FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – 2010 …osi.dadeschools.net/sip/09-10/pdf/2651.pdf · 2009-10-07 · FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 –

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: KENDALE LAKES ELEMENTARY SCHOOL

District Name: Dade

Principal: Martha T. Jaureguizar

SAC Chair: Elianeys Basulto

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending

Last Modified on: 08-24-2009

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 We are committed to provide educational excellence for all.

Mission Kendale Lakes Elementary School’s vision is to provide organizational strategies that reflect quality leadership, commitment to excellence, and self-actualization for all stakeholders.

Brief History and Background of the School

Brief History and Background of the School Kendale Lakes Elementary School (KLES) is a public, non-profit organization within the Miami-Dade County Public School System. The school was established in 1974 and sits on 8.69 acres located in Southwest Miami-Dade County, Florida. There are 52 classrooms and 11 portables on the school site. Although the school has been in existence for 35 years, the entire facility has been wired to provide Internet and Intranet access to 100 percent of the classrooms. The Media Center houses a state of the art closed circuit television system, WKLE, where broadcasts are utilized to share communication schoolwide. Additionally, the Media Center provides Internet access to 30 computer stations which enable the Media Specialist and/or classroom teacher to support and enhance the curriculum by integrating technology. There is a primary computer lab with 13 computers. In 2005, one prefabricated building was added to create 13 new classrooms. Kendale Lakes Elementary qualified for Title 1 status for the 2009-2010 school year. Recently, the main building underwent extensive roof repairs, and in summer 2009, the main building will also undergo the installment of a new elevator and two bathroom areas to ensure compliance for individuals with special needs.

Unique School Strengths for Next Year

Unique School Strength for Next Year Kendale Lakes earned a school record high of 646 accountability points generated according to the Florida Department of Education’s School Accountability System based upon cumulative results from 2009 FCAT as compared to results from the 2008 FCAT. The data demonstrated increases in a majority of the eight accountability areas, and maintained an “A“ school grade.

Kendale Lakes enters the next school year with renewed confidence for leading as one of the schools in the district that demonstrated significant improvement on the Science subtest with an increase of 22%. The implementation of the Science Lab provided hands-on experiments that enhanced the Scientific process beyond the classroom level.

Over 98% of the instructional personnel are classified as “highly qualified”. Approximately 37% of all teachers have advanced degrees. Twenty-three percent of all teachers have over 15 years of teaching experience; 48% have between 6-14 years of teaching experience; 11% are National Board Certified.

Unique School Weaknesses for Next Year

Unique School Weaknesses for Next Year There is a reduction of staff for the 2009-2010 school year due to a decrease in the overall enrollment. Thankfully, the reduction of staff has not negatively impacted the use of the Science Lab as an instructional resource. Also, a decrease in student enrollment in the past three years limited the number of full time special area teachers. Additionally, over the month

of August, the Microsystems Technician from Kendale Lakes Elementary was able to receive 35 computers from Winston Park K-8 center. Plans are currently underway to establish a second computer lab in the Annex building with these computers. The second lab will be utilized for students as well as parental and student with their parent/guardian training/learning opportunities.

Additionally, the large population of students with learning disabilities poses challenges due to the range and complexity of their specific needs.

With a mobility rate of 24%, there is an ongoing challenge to increase parental involvement and provide stability to the school’s Parent And Teacher (PAT) Organization. Approximately 35% of school stakeholders were registered members. There will be a need to improve registration of all KLE stakeholders to establish an atmosphere of collaboration and support for the benefit of all students.

Student Demographics

Student Demographics Kendale Lakes serves approximately 862 students from the surrounding neighborhood, from a predominantly economically disadvantaged community. The ethnic make-up of the student population is 82 percent Hispanic, 13 percent white, 3 percent black, and 2 percent other. The school’s mobility rate is 24 percent. We offer several class configurations including self-contained, resource, mainstream and inclusion classes. Additionally, 18% of students are identified as Students with Disabilities (SWD), 16% are classified as English Language Learners (ELL), and nearly 19% of students are enrolled in the gifted program. Economically disadvantaged students account for 62% of the population.

Student Attendance Rates

Student Attendance Rates Student attendance totaled 96.75 percent in 2008-09 which is above the District average of 95.38.

Student Mobility

Student Mobility The mobility rate of the school is 24%. This mobility comes predominantly from the economic crisis and the need for relocation.

Student Suspension Rates

Student Suspension Rates 2007-2008: In school 5, Out-of-school 2; 2008-2009: In school 1, Out-of-School 7. The out-of–school suspension rate has increased due to specific circumstances related to students with disabilities.

Student Retention Rates

Student Retention Rates The retention rate is 1.6% for 2008-09. The District’s retention rate is currently six percent

Class Size

Class Size In 2008-09, the class size average was 17:1. Pupil /Teacher ratio in the standard curriculum is as follows: 16.46:1 in grades Pre-K-3 21.79:1 in grades 4-5 Pupil /Teacher ratio for Special Education (SWD) classrooms is 9:1 in grades K-3 ; 6:1 in grades 4-5. Reduced class sizes are offered to maintain behaviors that are appropriate and conducive to learning.

Academic Performance of Feeder Pattern

Academic Performance of Feeder Pattern The majority of fifth grade students at Kendale Lakes Elementary School attend either Howard D. McMillan Middle School (34%) or Howard A. Doolin Middle School (30%). The remaining 36% matriculate at various other middle schools in minimal numbers due to acceptance into magnet school programs, receiving a hardship out-of-area transfer request to another middle school, or enrollment in a nearby charter school which serves Kindergarten through twelfth grade students.

Kendale Lakes Elementary School 2008-2009: A (646 points); The school met Adequate Yearly Progress criteria.

Howard D. McMillan Middle School 2008-2009: A (563 points); The school did not meet Adequate Yearly Progress criteria.

Howard A. Doolin Middle School 2008-2009: B (521 points); The school did not meet Adequate Yearly Progress criteria.

Sunset Senior High School 2008-2009: B (496 points); The school did not meet Adequate Yearly Progress criteria.

Partnerships and Grants

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

The school will continue its strong partnership with Washington Mutual through the School Savings Banking Program, which provides the students with hands-on money-management experiences. Additional Dade Partners that provide needed support to the KLE Family include Costco and Publix Supermarket. These partners assist with employee appreciation events and the donations of goods from their business for school-related activities.

The pursuit of new partnerships will be prioritized this year to provide additional support and/or resources that can enhance the delivery of instructional programs and services provided to the Kendale Lakes Elementary Family.

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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 Martha T. Jaureguizar

Bachelor of Science-Elementary Education, Florida International University

Master of Science-Reading Education, Florida International University

Endorsement in Gifted, Florida International University

Certification-Educational Leadership, Nova Southeastern University

Completion of the Executive Training Program for Principals, Miami-Dade County Public Schools

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Previous School Data:

Assistant Principal of William Lehman Elementary School:

2008-2009 Grade: A Reading Mastery: 3rd Grade: 77% 4th Grade: 83% 5th Grade: 82% Math Mastery: 3rd Grade: 84% 4th Grade: 84% 5th Grade: 73% Writing Mastery: 94 Science Mastery: 44 AYP: 100% of subgroups met Adequate Yearly Progress Continued - Assistant Principal of William Lehman Elementary School:

2007-2008: Grade: A, Reading Mastery: Math Mastery: 84 Writing Mastery: 92 Science Mastery: 39 AYP: 100% of subgroups met Adequate Yearly Progress

Assistant Principal of Kendale Elementary School:

2006-2007 Grade: A, Reading Mastery: 91 Math Mastery: 82 Writing Mastery: 87 Science Mastery: 54 AYP: 100% of subgroups met Adequate Yearly Progress

2005-2006 Grade: A, Reading Mastery: 92 Math Mastery: 79 Writing Mastery: 81 AYP: 100% of subgroups met Adequate Yearly Progress

2004-2005 Grade: A, Reading Mastery: 88 Math Mastery: 77 Writing Mastery: 91 AYP: 100% of subgroups met Adequate Yearly Progress

Assistant Principal of Kendale Lakes Elementary School:

2008-2009: Grade: A Reading Mastery: 87% Math Mastery: 87% Writing Mastery: 93% Science Mastery: 82%.

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Assis Principal Nancy Nunez-Cabrera

Bachelor of Science- Elementary/ Special Education, Florida International University

Master of Science- Education Leadership, Nova Southeastern University

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AYP: 79% Reading and 78% Math, all subgroups made Adequate Yearly Progress

2007-2008: Grade: A Reading Mastery: 83% Math Mastery: 85% Writing Mastery: 95% Science Mastery 60% AYP: 69% Reading, 67% Math SWD did not make AYP in Reading, ELL did make AYP

2006-2007: Grade: A Reading Mastery 82% Math Mastery: 85% Writing Mastery 93% Science Mastery 49% AYP: 77% Reading, 72% Mathematics, SWD and ELL subgroup made AYP in Reading and Math

2005-2006: Grade: A Reading Mastery 86% Math Mastery 83% Writing Mastery 90% Science Mastery 49% AYP: 65% Reading, 74% Mathematics, SWD and ELL subgroup made AYP in Reading and Math

2004-2005 Grade: A Reading Mastery: 86% Math Mastery 79% Writing Mastery: 93% Learning Gains: 70% Lowest 25% Gains: 58% AYP: 100% of the subgroups met Adequate Yearly Progress

* 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 Elizabeth Lozano-Rodriguez

Professional Educator’s : Early Childhood Education; Elementary Education; Educational Leadership

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2008-2009 Grade: A Reading Mastery: 87% Writing Mastery: 93% Learning Gains: 80% Lowest 25% Gains: 81% AYP: ELL and SWD 79% did make AYP in Reading

2007-2008: Grade: A Reading Mastery: 83% Writing Mastery: 95% Learning Gains: 69% Lowest 25% Gains: 62% AYP: 40% Reading, SWD did not make AYP in Reading, ELL did make AYP

2006-2007 Grade: A Reading Mastery: 82% Writing Mastery: 93% Learning Gains: 77% Lowest 25% Gains: 70% AYP: 100% of the subgroups met Adequate Yearly Progress



HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

Mathematics Elianeys Basulto

Professional Educator’s: Elementary

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2008-2009 Grade: A Math Mastery: 87% Learning Gains: 81% Lowest 25% Gains: 70% The school met AYP criteria in Mathematics

2007-2008: Grade: A Mathematics Mastery: 85% Learning Gains: 67% Lowest 25% Gains: 71% AYP: 50% Mathematics SWD did not make AYP in Mathematics, ELL did make AYP

2006-2007 Toussaint L’Ouverture Grade: C Mathematics Mastery: 54% Learning Gains: 52% Lowest 25% Gains: 58% AYP: 51% Mathematics The Black Subgroup did not make AYP in Mathematics, ELL did make AYP

2005-2006 Toussaint L’Ouverture Grade: C Mathematics Mastery: 50% Learning Gains: 65% Lowest 25% Gains: N/A AYP: 46% Mathematics The Black Subgroup did not make AYP in Mathematics, ELL did make AYP

2004-2005 Toussaint L’Ouverture Grade: C Mathematics Mastery: 41% Learning Gains: 63% Lowest 25% Gains: N/A AYP: 37% Mathematics The Black and ELL Subgroup did not make AYP in Mathematics.

* 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. Provide professional development in area of need for teachers in year 1-3

Assistant Principal On-going

4. Infuse horizontal and vertical grade level planningPrincipal & Assistant Principal

On-going

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

NA NA NA NA

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

63 0 14.29 50.79 34.92 42.86 47 3 8 66.67

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

NA NA NA NA

Title I, Part A

Title I, Part A The 2009-2010 school year will be the first year KLE will be designated a Title I school. Title I funds will be utilized to pay for remediation and tutoring of at-risk students and/or students performing below satisfactory proficiency levels.

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.

Curriculum Coaches develop, lead, and evaluate school core content standards and 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; assist 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 schoolwide program include an extensive Parental Program; Supplemental Educational Services; and special support services to special needs populations such as homeless, migrant, and neglected and delinquent students.

Title I, Part C- Migrant

Kendale Lakes provides services and support to migrant students and parents. The District Migrant liaison coordinates with Tittle 1 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

Services are provided through the district for education materials and ELL district support services to improve the education of immigrant and English Language Learners. After school care tutoring is provided to ELL students in grades 2-5.

Title X- Homeless

Kendale Lakes Elementary does not currently have students who are temporarily displaced. In the event that a displaced student is identified the counselor will contact The Community Partnership for the Homeless.

Supplemental Academic Instruction (SAI)

This school will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation. SAI funds will be coordinated with Title I funds to provide tutoring for Level 1 readers.

Violence Prevention Programs

Anti-Bully and non-violence program services are implemented through the curriculum by the classroom teachers and school counselor. Schoolwide assemblies will be held with students to reinforce positive behavioral values and expectations.

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 follow the Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy

Housing Programs

NA

Head Start

NA

Adult Education

NA

Career and Technical Education

NA

Job Training

NA

Other

Response to Instruction/Intervention (RtI)

Parental Involvement 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. In order to optimize participation in the Parental Academy courses, English and Spanish courses will be scheduled.

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. 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 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, 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.

School-based RtI Team

Kendale Lakes Elementary school conducts Baseline, Monthly and Post-Test Assessments in order to align instruction to student needs. Data debriefing sessions are conducted after the assessments in order to prioritize and realign instruction as needed. The data debriefing sessions include item analysis and performance band reports as well as identifying students in need of intensive intervention.

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.

Select General Education Teachers (Primary and Intermediate): Provides information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.

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

Kendale Lakes Elementary school provide our SWD with an inclusion model in which provide direct instruction that is sufficiently broad enough to address the needs of all students and evaluate students of varying abilities fairly. A percent of our SWD are assessed with an Alternative Assessment (AA) as stipulated in the Individual Educational Plan. The SWD work diligently in each of their Priority Educational Needs and show growth in each of the AA subtest.

Exceptional Student Education (ESE) Teachers: Participate in student data collection, integrate core instructional activities/materials into Tier 3 instruction, and collaborate with general education teachers through such activities as co-teaching.

The instructional coach(es) meet with each grade level to review data generated from the Monthly Assessments in order to conduct an item/benchmark analysis, identify benchmark in need of direct instruction and identify target students for intervention.

Instructional Coach(es) Reading/Math/Science: Develops, leads, and evaluates school core content standards/ programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies 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;” assists in the design and implementation for progress monitoring, data collection, and data analysis; participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.

Reading Instructional Specialist: Provides guidance on K-12 reading plan; facilitates and supports data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding databased instructional planning systems that support the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.

School Psychologist: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and 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.

Speech Language Pathologist: Educates the team in the role language plays in curriculum, assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systemic patterns of student need with respect to language skills.

Student Services Personnel: Provide quality services and expertise on issues ranging from program design to assessment and intervention with individual students. In addition to providing interventions, school social workers continue to link child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success.

The Leadership Team will focus meetings around one question: How do we develop and maintain a problem solving system to bring out the best in our schools, our teachers, and in our students? The team meets after the completion of the Baseline and Monthly assessments to engage in the following activities: Review baseline data and link to instructional decisions; review progress monitoring data at the grade level and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting benchmarks. Based on the above information, the team will identify professional development and resources. The team will also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Key members of the RTI Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. The team provided data on: Tier 1, 2, and 3 targets as applicable; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor and Relevance Relationship); facilitated the development of a systemic approach to teaching (Gradual Release, Essential Questions, Activating Strategies, Teaching strategies, Extending, Refining, and Summarizing); and aligned processes and procedures.An introduction to the Rigo and Relevance Framework will be shared and discussed.

Key members of the RTI Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. The team provided data on: Tier 1, 2, and 3 targets as applicable; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor and Relevance Relationship); facilitated the development of a systemic approach to teaching (Gradual Release, Essential Questions, Activating Strategies, Teaching Strategies, Extending, Refining, and Summarizing); and aligned processes and procedures.An introduction to the Rigo and Relevance Framework will

School Wide Florida’s Continuous Improvement Model

be shared and discussed.

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

Baseline data: Florida Assessments for Instruction in Reading (FAIR), Progress Monitoring and Reporting Network (PMRN),Student Performance Indicators (SPI) Baseline In-house Assessment, 2009 Florida Comprehensive Assessment Test (FCAT) Progress Monitoring: PMRN, FCAT Mock Assessment, Monthly Assessments, Monthly Assessment Debriefing, Florida Assessments for Instruction in Reading (FAIR) End of year: FAIR, SPI, FCAT Frequency of Data Days: twice a month for data analysis.

Staff will be trained on Response to Intervention either during the Teacher Planning Days, during common meeting times in their master schedule, and/or on Wednesdays designated for Professional Development.

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?

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

Plan

Strengths: Across all grade levels, students are performing above district and state averages in Reading, Mathematics, Science and Writing. 93% of students meet standards in writing. The number of students below grade level in math and reading has decreased. Weaknesses: Reading- In grades 3-5 the lowest content area is Main Idea/ Author’s Purpose. Mathematics- In grade 3, the lowest content area is Measurement. In grade 4, the lowest content area is Number Sense. In grade 5, the lowest content area is Geometry.

The pacing guides were created by the district in July, 2009. The pacing guides will be adjusted after the completion of the Baseline Assessment in September, 2009 as determined by disaggregated data results from the Baseline Assessment, and again in January, 2010 as determined by the disaggregated data results from the December Mock Assessment.

The 2009 FCAT results were utilized to individualize the instructional focus for each grade level. Data results from the September Pre-Test and December Monthly Assessment will also be utilized.

Leadership team members along with the grade level chairpersons 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, monthly assessments, and data results.

The duration of instruction for each Benchmark was determined by the amount of time allotted in the pacing guide to ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted in the pacing, 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.

Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans,monitoring teacher/student data, and conducting meetings with teachers to ensure that the pacing guide is being utilized and implemented effectively. Coaches will also be assigned to teachers who are demonstrating signs of struggling with pacing guide implementation.

Teachers who are in need of assistance with implementing the pacing guide 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.

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?

Reading: Main Idea/Purpose was the least proficient strand and will be given priority focus. Writing: Narrative Prompt was the least prompt earning >4.0 and will be given priority focus. Mathematics: Number Sense was the least proficient strand and will be given priority focus. Science: Physical and Chemical Science was the least proficient strand and will be given priority focus.

A myriad of data sources were utilized, and as Individualized Educational Plans were updated, the administration analyzed pertinent school/student/teacher data to plan for the 2009-2010 year. After a comprehensive analysis of data, the administrative team adjusted teaching assignments to optimize the delivery of the various schoolwide instructional programs designed to meet the needs of KLE’s diverse students. An analysis of the needs of students with disabilities also identified the specific master schedule programs that would be required to ensure academic as well as therapeutic services are implemented as delineated on Individualized Educational Plans. The identification of students for enrichment, remediation, and/or specialized services as well as referrals will be ongoing. Formal bi-quarterly reviews and other meetings with teams will be scheduled throughout the year to monitor performance.

Kendale Lakes offers students a variety of after school activities that incorporate music and art through an Instrumental, Chorus and Art Club. Students also receive instruction in physical education, and Spanish is provided to either fluent students or those acquiring Spanish as a second language.

The counselor offers insight into future career choices throughout the year designed into the curriculum. The reading and science series spotlights authors and scientists for role models to students. The KLE teachers also provide a variety of opportunities for students to bridge the gap between the school and the business community by participating in Career Day, Truck day and school-to-work lessons infused in the content area.

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 will meet weekly to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments and assessment results. 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 the Professional Development Day to share best practices and resources.

Focus lessons were prioritized by the instructional coaches for each subject area based on a review of FCAT results and monthly assessments.

The focus lessons selected by the grade level chairpersons and 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 5 to 10-minute focus lessons will be taught at the beginning of each class as part of the Opening Routine. Reading, math, and science teachers will teach the focus lesson that correlates with their subject area. In the future, depending on need, elective and social studies teachers may also teach focus lessons.

Student mastery on monthly and weekly assessments based on the focus lessons will determine if the focus lessons need to be revised and/or re-taught. Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results on a bi-weekly/monthly basis or as deemed necessary from focus lessons as they are re-assessed intermittently throughout the year. Proficiency of skills and benchmarks should also be evident in skills and Benchmarks that are taught as part of the whole group 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

Monthly Assessments aligned to the pacing guides will be administered and data analysis will be conducted. Ongoing formal and informal assessments will be conducted in order to closely monitor progress and revisit instructional decisions.

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. 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 demonstrating between 50-70%, and enrichment/advanced instruction to students earning 80-100%.

Students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency.

Teachers will meet weekly. The meetings will alternate each 3rd week as follows: the 1st and 2nd week the teachers will meet by grade level and the 3rd following week they will meet by content area. This rotation will continue throughout the year. The meeting will be facilitated by the grade level chairperson and subject area coach. A teacher will be designated to record notes from the meeting, and the notes will be submitted along with the meeting minutes. The administrative staff will attend meetings on a rotating basis.

The Principal and Leadership Team will meet with teachers either during weekly meetings, or one-on-one to discuss assessment results and student progress. During these meetings, lesson plans, data binders, student portfolios, Individual Educational Plans (IEP), Educational Plans (EP) 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.

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.

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

In addition to state adopted textbooks, computerized programs or instructional software (Reading Plus, Ticket to Read, Accelerated Reader, V-Math and Smart Tutor), in addition to Internet Instructional Web sites such as FCAT Explorer will also be utilized for core, supplemental, and intensive instruction and interventions.

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized.Computerized programs or instructional software (Reading Plus, Ticket to Read, Accelerated Reader and Smart Tutor), in addition to Internet

Professional Learning Communities

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.

Instructional Web sites such as FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed in Grade Level Meetings 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 will be required to participate in Voyager Tutoring sessions before, during, and/or after school as deemed necessary.

Common areas of concern in the areas of instructional delivery, classroom management during small group instruction as evidenced by administrators’ observations, teacher surveys, 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, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions. Students in SWD and ELL subgroups not making mastery will be offered after-school assistance, as well as assistance during the regular school day from instructional coaches, and personnel hired to provide tutorial services.

All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through FCAT Explorer will also be utilized to determine the effectiveness of supplemental instruction.

For students that demonstrate the following: • Explicit and deep understanding of instruction • Supplemental materials • Unwrapping the Benchmarks It will be important to work collaboratively during instructional performance reviews to identify and refer students accordingly. Students who typically exceed mastery levels participate in either the school’s gifted or TEAM setting. Referrals will be initiated to recommend students as deemed necessary based upon bi-quarterly reviews of student achievement levels.

FCAT results and student progress, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine placement in higher level groups and academic programs. Teacher recommendation is also taken into consideration. Parent conferences are held with the recommending teacher, instructional coach, guidance counselor, and a member of the leadership or administrative team.

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

Frequency of PLC Meetings Schedule (when)

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

Primary Reading/Language Arts (Including Writing) PLC

Nancy Nunez-Cabrera and/or Elizabeth Lozano-Rodriguez

Weekly-Bi-weekly

K-1 Wednesday during common planning time

Analyze the effectiveness of the Reading pacing guides, assessments and student progress to determine any necessary revisions

Intermediate Reading/ Language Arts (Including Writing) PLC

Nancy Nunez-Cabrera and/or Elizabeth Lozano-Rodriguez

Weekly-Bi-weekly

3rd- Tuesday 4th – Monday 5th- Thursday During common planning time

Analyze the effectiveness of the Reading pacing guides, assessments, small group configurations and student progress to determine any necessary revisions.

Primary Mathematics/Science PLC

Martha T. Jaureguizar and/or Elianeys Basulto

Weekly-Bi-weekly

K-1 Wednesday during common planning time

Analyze the effectiveness of the Mathematics pacing guides, assessments, small group configurations and student progress to determine any necessary revisions.

Intermediate Mathematics/Science PLC

Martha T. Jaureguizar and/or Elianeys Basulto

Weekly-Bi-weekly

3rd- Tuesday 4th – Monday 5th- Thursday During common planning time

Analyze the effectiveness of the Science pacing guides, assessments, Science Lab lessons and student progress to determine any necessary revisions.

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

Postsecondary Transition

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

At Kendale Lakes Elementary School, all incoming Kindergarten students are assessed upon entering Kindergarten in order to ascertain individual and group needs and to assist in the development of robust instructional/intervention programs. All students are assessed within the areas of Basic Skills/School Readiness,Oral Language/Syntax, Print/Letter Knowledge, and Phonological Awareness/Processing. Specifically, the Florida Kindergarten Readiness Screener (FLKRS) will be used to assess basic academic skill development and academic school readiness of incoming students. In addition, The FAIR assessment will be used to ascertain Print/Letter Knowledge, and Phonological Awareness/Processing and Oral Reading Comprehension. The results will provide valuable information regarding student development and the need for instruction/intervention regarding Reading instruction.

Transition to Kindergarten meetings are conducted for students with disabilities to ensure the special needs of students are communicated and designated services are delineated for the next grade level.

Screening data will be collected and aggregated prior to September 22, 2009. Data will be used to plan daily academic instruction for all students and for groups of students or individual students who may need intervention beyond core instruction. Core Kindergarten academic instruction will include daily explicit instruction, modeling, guided practice and independent practice of all academic and/or social emotional skills identified.

The FAIR will be re-administered three times a year in order to determine student learning gains in order to determine the need for changes to the instructional/intervention programs.

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, 79% of the students achieved mastery on the 2009 administration of the FCAT Reading Test.

This is an increase of 9% as compared to the 70% that achieved mastery in 2008.

1.Given instruction using the Florida Sunshine State Standards, 80% of the students will score at level three or above on the 2010 FCAT Reading Assessment.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

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

2. Implement Reading Plus for grades 4th -5th.

3. Conduct data analysis meetings to identifying area of need and realign instruction.

1. Principal / Assistant Principal and Reading Coach 2. Principal / Assistant Principal l and Reading Coach 3. Principal / Assistant Principal and Reading Coach

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

2. Monthly logs will be monitored to review usage.

3. Administrator and Reading Coach will review use of fluid small group instruction.

1. Printout of FAIR assessments.

2. Reading Plus reports.

3. Administrators will randomly ask students how they performed on their most recent assessment to determine if data chats are successful.

2 1. Determine core instructional needs by reviewing FAIR (Florida Assessment for Instruction in Reading) assessment data for all SWDs. Plan differentiated instruction using evidence-based instruction/ interventions within 90-minute reading block.

1. Principal / Assistant Principal and Reading Coach

1. Student progress is assessed using FAIR Ongoing Progress Monitoring (OPM) every 20 days. Percent of students making adequate progress toward benchmark is calculated.

1. FAIR OPM data will be used to determine progress from Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.

3 2.Develop curriculum Focus Calendar in aligned to the Districts Pacing Guide in order to address strengths and weaknesses in the Reading Clusters.

2. Reading Teachers Reading Coach

2. Implementation of Reading Monthly Assessment addressingweekly Reading Benchmarks.

2. FAIR OPM data will be used to determine progress from Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.

Reading Monthly Assessment , Edusoft Reports and data debriefing

forms

4 3. Plan targeted intervention for

3. RTI Team

3. Student progress is assessed using FAIR OPM every 20 days

3. FAIR OPM data and DIBELS data when appropriate will

students not responding to core plus supplemental instruction using problem-solving process. Interventions will be matched to individual student needs, be evidence-based, and provided in addition to core.

and/or DIBELS data biweekly for all students receiving Tier 3 targeted intervention. Adequate progress is determined by comparing student’s trendline to aimline

be used to determine progress from Benchmark 1 towards Benchmark 2 and from Benchmark 2 towards Benchmark 3.

Professional Development Aligned with Objective:

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

Teacher

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

Given instruction using the Florida Sunshine State Standards, 80% of the students will score at level three or above on the 2010 FCAT Reading Assessment

Explicit/ Implicit instruction of the Vocabulary and Main Idea/Author’s Purpose clusters

Reading Coach/ District Curriculum Staff

October 2009

Lesson Plans Data Generated from Reading Monthly Assessments

Administrators

Given instruction using the Florida Sunshine State Standards, 80% of the students will score at level three or above on the 2010 FCAT Reading Assessment.

Rigor/Relevance Framework Principal Reading Coach

September 2009

PD Reflection Lesson Plans Administrator

Budget:

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

Description of Resources Funding Source Available Amount

Voyager/Ticket to Read District $4,620.00

Elementary Reading-Houghton Mifflin (Grade 2) Instructional Materials Categorical $9,401.20

Reading Consumables-Houghton Mifflin (Grade K-1) Instructional Materials Categorical $1,768.00

Total: $15,789.20

Technology


Eduosoft/Examview District $2,460.00

Houghton Mifflin Harcourt Learning AKA (Riverdeep District $4,620.00

Reading Plus ( Grades 2-12) Reading/Language Arts District $32,269.00

Smart Tutor Profiles District $1,950.00

Teen Biz/Achieve 3000 District $4,250.00

Total: $45,549.00

Professional Development


Professional Development in the Elementary Reading-Houghton Mifflin (Grade 2) In-house training $0.00

Professional Development in the Reading Consumables-Houghton Mifflin (Grade K-1) In-house training $0.00

Total: $0.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $61,338.20

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, 78% of students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents an increase of 3% compared to 75% who achieved mastery in 2008.

1.Given instruction using the Florida Next Generation Sunshine State Standards, 79% of students in grades 3-5 will achieve mastery on the 2010. administration of the FCAT Mathematics Test



Evaluation Tool

1 1. Develop a curriculum focus calendar in alignment with district pacing guide.

Principal / Assistant Principal Mathematics Coach

1. Focused walkthroughs by administration will be used to ensure all math teachers are using common board configurations

1. Reports generated from walkthroughs

2 2. Utilize the FCIM to identify students in the core curriculum needing intervention and enrichment.


2. Review student grouping charts frequently and ensure groups are redesigned to target the need of students based on assessment.

Mathematics Monthly Assessments Edusoft Reports

3 3. Utilize monthly assessments to monitor students’ progress in Mathematics through the use of Examviewer and Edusoft reports


4. Analyze Edusoft Reports and realign instructional focus to address student needs.

Mathematics Monthly Assessments Edusoft Reports



In Grade three, there was a 12% decrease in Measurement. In Grade four, the lowest scoring cluster is Number Sense. In Grade five, the lowest scoring cluster is Geometry.

1.Given instruction using the Florida Next Generation Sunshine State Standards, 79% of students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test



Evaluation Tool

1 1. Increase the use of manipulatives and hands-on activities to reinforce Mathematics concepts.


1.Math Coach will assist teachers in the development of centers and

Opening Routine Activities.

Administration will ensure activities are implemented.

1.Student Sample Work Increase in Mathematics Monthly Assessment

2 2. In collaboration with the Mathematics teachers,

Principal / Assistant Principal Mathematics

2.Maintain a record of strategies and

2. Increase achievement between

develop Opening Routine Activities to remediate deficient Mathematics Clusters based on the 2009 FCAT Content Clusters analysis.

Coach Mathematics Teachers

interventions utilized with the lowest 25 percentile subgroup.

Monthly Assessments

3 3. Plan supplemental instruction/ intervention for students not responding to core instruction. Focus of instruction is determined by review of common assessment data and will include explicit instruction, modeled instruction, guided practice and independent practice. Supplemental instruction is provided in addition to core instruction.


3. Review student grouping charts frequently and ensure groups are redesigned to target the need of students based on assessment.

3. Mathematics Monthly Assessment




Person Responsible

for Monitoring

Given instruction using the Next Generations Sunshine State Standards, 79% of students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test

Florida Next Generation Sunshine State Standards

District Mathematics Coach

August PD Reflection Classroom walkthroughs

Principal/Assistant Principal Mathematics Coach

Given instruction using the Next Generations Sunshine State Standards, 79% of students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test

Effective Use of Manipulatives and Hands-On Activities

Mathematics Coach

August-June 2009-2010

Student Sample Work Lesson Plan Classroom Observation

Principal, Mathematics Coach

Budget:



Manipulatives and Various Math supplies ETA Title I $500.00

Florida Next Generation Sunshine State Standards District $0.00

Total: $500.00

Technology


V-Math Live, Voyager EESAC (if funds are available) $3,500.00

Total: $3,500.00



Temporary Coverage for Professional Development (V -Math Live)

Voyager Inc includes professional development $0.00

Total: $0.00

Other



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?



Based on 2009, FCAT Science data, 69% of students achieved level three and above. This represents an Increase of 22% compared to 48% who achieved level three or above in 2008.

Physical and Chemical Science was the lowest content cluster with 67% scoring at a Level 3 or above.

Given instruction using the Florida Next Generation Sunshine State Standards, 79% of students will score at level three or above on the 2010 FCAT Science Assessment



Evaluation Tool

1 1.Utilize hands-on laboratory experiments three times per week using the 5E model, science stations

Principal / Assistant Principal Science Coach

.The lab schedule will be implemented with fidelity and monitored by the administrators. Bi-weekly science logs will be utilized for grades 3-5. Science coach will monitor implementation.

1. Improvement on the Science Monthly assessments. Science Lab Sheet Science Lab Rubrics Formative/Summative Assessments

2 2. Develop curriculum Focus Calendar aligned to the District’s Pacing Guide in order to address strengths and weaknesses in the Science Clusters.

2. Principal / Assistant Principal Science Coach Science Teachers

2. Implementation of Science Monthly Assessment addressing weekly Science Benchmarks.

2. Science Monthly Assessment Edusoft Reports

3 3. Provide realworld Science experiences and engaging activities in a mini lab setting.

3. Principal Science Coach Science Teachers

3. Upon completion of the teacher guided science mini-labs, students will complete science Discovery/Inquiry Activities.

3. Student Sample Work Science Lab Sheet Science Lab Rubrics




Person Responsible

for Monitoring

Given instruction using the Florida Next Generation Sunshine State Standards, 79% of students will score at level three or above on the 2010 FCAT Science Assessment.

Florida Next Generation Sunshine State Standards

District Science Coach

August- 2009

PD Reflection Science Lesson Plans

Principal Assistant Principal Science Coach

Given instruction using the Florida Next Generation Sunshine State Standards, 79% of students will score at level three or above on the 2010 FCAT Science Assessment.

Effective Instruction in Science using 5 E Model

District Science Specialist

September 2009

Science Coach will attend the training and ensure strategies are implemented

Science Coach

Budget:



Scott Foresman Investigation and Lab Resources District $1,899.00

Total: $1,899.00

Technology


Gizmo/Explore Learning Title I $3,500.00

Total: $3,500.00



Florida Next Generation Sunshine State Standards District $0.00

Total: $0.00

Other



Total: $0.00


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?



On the 2009 administration of the FCAT Writing Assessment, 78% of the students in grade 4 scored level 4.0 or above in writing, an increase of 7% as compared 71% in 2008.

1. Given instruction based on the Sunshine State Standards, 79% of the 4th grade students will achieve 4.0 or above on the 2010 administration of FCAT Writing Assessment.



Evaluation Tool

1 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.

1.Principal, Assistant Principal

1. Student writing samples will be reviewed and scored bi-weekly by teacher

1. Review student journals and monitor notebook and work folder.

2 2. Develop curriculum Focus Calendar aligned to the District’s Writing Pacing Guide.

2. Principal / Assistant Principal Reading Coach

2. Implement Monthly Expository and Narrative Writing Prompts. Develop strategic planning activities for Narrative Writing

2. Student Sample Work Data Debriefing Sessions

3 3. Implement District’s Pre/Post Writing Prompt

3. Principal / Assistant Principal Reading Coach

3. Student Monthly Writing progress as compared to the District’s Writing Pre-Test.

3. Growth charted between

the Writing Pre-test, Monthly Writing Prompts and Post-test Writing Prompt.




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, 79% of the 4th grade students will achieve 4.0 or above on the 2010 administration of FCAT Writing Assessment.

Melissa Forney Razzle Dazzle and Writing Superstars

4th Grade team member Reading Coach

October 2009

Monitor student growth in writing portfolios, notebooks or journals.

Administrators

Budget:



Melissa Forney Trust Donation for Professional Development $231.00

Total: $231.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $231.00

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?




Provide technology training to parents on programs such as Accelerated Reader, Riverdeep, FCAT Explorer, and Grade Book Viewer. in order to assist parents with the resources needed to assist their child at home.



Evaluation Tool

1 1. Encourage participation in “Technology Night”

1. Principal / Assistant Principal and Technology Technician

1. Evaluate computer usage and progress

1. Reports generated from the programs

2 2.Curriculum Fair 2. Principal / Assistant Principal Reading Coach

2.Pre/Post Parental Inventory

2.Results of Pre/Post Parental Inventory

3 3. Encourage participation in Parent Academy classes.

3.Community Involvement Specialist

3. Collect participation data and surveys from families.

3.Parental Reflection Survey



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



Evaluation Tool

1 1. Offer meeting before and after school.

1. Principal / Assistant Principal

1. Review and update parent contact log regularly.

1. Parent Attendance Sign-in sheets

2 2. Use of Connect-Ed messaging system.

2. Community Involvement Specialist

2. Collect participation data.

2. Title I Administration Parental Involvement Monthly School Report.

3 3. Maintain parental telephone logs and activity reports

3. Assistant Principal 3. Tally Parental Involvement Monthly School and Activity reports.

3. Title I Administration Parental Involvement Monthly School




Person Responsible

for Monitoring


Assist Parents in Literacy/Technology activities to engage families into supporting their children’s education

The Parent Academy; Principal Assistant Principal

On-going; Majority by December, 2009

1. Collect participation data; Parent Surveys; Conversations with attendees

1. Principal; Parent Attendance Sign-in sheets

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

Title I in Action: A Practitioners Perspective

District’s Training for Principals

June 2009-June 2010

Effectiveness will be determined by completion of parent Pre/Post surveys.

Community Involvement Specialist Social Worker School Guidance Counselor

Budget:



The Parent Academy; School personnel District $0.00

Total: $0.00

Technology


The Parent Academy; School personnel School Staff District $0.00

Total: $0.00




Total: $0.00

Other



Total: $0.00

Final 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

Reading Voyager/Ticket to Read District $4,620.00

Reading Elementary Reading-Houghton Mifflin (Grade 2) Instructional Materials Categorical $9,401.20

Reading Reading Consumables-Houghton Mifflin (Grade K-1) Instructional Materials Categorical $1,768.00

Mathematics Manipulatives and Various Math supplies ETA Title I $500.00

Mathematics Florida Next Generation Sunshine State Standards District $0.00

Writing Melissa Forney Trust Donation for Professional Development $231.00

Science Scott Foresman Investigation and Lab Resources District $1,899.00

Parental Involvement The Parent Academy; School personnel District $0.00

Total: $18,419.20

Technology


Reading Eduosoft/Examview District $2,460.00

Reading Houghton Mifflin Harcourt Learning AKA (Riverdeep District $4,620.00

Reading Reading Plus ( Grades 2-12) Reading/Language Arts District $32,269.00

Reading Smart Tutor Profiles District $1,950.00

Reading Teen Biz/Achieve 3000 District $4,250.00

Mathematics V-Math Live, Voyager EESAC (if funds are available) $3,500.00

Science Gizmo/Explore Learning Title I $3,500.00

Parental Involvement The Parent Academy; School personnel School Staff District $0.00

Total: $52,549.00



ReadingProfessional Development in the Elementary Reading-Houghton Mifflin (Grade 2)

In-house training $0.00

ReadingProfessional Development in the Reading Consumables-Houghton Mifflin (Grade K-1)

In-house training $0.00

MathematicsTemporary Coverage for Professional Development (V -Math Live)

Voyager Inc includes professional development $0.00

Science Florida Next Generation Sunshine State Standards District $0.00

Total: $0.00

Other


No Data No Data No Data $0.00

Total: $0.00


Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkj Prevent Inmlkj NAnmlkji

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.

Measures Being Taken to Comply with SAC Requirement

No. Disagree with the above statement.

Replacements for the EESAC Chairperson as well as _____ employees and __parent representatives are necessary for the 2009-10 school year due to changes in assignments and criteria for each member. Announcement and advertisement of the open positions will be made to ensure adequate replacements. Advertising will occur once the school year begins and all stakeholder groups are available.

Projected use of SAC Funds Amount

V-Mathematics LIVE 3500

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

SAC Members

The SAC will meet to discuss the FCAT data and plan activities to monitor the on-going assessments. In addition, the committee will ensure all SIP strategies are being implemented.

Members

1) Martha T. Jaureguizar, Principal

2) Paulina Carracedo, Student

3) Teresa Acosta, Teacher

4) Elianeys Basulto, Teacher

5) Kristine Alonso, Teacher

6) Odalys Licea, Teacher

7) Elizabeth Lozano, Teacher

8) Svi Krugliak, Business Member

9) Barbara Marti, Parent

10) Cynthia Maza, Parent

11) Marie C. Nudd , Parent

12) Audrey Oshea, Parent

13) Margie Phipps, Parent

14) Sandy Dachiarardi, Parent

15) Zenaida Ulloa, Union Steward

16) Nancy Cabrera-Nunez, Assistant Principal

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade KENDALE LAKES ELEMENTARY SCHOOL 2651

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 441Math: 441

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 79 Y 78 Y 94 Y NA 30 21 NA 25 22 NA 81 NA 69 NA

WHITE 100 Y 100 Y NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 81 Y 79 Y 94 Y NA 29 19 NA 23 21 NA 84 NA 69 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 74 Y 73 Y 94 92 Y NA 37 26 NA 28 27 NA 78 NA 65 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 63 N 71 Y NA NA 43 37 Y 23 29 NA 72 NA 65 NA

STUDENTS WITH DISABILITIES 99 Y 100 Y 56 N 55 N 82 87 Y NA 60 44 Y 50 45 Y 68 NA 54 NA






NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 70 Y 75 Y 92 Y NA 31 30 NA 26 25 NA 70 NA 74 NA

WHITE 100 Y 100 Y NA NA NA NA NA NA


HISPANIC 100 Y 100 Y 71 Y 77 Y 91 Y NA 32 29 NA 28 23 NA 69 NA 76 NA




ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 57 N 77 Y NA NA 46 43 N 38 23 NA 63 Y 83 NA

STUDENTS WITH DISABILITIES 100 Y 100 Y 40 N 50 N 72 82 Y NA 61 60 N 54 50 N 51 N 61 N






YES










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 69 Y 74 Y 90 92 Y NA 31 30 NA 32 26 NA 66 NA 72 NA

WHITE 100 Y 100 Y NA NA 90 NA NA NA NA


HISPANIC 100 Y 100 Y 68 Y 72 Y 91 91 Y NA 35 32 NA 33 28 NA 66 NA 71 NA




ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 54 Y 62 Y 93 Y NA 49 NA 48 38 NA 56 NA 66 NA

STUDENTS WITH DISABILITIES 100 Y 100 Y 39 Y 46 Y 74 72 N NA 65 57 N 63 54 N 41 N 54 N

Dade School DistrictKENDALE LAKES ELEMENTARY SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

87% 87% 93% 82% 349

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

80% 66% 146

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?

81% (YES) 70% (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 646 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


83% 85% 95% 60% 323



69% 67% 136

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

Adequate Progress of Lowest 25% in the School?

62% (YES) 71% (YES) 133





Reading

Math

Writing

Science

GradePointsEarned


82% 85% 93% 49% 309



77% 72% 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?

70% (YES) 70% (YES) 140




Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – 2010 …osi.dadeschools.net/sip/09-10/pdf/2651.pdf · 2009-10-07 · FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 –