This Report was created onsqi.dadeschools.net/SIP/2001-2002/0401.pdf · Northwest 11th Avenue, Miami, Florida 33150. Ninety-six percent of the student body qualifies for the free

This Report was created on:

10/25/2001

at

4:12:04 PM

School Number and Name: 0401 Van E. Blanton Elementary School

Telephone #: (305) 696-9241

Region: III

High School Feeder Pattern: Miami Central Senior

Board District #: 1

S c h o o l P e r f o r m a n c e E x c e l l e n c e P l a n

Miami-Dade County Public Schools

Principal Edith Hall

The Miami-Dade County Public Schools School Performance Excellence Plan meets all of the requirements of the Florida Department of Education regarding School Improvement Plans as set forth in statute and State Board of Education Administrative Rules.

63

SCHOOL PERFORMANCE EXCELLENCE PLANVan E. Blanton Elementary School-0401

EXECUTIVE SUMMARYVan E. Blanton Elementary School

Given instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations will increase their reading comprehension skills as evidenced by achievement of the state's minimum criteria on the first administration of the FCAT Reading Test, following the designation of the school as a "D" or an "F" school.

Given instruction in Writing Across the Curriculum, students in grade four will improve their writing skills as evidenced by a minimum of sixty-seven percent of the students scoring "3" or above on the Florida Comprehensive Assessment Test (FCAT) in Writing administered in 2002.

Given instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations will increase their mathematics skills as evidenced by achievement of the state's minimum criteria on the first administration of the FCAT Mathematics Test, following the designation of the school as a "D" or an "F" school.

Van E. Blanton Elementary is a Title I funded school located in a low socioeconomic, urban environment at 10327 Northwest 11th Avenue, Miami, Florida 33150. Ninety-six percent of the student body qualifies for the free or reduced price lunch program. The school's student population is composed of thirty-four percent Limited English Proficient (LEP) and ten percent are enrolled in Exceptional Student Education (ESE) programs. The school's population has an estimated mobility rate of forty-one percent.

After careful review and evaluation of pertinent data, such as the School's Demographics and Profiles, Student Report Cards, Florida Comprehensive Assessment Test (FCAT) results, and the 2000-2001 School Improvement Plan, the faculty and staff of Van E. Blanton Elementary School in conjunction with the Educational Excellence School Advisory Council (EESAC) developed the following objectives as schoolwide priorities for all stakeholders for the 2001-2002 school year:

We are implementing a comprehensive and intense educational program in order to accomplish our stated goals. We are anticipating that precise execution of our School Performance Excellence Plan will result in the attainment of our goals.

64

Van E. Blanton Elementary School-0401

VISION

MISSION STATEMENT

Van E. Blanton Elementary School reflects and exists as part of a multicultural unit within the community. The goals of the school are to simultaneously serve the academic and social needs of our students as well as our parents and stakeholders. The school and the community are intertwined. The objective is to involve the community with the school through an array of special activities.

The staff at Van E. Blanton Elementary works to develop each student's academic, social, physical, and emotional potential in a wholesome, supportive environment so as to create life-long learners and contributing citizens in a multicultural and changing world.

65


SCHOOL FOUNDATION1. ENVIRONMENT

1.1 PedagogyThis item explores the teaching process at the school, including programs, services, and delivery systems.

Van E. Blanton Elementary School provides educational services based on the Sunshine State Standards to students in pre-kindergarten through grade five. This site is a school-wide, Title I funded educational facility. Instruction is provided in traditional classroom settings and is enhanced through computer-assisted instructional activities and the Comprehensive Reading Plan in kindergarten through grade five. School-to-home connections are fostered through access to monthly newsletters, home learning activities, and the Parent Outreach Program, designed to keep parents abreast of developments in the classroom and in the school.

1.2 Culture This item explores the culture of the school, includimg are the vision, mission, and core values of the school.

Van E. Blanton Elementary School reflects and exists as part of a multicultural unit within the community. The goals of the school are to simultaneously serve the academic and social needs of our students as well as our parents and stakeholders. The school and the community are intertwined. The objective is to involve the community with the school through an array of special activities.The staff at Van E. Blanton Elementary works to develop each student's academic, social, physical, and emotional potential in a wholesome, supportive environment, so as to create life-long learners and contributing citizens in a multicultural and changing world.Van E. Blanton Elementary School holds the following beliefs as the basic and fundamental tools of learning and achieving academic success: we are relentless in our pursuit to achieve academic excellence through an innovative curriculum and staff development. We are committed to utilizing effective channels of communication between the home and the school.

1.3 Human ResourcesThis item describes the people who carry out the work of the school.

Van E. Blanton Elementary School employs a total of sixty-five full-time staff members and eleven part-time staff members. Of this group, two are administrators; thirty-seven are classroom teachers; three are Exceptional Student Education teachers; one is a media specialist; five are classroom full time paraprofessionals; four are clerical employees; eight are cafeteria workers; and three are custodial service workers. Of the teaching staff, three teachers are new to the school. The average number of teaching experience in Florida is fifteen years. Fifteen teachers have advanced degrees.

1.4 Building Resources This item explores budgetary commitments for facilities, technologies, and equipment.

Van E. Blanton Elementary School is located at 10327 Northwest 11th Avenue, Miami, Florida. This school is a two story facility containing forty classrooms, along with an adjoining media center and a cafeteria/auditorium combination. This fifty year old school has been retro-fitted to access the Internet. The recently renovated media center houses a state-of-the-art closed circuit television system and Internet access via twenty-seven of its thirty-three computer stations. The school also has a newly constructed annex which provides space for four kindergarten classrooms.

1.5 ConstraintsThis item explores standards, laws, and rules that strongly influence the school to take action.

Van E. Blanton Elementary School adheres to the policies and procedures that assure equal access in employment, educational programs and activities as stated in the School Board rules. The school is firmly committed to a policy of nondiscrimination in educational programs/activities and employment. The school is in compliance with all OSHA and Environmental requirements.

Hostile treatment or violence against a student, teacher, or other employee because of his/her gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference or disability, will not be tolerated.

2. RELATIONSHIPS2.1 StudentThis item explores the unique requirements, expectations, and needs of the key student groups.

Van E. Blanton Elementary School serves six hundred seventy-eight students from the surrounding neighborhood. The student body includes standard curriculum students, fifty- six percent; ESE students, ten percent, and LEP students, thirty-four percent. Ninety-six percent of the students are economically disadvantaged. The ethnic/racial make-up of the student population is eighty-three percent Black, sixteen percent

66

Hispanic, and one percent White. The mobility rate of the student population is forty-one percent.The community surrounding the school is a residential and rental community. There are several housing projects and trailer parks in the community. Most of the rental units are government subsidized through the Department of Housing and Urban Development (Section 8 Housing). The majority of the students do not enjoy a traditional family structure. They live in overcrowded low-cost rental housing. Many members of the extended family share the responsibility of raising the children. The estimated occupational status of the adults in the community is: Blue collar workers forty-seven percent, white collar/professional one percent, and unemployed fifty-two percent. Many of the students are enrolled without any previous school experience and lack the necessary home motivation for high achievement. The alliance formed with community advocates such as Adopt-A-Class, Church's Chicken, Winn Dixie Marketplace, South Florida Truck and Automobile Association has proven pivotal in providing resources and materials to enrich the learning experience. In addition, students who are in need of extra help in mastering the skills taught in the classroom are served through extended day tutorial programs. Some students are in need of behavior modification and redirection of inappropriate conduct. The school site maintains an active and receptive Child Study Team with a school site social worker, school psychologist, teachers and an administrator.

2.2 StakeholderThis item explores the unique requirements, expectations, and needs of the key stakeholder groups, including parents/caregivers and the surrounding community/businesses.

Van E. Blanton Elementary School employs various means to connect with the community. The school serves as an outreach center and offers parents and community members evening classes in English for Speakers of Other Languages (ESOL) and adult basic education as well as classes that elaborate upon the basic principles of home ownership. In addition, the school hosts a Community Leader's forum wherein parents are invited to communicate and interact with local elected officials such as Senator Kendrick Meek and Commissioner Dorian Rolle. This allows the school to keep up with the changing needs of the community that surrounds it. The Gratigny Homeowners Association often use the school facility for meetings. The school sponsors an annual health fair where parents and students receive pertinent health information and are privileged to diagnostic screenings. Health care workers provide essential advice on preventive health measures. Van E. Blanton Elementary School offers students a variety of programs including the Academic Excellence Program, Chess Club, Drama Club, school chorus, extended day tutorial, Future Investors of America and cheerleading.

2.3 Human ResourcesThis item explores the unique requirements, expectations, and needs of the faculty and staff.

The union, United Teachers of Dade (UTD), and the School Board negotiate the benefits package for employees at Van E. Blanton Elementary School. This package includes a comprehensive health component as well as standard insurance and other selected benefits.The faculty and staff at Van E. Blanton are offered professional development programs provided by district, region and school site resource personnel. In addition, the school's Educational Excellence School Advisory Council (EESAC) may allot funds for staff training that is consistent with the goals of the school.The exemplary contributions and achievements of the school are recognized regularly over the closed circuit viewing system. In addition, the monthly newsletter highlights noteworthy activities of faculty and staff. Student achievement, improved academics and student attendance are recognized at assemblies conducted quarterly. At the end of each year, the employees assemble for an awards luncheon at which employees receive special recognition for their unique contributions to the school. Results of the school climate survey indicate that staff morale is high at Van E. Blanton. The school is viewed as a comfortable and safe place to work.

2.4 Supplier and PartnerThis item explores the unique requirements, expectations, and needs of the key supplier groups, including providers of goods and services such as social services, food, transportation, and key partners such as other schools, workforce connections, and community connections.

Van E. Blanton Elementary School utilizes partnerships with its Dade-Partners: Adopt-A-Class, Church's Chicken, Winn Dixie Marketplace, The Fountains of Pembroke Pines, South Florida Truck and Automobile Association and Esther's Restaurant. These partners provide supplies that are essential educational tools for the students. Van E. Blanton's teachers provide supervision to student teachers from Barry University, Florida International University and Florida Memorial College. These student teachers provide individualized instruction to targeted students. The majority of our students exiting fifth grade will attend Madison Middle School. The staff from Van E. Blanton works closely with Madison Middle on articulation issues to ensure that incoming sixth graders are equipped and prepared with the background necessary to experience success at the middle school level. For a nominal fee, the Family Christian Association of America (FCAA) provides quality child care in the after care program. The PTA sponsors and conducts meetings in the cafeteria, at which time parents receive information and workshops relevant to the educational process.

67

3. COMPETITION3.1 Position: This item explores the competitive position and explores the factors which strongly influence students to enroll at this school instead of a competing school.

Enrollment at Van E. Blanton Elementary School decreased by thirty percent due to changes in the boundaries from the previous year. The Florida Department of Education (FDOE) bestowed the Silver Award upon the school in recognition of adequate progress. Van E. Blanton was also acknowledged by the CENTRAL EXPRESS for its progress in student performance in the areas of reading, writing and mathematics. In another proud moment, the Florida Department of Education honored nine fourth grade students for receiving a score of five or above on the Florida Comprehensive Assessment Test in Writing. Annually, students compete in the Reverend Theodore R. Gibson Oratorial contest and the 4-H Tropicana Public Speakers contest. These competitions have provided Van E. Blanton students an opportunity to showcase their public speaking talent and poise, and they have been recognized with first and second place awards for their efforts. Van E. Blanton is proud of its students' outstanding academic accomplishments.

3.2 CompetitorsThis item explores the alternate schools available to students.

Lincoln Marti, a private school, is in close proximity to Van E. Blanton Elementary School. There are four neighboring public elementary schools, one of which is Henry E.S. Reeves, an Edison Project school. Under the auspices of the Edison Project, Reeves Elementary has specific features: year-round school calendar, extended school day, and take-home computers. The Florida Department of Education has issued similar grades for Van E. Blanton Elementary and the other public elementary schools in the surrounding community.

3.3 ModeThis item explores the Critical Success Factors for the areas identified by the school as being essential to the achievement of the vision/mission of the school.

A collaborative system of leadership exists at Van E. Blanton Elementary, which includes leadership from the district, region and school based EESAC. Staff development and technical support for professional and personal growth are innovative ideas that are encouraged by leadership. This collaborative approach ensures quality learning experiences for students, which is an essential part of program improvement. This type of continual articulation motivates both students and staff, thereby resulting in increased student performance.

3.4 DynamicsThis item explores the changing threats and opportunities to which the school must respond.

Due to boundary changes, enrollment at Van E. Blanton Elementary decreased by thirty percent from the previous year. The demographics indicate a relocation of families from subsidized to single-family home ownership. The partnership of Washington Mutual Bank and Central Express has made possible a parent center on the school site.

4. CHALLENGES4.1 LearningThis item explores the challenges the school faces in providing educational activities that result in student learning.

Home visits to Van E. Blanton Elementary School students reveal a lack of access to computers and technological advancements. These visits also indicate the barrier that exists between teachers and concerned parents because of language and cultural differences. Van E. Blanton Elementary students are highly mobile. Basic needs of students are poorly met due to economic hardship and family dependency on government services. Parental involvement is not at an optimal level due largely to the lack of understanding of the American education system.

4.2 FacultyThis item explores the challenges the school faces in ensuring the quality of teachers, providing for the satisfaction of the faculty, and the challenges the school faces in the delivery of educational programs.

Van E. Blanton Elementary has not been able to fill the counselor position due to the ethnic/racial faculty requirement that is mandated by the district. Results of the School Climate Survey indicate that staff morale is high and parents and students are pleased with the school's educational program.

4.3 Operational and External ForcesThis item explores the challenges the school faces in internal daily operations and in interactions with the surrounding community.

Van E. Blanton Elementary has identified several issues concerning challenges in relationships with internal operations and external forces. Among these are: loss of students due to newly constructed Hubert O. Sibley Elementary; an increase in danger to students due to heavy traffic on a major road parallel and perpendicular to the school, and the faculty ethnic/racial ratio requirement.

68

4.4 Process ImprovementThis item explores the challenges the school faces in improving educational program design, student support services, operational and strategic planning processes, cycle time, data usage, and organizational learning.

Several issues concerning challenges in process improvement have been identified at Van E. Blanton Elementary School. First, student's scores on fourth grade FCAT writing are meeting or exceeding the state standard, however the FCAT reading scores remain below the minimum state requirements. Second, students' scores on fifth grade FCAT mathematics remain below the state minimum requirements. Third, leadership has not only encouraged but has mandated and allotted time for team planning and preparation. Teachers are provided with classroom libraries and trade books at the various Lexile ranges of their students' independent reading level. Paraprofessionals have had additional training to refocus and enhance their skills when working with the specific needs of the student population they target. Special area classes, such as art and music, have implemented FCAT strategies that align themselves with skills taught by the classroom teacher. Before and after school tutoring to assist students in first through fifth grades with basic skills has been implemented. Individualized tutoring for students identified as performing below grade level has been made available through the America Reads Program. Teachers participated in professional development in the Comprehensive Reading Plan (CRP). Mathematics and science workshops offered by the region were attended by teachers to further enhance their knowledge and skills. School site in-service workshops continue in all academic areas.

5. IMPROVEMENT5.1 Education Design and Support ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.1 Learning.

Van E. Blanton Elementary has identified several issues concerning improvement in educational design and support process improvement. First, Van E. Blanton offers ESOL and GED courses for parents during the evening hours.

Second, parents are encouraged to enroll in computer literacy classes at the nearby high school.

In addition, all pertinent school documents are sent home in three languages (English, Spanish, Haitian Creole).

Computers are also available in classrooms and the media center.

5.2 Education Delivery ProcessThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.2 Faculty.

Van E. Blanton Elementary will continue to seek qualified personnel for the counselor position staying within the mandated requirements imposed by the district. Van E. Blanton Elementary will continue to provide staff development in all academic areas.The school will continue to actively involve parents in the educational process through EESAC, PTA and the Title I Parent Outreach Program.

5.3 Operational and External Forces ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.3 Operational and External Forces.

Van E. Blanton Elementary has identified several issues concerning challenges in improving relationships with internal operations and external forces. First, Van E. Blanton Elementary will exhaust all efforts to project a positive image of the school. Second, Van E. Blanton Elementary will continue its efforts to recruit Metro Dade County Police Resource Personnel to provide safety instruction, particularly in the area of street crossing.

5.4 Organizational ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.4 Process Improvement.

Van E. Blanton Elementary has identified several issues concerning challenges in process improvement. Among these are: student scores on the FCAT Reading test that are below the minimum state requirement and student scores on the FCAT mathematics test which are below the state minimum requirement. To address these deficiencies, teachers will continue to attend workshops in FCAT strategies to improve their teaching skills.

69


SCHOOL PERFORMANCESELF-ASSESSMENT

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONPARENT FORM

SA A U/U D SD SA A U/U D SDYOUR SCHOOL ALL SIMILAR SCHOOLS

% RESPONDING IN EACH CATEGORYSAA

U/UDSD

= Strongly Agree= Agree= Undecided/Unknown

= Disagree= Strongly Disagree

My child’s school is safe and secure. 27 50 9 9 5 36 49 7 6 21.My child’s school is kept clean and in good condition. 16 58 11 11 4 43 47 4 5 12.My child’s school is overcrowded to the degree that it affects learning. 7 27 30 33 2 14 21 21 32 123.My child’s school maintains high academic standards. 18 46 31 3 2 30 46 18 5 14.My child’s school uses adequate disciplinary measures in dealing with disruptive students.

17 47 24 11 1 29 44 21 5 25.

My child’s school makes available textbooks, equipment, and supplies needed for learning.

23 49 23 3 1 42 48 6 4 16.

My child’s school serves lunches that are nutritious and taste good. 22 42 19 10 7 21 37 19 14 87.My child’s school keeps bathrooms clean and in good condition. 10 27 31 20 12 21 36 21 14 88.My child’s teachers are friendly and easy to talk to. 45 45 5 3 1 57 36 3 2 19.My child’s teachers make learning interesting and relevant. 39 47 10 3 1 49 42 6 2 110.My child’s teachers motivate students to learn. 41 47 7 3 1 50 40 6 3 111.My child’s teachers take an interest in students’ educational future. 39 44 11 5 0 47 40 10 3 112.My child’s teachers are knowledgeable and understand their subject matter. 36 47 14 3 0 46 43 8 2 113.My child’s teachers assign meaningful homework that helps students learn. 47 43 5 4 1 48 43 4 4 114.My child’s teachers do their best to include me in matters directly affecting my child’s progress in school.

40 50 3 5 2 49 39 6 5 215.

My child’s school is effectively teaching students the basic academic skills in reading.

22 59 16 1 1 41 50 5 3 116.

My child’s school is effectively teaching students the basic academic skills in mathematics.

24 56 14 3 2 40 52 5 3 117.

My child’s school is effectively teaching students to speak and write correctly in English.

28 53 11 6 2 43 49 5 3 118.

My child’s school is effectively teaching students to investigate problems in science.

17 44 33 5 1 29 47 19 4 119.

My child’s school is effectively teaching students to use computers. 31 51 12 6 0 31 42 16 8 320.My child’s school is effectively teaching students to think critically and reason out problems.

17 49 19 12 3 30 50 15 4 121.

My child’s school is effectively teaching students to develop good study and work habits.

23 45 19 10 3 37 50 8 4 122.

My child’s school is effectively teaching students to get along with different kinds of people.

24 57 13 2 4 39 49 9 2 123.

The school and law enforcement authorities work together to keep my child’s school free of violence.

23 39 17 8 14 46 38 10 3 324.

The school and law enforcement authorities work together to keep my child’s school free of gang activity.

20 37 21 6 16 46 36 13 2 225.

The school and law enforcement authorities work together to keep my child’s school free of substance abuse.

27 31 23 5 14 48 36 11 2 226.

The principal does an effective job running my child’s school. 29 40 18 6 7 46 39 10 3 227.The principal is available and easy to talk to. 22 33 30 9 6 38 35 19 5 328.The assistant principals are effective administrators. 24 35 33 7 1 35 40 20 3 229.Guidance counselors are concerned about and try to help students with educational and personal problems.

26 43 26 1 3 34 37 24 3 230.

Staff in the principal’s office treat me with respect when I contact my child’s school.

32 51 8 7 2 48 42 5 3 231.

School staff respond to my needs and concerns in a reasonable period of time. 22 59 13 4 2 39 46 8 4 232.My child is getting a good education at this school. 39 45 11 3 2 48 43 5 3 133.The overall climate or atmosphere at my child’s school is positive and helps my child learn.

29 45 20 0 7 45 45 6 2 134.

Students get grades A, B, C, D, and F for the quality of their school work. What overall grade would you give your child’s school?

B- B+35.

70

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTAFF FORM


% RESPONDING IN EACH CATEGORYSAA

U/UDSD



At my school I feel safe and secure. 23 58 0 19 0 49 38 4 6 21.At my school the school building is kept clean and in good condition. 12 42 8 19 19 32 43 5 15 52.At my school personnel work together as a team. 19 46 8 12 15 32 47 7 11 33.At my school administrators solve problems effectively. 54 19 12 8 8 36 41 9 10 54.At my school I feel that my ideas are listened to and considered. 46 27 4 15 8 34 43 10 8 45.At my school adequate disciplinary measures are used to deal with disruptive behavior.

19 50 4 19 8 28 39 10 15 86.

My principal is an effective administrator. 58 23 4 12 4 49 33 8 6 47.My principal represents the school in a positive manner. 62 23 12 0 4 56 32 6 4 38.My principal demonstrates good interpersonal skills. 62 19 4 12 4 47 31 8 8 59.My principal deals with conflict constructively. 58 12 19 8 4 45 32 10 8 510.My principal responds in a reasonable time to my concerns. 62 27 4 4 4 50 34 8 5 311.My principal treats me with respect. 69 23 4 0 4 59 30 4 4 312.My principal is receptive to constructive criticism. 54 12 19 12 4 40 28 19 8 513.My principal is supportive of teachers. 62 23 4 8 4 50 31 8 6 414.My ability to do the best possible job at this school is limited by too many students in each class.

36 12 4 40 8 30 29 6 26 1015.

My ability to do the best possible job at this school is limited by student deficiencies in basic academic skills.

24 36 8 16 16 24 39 9 22 616.

My ability to do the best possible job at this school is limited by lack of concern/support from parents.

28 32 8 24 8 24 34 7 27 817.

My ability to do the best possible job at this school is limited by lack of concern/support from the principal.

4 4 12 40 40 4 8 8 43 3718.

My ability to do the best possible job at this school is limited by lack of concern/support from the district administration.

4 16 24 32 24 6 13 28 35 1919.

My ability to do the best possible job at this school is limited by insufficient resources (e.g., funds, books, equipment, supplies, etc.).

16 24 4 24 32 9 19 7 40 2520.

My ability to do the best possible job at this school is limited by school violence. 4 16 4 48 28 2 6 7 38 4721.My ability to do the best possible job at this school is limited by student gang activity.

0 4 16 36 44 1 1 8 30 6022.

My ability to do the best possible job at this school is limited by student substance abuse.

0 0 21 33 46 1 1 9 28 6223.

Students generally come to my class at the beginning of the term prepared for the grade level or courses I teach.

13 29 13 25 21 9 31 12 33 1524.

I feel satisfied concerning how my career is progressing at this school. 20 44 8 16 12 25 47 13 10 525.I have a feeling of job security in my present position. 28 52 12 8 0 34 47 10 6 326.I like working at my school. 36 32 16 12 4 48 37 7 5 327.Staff morale is high at my school. 12 40 16 12 20 22 37 15 17 928.I frequently feel overloaded and overwhelmed while working at my school. 8 33 13 29 17 19 35 10 28 829.Annual teacher evaluations are fair and reasonable. 60 28 8 4 0 36 48 11 3 230.Annual teacher evaluations are used to improve teacher performance. 38 38 13 8 4 28 45 18 7 331.Inservice programs keep me informed of the latest educational strategies. 32 56 0 8 4 35 50 7 5 232.I believe children attending my school are receiving a good education. 48 32 8 8 4 41 47 7 4 133.The overall climate or atmosphere at my school is positive and helps students learn.

33 33 8 17 8 39 45 7 6 334.

Students get grades A, B, C, D, and F for the quality of their school work. What overall grade would you give your child’s school?

B B35.

71

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTUDENT FORM


PERCENT RESPONDING IN EACH CATEGORYSAA

U/U

DSD



I feel safe at my school. 41 35 6 14 5 40 42 8 6 31.

My school building is kept clean and in good condition. 18 12 10 24 36 19 37 14 20 102.

Students in my school usually follow school rules. 16 10 3 24 47 9 27 21 27 163.

There are too many students in my classroom and that affects how much I learn.

19 22 9 19 31 14 15 10 30 314.

My teachers require that I work very hard for the grades I get. 57 21 1 3 18 59 28 7 3 25.

My school has enough books and equipment to help me learn. 62 16 6 12 4 47 35 7 7 46.

Food served for lunch at my school looks good and tastes good. 22 19 7 15 37 10 18 15 21 357.

Bathrooms in my school are clean and in good condition. 6 5 2 14 74 8 15 11 27 398.

My teachers are friendly and easy to talk to. 33 32 4 22 9 49 33 9 5 39.

My teachers make learning fun and interesting. 45 28 6 9 12 50 34 8 5 310.

My teachers make me want to learn. 58 25 3 7 6 51 34 9 4 211.

My teachers know a lot about the subjects they teach. 64 22 7 1 4 62 29 6 2 112.

My teachers give me meaningful homework that helps me learn. 67 16 7 4 6 49 35 8 4 313.

My teachers are interested in how I do in the future. 45 28 9 7 10 52 28 13 4 314.

My teachers let me know how I am doing on my school work. 59 23 3 6 9 52 34 7 4 315.

Violence is a problem at my school. 44 28 7 10 10 19 16 13 18 3516.

Gangs are a problem at my school. 37 12 12 7 31 11 9 10 18 5317.

Student drug and alcohol use are problems at my school. 7 6 9 24 54 9 4 6 12 6818.

My principal does a good job running the school. 57 21 1 6 15 54 26 9 5 619.

The assistant principals are available when needed. 45 21 7 7 19 35 33 18 8 620.

My guidance counselor helps me with school and personal problems. 62 23 8 3 5 43 25 21 5 621.

Adults at my school care about me as an individual. 41 36 8 6 9 36 34 18 7 522.

Adults at my school help me when I need it. 49 28 6 6 12 40 38 13 6 423.

I like coming to my school. 48 15 7 12 18 38 31 12 8 1124.

I am getting a good education at my school. 74 15 4 3 4 54 31 9 3 225.

The overall climate or feeling at my school is positive and helps me learn.

37 21 13 9 21 40 35 17 4 426.

Students get grades A, B, C, D, or F for the quality of their school work. What overall grade would you give to your school?

B- B27.

72


% of Instructional Staff 94.4

None 20.5-5 265.5-10 2010.5-15 1615.5-20 320+ 5

New to M-DCPS 136

Mobility Index 44

% of Students 94.7

None 79

0.5-5 377

5.5-10 247

10.5-15 109

15.5-20 81

20+ 107

96

7

165 94.1

37188109614477

Staff Characteristics

1996-1997

Number of Days Abs.

Student Characteristics

Mobility/Stability

Number of Days Abs.

COMPREHENSIVE NEEDS ASSESSMENTDEMOGRAPHIC PROFILE

1997-1998

1998-1999

Attendance

Attendance 1996-1997

1997-1998

1998-1999

1996-1997

1997-1998

1998-1999

96.5

42723730

2025823

158

47 41

94.7

9340721812364

115

1998-1999

95.3

41626625

1999-2000

1999-2000

149

41

94.8

9837120511373

106

73


COMPREHENSIVE NEEDS ASSESSMENTDATA FOR ACCOUNTABILITY

Grade

FCAT Reading

Percent of Students Scoring FCAT Achievement Level 2-5


98-99

4

8

10

Percent of Students Scoring FCAT Achievement Level 1

Percent of Students Scoring FCAT Achievement Level 1 and 2

99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01

60 7747 648368

n/a n/an/a n/an/an/a

n/a n/an/a n/an/a

Grade

FCAT Mathematics



98-99

5

8

10

Percent of Students Scoring FCAT Achievement Level 1

Percent of Students Scoring FCAT Achievement Level 1 and 2

99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01

55 7854 799164



Grade

SCHOOL GRADE DESIGNATION

4/5

8

10

98-99 99-00 00-01

40 2353 361732



45 2246 21936



FCAT Writing

Percent of Students Scoring 3 or more

98-99

4

8

10

Percent of Students Scoring less than 3

99-00 00-01 98-99 99-00 00-01

142644

n/an/an/a

n/an/an/a

867456

n/an/an/a

n/an/an/a

D

n/a

n/a

D D

n/a n/a

n/a n/a

PERFORMANCE HISTORY

n/a

Grade

74


MAJOR PROGRAMSCOMPREHENSIVE NEEDS ASSESSMENT

Reading

Writing

PROGRAM DATE INITIATEDGRADE

LEVEL(S)Kindergarten through

Grade 5Comprehensive Reading Plan/FCAT Training Aug. '99

Grades Three - Four FCAT Reading Coach Practice Book Sep. '01

Grade Two - FiveAccelerated Reader Sep. '00

Grades Three - FiveAcademic Excellence Program Oct. '00

Grades Two - FiveBefore, after and during school tutoring Sep. '01

Early Intervention Pre-kindergarten

BELL Project Sep. '01

Grades One - FourAmeriCorp tutors Sep. '01

Kindergarten - Fifth Grade

Best practice Inservices for Language Arts Teacher Oct. '00

Grades Two - FiveBlast Off Sep. '00


Block Schedule Aug. '00

Pre-kindergarten - Fifth Grade

Book Fair Nov. '99


Classsroom Libraries Aug. '99

Grades Two - FiveAGS - FCAT Preparation Sep. '01

Grades One - FiveBasic/ESE District Reading Inservices Sep. '00

Grades One - FiveBenchmark Testing Sep. '99


Collaborative planning Aug. '00

Grade FourClass Size Reduction Sep. '01

Grades One - FourCompass Learning Sep. '01


Competency-Based Curriculum Aug. '01


Comprehensive Reading Plan/FCAT Training Sep. '01

Grades One - FiveCRISS Strategies Nov. '00

Pre-kindergarten - Fifth Grade

English for Speakers of Other Languages Aug. '01


FCAT Curriculum Strategies for Science and Social Studies Aug. '01

Grades One - FiveFCAT Reading Formatted Examinations Sep. '01

Grades One - FiveFCAT TASK Cards and FCAT Preparation Sep. '01

Pre-kindergartenHigh Scope Aug. '01

Grades Two - FiveIn-House Workshops Sep. '01


LEVEL(S)Kindergarten through

Grade fourFCAT WRITING PROGRAM Aug. '99

75

Mathematics

Grades Three - FiveAcademic Excellence Program (Journalism, Art) Oct. '01

Grades Three - FourAfter School Tutioral Program Oct. '01

Grades Two - FiveBlast -Off Sep. '01

Grades One - FiveCollaborative Evaluation of Student Writing Sep. '01



Competency Based Curriculum Sep. '01

Grades One - FiveCRISS Strategies Sep. '01


Daily Journal Writing Sep. '01

Grades Three - FiveFCAT Coach in Writing Sep. '01


LEVEL(S)Grades Four - FiveAfter School FCAT Mathematics Tutorial Oct. '01

Grades Two - FiveFCAT Math Strategies Aug. '00

Grades Three - FiveBefore, during, after school tutoring Sep. '01

Grades Two - FiveBlast Off FCAT Preparation Materials Sep. '01

Grades One - FiveHarcourt Brace The Math Advantage Sep. '01


Annual Schoolwide Science Fair Mar. '00


Block Scheduling Aug. '99

Grade FiveClass Size Reduction Sep. '00


Grades Two - FiveFCAT Pre/Post Tests Sep. '00

Grades Three - FiveFCAT TASK Cards and FCAT Preparation Sep. '01


Instructional Improvement Team Oct. '00

Grades Three - FiveMath Bowl Competition Nov. '99

PROGRAMGRADE

LEVEL(S) DATE INITIATED

Other Areas

Kindergarten - Fifth grade

Instructional Improvement Team Oct. '00


Science Fair May '00

76


PROFESSIONAL DEVELOPMENTCOMPREHENSIVE NEEDS ASSESSMENT

Provided or in Progress in the Area of Reading Instruction

Provided or in Progress in the Area of Writing Instruction

Provided or in Progress in the Area of Mathematics Instruction

TRAININGNUMBER TRAINED DATE

Compass Learning Computer Instruction Inservices

Comprehensive Reading Plan/Florida Comprehensive Assessment Test (FCAT)

Reading Strategies

45 Sep. 13, '00


Florida Comprehensive Assessment Test (FCAT) Writing StrategiesWriting Components in the Comprehensive Reading PlanCentral Express Writing Summer InstitueCompass Learning Writing Expedition

40 Sep. 06, '00


Sunshine State Standards Mathematics WorkshopInstructional Improvement Team (Mathematics) WorkshopsGrade Level Monthly Mathematic Workshops

20 Sep. 20, '00

77

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC


COMPREHENSIVE NEEDS ASSESSMENT

The following information will explain how the EESAC has assisted in the preparation of the SPEP relative to the following issues:Budget:

Educational Excellence School Advisory Council makes monthly recommendations and suggestions on budget issues.

Training:Educational Excellence School Advisory Council chair, union steward and technology leader have been trained to prepare the School Performance Excellence Plan using the online system and have inserviced the entire committee and staff.

Instructional Materials:Educational Excellence School Advisory Council recommended the purchasing of the Ellison Letter/Shape machine, teacher chairs, xerox supplies (toner/paper), FCAT/SAT Reading/Mathematics supplementary workbooks and mathematics manipulatives, and student incentives for the monthly read-a-thon drawing.

Technology:Educational Excellence School Advisory Council recommended continued use of the Compass Learning Technology Program and the purchase of the upgrade for the Accelerated Reader Program, as well as the instant identification badges for teachers, staff and parents.

Staffing:Educational Excellence School Advisory Council recommended that paraprofessionals be hired to assist in kindergarten to reduce the teacher/student ratio.

Student Support Services:Educational Excellence School Advisory Council recommended group and individual counseling and the Walk-to-School Safety Program.

Benchmarking:Educational Excellence School Advisory Council provided input for the School Performance Excellence Plan, which encompasses specific aspects of the reading, writing and mathematics instructional curriculum.

Other Matters of Resource Allocation:Educational Excellence School Advisory Council recommended that funds be used to purchase two sets of 2001 World Book Encyclopedia for the media center and student awards, trophies and staff recognition plaques.

School Safety and Discipline:Educational Excellence School Advisory Council recommendedthe perimeter fence be repaired and pavement reconstruction on exterior school walkways.

78

TITLE I ASSESSMENT ISSUES


COMPREHENSIVE NEEDS ASSESSMENT

Family Literacy

Parental Involvement

Health Services

School Climate

The "Parent Library Program" for parents of primary students, is designed to assist their children with book selection. In addition, there are adult literacy classes offered in the areas of English for Speakers of Other Languages (ESOL), Grade Equivalent Diploma (GED) preparation and Computer Literacy Skills.

A variety of workshops have been conducted. They include: Title One Orientation, Nutrition, First Time Home Ownership, Parenting Skills, Voter Registration, Scouting, and Kindergarten Parent Workshop.

Vision and Hearing Screening were provided to students in grades pre-kindergarten through four and the Human Growth and Development Curriculum was implemented for grade five. The AIDS and HIV curriculum is implemented in kindergarten through fifth grade. The school nurse provides inservice for students in personal hygiene and counseling.

Our schoolwide activities included WVEB News Crew, Volunteer Clean-Up Day, Environmental Club, Title I Breakfast, Future Investors Club of America, Adopt-A-Class/ Dade Partner Luncheon, Global/Language Arts Fair, Schoolwide Science Fair, National Media Month Activities, and Career Day.

79

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )

Miami-Dade County Public Schools Strategic Planning Goals

Readiness to Start School

Graduation Rate

Student Performance

Learning Environment

School Safety

Teachers and Staff

Adult Literacy

Parental, Family, and Community Involvement

MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations will increase their reading comprehension skills as evidenced by achievement of the state's minimum criteria on the first administration of the FCAT Reading Test, following the designation of the school as a "D" or an "F" school.

Goal 1

Goal 2

Goal 3

X

Goal 4

X

Goal 5

Goal 6

Goal 7

Goal 8

X

Goal I

X

Goal II

X

Goal III

Van E. Blanton Elementary School-0401Objective Number: 1

MEASURABLE OBJECTIVE

Florida's System of SchoolImprovement and Education Accountability (229.591 F.S.)

Education Goals

School to Career Effective Learning Environment Efficient Management Practices

School Leadership

Strategic Planning for

School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource

Focus

Educational Design,

Services, and Support

Performance Results

Principles of School Performance Excellence Categories

( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

X ( )

7

X

80

STRATEGIES

Start Date

End Date

Timeline

STRATEGIESObjective Number: 1 Van E. Blanton Elementary School-0401

List Persons Responsible (by position) for this Strategy. Place an asterisk in front of

one contact person.

. Utilize resources from community-based businesses, organizations and civic groups to provide opportunities for students to read and hear about various careers and work related topics.

*Principal Oct. '01 Jun. '021

. Utilize Title I funded personnel to lower the student- teacher ratio in fourth grade.

*Principal Sep. '01 Jun. '022

. Monitor instruction in Language Arts/Reading using the Comprehensive Reading Plan through lesson plans and classroom observations.

*Principal

Assistant Principal

Sep. '01 Jun. '023

. Provide Title I funded extended day tutoring to students who are performing below grade level on Scholastic Reading Inventory pretest,nine week benchmark assessment and teacher/parent recommendation utilizing the Soar to Success Program.


. Implement a Reading Resource Center, that will provide additional reading instruction to students in grade four.

*Principal

Reading Leader

Sep. '01 Jun. '025

. Establish a compact with parents to promote a postive learning environment by using a wide range of communications(newsletters,phone calls,home visits), parent in-services, workshop and quarterly interim progress reports.

*Principal

Community Involvement Specialist

Sep. '01 Jun. '026

. Provide on-going staff development for Comprehensive Reading Plan, Florida Comprehensive Achievement Test(FCAT) and Stanford Achievement Test(SAT) strategies for teachers and paraprofessionals.


. Utilize Compass Learning software to support the reading program via school-wide networking.

*Technology Facilitator Sep. '01 Jun. '028

All staff members will participate in the implementation of this plan.Strategies are designed for all students including Limited English Proficient (LEP) and Exceptional Education students (ESE).

81

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction in Writing Across the Curriculum, students in grade four will improve their writing skills as evidenced by a minimum of sixty-seven percent of the students scoring "3" or above on the Florida Comprehensive Assessment Test (FCAT) in Writing administered in 2002.

Goal 1

Goal 2

Goal 3

X

Goal 4

X

Goal 5

Goal 6

X

Goal 7

Goal 8

Goal I

X

Goal II

X

Goal III




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

82

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Incorporate the School-to-Career component by inviting local poets, writers, journalist and media/communications related professionals to participate in activities emphasizing job awareness.


. Coordinate a school-wide Language Arts/ Global Fair displaying students' work at each grade level.

*Assistant Principal, Reading Leader, Writing

Leader

Oct. '01 Jun. '022

. Provide staff development for teachers in the implementation of the writing process.


. Work in grade level teams to plan and provide intense instruction in writing, utilizing simulated testing activities that meet the requirements of the Competency Base Curriculum(CBC) in preparation for the Florida Comprehensive Assessment Test(FCAT).

*Principal, Grade Level Department Chairpersons

Sep. '01 Jun. '024

. Implement a Writing Resource Center, that will provide additional writing skills to students in grade four.

*Principal,

Writing Leader

Sep. '01 Jun. '025

. Utilize Compass Learning software (Writing Expedition) to integrate computer technology in writing to improve and challenge student acquistion of writing skills.

*Principal,

Technology Facilitator

Sep. '01 Jun. '026


83

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency-Based Curriculum and the Sunshine State Standards, students whose scores are included in the accountability calculations will increase their mathematics skills as evidenced by achievement of the state's minimum criteria on the first administration of the FCAT Mathematics Test, following the designation of the school as a "D" or an "F" school.

Goal 1

Goal 2

Goal 3

X

Goal 4

X

Goal 5

Goal 6

X

Goal 7

Goal 8

Goal I

X

Goal II

X

Goal III




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

X

84

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Utilize resources from community-based businesses, organizations and civic groups to provide opportunities for students to read and hear about varoius careers and work related topics.


. Provide an instructional program focusing on Florida Comprehensive Assessment Test(FCAT), utilizing activities bank for grades one through five and including pretest, progress test and post test.

*Principal, Mathematics Leader

Sep. '01 Jun. '022

. Provide an opportunity for students to participate in Math Superstars, to emphasize critical thinking, problem solving and test taking skills.


. Implement a Mathematics Resource Center to provided additional mathematics instruction to fifth grade.


. Provide Title I funded extended day tutoring to students who are performing below grade level on a school-wide FCAT mathematics pretest administered to students in grades three through five.


. Establish a parent compact with parents to attend student/parent Mathematics workshops.

*Principal, Community Involvement Specialist

Sep. '01 Jun. '026

. Provide staff development in critical thinking, Florida Comprehensive Assessment Test(FCAT) strategies and problem solving for teachers and paraprofessionals.


. Utilize Compass Learning software to enhance or remediate mathematics instruction in the classroom via school-wide network.

*PrincipalTechnology Facilitator

Sep. '01 Jun. '028


85


WAIVERS

Any waivers submitted for this school may be found in Appendix A: Waivers, at the back of this book.

TITLE I BUDGETS

The Title I budget for this school may be found in Appendix B: Title I Budgets, at the back of this book.

86

SCHOOL PERFORMANCE EXCELLENCE PLANREVIEW AND ACCEPTANCE SIGNATURES

LOC. #: 0401 SCHOOL NAME: Van E. Blanton Elementary School

This School Performance Excellence Plan has been developed cooperatively by administrators, teachers, parents, students, and business/community representatives.

The original signature page, including signatures of all persons listed below, is on file at the Region Office.

Required Signatures:

Principal;EESAC Chair;UTD Steward;EESAC Parent Representative;EESAC Business/Community Representative; andEESAC Student Representative, as applicable.

Additionally, the signature of the Region Superintendent/District Administrator certifies that this plan has been reviewed by appropriate personnel to ensure compliance with state and district rules.

87

Documents

This Report was created onsqi.dadeschools.net/SIP/2001-2002/0401.pdf · Northwest 11th Avenue, Miami, Florida 33150. Ninety-six percent of the student body qualifies for the free