FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – 2010 …osi.dadeschools.net › sip › 09-10 › pdf › 3741.pdf · FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 –

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: NORTH BEACH ELEMENTARY SCHOOL

District Name: Dade

Principal: Dr. Alice Quarles

SAC Chair: Leigh Kurk

Superintendent: Mr. Alberto Carvalho

Date of School Board Approval: Pending

Last Modified on: 08-18-2009

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: North Beach Elementary School will educate the whole child. We are committed to fostering responsible good citizens of the world who will enjoy being life-long learners. We are also committed to preparing students to meet the challenges of tomorrow.

MISSION: North Beach Elementary will develop internationally minded, independent, healthy, life-long learners by creating a global community where teachers, students, staff and families are actively engaged in encouraging one another to positively impact the world in unity and peace.

Brief History and Background of the School

North Beach Elementary School is a public school that serves students from the surrounding neighborhood in Miami Beach. The historic main campus was built on 5 acres in 1936 and is located at 4100 Prairie Avenue, Miami Beach, Florida. The surrounding urban community is an upper and middle socio-economic neighborhood, with professionals as well as newly immigrating families. North Beach Elementary is included in the Miami Beach Senior High School feeder pattern. Students leaving North Beach Elementary transition to Nautilus Middle school and then transition to Miami Beach Senior High School.

Unique School Strengths for Next Year

In 2004, North Beach Elementary School was awarded the prestigious Florida Governor’s Sterling Award for Quality. Additionally, the school has earned an A+ on the State of Florida A+ Plan for ten consecutive years and has made Adequate Yearly Progress (AYP) for the past five years. Our school faculty has won National, State and Local awards as well as many local grants. North Beach has been recognized for its outstanding Extended Foreign Language Program, art, music, physical education, and media programs. Also the school offers an extended day program that serves approximately 200 students. The program offers extension activities that enrich the students both academically and culturally. The school’s strengths include, but are not limited to, a multitude of programs to enhance student achievement, teacher attendance rates, and parental involvement. North Beach has identified our opportunities for improvement by continually building new school leadership and stakeholder engagement. The 2009-2010 welcomes the process of becoming a candidate school for the International Baccalaureate (IB) Programme. The IB Primary Years Programme (PYP) is a comprehensive approach to teaching and learning that focuses on the development of the whole child.

The school’s Principal is recognized as the lead principal for the Miami Beach feeder pattern.

Unique School Weaknesses for Next Year

During the 2008-2009 school year, a decrease in student enrollment occurred due to the relocation of the Mt. Sinai Satellite Center and sixth grade early transition to Nautilus Middle School. Due to this decrease, the school administrative staff was reduced by one assistant principal. During the 2009-2010 school year, the enrollment of sixth grade will further decline due to the transition of students entering Nautilus Middle School. The transition of all sixth grade students to middle school will be complete in 2010-2011. As a result, the school will receive less funding for resources and may need to surplus early career teachers due to low enrollment.

State and District budget cuts may also jeopardize the school’s ability to offer before and after school tutoring programs and additional hourly educational support teachers.

Student Demographics

The school enrollment is approximately 850 students in grades Pre-kindergarten through 6. The student population is comprised of 50% White Non-Hispanic, 44 % Hispanic, 4% Black Non-Hispanic and 2% Asian/Indian/Multiracial. Our student population is served by various programs: 7% are being served in the Special Education Program (SPED), 18% in the English Language Learners (ELL) Program, 21% in the Gifted Program and 30% in the Extended Foreign Language Program. North Beach Elementary has 30% of our students receive free or reduced lunch.

Student Attendance Rates

The North Beach Elementary team takes pride in its attendance history. In the 2008-2009 school year, the attendance percentage for the school was at 96.32%, a decrease of .05%. In the 2007-2008 school year, the attendance percentage for the school was at 96.36% realizing a gain of .7% indicating above the District average of 94.3%. In the 2006-2007 school year, the attendance percentage for the school was at 95.69%. We will continue to encourage students to be on time and in school every day.

Student Mobility

The student mobility index for North Beach Elementary School is 17%.

Student Suspension Rates

2006-2007: In-school 0, Out-of-school 2; 2007-2008: In-school 2, Out-of-school 0. 2008-2009: In-school 0, Out-of-school 3. The suspension rates have increased over the past three years. Although, the rate is extremely low and only reflects 3 students.

Student Retention Rates

The student retention rate has remained at 1.4percent during the 2006-2008 school years. The district retention rate is currently 6 percent.

Class Size

North Beach Elementary administration works diligently to comply with state mandates for class size reduction. The average class size for grades PK, K, 1, 2 and 3 is 18 students per class. In grades 4, 5 and 6, the average class size is 22 students per class. In Pre-Kindergarten the average student-to-teacher ratio is 18 students per 1 teacher. In Kindergarten the average student-to-teacher ratio is 19 students per 1 teacher. In First grade the average student-to teacher ratio is 19 students per 1 teacher. In Second grade the average student-to-teacher ratio is 19 students per 1 teacher. In Third grade the average student-to-teacher ratio is 21 students per 1 teacher. In Fourth grade the average student-to-teacher ratio is 20 students per 1 teacher. In Fifth grade the average student-to-teacher ratio is 24 students per 1 teacher. In Sixth grade the average student-to-teacher ratio is 22 students per 1 teacher. Currently, SPED students are served in inclusion classes with part-time instructional services delivered by SPED teachers in collaboration with the classroom teacher as per the individual student's educational plan. The SPED classes represent an average class size for their grade level.

Academic Performance of Feeder Pattern

The Elementary Schools that feed into the Miami Beach feeder pattern have all maintained their FCAT school grades. Biscayne Elementary, North Beach Elementary and South Pointe Elementary School have all maintained their “A”. Treasure Island Elementary School maintained their school grade of “B”. All of the following Elementary schools met AYP. Ruth K. Broad Bay Harbor K-8 Center maintained their school grade of “A” and met AYP. Fienberg/Fisher K-8 Center has a school grade of an “A”, but did not meet AYP. Miami Beach Senior High has a school grade of a “B”, but did not meet AYP.

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

North Beach Elementary School has several Dade Partners and community-sponsored activities. Some of our Dade Partners include, but are not limited to, Macy’s, Pretzel Factory, AmTrust Bank, Darren Buckner Karate, and Roasters and Toasters. These Dade Partners sponsor a variety of events that include: Student of the Month activities, End of the year awards and trophies, Career week, Perfect Attendance field trip, and The Jennifer Beth Turken Acts of Kindness awards. The Shore Club and the Delano Hotels sponsor Kids And the Power Of Work (KAPOW) for the sixth grade students. North Beach Elementary is always open and welcomes new Dade Partners and community sponsors throughout the year. The school has a unique non-profit organization known as Friends of North Beach. This organization raises money through donations and special events to provide the school with additional hourly staff. These resources include; part-time paraprofessionals, computer and science lab instructors, and a reading tutor. The school’s Parent Teacher Association (PTA) offers educational grants to teachers for academic enhancement and classroom materials. They also sponsor a variety of after school programs that include; drama, art, dance, French, Mandarin and soccer. The school’s Gifted Parent Association also sponsors grants to the teachers of gifted student through fundraising and donations. Through a COMPACT between the City of Miami Beach and Miami-Dade County Public Schools (M-DCPS), instructional staff received Level 1 training to facilitate the application to be recognized as a candidate school in the IB Programme.

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Dr. Alice Quarles

B.S.- Elementary Ed, & Early Childhood M.S.- Elementary Ed, Florida International University Ed.D.- Educational Leadership Barry University

2 20

Principal 2008-2009 North Beach El. Grade A AYP 100% Reading – 87% Mathematics – 83% Writing – 96% Science 59% 2007-2008 North Beach El. Grade A AYP 100% Reading – 86% Mathematics – 83% Writing – 97% Science – 57% 2006-2007 Greynolds Park El. Grade A AYP 100% Reading – 79% Mathematics – 75% Writing – 91% Science – 43% 2005-2006 Greynolds Park El Grade A AYP 100% Reading – 76% Mathematics – 69% Writing – 91% 2004-2005 Greynolds Park El Grade A AYP 100% Reading – 78% Mathematics – 77% Writing – 87%

Assis Principal Dalia Villar

BS- Elementary Education, Florida International University MS- Educational Leadership, Nova Southeastern University

4 4

Assistant Principal 2008-2009 North Beach El. Grade A AYP 100% Reading – 87% Mathematics – 83% Writing – 96% Science 59% 2007-2008 North Beach El. Grade A AYP 100% Reading – 86% Mathematics – 83% Writing – 97% Science – 57% 2006-2007 North Beach El. Grade A AYP 100% Reading – 87% Mathematics – 83% Writing – 95% Science – 53% 2005-2006 North Beach El. Grade A AYP 100% Reading – 88% Mathematics – 83% Writing – 97% Teacher 2004-2005 Treasure Island El.

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

Subject Area NameDegree(s)/ Certification

(s)

# of Years

at Current School

# of Years as a Coach Prior Performance Record *

No data submitted

* 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 with new teachers and the principal Principal On-going

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

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

3. Soliciting referrals from district staffing specialist, other administrators and from current staff members Principal

As needed throughout the school year

Announced at faculty meetings as needed.

4. Serving as a host school for student internships from local universities.

Assistant Principal On-going

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Betty Major

Professional Educator’s Elementary Education

First Grade Will complete ESOL endorsement courses in the 09-10 school year

Lauren Shaw

Temporary Educator’s Elementary Education

Kindergarten Will complete ESOL endorsement courses in the 09-10 school year

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

65 0 32.31 35.38 32.31 29.23 97 1.54 4.62 55.38

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Roxanne Cerulia Lauren Shaw

Ms. Shaw is a second year teacher in the state of Florida, but has taught for 5 years in New York. Ms. Cerulia is a 12 year veteran teacher. Her students perform well on all benchmark assessments.

The mentor and mentee are meeting biweekly in a professional learning environment to discuss evidence-based strategies for each domain. The mentor is given release time to observe the mentee.

Elana Dell'Aglio JessicaPfeffer

Ms. Pfeffer is a second year teacher. Her students have shown below average performance levels in Writing. Ms. Dell’Aglio is a veteran teacher who has had experience with FCAT Writing.

The mentor and mentee are meeting biweekly in a professional learning environment to discuss evidence based strategies to improve writing skills. Time is given for feedback, coaching, and planning.

Title I, Part A

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other

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).

School-based RtI Team

RtI leadership is vital, therefore, in building our team we have considered the following: • Principal and Assistant Principal who will ensure commitment and allocate resources; • Teachers, Grade Level Chairpersons, and Itinerant Reading Coach who share the common goal of improving instruction for all students; and • Team members who will work to build staff support, internal capacity, and sustainability over time.

The school’s Leadership Team will include additional personnel as resources to the team, based on specific problems or concerns as warranted, such as: • School reading, math, science liaisons • Special education personnel • School guidance counselor

The following steps will be considered by the school’s Leadership Team to address how we can utilize the RtI process to enhance data collection, data analysis, problem solving, differentiated assistance, and progress monitoring. The Leadership Team will: 1. Monitor academic and behavior data evaluating progress by addressing the following important questions:

School Wide Florida’s Continuous Improvement Model

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

• What will all students learn? (curriculum based on standards) • How will we determine if the students have learned? (common assessments) • How will we respond when students have not learned? (Response to Intervention problem solving process and monitoring progress of interventions) • How will we respond when students have learned or already know? (enrichment opportunities) 2. Gather and analyze data to determine professional development for faculty as indicated by student intervention and achievement needs. 3. Hold regular team meetings 4. Maintain communication with staff for input and feedback, as well as updating them on procedures and progress 5. Support a process and structure within the school to design, implement, and evaluate both daily instruction and specific interventions 6. Provide clear indicators of student need and student progress, assisting in examining the validity and effectiveness of program delivery 7. Assist with monitoring and responding to the needs of subgroups within the expectations for adequate yearly progress

1. The Leadership Team will monitor and adjust the school’s academic and behavioral goals through data gathering and data analysis. 2. The Leadership Team will monitor the fidelity of the delivery of instruction and intervention. 3. The Leadership Team will provide levels of support and interventions to students based on data.

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

1. Data will be used to guide instructional decisions and system procedures for all students to: • adjust the delivery of curriculum and instruction to meet the specific needs of students • adjust the delivery of behavior management system • adjust the allocation of school-based resources • drive decisions regarding targeted professional development • create student growth trajectories in order to identify and develop interventions 2. Managed data will include: Academic • FAIR assessment • Interim assessments • State/Local Math and Science assessments • FCAT • Student grades • School site specific assessments Behavior • Student Case Management System • Detentions • Suspensions/expulsions • Referrals by student behavior, staff behavior, and administrative context • Office referrals per day per month • Attendance • Referrals to special education programs

The district professional development and support will include: 1. training for all administrators in the RtI problem solving, data analysis process; 2. providing support for school staff to understand basic RtI principles and procedures; and 3. providing a network of ongoing support for RtI organized through feeder patterns

Data Disaggregation 2008-2009 FCAT Data

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

Plan

Strengths: Across all grade levels students are performing above district and state averages in reading and mathematics. Fourth grade students are performing above district and state averages in writing, with 96% of students meeting standards

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)?

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

on the 2009 FCAT Writing Assessment. Fifth grade students are performing above district and state averages on the 2009 FCAT Science Test, with 59% of the students meeting standards.

On the FCAT Reading Test, in grades 3-6, 87% of students achieved mastery on the 2009 administration. This represents an increase of 1% when compared to 86% of the students achieving mastery in 2008. Seventy-four percent of the students made learning gains representing a 2% increase and 67% of the students in the bottom quartile made a year’s worth of progress representing a 5% gain when compared to the 2008 FCAT Reading Test results.

On the FCAT Mathematics Test, in grades 3-6, 83% of students achieved mastery on the 2009 administration, representing the same score as on the 2008 administration.

All subgroups met AYP.

Weaknesses: On the 2009 FCAT Reading Test, grades 3 and 6 evidenced a minimal decline of 2%. In grades 3 and 4, Main Idea and Author’s Purpose were the least proficient strands and will be given priority focus. In grades 5 and 6, Words & Phrases in Context were the least proficient strands and will also be given priority focus.

On the FCAT Mathematics Test, grade 4 evidenced a decline of 5% and grade 6 evidenced a decline of 10% on the 2009 administration. Sixty-seven percent of the students achieved learning gains on the 2009 administration of the FCAT Mathematics Test, representing a decrease of 5% when compared to 72% on the 2008 administration. Fifty-two percent of the bottom quartile demonstrated learning gains, representing a decrease of 16% when compared to 68% on the 2008 administration. In grade 3, algebraic-thinking was the least proficient strand; in grades 4 and 6, measurement was the least proficient strand; in grade 5, geometry was the least proficient strand and these strands will be given priority focus.

In FCAT Writing in grade 4 there was a 1% decline, with narrative writing as the weakest area.

The IFC’s The IFCs were created in July 2009. The IFC will be updated in October 2009 as determined by disaggregated data results from the September Pre-Test, and again in January 2010 as determined by the disaggregated data results from the December Mid-Term Test.

Each grade level will integrate the IFC with the International Baccalaureate (IB) Progamme of Inquiry units of study.

Base upon results from the 2009 FCAT Tests: Reading: Grades 3 and 4 Main Idea/ Purpose were the least proficient strands and will be given priority focus. Reading: Grades 5 and6 Words/Phrases were the least proficient strands and will be given priority focus. Writing: Narrative was the least proficient strand and will be given priority focus. Mathematics: Grade 3 Algebraic Thinking was the least proficient strand and will be given priority focus. Mathematics: Grades 4 and 6 Measurement was the least proficient strand and will be given priority focus. Mathematics: Grade 5 Geometry was the least proficient strand and will be given priority focus. Science: Earth and Space Science and Scientific Process were the least proficient strands and will be given priority focus.

Teachers will be responsible for determining the instructional focus of whole group lessons, and small group/differentiated instruction. Benchmarks will be selected as indicated by students’ strengths and weaknesses, which were measured by progress on class work assignments, assessments, and data results.

The duration of instruction for each Benchmark will be determined by the amount of time allotted in the IFC to ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted in the IFC, teachers will provide instruction on each Benchmark, allow the students an opportunity to practice, assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting.

Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the IFC is being utilized and implemented effectively. Peer teachers and the Itinerant Reading Coach will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation in reading.

Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The department chairperson will provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities, and utilize the support of their colleagues during weekly grade level meetings.

Once FCAT scores were released, the administration determined student learning gains by teacher and adjusted classes to

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?

prevent low-performing teachers from teaching the same class again. Student data was used to heterogeneously develop classes so that there was not a cluster of primarily low performing students assigned to the same class.

The school will be implementing the IB Programme of study. Through the use of each grade level Programs of Inquiry teachers will be integrating standards into transdiciplinary units of study with an emphasis on real-world issues and a global perspective. Therefore, a daily focus of the school is for teachers and students to ask each other, “why are we learning this?” to ensure that instruction is always relevant. Students will also be provided with the opportunity to reflect upon the learning of the day and teachers will utilize this information to guide instruction.

The school annually conducts a Career Awareness week. Community members come to the school and share the world of work. Additionally, as part of the instructional process teachers provide linkage to academic skills and how they are relevant to the student both in the present and for the future. The IB Programme, Program of Inquiry units of study are based upon transdiciplinary themes and afford the student to work collaboratively to research and explore topics of interests, develop conclusions, and plans of action.

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. Teachers will also plan for the integration of the IB Programs of Inquiry, reflecting and sharing results of students’ progress to support planning for the upcoming week. Lesson plans will be created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery.

Teachers will meet weekly for grade level meetings and will meet monthly during Professional Learning Communities to analyze data, reflect on the Program of Inquiry units of study, share best practices, and resources.

Focus lessons will be provided by the classroom teacher where students demonstrate that they are struggling based upon weekly classroom assessments or district provided assessments. If additional support is required, the itinerant reading coach, or the math or science liaison will provide support during planning or by modeling lessons. The focus lessons selected will be 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 period as needed.

Student mastery on mini-assessments and classroom assessments based on the focus lessons will determine if the focus lessons need to b e revised and/or re-taught. Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results 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.

CHECK

Mini-assessments based on the focus lessons will be administered by the classroom teacher. Ten questions per Benchmark will be utilized for assessment purposes developed by the grade levels. The assessments will be administered on a monthly basis.

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.

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 earning 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, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency. The IB, Program of Inquiry units will provide students who have mastered skills the opportunity to engage in additional research and projects aligned to the area of study.

Grade level teachers in collaboration with administration will review progress monitoring data at weekly grade level meetings. The level of mastery drives the instructional practices, pacing of the focus calendar, and determines the instructional needs of individual students (i.e., small group intervention, whole group reinstruction, remediation, enrichment).

The principal or assistant principal 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, and student portfolios will be utilized to provide evidence of instruction, assessment and differentiation to address individual student needs. Progress Monitoring logs will also be utilized to document the process of teaching, assessing, re-teaching, and re-assessing.

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

Supplemental and Intensive Instruction/Interventions

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

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

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

ACT

Reading/Writing: Core - Houghton-Mifflin; Supplemental- Accelerated Reader, SuccessMaker, EduPlace Intensive Instruction and Interventions – Reading Plus, Voyager Mathematics: Core - Houghton-Mifflin; Supplemental – FCAT Explorer, Coach, Brain POP, EduPlace; Intensive Instruction and Interventions - Houghton-Mifflin Science: Core - Scott Foresman; Supplemental - Brain POP, EduPlace

Computerized programs or instructional software (e.g. SuccessMaker), in addition to Internet instructional Web sites such as FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of providing instruction to students in non-mastered areas. Resources and strategies provided at professional development workshops will also be utilized. Students consistently demonstrating non-mastery may be required to participate in tutorial sessions.

Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by administrators’ observations (formal and informal), teacher surveys, and student performance/data analysis, will determine the need for professional development sessions. Staff will need extensive professional development in FAIR and instruction aligned to the New Generation Standards.

Teacher Mentoring Program

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

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.

As a result of progress monitoring (class work assignment and assessment results) and observations (classroom teacher, administrators, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions. Students, both high achieving as well as average achievers, who also demonstrate declines, will also be monitored and interventions provided.

Students not demonstrating mastery will be offered assistance during the regular school day from instructional personnel hired to provide tutorial services.

All personnel providing services to a student not making mastery will meet to discuss their evidence and documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed by the attendance committee or RTI team and resolved. Teachers will have the opportunity at weekly grade level meetings to discuss any student who is of concern to glean strategies for their professional peers and administration.

Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through FCAT Explorer, teacher-made and teacher created assessments using the Assessment Bank and Edusoft will also be utilized to determine the effectiveness of supplemental instruction.

Students who exceed mastery levels participate in differentiated learning activities that provide acceleration and enrichment. Students in the gifted program, participate in various units of study which affords them the opportunity to explore areas of interest and develop presentations. Students also enroll in extended foreign language program which extends their language skills and cultural understanding of various foreign countries. We will be implementing the IB Program school-wide, this will also provide students the opportunity to research and explore various topics through the transdisciplinary themes.

FCAT results, in addition to student progress in a specific course, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and academic programs. Teacher recommendation is also taken into consideration. Parent conferences are held with the recommending teacher, guidance counselor, and a member of the leadership or administrative team. The parents are counseled on the expectations for their student in the higher level course, as well as their continued parental involvement. IB encourages parent involvement in the enrichment and goal setting for student development.

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

Frequency of PLC Meetings Schedule (when)

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

PK, Kindergarten, First Grade Teachers

Ms. West – Chair

Ms. Dell’Aglio -Chair

Every 3 weeks Last Wednesday of the month

Lesson study. Analyze mini-assessment data, the effectiveness of the FCIM calendars, mini-lessons, enrichments, and reflection integration of IB transdiciplanary themes to determine revisions.

Second, Third Grade Teachers

Ms. Gyory -Chair Ms. Arias -Chair Ms. Harley (PDL)


Last Wednesday of the month Lesson study. Analyze mini-assessment data, the effectiveness of the FCIM calendars, mini-lessons, enrichments, and reflection integration of IB transdiciplanary themes to determine revisions.

Fourth, Fifth Grade Teachers

Ms. Gomez - Chair Ms. Marmol - Chair


Lesson study. Analyze mini-assessment data, the effectiveness of the FCIM calendars, mini-lessons, enrichments, and reflection integration of IB transdiciplanary themes to determine revisions.

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 North Beach Elementary School , all incoming Kindergarten students are assessed prior to or 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 Bracken Basic Concept Scale-Revised (BBCS-R) will be used to assess basic academic skill development and academic school readiness of incoming students. The Clinical Evaluation of Language Fundamentals-Preschool (CELF-P) assessment will be used to ascertain oral language skills of incoming students. The Developmental Skills Checklist (DSC) will be used to determine students' print/letter knowledge and level of phonological awareness/processing. In addition to academic/school readiness assessments, all incoming Kindergarten students will be assessed in the area of social/emotional development. Specifically, the Ages and Stages Questionnaire will be completed by the parent/guardian of all incoming Kindergarten students. Questionnaire results will provide valuable information regarding student development and need for instruction/intervention regarding pro-social behavior, self-regulation, self-concept, and self-efficacy. Screening data will be collected and aggregated prior to September 10th, 2009. Data will be used to plan daily academic and social/emotional instruction for all students and for groups of students or individual students who may need intervention beyond core instruction. Core Kindergarten academic and behavioral instruction will include daily explicit instruction, modeling, guided practice and independent practice of all academic and/or social emotional skills identified by screening data. Social skills instruction will occur daily for 20 minutes using the Skills Streaming Curriculum and will be reinforced throughout the day through the use of a common language, re-teaching, and positive reinforcement of pro-social behavior. Screening tools will be re-administered mid-year and at the end of the year in order to determine student learning gains in order to determine the need for changes to the instructional/intervention programs. For Pre-kindergarten students participating in community programs, the office staff to distribute “Smooth Sailing” kindergarten preparation brochures and other documents to interested parents throughout the year. Additionally, new-comer orientations are offered to the parents of incoming students monthly from November through May. Kindergarten and other instructional staff, administration, and the counselor meet with parents to provide a basic orientation, classroom visitation, and a simple survey is provided to collect pertinent information. The counselor conducts a follow-up contact with parents to clarify any specific student needs and to assist them with the registration process.

N/A

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 3-6, 87% of students achieved mastery on the 2009 administration of the FCAT Reading Test. This represents an increase of 1 percentage point compared to 86% who achieved mastery in 2008.

Seventy-four percent of the students made learning gains representing a 2 percentage point increase and 67% of the students in the bottom quartile made learning gains representing a 5 percentage point increase when compared to the 2008 administration results.

In grades 3 and 4 , Main Idea and Author’s Purpose were the least proficient strands and in grades 5 and 6 Words & Phrases in Context were the least proficient strands.

All groups met AYP.

1. Given instruction using the Sunshine State Standards, 88% of the students in grades 3-6 will achieve mastery for reading on the 2010 FCAT Reading Test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

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

1. Principal Asst. Principal

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

1. Printout of the FAIR assessments.

2 2. Include higher order questions in lesson plans and differentiated instruction. As well as opportunities to read in all content areas, with increased emphasis on cross-content reading throughout the early grades. More instruction will be given to meanings of words, phrases, and expressions. Students will be required to read more passages with implicit information so they can learn to recognize differences and subtle nuances in the author’s purpose.


2. Weekly grade level meetings with Principal & Asst. Principal to assess action steps. Lesson plans will be viewed during classroom walkthroughs.

2. Classroom walkthrough log and focused walkthroughs to determine frequency of higher order questions as well as teaching of the action steps.

3 3. Develop an Instructional Focus Calendar for Reading and Language Arts classes infusing IB strategies and transdisciplinary Program of Inquiry.

3. Principal Asst. Principal Classroom Teachers

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

3. Effectiveness will be determined through FAIR assessments.

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

In grades 3-6, 88% of the students will achieve mastery for reading on the 2010 FCAT Reading Test.

Effective Implementation of the Instructional Focus Calendar with priority focus on main idea, author’s purpose and words and phrases in context. Infuse the IB transdisciplinary themes , Program of Inquiry and instructional strategies with the Instructional Focus Calendar.

Veteran Teachers District Personnel (Reading Instructors)

October 2009

Lesson Plans Classroom Walkthroughs

Principal

In grades 3-6, 88% of the students will achieve mastery for reading on the 2010 FCAT Reading Test.

FAIR Assessment Assistant Principal

August 2009 Data Assistant

Principal

N/A

Budget:

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

Description of Resources Funding Source Available Amount

Voyager materials District $1,000.00

Total: $1,000.00

Technology


Reading Plus PTA $3,000.00

Total: $3,000.00

Professional Development


Substitute Funds District $500.00

Total: $500.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $4,500.00

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 3-6, 83% of students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents the same score as on the 2008 administration.

Given the instruction using the Sunshine State Standards, 84% of students in grades 3-6 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

Sixty-seven percent of the students achieved learning gains on the 2009 administration of the FCAT Mathematics Test, representing a decrease of 5 percentage points when compared to 72% on the 2008 administration. Fifty-two percent of the bottom quartile demonstrated learning gains, representing a decrease of 16 percentage points when compared to 68% on the 2008 administration.

In grade 3, algebraic -thinking was the least proficient strand; in grades 4 & and 6, measurement; and in grade 5, geometry. These strands will be given priority focus.

All subgroups met AYP.



Evaluation Tool

1 1. Develop mathematical vocabulary for all students; providing more practice in finding the pattern, writing the rule, and determining the function for a given sequence of numbers, and incorporating inductive reasoning strategies in learning activities.


1. Lesson Plans will be reviewed during classroom walkthroughs. Weekly grade level meetings with the administration to discuss progress of implemented lessons.

1. Reports generated from walkthroughs. Progress of all students on assessment.

2 2. Utilize the FCIM to identify students in the core curriculum needing intervention and enrichment; identify and closely monitor the progress of the lowest 25 percentile consistently; revise instruction and intervention groups as indicated by student progress.


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

2. Progress of all students on assessment.

3 3. Increase the use of manipulatives and hands-on activities to reinforce mathematics concepts, especially measurement and geometry; incorporating the use online manipulatives in a computer lab or with Smart Board technology to provide students with interactive mathematical lessons and a variety of measurement activities.


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

3. Reports generated from walkthroughs.




Person Responsible

for Monitoring

In grades 3-6, 84% of students will achieve mastery on the 2010 administration of the FCAT Mathematics Test.

New Generation Standards for Mathematics

Math Liaison

August 2009

Classroom Visits Modeling of Lessons

Principal, Asst. Principal

In grades 3-6, 84% of students will achieve learning gains on the 2010 of the FCAT Mathematics Test.

Effective Use of manipulatives and hands-on activities to facilitate and promote differentiated instruction

Principal Asst. Principal

November 2009

Observations of center use/differentiated instruction and documentation in lesson plans.


Budget:




Total: $0.00

Technology


Brain Pop PTA $3,000.00

Total: $3,000.00



Substitute Funds District Funds $500.00

Total: $500.00

Other


Math Manipulatives PTA $1,000.00

Total: $1,000.00


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, 59% of students achieved level three and above. This represents an increase of 2 percentage points compared to 57% who achieved level three or above in 2008. Earth and Space Sciences & and Scientific Thinking are the needed areas of improvement.

Given instruction based on the Sunshine State Standards, 64% of students will score at level three or above on the 2010 FCAT Science Assessment.



Evaluation Tool

1 1. Develop Professional Learning Communities (PLC) of elementary science teachers in order to research, collaborate, design, and implement instructional strategies to increase rigor through inquiry-based learning using the IB Program of Inquiry in Earth and Space Sciences & Scientific Thinking.

Principal, Asst. Principal and Science Coach

Weekly grade level meetings, review of lesson plans and classroom walkthroughs will determine the effectiveness and utilization of professional learning activities.

Improvement on the science mini-assessments.

2 2. Utilize hands-on laboratory experiments at least once a week to provide real-world science experiences and engaging activities.

Principal, Asst. Principal , Science Teacher

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

Review science lab write-ups and teacher developed activities.

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

Teachers and Science Lab Teacher

Teachers will monitor development of science projects.

Entry into the District Elementary Science Fair and projects meeting judging rubric for participation in the School Science Fair.




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, 64% of students will score at level three or above on the 2010 FCAT Science Assessment.

The focus will be on Earth and Space Sciences & Scientific Thinking with effective use of science lab and PLC’s.

Principal, Asst. Principal, Science Coach

November 2009

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

Principal, Asst. Principal

Budget:




Total: $0.00

Technology



Total: $0.00



Substitutes District $300.00

Total: $300.00

Other


Hourly Science Lab Teacher Friends of North Beach $20,000.00

Total: $20,000.00


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?



On the 2009 administration of the FCAT Writing Test, 96% of the students in 4th grade scored level 3.5 or above in writing. This represents a decrease of 1% compared to 97% who scored 3.5 or above in 2008. The primary area of improvement will be in narrative writing.

Given instruction based on the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 97% of the 4th grade students will achieve a 4 or above.



Evaluation Tool

1 1. The students will use the writing process daily across the curriculum. Writing will be dated, and recorded in a work folder for monitoring of growth across time.


A consistent method of saving student work will be established schoolwide. During the class period, students will have work accessible to teachers and classroom visitors.

Progress between the Pretest Prompt ,Mid-Year and End-of-the Year Prompts

2 2. The students will write narrative essays that correlate with their reading assignments, as well as, real-life experiences.

Principal Asst. Principal Teacher

Weekly grade level meetings to discuss and review writing progress of students. Student writing samples will be reviewed and scored monthly by teacher.

Scored writing samples will be used to determine progress throughout the year using the beginning sample as a baseline.

3 3. The revision and editing process will be explicitly taught and seen in student writing drafts.

Principal Asst. Principal Teacher

Weekly grade level meetings to discuss and review writing progress of students

Student writing samples will be reviewed for evidence of the editing process.




Person Responsible

for Monitoring

On the 2010 administration of the FCAT Writing Test, 97% of the 4th grade students will achieve a 4 or above.

Emphasis on teaching the technique of narrative writing using vivid language and sensory imagery.

Fourth Grade and Primary Chairpersons

October 2009

Monitor students’ portfolios. The student will use graphic organizers to self-correct essays allowing for easy monitoring of work.

Teacher s Principal Asst. Principal

Budget:




Total: $0.00

Technology



Total: $0.00



Substitute Funds District $500.00

Total: $500.00

Other



Total: $0.00

Final Total: $500.00

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?



The implementation of the International Baccalaureate (IB) Programme will impact the delivery of instruction; therefore parent trainings are needed to acquaint them with the new strategies for instruction. The prior year, 62% of the parents attended a schoolwide event.

During the school year 65% of the student’s will have at least one parent attend an informational session on the International Baccalaureate Programme as documented by parent sign-in logs.



Evaluation Tool

1 1. Provide a minimum of 6 informational meeting throughout the year.

Principal Schedule of Informational Sessions

Parent Logs

2 2. The school and teachers will up-grade/ develop web pages that will provide information on the IB Programme.

Principal and Teachers Revised School Web page and an increase in teacher developed web pages

Review of Web Pages and identify parent/student usage.

3 3. Parents will receive a calendar of information on

Grade Level Chairpersons

Dissemination of calendars Informal survey of parents

the Program of Inquiry that will be implemented in the classrooms as well as the Program of Inquiry will be posted in the hallway.




Person Responsible

for Monitoring

During the school year 50% of the student’s will have at least one parent attend an informational session on the International Baccalaureate Programme as documented by parent sign-in logs.

Development of Teacher Web pages

Michele Riveria

November 2009

Review Teacher-developed Web pages

Principal

Budget:




Total: $0.00

Technology


Subscription to Web Pages PTA $3,000.00

Total: $3,000.00




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

Reading Voyager materials District $1,000.00

Total: $1,000.00

Technology


Reading Reading Plus PTA $3,000.00

Mathematics Brain Pop PTA $3,000.00

Parental Involvement Subscription to Web Pages PTA $3,000.00

Total: $9,000.00



Reading Substitute Funds District $500.00

Mathematics Substitute Funds District Funds $500.00

Writing Substitute Funds District $500.00

Science Substitutes District $300.00

Total: $1,800.00

Other


Mathematics Math Manipulatives PTA $1,000.00

Science Hourly Science Lab Teacher Friends of North Beach $20,000.00

Total: $21,000.00


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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.

Measures Being Taken to Comply with SAC Requirement

No. Disagree with the above statement.

Projected use of SAC Funds Amount

Provide hourly funds to pay teachers. 4000

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

SAC Members

Members

1) Dr. Alice Quarles, Principal

2) Leigh Kurk , SAC Chair

3) Corey Kraftsow, Student

4) Chloe Namais, Student

5) Elania Dell'Aglio, Teacher

6) Savitria Green, Teacher

7) Shari Lombardi, Teacher

8) Michele Rivera, Teacher

9) Martha Kern, Teacher

10) Michael Goldberg, Business Member

11) Darren Buckner, Business Member

12) Carolyn Amaya, Parent

13) Debbie Goodman, Parent

14) Dr. Leslie Rosenfeld, Parent

15) Ilana Vardy, Parent

16) Kara Burnstine, Parent

17) Kristene Goldberg, Parent

18) Guisselle Castillo, School Support Personnel

19) Cassandra Harley, Union Steward

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH BEACH ELEMENTARY SCHOOL 3741

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 513Math: 513

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 83 Y 78 Y Y NA 18 17 NA 22 22 NA 83 NA 79 NA

WHITE 100 Y 100 Y 86 Y 83 Y Y NA 10 14 NA 14 17 NA 85 NA 84 NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 81 Y 76 Y Y NA 25 19 NA 26 24 NA 82 NA 78 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 75 Y 72 Y Y NA 25 25 NA 33 28 NA 78 NA 76 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y NA NA NA NA NA NA

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






YES










SafeHarborReading


SafeHarborMath




Growth model math




BLACK 99 Y 99 Y NA NA NA NA NA NA












YES










SafeHarborReading


SafeHarborMath




Growth model math




BLACK 100 Y 100 Y NA NA NA NA NA NA







Dade School DistrictNORTH BEACH ELEMENTARY SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

87% 83% 96% 59% 325

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

74% 67% 141

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) 52% (YES) 119

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 585 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


86% 83% 97% 57% 323



72% 72% 144

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) 68% (YES) 130





Reading

Math

Writing

Science

GradePointsEarned


87% 83% 95% 53% 318



77% 67% 144

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?

75% (YES) 55% (YES) 130




Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – 2010 …osi.dadeschools.net › sip › 09-10 › pdf › 3741.pdf · FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 –