Learning.

2. Community Involvement Specialist, Science Leader Principal, Assistant Principal

2. The Assistant Principal and the Community Involvement Specialist will review the logs which indicate which materials were checked out by parents.

2. Parental Logs which reflect the materials and resources parents used.

3 3. Use of Connect Ed messaging system to advise parents of Science Night Workshops.

Community Involvement Specialist, Science Leader Principal, Assistant Principal

3. The Assistant Principal and the Community Involvement Specialist will review the Connect Ed Results Message Data to analyze the effectiveness of using the messaging system.

3. Connect Ed Results Message Data



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



Evaluation Tool

1 1. Offer meetings before and after school.

1. Principal, Assistant Principal

1. Review parent telephone logs.

1. Parent Attendance sign-in sheets.

2 2. Activate Connect Ed, distribute flyers, and advertise on school marquee all parental meetings and workshops.

2. Principal, Assistant Principal, Community Involvement Specialist.

2. Collect participation data

Administration Parental Involvement Monthly School Report.

3 3.Maintain parental telephone logs and activity reports.

3. Principal, Assistant Principal, Community Involvement Specialist

3. Tally Parental Involvement Monthly School and Activity Reports.

3.Title I Administration Parental Involvement Monthly Activities Report.




Person Responsible

for Monitoring

Given a school wide emphasis on parental involvement the school will demonstrate an increase in parents attending quarterly hands-on science workshops to assist their child in Scientific Thinking.

Hands-On Science Activities for Parents

Science Leader

Ongoing throughout the 2009-2010 school year

Effective will be determined by the completion of parent surveys.

Principal, Assistant Principal

Budget:



1% of the Title I Part A School wide allocation and District parental set-aside Title I Part A $3,000.00

Total: $3,000.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00


End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Parental Involvement1% of the Title I Part A School wide allocation and District parental set-aside

Title I Part A $3,000.00

Total: $3,000.00

Technology


No Data No Data No Data $0.00

Total: $0.00



WritingTemporary Coverage for Professional Development for Teachers in grades K-4

District $1,000.00

ScienceScience Leader will conduct regular labs for staff with a focus on Scientific Thinking.

Discretionary Funds for Substitutes $1,000.00

Total: $2,000.00

Other


No Data No Data No Data $0.00

Total: $0.00


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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

Fund Temporary Instructors to use for Professional Development 2000

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

SAC Members

The School Advisory Council (SAC) is the sole governing body responsible for the final decision-making at the school relative to the School Improvement Plan. The SAC also analyzes data and utilizes it for developing school wide objectives to meet the educational needs of all students for academic achievement. The SIP is approved by unanimous consensus before implementation. At scheduled monthly meeting, the SIP is reviewed utilizing the school’s SIP checklist of objectives and strategies. The SAC takes into consideration the school’s demographics, the school’s budget, and the results of the FCAT Assessments when developing these strategies. The council schedules meeting monthly, notifies its members, and creates agendas in accordance with district and state guidelines.

Members

1) Richelle T. Lumpkin, Principal

2) Cecilia Llerena, SAC Chair

3) Matthew Tanis, Student

4) Rebecca Castaneda, Teacher

5) Jalitze Horta, Teacher

6) Alejandro Melendez, Teacher

7) Victor Gonzalez, Teacher

8) Jonathan Martinez, Business Member

9) Maria Orozco, Parent

10) Juana Valladares, Parent

11) Jennifer Tamayo, Parent

12) Rocio Acin, Parent

13) Deidry Godoy, Parent

14) Mayra L. Hernandez, Parent

15) Nilda Cuevas, Parent

16) Ana Alamo, Parent

17) Ana Simon, School Support Personnel

18) Irma Companioni, School Support Personnel

19) Nimia DelRosario, School Support Personnel

20) Tawanna Nelson, Union Steward

21) Idaniel Gonzalez, Assistant Principal

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH TWIN LAKES ELEMENTARY SCHOOL 3981

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 330Math: 330

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 86 Y Y NA 33 27 NA 21 14 NA 79 NA 85 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 86 Y Y NA 32 27 NA 21 14 NA 80 NA 86 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 71 Y 84 Y Y NA 35 29 NA 23 16 NA 77 NA 84 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 71 Y 82 Y 93 Y NA 43 29 NA 27 18 NA 80 NA 84 NA

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






YES










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 67 Y 79 Y 94 Y NA 33 33 NA 25 21 NA 66 NA 80 NA



HISPANIC 100 Y 100 Y 68 Y 79 Y 93 Y NA 33 32 NA 24 21 NA 67 NA 80 NA



ECONOMICALLY DISADVANTAGED 100 Y 100 Y 65 Y 77 Y 94 Y NA 36 35 NA 26 23 NA 66 NA 79 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 57 N 73 Y 87 93 Y NA 48 43 Y 30 27 NA 67 NA 76 NA







YES










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 67 Y 75 Y 94 Y NA 38 31 NA 24 25 NA 65 NA 74 NA



HISPANIC 100 Y 100 Y 67 Y 76 Y 93 Y NA 38 29 NA 24 24 NA 65 NA 74 NA



ECONOMICALLY DISADVANTAGED 100 Y 100 Y 64 Y 74 Y 94 Y NA 40 33 NA 26 26 NA 64 NA 73 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 52 Y 70 Y NA NA 60 44 NA 29 30 NA 55 NA 75 NA


Dade School DistrictNORTH TWIN LAKES ELEMENTARY SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

82% 95% 99% 63% 339

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

75% 76% 151

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?

67% (YES) 77% (YES) 144

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 634 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


76% 86% 86% 63% 311



72% 80% 152

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?

79% (YES) 81% (YES) 160





Reading

Math

Writing

Science

GradePointsEarned


77% 80% 90% 44% 291



78% 73% 151

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?

81% (YES) 67% (YES) 148




Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …