VISION/MISSION/BELIEF STATEMENTSossip.dadeschools.net/sip/08-09/pdf/0311.pdf · SCHOOL MATCH Note: Required for all Assistance Plus Schools Level 1, 19% at Level 2, 29% at Level 3,

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: GOULDS ELEMENTARY SCHOOL

District Name: Dade

Principal: Crystal Coffey

SAC Chair: Sintia Alexander

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending Board

Approval

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 Education 325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTS Note: Required for Title I

SCHOOL PROFILE DEMOGRAPHICS

The Vision of Goulds Elementary School is to provide a positive and nurturing environment where all students

are encouraged to strive toward, and achieve their fullest potential. Students will be given the foundation to

become productive and conscientious citizens of the 21st century.

The Mission of Goulds Elementary is to implement research-based programs that foster early literacy skills

and the ability to think critically. To provide all students with a learning environment that integrates

agriscience principles and reflects district and state standards in literacy, mathematics, science and social

studies.

Goulds Elementary is an anticipated Title I School in SINI "Prevent II" Status with a grade of "D".

Constructed in 2007 Goulds Elementary houses 618 students in grades kindergarten through fifth grade. The

following represents basic demographics of our school:

• The student population does mirror the surrounding community and the housing facilities that are within

the schools attendance boundaries. The student population is 66% Black, 31% Hispanic, and three percent

other. Eighty-six percent of the students are eligible for free and/or reduced lunch, 11% are SWD students

and nine percent are ELL students.

• Population by grade level for the 2008-2009 instructional year is:

101-kindergarten, 114-1st grade, 98-2nd grade, 102-3rd grade, 104-4th grade, and 97-5th grade.

• Standard curriculum students represent 100% of our student population. There are 37.5% of students at a

Page 1 of 392008-2009 Florida School Improvement Plan (Print-View)

10/20/2008http://www.flbsi.org/0809_sip_template/Public/print.aspx?uid=130311

SCHOOL MATCH Note: Required for all Assistance Plus Schools

Level 1, 19% at Level 2, 29% at Level 3, 12% at Level 4, and two percent at Level 5 in reading; 31% at

Level 1, 27% at Level II, 29% at Level 3, eight percent at Level 4, and four percent at Level 5 in

mathematics.

• Teacher Population – Twenty-three members of the instructional staff are identified as Black, 11 Hispanic,

and six are identified as White.

• As per state and district mandates for class size the class size for the primary grades is 1:18 and for the

intermediate grades it is 1:22.

• Average class size is 19.

• Goulds Elementary average student attendance rate is 96.4%, this is above both district and state student

attendance rates.

• Average attendance for staff is 94 percent, this is below both district and state staff attendance rates.

• Retention rates - The rate of retention at the school site is 3.2% which is equivalent to 17 students being

retained during the 2007-2008 instructional year.

• The feeder pattern includes Bel-Aire, Caribbean, Cutler Ridge, Jack Gordon, Gulfstream, Miami Heights,

Pine Lake, Pine Villa, South Miami Heights, Dr. E. L. Whigham, and Whispering Pines Elementary Schools.

• Special Programs – Goulds Elementary provides students with instruction on AgriScience principles and

careers. Students are exposed to the diverse field of agriculture and are provided a integrated curriculum in

this instructional area.

• Unique aspects - Goulds Elementary was opened in August of 2007 is in its second year of service to the

students and the community of the Goulds and Palmetto Bay Communities. A large population of students at

the school site chose to attend the school through the NCLB School Choice program and have remained at

the school for the 2008-2009 school year. Goulds Elementary provides opportunities for students to be

exposed to an AgriScience curriculum which is supported by the Sunshine State Standards and exposes

children to the many careers available to them in the future through AgriScience. In addition, student

instruction is supported through the utilization of technology both in teacher-directed instruction, and in

student support activities: through the use of Smart Boards, Promethean Boards, computer collaboration

areas which provides support to classroom instruction through technology.

• Grants - Tile I, SECME Stars, IDEA Grants (Individual Classroom Grants)

• The school is to receive Title I grant funds for targeted students, professional development, and the

purchase of supplemental instructional resources for the 2008-2009 school year.

• Name of the School Match – Staff chose Pine Lake Elementary School the school match site.

• Rationale – Pine Lake Elementary School’s student population includes grades K-5 and it is a “B” school. It

has similar demographics, and students with similar socioeconomic status.

• Activities: Pine Lake Elementary School implements several district-developed instructional programs to

increase student achievement such as: Voyage Reading Intervention, Reading Plus, After-School Student

Intervention and Tutorial Programs, Differentiated instruction in the guided reading block, Hands-On

Mathematics and Science instructional techniques, and a comprehensive writing program. Goulds Elementary

will visit Pine Lake and observe various reading, math, and science programs for professional development.

In addition, Goulds’ staff will collaborate with Pine Lake's staff to help modify and implement FCAT strategies

and interventions to improve student achievement.

• Results: At the end of the school year, 55% of the staff will be able to implement new ideas that were

gained through collaboration with Pine Lake Elementary School.



QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Recruitment/Retention of Highly Qualified Teachers


Principal:

Crystal Coffey has a B.S. in Elementary Education, an M.S. in Educational Leadership. Mrs. Coffey is certified

in Mathematics, and Educational Leadership. She has 14 years teaching experience at the elementary and

middle school levels. Mrs. Coffey was an assistant principal for five years at the elementary school level.

Then she became an elementary school principal for six years at Miami Heights Elementary School. While at

Miami Heights Elementary School, the school grade went from a “D” to an “A” and all subgroups achieved

Adequate Yearly Progress (AYP).

Assistant Principal:

Maria Valerio, Assistant Principal at Goulds Elementary School, has been serving as a school-site

administrator in the Miami-Dade County Public School system for three years. After receiving her Bachelor of

Science degree in Elementary Education from Florida International University in 1992, Mrs. Valerio has

worked exclusively for Miami-Dade County Public Schools. In her first role as a primary grade teacher, Mrs.

Valerio served a diverse population of lower income students in a suburban community of Miami-Dade. As a

Title One resource teacher, Mrs. Valerio provided intervention and remediation for the lower performing 25%

of the population.

Later, Mrs. Valerio served as both a general education teacher and a teacher of the Gifted at a nationally

recognized Magnet School of Excellence. During this time, she gained an awareness of educational best

practice which led to the field of leadership and management in education. After working several years in the

capacity of Grade Level Chairperson, Literacy and Leadership Team member, and Administrative Assistant,

Mrs. Valerio sought to begin her career as an administrator.

Most recently, Mrs. Valerio has served the school system as an Assistant Principal in two South Dade

communities. This is her second year at Goulds Elementary School.

In order to retain highly qualified teachers, Goulds Elementary will continue to train and mentor teachers

new to the profession and new to the school site. Each new teacher is paired with experienced and successful

mentor teachers in the building who are selected based on their strengths, experiences and expertise in a

particular subject area. Mentor teachers will meet bi-weekly with new teachers to discuss lesson planning

and classroom management among other topics. In addition, mentor teachers will have the opportunity to

visit new teacher’s classrooms and observe instruction and model good teaching. New teachers will meet

with school site administrators monthly for one-on-one meetings.

The instructional leadership team provides support to new teachers by using the Curriculum Specialists

Coaching Model, which includes modeling lessons and then observing those lesson taught by the new



Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


School Wide Improvement Model


teachers. The school site reading, mathematics, and science coaches will share best practices for teaching

the benchmarks that correlate with the Instructional Focus Calendar and District Developed Pacing Guide, in

each of the benchmark instructional areas.

Goulds Elementary will utilize Title I funds to support many of the initiatives being implemented during the

2008-2009 school year to increase overall student achievement. Title I funds will be utilized to purchase a

second reading coach at the school site which will focus on improving student achievement in the areas of

mathematics and science and provide additional support to the school site reading coach. These funds will

also be utilized to purchase intervention materials to be used throughout the instructional day such as:

Voyager Reading support materials, FCAT Coach (Reading, Mathematics, and Science), Quick Reads, and

CARS (Comprehensive Assessment of Reading Strategies). Title I funds will also be utilized to purchase a

Voyager Reading Interventionist to provide support with the intervention programs and to provide classroom

support when available.

In addition, there are three after-school student support programs being implemented at the school site to

assist in improving student academic achievement. Funded through the Children’s Trust Goulds Elementary

offers structured curriculum focused after-school programs through Cool Kids Learn, Inc. and Urgent, Inc.

These programs provide tutorial services, violence prevention, self-esteem development, health and wellness

instruction, and vocational education, to economically disadvantaged and minority students daily at the

school site. Approximated 150 to 200 students benefit daily through participation in these student support

programs. SECME Stars (Science, Engineering, Communication, Mathematics Enhancement Program) will

also provide instructional support through after-school instruction, through a spiraling science curriculum.

Economically disadvantaged, and minority students will be encouraged to participate in this program which is

scheduled to begin October 2008. SECME Stars will service approximately 150 students in kindergarten

through fifth grade.

Fifth grade students will participate in the Drug Abuse Resistance Education DARE(D.A.R.E.)program. This is

a police officer-led series of classroom lessons that teaches children how to resist peer pressure and live

productive drug and violence-free lives. During the 2008-09 school year, the school will have a Miami-Dade

County police officer working with students one day each week to implement the program.

Goulds Elementary School is using Florida’s Continuous Improvement Model (FCIM) which is an evidence-

based and performance driven schoolwide improvement model that includes the following components:

• Professional Development – Professional development will be provided continuously during the instructional

year based on disaggregation of student assessment data. Teachers will be instructed on best practices in



NCLB Public School Choice


each of the tested subject areas on benchmark specific instruction to ensure that students are provided

instruction that is rigorous and systematic. Teachers will participate in critical friends groups in which they

analyze and disaggregate student assessment data and educational publication with the intention of

effectively implementing of differentiated instructional techniques as a means of meeting the diverse learning

needs of the students. School site administrators will meet with grade levels and complete classroom

observations to determine whether or not there is evidence of differentiated instruction in the classroom and

will provide additional opportunities for professional development to ensure that this tool is being utilized to

improve student achievement.

• Disaggregation of Student Achievement Data – Grade level chairpersons and members of the leadership

team have met and disaggregated the preceding year’s FCAT data. Student achievement data binders have

been developed for each teacher, to assist in the organization and the continuous evaluation of student

assessment data to ensure that students are being provided instruction that is focused and effective in

increasing student achievement. Teachers will meet with the principal to develop student achievement goals

for the 2008-2009 instructional year. Teacher will be trained by both the reading and math/science coach on

how to effectively disaggregate data and to utilize the information obtained to drive classroom instruction.

• Ongoing Informal and Formal Assessments – Students will be administered assessments in reading,

writing, mathematics, and science to throughout the instructional year. Students will be provided a pre-test

assessment at the start of the year to produce baseline data to help drive the instructional focus. Students

will be administered monthly content-specific assessments on instructed benchmarks to assess the

comprehension of taught concepts. Students will also be administered a mid-year and end-of-year

assessment that will assess each of the benchmark areas to determine student achievement.

• To meet the diverse instructional needs of the students of Goulds Elementary students who are identified

as in need of additional support in the areas of reading and/or math will be provided remediation through

pullout instruction during the instructional day. These students will be provided small group instruction in

areas in which they demonstrate deficiency by paraprofessional and the reading, and math/science coach.

• The effectiveness of the plan for continuous improvement will be reviewed and assessed through monthly

critical friend groups meetings, grade level meetings, faculty meetings, and meeting of the leadership team.

The plan will be shared with all stakeholders and will be evaluated through the instructional year through

review of student achievement data both formal and informal. Revisions and adjustments will be made to the

implemented plan in an effort to ensure the success of all students at the school site.

Goulds Elementary is a Title I school in SINI 1 status. The school site was opened in 2007-2008, therefore

there is no previous year assessment data for comparison. Goulds Elementary is in its first year of SINI

identification. It is the first year that the school site has not met the requirements for Adequate Yearly

Progress. Adequate yearly progress was not met in the following subgroups: African American, Hispanic, and

Economically Disadvantaged. In an effort to develop effective strategies to improve overall student

achievement, the school site is implementing the “D.A.R.T.” data analysis model to assist in developing a

plan for academic improvement. In addition several intervention programs are being utilized at the school

site to remediate deficient skills and for intervention such as: Voyager Reading, Voyager Mathematics,

Reading Plus, Soar to Success, Waterford, and GIZMO’s Science.

In addition, through Title I funds a Community Involvement Specialist (C.I.S.) has been purchased and will

be utilized to develop an effective line of communication between the school site, parents, and the

community. Monthly Title I parent meetings will be offered and will provide parents with skills and strategies

that they will be able to implement at home to assist in improving student achievement. Parents will be



No Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


trained on how to utilize the Parent Educational Portal developed by M-DCPS which will allow for

communication between parents and teachers, allows parents to view grades and student achievement in an

efficient and effective manner, and to access websites that will provide homework assistance, parenting tips,

skill remediation, and programs for parents and students.

• Assessment Tools – Within the first quarter upon entering the elementary school program kindergarten

students will be administered the Florida Kindergarten Readiness Assessment (FLKRS) and the DIBELS

assessment to determine student preparedness and to assist in the develop of an instructional plan for each

individual student based on disaggregation of assessment data.

• Needs Assessment – Kindergarten teachers, members of the leadership team, and guidance counselor will

meet to assess individual student readiness and acquisition of specific skills and knowledge based on

evaluation of informal and student assessment data. Individual instructional plans will be developed for

students who demonstrate an inability to transition well from the early childhood program to the elementary

school model. Parent information meetings will be held to develop a plan for students who have specific

needs as it pertains to transition and implementation will begin in accordance with parental support.

• The reading coach, mathematics/science coach, guidance counselor, and kindergarten teachers will each

have a responsibility as it pertains to the implementation of strategies to ensure success in kindergarten

student transition.

• Planned Programs to be used to assist preschoolers with low readiness rate – In an effort to alleviate the

problem of low readiness of kindergarten students entering the elementary school model, a line of

professional communication will be developed between the kindergarten teachers and the instructional staff

of community early childhood programs. Kindergarten teachers will share the expectation for a kindergarten

students entering the elementary school model and possible provide suggestions for curriculum focus.

Parents meetings will also be held at the early childhood facilities to ensure that parents are aware of the

educational expectations for kindergarten students.

• Dedicated Funding and Resources - Title I Funds will be utilized to assist in developing opportunities for a

critical friends group to be developed between the staff of the early childhood program and the elementary

school program.

• Evaluation – Logs will be maintained of each of the meeting between kindergarten teachers and the staff of

the early childhood programs. Parent communication logs will be maintained of parents who attended

kindergarten informational/orientation meetings prior to their child’s enrollment in the elementary school

program. Student performance data at the start of the instructional year will be evaluated to determine

whether or not the strategies implemented affected kindergarten students and success of students’ transition

to the elementary school program.



Show Attached Teacher Mentoring List

Extended Learning Opportunities


Staff members new to Goulds Elementary will receive assistance from the Professional Growth Team,

Reading/Mathematics Coaches, and assigned mentors throughout the instructional year. Mentors are selected

and matched to mentees and teachers that require support by the school site by the principal. The mentors

at the school site will include the reading coach, mathematics facilitator, grade level chairperson, the

principal and assistant principal. Mentoring activities will include bi-weekly meetings and other peer

mentoring groups which will address topics that are in accordance with the needs of mentee teachers. At the

completion of the mentor period it is expected that mentee teaches will be able to provide effective

classroom instruction and to have obtained the instructional tools necessary to meet the diverse instructional

needs of the students.

In addition, veteran teachers that demonstrate a need for additional assistance in the classroom will be

assigned to work with colleague teachers at the school site. This will provide an opportunity for veteran

teachers to be exposed to advances in education, to increase the incorporation of technology in the

instructional plan, and to provide an opportunity for additional support from a peer in a non-confrontational

setting. Assistance will be provided in the areas of lesson planning, best practices in each of the tested

benchmark areas, classroom management, and the successful completion of expectations of classroom

teachers.

For all instructional staff members, Professional Learning Communities’ activities will occur bi-weekly at the

scheduled faculty meetings. These activities will provide the instructional staff with the opportunity to

network through both vertical and horizontal grade level teams with their peers on best practices that can be

implemented at the school site. In addition to the above mentioned activities, teachers will be encouraged to

participate in book studies, and to use this opportunity to disaggregate student performance data and to

develop a plan for improvement in alignment with the steps for the FCIM.

Goulds Elementary School through the support of Cool Kids Learn, Inc. provided a six-week summer learning

program at the school site. Students were provided a rigorous curriculum which included daily mathematics

and science instruction using the “Steps 2 Success” curriculum. In addition, students were instructed using a

theme-based instructional plan in which students studied diverse cultures and countries. Students

participated in weekly field trips related to weekly themes covered in the summer curriculum.

Students will be provided the opportunity for supplemental instruction during an after-school program at the

school site. Students will be provided instruction in small group setting with a 1:10 teacher-student ratio.

Students will be provided instruction on test-taking skills, remediation of instructed concepts, hands-on

instruction, and test preparedness.

SECME Stars science and math instructional program will be provide students with exposure to science based

concepts and instruction while enhancing student performance in all of the tested benchmark areas. Students

will be provided the opportunity to participate in hands-on mathematics and science activities, to prepare for

competitions and special activities, and to develop strategies for successful test-taking on district and state

developed assessments on the sunshine state standards.



SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

Disaggregation of student achievement data reveals a student population with varied instructional needs and

abilities. In order to meet the needs of these students it is imperative that teachers utilize a differentiated

instructional model. Teachers will be provided with the strategies, materials, data, and support necessary to

implement a differentiated instructional plan in the classroom. In this effort professional development will be

made available at the school site on differentiated instruction, best practices in mathematics and science,

proper infusion of technology in the instructional classroom, developing individual student progression plans,

the FCIM, and critical thinking. These professional developments will be facilitated by members of the school

site leadership team and members of the faculty that have demonstrated knowledge in either of the stated

areas.

During professional development meetings held at the start of school, the faculty participated in a school

wide data disaggregation meeting to analyze and evaluate student performance data from the 2007-2008

instructional year. The faculty utilized this information to develop a plan to increase student achievement

using the resources and instructional materials currently available at the school site. The school will utilize

the FLDOE DART (Disaggregate, Assess, Review, Target) model to achieve this process. In accordance with

school improvement strategies the GFCIM will be utilized to evaluate the effectiveness of implemented

strategies. The entire faculty will review student achievement data both formal and informal each quarter,

and the leadership team, grade level chairpersons, and administration will review student performance data

weekly.

Quarterly – District Benchmark Assessments (August, December, April)

Yearly – FCAT Assessment (March, April)

Ongoing – DIBELS & Progress Monitoring Assessments

Ongoing – Monthly Benchmark Assessments – Content Focused

Ongoing – Classroom assessments as needed based on instruction and student skills

Quarterly – STAR Reading Assessment

Ongoing – DAR ( Diagnostic Assessment of Reading) Reading Assessment

• Small group intervention daily using the Voyager Reading Support program

• Small group pullout for remediation in mathematics

• Small group instruction within the instructional reading block with the classroom teacher

• Differentiated instruction

• Hands-On Mathematics and Science Instruction

• Cooperative Learning Groups

• Technology Based Instruction – Reading Plus, GIZMO’s Science and Mathematics, SUCCESSMAKER,

Waterford Learning



SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning



GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data

*Needs Assessment: Based on the 2008 FCAT Assessment results, 43% of students scored at Level 3 or above, 57% at Level 1 or Level 2. Fifty-three percent of students that were identified as being in the lowest 25% made learning gains. Fifty-one percent of the tested student population made learning gains. In grade 3, 51 percent of students scored at a Level 3 or above. In grade 4, 34 percent of students scored at a Level 3 or above. Goulds Elementary opened in August of 2007; therefore, there is no previous year data available for comparison. Analysis of student performance in each of the tested benchmark areas demonstrates that students in grades three and four performed below the district and state average in each of the tested reading benchmark areas. The mean points were lowest in the benchmark area of Words and Phrases, student average was 42% mastery which was below the district average of 60% and the state average of 73%. In Main Idea/Purpose students scored 55% mastery, which is eleven percent below the district and state mean. In Comparisons the student average was 51% mastery, eight percent below the district mean and thirteen percent below the state mean student performance. In Reference/Research the student mastery level was at 55% which is equivalent to the district mean, and 12% below the state mastery level.

*Objective: Given instruction based on the Sunshine State Standards, students in grades three through five will increase their reading comprehension level as evidenced by 65 percent of the students reaching mastery level of 3 or above as documented by scores on the 2009 FCAT Reading Test.

*Strategies: 1. Identify and closely monitor students identified as being in the lower 35 percentile in reading, providing intervention in small groups to these students using the Voyager Reading Program; revising instructional and intervention groups as needed. 2. Utilize Implements of Reading Vocabulary program schoolwide to improve student fluency and student performance on the tested reading benchmark of vocabulary. 3. Administer monthly assessments on instructed reading concepts, disaggregate student achievement results from these assessments, provide immediate intervention for students who performed below the 70th percentile on these school site developed assessments. 4. Administer district benchmark assessments to establish baseline data and determine quarterly student progress. 5. Administer the STAR Reading Assessment to all students in grades first through fifth to determine student reading levels and to implement Accelerated Reading program at the school site. Incentive programs will be developed at the school sit to encourage student reading and to improve student comprehension. 6. Develop a Reading Plus Schedule in which students will be provided a scheduled time to utilize the reading intervention program. Evaluate closely the performance of Black and Hispanic students that did not meet high standards on the previous year FCAT Assessment to determine opportunities for intervention and/or remediation of skills. 7. Utilize FCAT Reading Coach, Comprehensive Assessment Reading Strategies (CARS), and Measure up to support classroom instruction and to provide students with test preparedness and test-taking skills in preparation for the FCAT Reading Assessment.



8. Provide after-school tutorial program for Black and Hispanic Students identified as not meeting high standards in reading focusing on improving reading comprehension. 9. Implement the FLDOE Continuous Improvement Model (FCIM) eight step-process with faculty and staff. 10. Conduct, small, flexible, differentiated instruction reading groups daily, for students in kindergarten through fifth grade, based on results of DIBELS Reading Assessment. 11. Implement the K-12 Comprehensive Research-based Reading Plan with intensive focus on Black, Hispanic, and Economically Disadvantaged Students using the guided reading program to increase student fluency and comprehension through small group leveled instruction. 12. Utilize the Accelerated Reader Reading Program, FCAT Explorer, and Riverdeep to enrich the Comprehensive Research Based Reading Program. 13. Conduct monthly grade level meetings to analyze and disaggregate data and ensure continuity of the instructional focus calendars. 14. Collaborate with Student Teacher Support Team (ST2) Professional Development Liaison to develop professional development at the school site to improve delivery of instruction by teachers and overall student achievement. 15. Develop strategies for implementation in the classroom with the Florida Literacy and Reading Excellence (FLaRE) are coordinator to share with reading teachers for implementation during the instructional reading block. 16. Schedule monthly grade level meetings in which teachers will meet with reading coach to disaggregate student data, develop strategies for meeting individual student instructional needs, and to discuss best practices in reading. 17. Train school site support staff on the utilization of the MClass program to assess student reading fluency using the DIBELS assessment model. 18. Train teachers on the utilization of the MClass program to develop guided reading instructional groups and as a means to monitor student performance in reading. 19. Schedule bi-monthly parent information meetings to inform parents of student expectations as it relates to reading instruction, and strategies that they can utilize at home to assist in improving student performance in reading. 20. Administer professional development survey to all instructional staff to assess individual school site needs as it relates to reading instruction. 21. Implement recognition programs aligned with student performance on the Accelerated Reader program and Reading Plus programs to improve achievement of black, Hispanic, and economically disadvantaged students. 22. Implement the Elements of Reading supplemental vocabulary instruction program as the opening routine for reading classes in kindergarten through fifth grade.

*Evaluation: • Yearly – FCAT Assessment (February and March) • Regular District Benchmark Assessments (August, December, and May) • Ongoing – Monthly FCAT Benchmark Specific Assessments • Ongoing – Classroom Assessments as needed based on instruction and student skills. • Ongoing – STAR Reading Assessment • Quarterly – Library Circulation Records • Monthly – Accelerated Reader Reports • Monthly – Professional Development Logs • Monthly – Reading Coaches Log • Monthly – Utilization of DART Data assessment model to evaluate student performance • Ongoing - Reading Plus Reports

*Evidence-based Program(s):

• Voyager Passport Reading • Quick Reads • Houghton Mifflin Reading Series with Supplemental Materials • FCAT Reading Coach • Reading Plus



• Soar to Success • Accelerated Reader • FCRR Research-Based Intervention program • Elements of Reading • Riverdeep • FCAT Explorer • Waterford – Early Learning Series • Successmaker

*Professional Development:

• August – DART 2008 – Data disaggregation model (ongoing) • August – Differentiated Instruction (quarterly) • August – Voyager Passport Reading • September – Accelerated Reader • September – Waterford Early Learning Series • September – Houghton Mifflin Reading Series • September – Voyager Passport Reading • September – M-Class Training/PMRN • October – Reading Instructional Block • October – CORE Reading Program • November – Best Practices in Teaching Writing • December – FCAT Crunch Time Curriculum

*Objective: Given instruction based on the Sunshine State Standards, Black students in grades three through five will increase their reading comprehension level as evidenced by 65 percent of the students reaching mastery level of 3 or above as documented by scores on the 2009 FCAT Reading Test.

*Strategies: 1. Identify and closely monitor students identified as being in the lower 35 percentile in reading, providing intervention in small groups to these students using the Voyager Reading Program; revising instructional and intervention groups as needed. 2. Utilize Implements of Reading Vocabulary program schoolwide to improve student fluency and student performance on the tested reading benchmark of vocabulary. 3. Administer monthly assessments on instructed reading concepts, disaggregate student achievement results from these assessments, provide immediate intervention for students who performed below the 70th percentile on these school site developed assessments. 4. Administer district benchmark assessments to establish baseline data and determine quarterly student progress. 5. Administer the STAR Reading Assessment to all students in grades first through fifth to determine student reading levels and to implement Accelerated Reading program at the school site. Incentive programs will be developed at the school sit to encourage student reading and to improve student comprehension. 6. Develop a Reading Plus Schedule in which students will be provided a scheduled time to utilize the reading intervention program. Evaluate closely the performance of Black and Hispanic students that did not meet high standards on the previous year FCAT Assessment to determine opportunities for intervention and/or remediation of skills. 7. Utilize FCAT Reading Coach, Comprehensive Assessment Reading Strategies (CARS), and Measure up to support classroom instruction and to provide students with test preparedness and test-taking skills in preparation for the FCAT Reading Assessment. 8. Provide after-school tutorial program for Black and Hispanic Students identified as not meeting high standards in reading focusing on improving reading comprehension. 9. Implement the FLDOE Continuous Improvement Model (FCIM) eight step-process with faculty and staff. 10. Conduct, small, flexible, differentiated instruction reading groups daily, for students in kindergarten through fifth grade, based on results of DIBELS Reading Assessment. 11. Implement the K-12 Comprehensive Research-based Reading Plan with intensive focus on Black, Hispanic, and Economically Disadvantaged Students using



the guided reading program to increase student fluency and comprehension through small group leveled instruction. 12. Utilize the Accelerated Reader Reading Program, FCAT Explorer, and Riverdeep to enrich the Comprehensive Research Based Reading Program. 13. Conduct monthly grade level meetings to analyze and disaggregate data and ensure continuity of the instructional focus calendars. 14. Collaborate with Student Teacher Support Team (ST2) Professional Development Liaison to develop professional development at the school site to improve delivery of instruction by teachers and overall student achievement. 15. Develop strategies for implementation in the classroom with the Florida Literacy and Reading Excellence (FLaRE) are coordinator to share with reading teachers for implementation during the instructional reading block. 16. Schedule monthly grade level meetings in which teachers will meet with reading coach to disaggregate student data, develop strategies for meeting individual student instructional needs, and to discuss best practices in reading. 17. Train school site support staff on the utilization of the MClass program to assess student reading fluency using the DIBELS assessment model. 18. Train teachers on the utilization of the MClass program to develop guided reading instructional groups and as a means to monitor student performance in reading. 19. Schedule bi-monthly parent information meetings to inform parents of student expectations as it relates to reading instruction, and strategies that they can utilize at home to assist in improving student performance in reading. 20. Administer professional development survey to all instructional staff to assess individual school site needs as it relates to reading instruction. 21. Implement recognition programs aligned with student performance on the Accelerated Reader program and Reading Plus programs to improve achievement of black, Hispanic, and economically disadvantaged students. 22. Implement the Elements of Reading supplemental vocabulary instruction program as the opening routine for reading classes in kindergarten through fifth grade.

*Evaluation: • Yearly – FCAT Assessment (February and march) • Regular District Benchmark Assessments (August, December, and May) • Ongoing – Monthly FCAT Benchmark Specific Assessments • Ongoing – Classroom Assessments as needed based on instruction and student skills. • Ongoing – STAR Reading Assessment • Quarterly – Library Circulation Records • Monthly – Accelerated Reader Reports • Monthly – Professional Development Logs • Monthly – Reading Coaches Log • Monthly – Utilization of DART Data assessment model to evaluate student performance • Elements of Reading


• Voyager Passport Reading • Quick Reads • Houghton Mifflin Reading Series with Supplemental Materials • FCAT Reading Coach • Reading Plus • Soar to Success • Accelerated Reader • FCRR Research-Based Intervention program • Elements of Reading • Riverdeep • FCAT Explorer • Waterford – Early Learning Series • Successmaker


• August – DART 2008 – Data disaggregation model (ongoing) • August – Differentiated Instruction (quarterly) • August – Voyager Passport Reading



• September – Accelerated Reader • September – Waterford Early Learning Series • September – Houghton Mifflin Reading Series • September – Voyager Passport Reading • September – M-Class Training/PMRN • October – Reading Instructional Block • October – CORE Reading Program • November – Best Practices in Teaching Writing • December – FCAT Crunch Time Curriculum

*Objective: Given instruction based on the Sunshine State Standards, Hispanic students in grades three through five will increase their reading comprehension level as evidenced by 65 percent of the students reaching mastery level of 3 or above as documented by scores on the 2009 FCAT Reading Test.

*Strategies: 1. Identify and closely monitor students identified as being in the lower 35 percentile in reading, providing intervention in small groups to these students using the Voyager Reading Program; revising instructional and intervention groups as needed. 2. Utilize Elements of Reading program school wide to improve student fluency and student performance on the tested reading benchmark of vocabulary. 3. Administer monthly assessments on instructed reading concepts, disaggregate student achievement results from these assessments, provide immediate intervention for students who performed below the 70th percentile on these school site developed assessments. 4. Utilize ESOL strategies to increase reading comprehension, vocabulary and fluency. 5. Administer district benchmark assessments to establish baseline data and determine quarterly student progress. 6. Administer the STAR Reading Assessment to all students in grades first through fifth to determine student reading levels and to implement Accelerated Reading program at the school site. Incentive programs will be developed at the school sit to encourage student reading and to improve student comprehension. 7. Develop a Reading Plus Schedule in which students will be provided a scheduled time to utilize the reading intervention program. Evaluate closely the performance of Black and Hispanic students that did not meet high standards on the previous year FCAT Assessment to determine opportunities for intervention and/or remediation of skills. 8. Utilize FCAT Reading Coach, Comprehensive Assessment Reading Strategies (CARS), and Measure up to support classroom instruction and to provide students with test preparedness and test-taking skills in preparation for the FCAT Reading Assessment. 9. Provide after-school tutorial program for Black and Hispanic students identified as not meeting high standards in reading focusing on improving reading comprehension. 10. Implement the FLDOE Continuous Improvement Model (FCIM) eight step-process with faculty and staff. 11. Conduct, small, flexible, differentiated instruction reading groups daily, for students in kindergarten through fifth grade, based on results of DIBELS Reading Assessment. 12. Implement the K-12 Comprehensive Research-based Reading Plan with intensive focus on Black, Hispanic, and Economically Disadvantaged Students using the guided reading program to increase student fluency and comprehension through small group leveled instruction. 13. Utilize the Accelerated Reader Reading Program, FCAT Explorer, and Riverdeep to enrich the Comprehensive Research Based Reading Program. 14. Conduct monthly grade level meetings to analyze and disaggregate data and ensure continuity of the instructional focus calendars. 15. Collaborate with Student Teacher Support Team (ST2) Professional Development Liaison to develop professional development at the school site to improve delivery of instruction by teachers and overall student achievement. 16. Develop strategies for implementation in the classroom with the Florida



Literacy and Reading Excellence (FLaRE) are coordinator to share with reading teachers for implementation during the instructional reading block. 17. Schedule monthly grade level meetings in which teachers will meet with reading coach to disaggregate student data, develop strategies for meeting individual student instructional needs, and to discuss best practices in reading. 18. Train school site support staff on the utilization of the MClass program to assess student reading fluency using the DIBELS assessment model. 19. Train teachers on the utilization of the MClass program to develop guided reading instructional groups and as a means to monitor student performance in reading. 20. Schedule bi-monthly parent information meetings to inform parents of student expectations as it relates to reading instruction, and strategies that they can utilize at home to assist in improving student performance in reading. 21. Administer professional development survey to all instructional staff to assess individual school site needs as it relates to reading instruction. 22. Implement recognition programs aligned with student performance on the Accelerated Reader program and Reading Plus programs to improve achievement of black, Hispanic, and economically disadvantaged students. 23 Implement the Elements of Reading supplemental vocabulary instruction program as the opening routine for reading classes in third through fifth grade. 24. Utilize CRISS strategies to improve delivery of instruction and encourage student ownership of the educational process.

*Evaluation: • Yearly – FCAT Assessment (February and march) • Regular District Benchmark Assessments (August, December, and May) • Ongoing – Monthly FCAT Benchmark Specific Assessments • Ongoing – Classroom Assessments as needed based on instruction and student skills. • Ongoing – STAR Reading Assessment • Quarterly – Library Circulation Records • Monthly – Accelerated Reader Reports • Monthly – Professional Development Logs • Monthly – Reading Coaches Log • Monthly – Utilization of DART Data assessment model to evaluate student performance


• Voyager Passport Reading • Quick Reads • Houghton Mifflin Reading Series with Supplemental Materials • FCAT Reading Coach • Reading Plus • Soar to Success • Accelerated Reader • FCRR Research-Based Intervention program • Elements of Reading Vocabulary • Riverdeep • FCAT Explorer • Waterford – Early Learning Series • Successmaker


• August – DART 2008 – Data disaggregation model (ongoing) • August – Differentiated Instruction (quarterly) • August – Voyager Passport Reading • September – Accelerated Reader • September – Waterford Early Learning Series • September – Houghton Mifflin Reading Series • September – Voyager Passport Reading • September – M-Class Training/PMRN • October – Reading Instructional Block • October – CORE Reading Program • November – Best Practices in Teaching Writing



• December – FCAT Crunch Time Curriculum

*Objective: Given instruction based on the Sunshine State Standards, economically disadvantaged students in grades three through five will increase their reading comprehension level as evidenced by 65 percent of the students reaching mastery level of 3 or above as documented by scores on the 2009 FCAT Reading Test.

*Strategies: 1. Identify and closely monitor students identified as being in the lower 35 percentile in reading, providing intervention in small groups to these students using the Voyager Reading Program; revising instructional and intervention groups as needed. 2. Utilize Implements of Reading Vocabulary program schoolwide to improve student fluency and student performance on the tested reading benchmark of vocabulary. 3. Administer monthly assessments on instructed reading concepts, disaggregate student achievement results from these assessments, provide immediate intervention for students who performed below the 70th percentile on these school site developed assessments. 4. Administer district benchmark assessments to establish baseline data and determine quarterly student progress. 5. Administer the STAR Reading Assessment to all students in grades first through fifth to determine student reading levels and to implement Accelerated Reading program at the school site. Incentive programs will be developed at the school sit to encourage student reading and to improve student comprehension. 6. Develop a Reading Plus Schedule in which students will be provided a scheduled time to utilize the reading intervention program. Evaluate closely the performance of Black and Hispanic students that did not meet high standards on the previous year FCAT Assessment to determine opportunities for intervention and/or remediation of skills. 7. Utilize FCAT Reading Coach, Comprehensive Assessment Reading Strategies (CARS), and Measure up to support classroom instruction and to provide students with test preparedness and test-taking skills in preparation for the FCAT Reading Assessment. 8. Provide after-school tutorial program for Black and Hispanic Students identified as not meeting high standards in reading focusing on improving reading comprehension. 9. Implement the FLDOE Continuous Improvement Model (FCIM) eight step-process with faculty and staff. 10. Conduct, small, flexible, differentiated instruction reading groups daily, for students in kindergarten through fifth grade, based on results of DIBELS Reading Assessment. 11. Implement the K-12 Comprehensive Research-based Reading Plan with intensive focus on Black, Hispanic, and Economically Disadvantaged Students using the guided reading program to increase student fluency and comprehension through small group leveled instruction. 12. Utilize the Accelerated Reader Reading Program, FCAT Explorer, and Riverdeep to enrich the Comprehensive Research Based Reading Program. 13. Conduct monthly grade level meetings to analyze and disaggregate data and ensure continuity of the instructional focus calendars. 14. Collaborate with Student Teacher Support Team (ST2) Professional Development Liaison to develop professional development at the school site to improve delivery of instruction by teachers and overall student achievement. 15. Develop strategies for implementation in the classroom with the Florida Literacy and Reading Excellence (FLaRE) are coordinator to share with reading teachers for implementation during the instructional reading block. 16. Schedule monthly grade level meetings in which teachers will meet with reading coach to disaggregate student data, develop strategies for meeting individual student instructional needs, and to discuss best practices in reading. 17. Train school site support staff on the utilization of the MClass program to assess student reading fluency using the DIBELS assessment model. 18. Train teachers on the utilization of the MClass program to develop guided reading instructional groups and as a means to monitor student performance in



reading. 19. Schedule bi-monthly parent information meetings to inform parents of student expectations as it relates to reading instruction, and strategies that they can utilize at home to assist in improving student performance in reading. 20. Administer professional development survey to all instructional staff to assess individual school site needs as it relates to reading instruction. 21. Implement recognition programs aligned with student performance on the Accelerated Reader program and Reading Plus programs to improve achievement of black, Hispanic, and economically disadvantaged students. 22. Implement the Elements of Reading supplemental vocabulary instruction program as the opening routine for reading classes in kindergarten through fifth grade.

*Evaluation: • Yearly – FCAT Assessment (February and March) • Regular District Benchmark Assessments (August, December, and May) • Ongoing – Monthly FCAT Benchmark Specific Assessments • Ongoing – Classroom Assessments as needed based on instruction and student skills. • Ongoing – STAR Reading Assessment • Quarterly – Library Circulation Records • Monthly – Accelerated Reader Reports • Monthly – Professional Development Logs • Monthly – Reading Coaches Log • Monthly – Utilization of DART Data assessment model to evaluate student performance


• K-12 Comprehensive Reading Plan • Voyager Passport Reading • Quick Reads • Houghton Mifflin Reading Series with Supplemental Materials • FCAT Reading Coach • Reading Plus • Soar to Success • Accelerated Reader • FCRR Research-Based Intervention program • Elements of Reading Vocabulary • Riverdeep • FCAT Explorer • Waterford – Early Learning Series • Successmaker


• August – DART 2008 – Data disaggregation model (ongoing) • August – Differentiated Instruction (quarterly) • August – Voyager Passport Reading • September – Accelerated Reader • September – Waterford Early Learning Series • September – Houghton Mifflin Reading Series • September – Voyager Passport Reading • September – M-Class Training/PMRN • October – Reading Instructional Block • October – CORE Reading Program • November – Best Practices in Teaching Writing • December – FCAT Crunch Time Curriculum

Budget:

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

Description of Resources Funding SourceAvailable

Amount

Elements of Reading Vocabulary Title I $2,000.00



Quick Reads Title I $5,080.00

FCAT Coach Reading Title I $595.00

CARS - Comprehensive Assessment of Reading Strategies

Title I $642.00

Voyager Passport Reading - Teacher Support Materials

Title I $8,630.00

Total: $16,947.00

Technology


Amount

Reading Plus Title I $2,190.00

Total: $2,190.00



Amount

No Data No Data $0.00

Total: $0.00

Other


Amount

Hourly Paraprofessional FCAT Enhancement $6,850.00

After-School Tutorial Program Title I $2,000.00

Total: $8,850.00

Final Total: $27,987.00

*Non-Highly Qualified Instructors:

At this time all teachers are highly qualified.

End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data

*Needs Assessment: Based on the 2008 FCAT Assessment results, 40% of students scored at Level 3 or above, 60% at Level 1 or Level 2. Fifty-seven percent of students that were identified as being in the lowest 25% made learning gains. Forty-seven percent of students in grades three and four made learning gains. In grade 3, 53% of students scored at Level 3 or above. In grade four, 27 percent of students scored at a Level 3 or above. Goulds Elementary opened in August of 2007; therefore, there is no previous year data available for comparison Analysis of student performance in each of the tested benchmark areas demonstrates that students in grades three and four performed below the district and state average in each of the tested benchmark areas. The mean points were lowest in the benchmark area of Data Analysis and Probability, student average was 43% mastery which was below the district average of 65% and the state average of 69%. In Number Sense students scored 47% mastery, which is 18 percent below the district mean, and 22 percent below the state. In Measurement



student average was 44% mastery, 19% below the district mean and 25% below the state mean student performance. In Geometry and Spatial Sense the student mastery level was at 57% which is seven percent below the district mean, and 14% below the state mastery level. Lastly in the benchmark area of Data Analysis and Probability student mastery was at 46% which was 16% below the district and state mean.

*Objective: Given instruction based on the Sunshine State Standards, Black students in grades three through five will increase their Mathematics comprehension level as evidenced by 68 percent of the students reaching mastery level of 3 or above as documented by scores on the 2009 FCAT Mathematics Test.

*Strategies: 1. Identify students in the Black subgroup and analyze student performance on baseline and school developed assessments to develop a plan for remediation and instruction of tested benchmark skills. 2. Develop a plan of instruction for students in the Black subgroup that performed below the 65th percentile on the baseline assessment in mathematics, and instruct identified students in small cooperative learning groups on specific mathematics benchmarks. 3. Encourage students through incentives and acknowledgment on the close circuit television system to utilize the Voyager Mathematics program to increase overall student performance in mathematics. 4. Provide parent meetings for students in the identified subgroup to increase parent knowledge of FCAT tested concepts, and test-taking skills. 5. Engage students by reviewing and reinforcing previous concepts through activities such as a read-aloud, read around the room, and basic fact drills. 6. Place students of mixed abilities in cooperative learning groups within the mathematics instructional block to ensure that all student instructional needs are met in an effort to achieve high standards in mathematics. 7. Analyze results from the Mathematics Baseline Assessment and other formative assessments, utilizing the CIM and the DART Assessment process to identify students needing intervention and enrichment; revise groups as needed. 8. Model lessons, conduct professional development, and enhance classroom instruction to improve overall student performance. 9. Implement the Continuous Improvement Model (CIM) eight-step process with faculty and staff. 10. Provide instruction using differentiated instructional groups to increase the performance of students who scored at a Level III or above, focusing on each of the tested benchmark areas. 11. Implement Math Superstars program in second through fifth grade to increase student exposure to mathematics benchmarks. 12. Identify students who did not demonstrate acceptable learning gains and provide small group tutoring through an after school tutorial program with a structured mathematics curriculum. 13. Review student performance data monthly with grade level teachers and mathematics coach to identify weaknesses and to development a plan for remediation and reinforcement of instructed skills. 14. Utilize FCAT Explorer technology based instructional program to increase student exposure to FCAT style questions and to reinforce classroom instruction. 15. Utilize Riverdeep technology based instructional program to increase student exposure to tested benchmark areas in mathematics and to remediate deficient areas of comprehension. 16. Provide parent in-service training on expectations for FCAT and best practices that can be implemented at home to meet student instructional needs.

*Evaluation: • 2008 FCAT Mathematics Test Assessment – March 2008 • 2008-2009 Interim Assessment Administration – Tri-Annually • 2008 Baseline Assessment - August 2008 • Classroom Walkthrough Reports • Lesson Plans • Intervention Groups Attendance Logs • Professional Development Agendas • Attendance Logs/Progress Monitoring Logs



• Student Performance Reports: FCAT Explorer, Riverdeep, Voyager Math


• Core Mathematics Program – Harcourt Mathematics Series • Riverdeep • FCAT Explorer • Voyager Mathematics • FCAT Coach • Measuring Up • FCAT Mathematics Dailies • Fast Track to FCAT


• Best Practices in Mathematics Vertical Curriculum Team Meetings – Monthly • Voyager Mathematics – September/November/January 2008 • Riverdeep Mathematics – October 2008 • FCAT Explorer – November 2008 • Smartboard/Promethean Board Implementation in the Mathematics Classroom – September/November/ January 2008 • FCAT Item Specification – October/January 2008 • DART – Data Disaggregation Meetings - Monthly

*Objective: Given instruction based on the Sunshine State Standards, Hispanic students in grades three through five will increase their Mathematics comprehension level as evidenced by 68 percent of the students reaching mastery level of 3 or above as documented by scores on the 2009 FCAT Mathematics Test.

*Strategies: 1. Identify students in the Hispanic subgroup and analyze student performance on baseline and school developed assessments to develop a plan for remediation and instruction of tested benchmark skills. 2. Develop a plan of instruction for students in the Hispanic subgroup that performed below the 65th percentile on the baseline assessment in mathematics, and instruct identified students in small cooperative learning groups on specific mathematics benchmarks. 3. Encourage students through incentives and acknowledgment on the close circuit television system to utilize the Voyager Mathematics program to increase overall student performance in mathematics. 4. Provide bilingual parent communication to ensure that non-english speaking parents are able to obtain information about the FCAT Assessment and the expectations for student performance on the assessment. 5. Provide parent meetings for students in the identified subgroup to increase parent knowledge of FCAT tested concepts, and test-taking skills. 6. Engage students by reviewing and reinforcing previous concepts through activities such as a read-aloud, read around the room, and basic fact drills. 7. Place students of mixed abilities in cooperative learning groups within the mathematics instructional block to ensure that all student instructional needs are met in an effort to achieve high standards in mathematics. 8. Analyze results from the Mathematics Baseline Assessment and other formative assessments, utilizing the CIM and the DART Assessment process to identify students needing intervention and enrichment; revise groups as needed. 9. Model lessons, conduct professional development, and enhance classroom instruction to improve overall student performance. 10. Implement the Continuous Improvement Model (CIM) eight-step process with faculty and staff. 11. Provide instruction using differentiated instructional groups to increase the performance of students who scored at a Level III or above, focusing on each of the tested benchmark areas. 12. Implement Math Superstars program in second through fifth grade to increase student exposure to mathematics benchmarks. 13. Identify students who did not demonstrate acceptable learning gains and provide small group tutoring through an after school tutorial program with a structured mathematics curriculum. 14. Review student performance data monthly with grade level teachers and mathematics coach to identify weaknesses and to development a plan for remediation and reinforcement of instructed skills. 15. Utilize FCAT Explorer technology based instructional program to increase



student exposure to FCAT style questions and to reinforce classroom instruction. 16. Utilize Riverdeep technology based instructional program to increase student exposure to tested benchmark areas in mathematics and to remediate deficient areas of comprehension. 17. Provide parent in-service training on expectations for FCAT and best practices that can be implemented at home to meet student instructional needs.

*Evaluation: • 2008 FCAT Mathematics Test Assessment – March 2008 • 2008-2009 Interim Assessment Administration – Tri-Annually • 2008 Baseline Assessment - August 2008 • Classroom Walkthrough Reports • Lesson Plans • Intervention Groups Attendance Logs • Professional Development Agendas • Attendance Logs/Progress Monitoring Logs • Student Performance Reports: FCAT Explorer, Riverdeep, Voyager Math





*Objective: Given instruction based on the Sunshine State Standards, economically disadvantaged students in grades three through five will increase their Mathematics comprehension level as evidenced by 68 percent of the students reaching mastery level of 3 or above as documented by scores on the 2009 FCAT Mathematics Test.

*Strategies: 1. Identify students in the economically disadvantaged subgroup and analyze student performance on baseline and school developed assessments to develop a plan for remediation and instruction of tested benchmark skills. 2. Develop a plan of instruction for students in the economically disadvantaged subgroup that performed below the 65th percentile on the baseline assessment in mathematics, and instruct identified students in small cooperative learning groups on specific mathematics benchmarks. 3. Encourage students through incentives and acknowledgment on the close circuit television system to utilize the Voyager Mathematics program to increase overall student performance in mathematics. 4. Encourage students to participate in the SECME Stars Mathematics and Science Program which was developed to improve the performance of economically disadvantaged students on state developed assessments through funding by Title I. 5. Provide opportunities for students to access the computers in the media center and collaboration areas outside of the instructional day to increase student utilization of the technology based instructional programs: Riverdeep, FCAT Explorer, and Voyager Mathematics. 6. Supplement instruction through the state adopted textbooks with supplemental materials such as FCAT Coach, Blast Off, and Measuring Up to increase student exposure to FCAT Style questions and to instruct students on effective test-taking strategies. 7. Provide parent meetings for students in the identified subgroup to increase parent knowledge of FCAT tested concepts, and test-taking skills.



8. Engage students by reviewing and reinforcing previous concepts through activities such as a read-aloud, read around the room, and basic fact drills. 9. Place students of mixed abilities in cooperative learning groups within the mathematics instructional block to ensure that all student instructional needs are met in an effort to achieve high standards in mathematics. 10. Analyze results from the Mathematics Baseline Assessment and other formative assessments, utilizing the CIM and the DART Assessment process to identify students needing intervention and enrichment; revise groups as needed. 11. Model lessons, conduct professional development, and enhance classroom instruction to improve overall student performance. 12. Implement the Continuous Improvement Model (CIM) eight-step process with faculty and staff. 13. Provide instruction using differentiated instructional groups to increase the performance of students who scored at a Level III or above, focusing on each of the tested benchmark areas. 14. Implement Math Superstars program in second through fifth grade to increase student exposure to mathematics benchmarks. 15. Identify students who did not demonstrate acceptable learning gains and provide small group tutoring through an after school tutorial program with a structured mathematics curriculum. 16. Review student performance data monthly with grade level teachers and mathematics coach to identify weaknesses and to development a plan for remediation and reinforcement of instructed skills. 17. Utilize FCAT Explorer technology based instructional program to increase student exposure to FCAT style questions and to reinforce classroom instruction. 18. Utilize Riverdeep technology based instructional program to increase student exposure to tested benchmark areas in mathematics and to remediate deficient areas of comprehension. 19. Provide parent in-service training on expectations for FCAT and best practices that can be implemented at home to meet student instructional needs.

*Evaluation: • 2008 FCAT Mathematics Test Assessment – March 2008 • 2008-2009 Interim Assessment Administration – Tri-Annually • 2008 Baseline Assessment - August 2008 • Classroom Walkthrough Reports • Lesson Plans • Intervention Groups Attendance Logs • Professional Development Agendas • Attendance Logs/Progress Monitoring Logs • Student Performance Reports: FCAT Explorer, Riverdeep, Voyager Math





*Objective: Given instruction based on the Sunshine State Standards, students in grades three through five will increase their mathematics comprehension level as evidenced by 68 percent of the students reaching mastery level of 3 or above as documented by scores on the 2009 FCAT Mathematics Test.

*Strategies: 1. Engage students by reviewing and reinforcing previous concepts through



activities such as a read-aloud, read around the room, and basic fact drills. 2. Place students of mixed abilities in cooperative learning groups within the mathematics instructional block to ensure that all student instructional needs are met in an effort to achieve high standards in mathematics. 3. Analyze results from the Mathematics Baseline Assessment and other formative assessments, utilizing the CIM and the DART Assessment process to identify students needing intervention and enrichment; revise groups as needed. 4. Model lessons, conduct professional development, and enhance classroom instruction to improve overall student performance. 5. Implement the Continuous Improvement Model (CIM) eight-step process with faculty and staff. 6. Provide instruction using differentiated instructional groups to increase the performance of students who scored at a Level III or above, focusing on each of the tested benchmark areas. 7. Implement Math Superstars program in second through fifth grade to increase student exposure to mathematics benchmarks. 8. Identify students who did not demonstrate acceptable learning gains and provide small group tutoring through an after school tutorial program with a structured mathematics curriculum. 9. Review student performance data monthly with grade level teachers and mathematics coach to identify weaknesses and to development a plan for remediation and reinforcement of instructed skills. 10. Utilize FCAT Explorer technology based instructional program to increase student exposure to FCAT style questions and to reinforce classroom instruction. 11. Utilize Riverdeep technology based instructional program to increase student exposure to tested benchmark areas in mathematics and to remediate deficient areas of comprehension. 12. Provide parent in-service training on expectations for FCAT and best practices that can be implemented at home to meet student instructional needs.

*Evaluation: • 2008 FCAT Mathematics Test Assessment – March 2008 • 2008-2009 Interim Assessment Administration – Tri-Annually • 2008 Baseline Assessment - August 2008 • Classroom Walkthrough Reports • Lesson Plans • Intervention Groups Attendance Logs • Professional Development Agendas and Sign-In Documents • Attendance Logs/Progress Monitoring Logs • Student Performance Reports: FCAT Explorer, Riverdeep, Voyager Math


• Core Mathematics Program - Harcourt Mathematics Series • Riverdeep • FCAT Explorer • Voyager Mathematics • FCAT Coach • Measuring Up • FCAT Mathematics Dailies • Fast Track to FCAT



Budget:





Amount

FCAT Mathematics Coach Title I $595.00

Measuring Up Title I $500.00

Total: $1,095.00

Technology


Amount

Voyager Mathematics District Funding $0.00

Total: $0.00



Amount

Smart Board Training District Funded $0.00

Total: $0.00

Other


Amount

After School Tutoring Title I $7,500.00

Total: $7,500.00




End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data

*Needs Assessment: Based on the FCAT Writing+ Assessment results, 58 percent of students in grade four scored at Level 3.5 or above. The mean student score was 3.4. Students were assessed on expository and narrative writing, fifty percent of students who responded to the expository prompt scored at a 3.5 or above, sixty-eight percent of students who responded to the narrative prompt scored at a 3.5 or above. Goulds Elementary opened in August of 2007; therefore, there is no previous year data available for comparison.

*Objective: Given instruction based on the Sunshine State Standards, students in grade four will increase their performance on the FCAT Writing+ assessment as evidenced by 70 percent of the students reaching mastery level of 3.5 or above as documented by scores on the 2009 FCAT Writing+ assessment.

*Strategies: 1. Implement a vocabulary word of the day to be presented on the morning announcements and the closed circuit television through the instructional day. Presentation of this word will increase student vocabulary in preparation for the FCAT Writing+ assessment. 2. Develop a writing focus calendar to be implemented at the start of the instructional year to ensure that students are exposed to all of the elements of writing necessary to demonstrate on-grade level performance on the FCAT



Writing+ assessment. 3. Administer Baseline assessment at the start of the instructional year which will assess student performance in each of the tested FCAT Writing+ benchmark areas: expository, narrative, and multiple choice components. Baseline assessment data will be utilized to develop an instructional focus for the year and address individual student instructional need. 4. Administer a writing prompt monthly to fourth grade students to analyze student growth and to determine the effectiveness of classroom instruction in compliance with the elements of the CIM. 5. Provide professional development to fourth grade reading/language arts teachers on how to score assessments utilizing the state developed rubric, to increase student vocabulary in expository and narrative writing, and to improve overall student performance on the writing assessments. 6. Develop graphic organizers to be utilized during the writing instructional block to increase student ability to organize concepts prior to developing writing prompt and to increase student performance on the multiple choice component of the FCAT Writing+ assessment. 7. Provide teachers the opportunity to attend in-service training and professional development to improve instruction on the writing skills. 8. Implement a school wide spelling bee and reading challenge to improve student fluency and increase student vocabulary. 9. Conference individually with students in fourth grade to provide strategies for performance enhancement in Sunshine State Standards for writing. 10. Develop a Literacy Leadership Team to address school site language art needs and develop a plan for addressing areas of need. 11. Utilize Elements of Reading a vocabulary focused program designed to increase students vocabulary. 12. Provide professional development to teachers in kindergarten through fifth grade on the key elements of writing: fluency/ideas, organization, voice, precise word choice, sentence fluency, and conventions. 13. Incorporate writing across the curriculum through the utilization of the CRISS concepts and principles. 14. Implement extension and elaboration strategies using one writing sample per week in grades three through five.

*Evaluation: • 2008 FCAT Writing+ Assessment – February 2008 • FCAT Writing+ Baseline Assessment – August/September 2008 • Expository/Narrative Writing Prompts – Monthly • Classroom Walkthrough Reports – Monthly • Lesson Plans • Professional Development Agendas/Attendance Logs • Elements of Reading Vocabulary Assessments • Teacher Developed Assessments – As Needed • In-House Writing Tutorial Program Attendance Logs – January/February 2008


• Elements Of Reading • What Good Writers Do • Sanron Teach-Me Writing • Region Developed Writing Instruction Curriculum • Houghton Mifflin Reading Series Writing Component • District Developed Writing Curriculum


• Sanron Teach-Me Writing In-Service – To Be Announced • Continuous Improvement Model – Ongoing • DART 2008 – Student Writing Performance Disaggregation – Ongoing • District Writing Curriculum and Instructional Focus - Ongoing

Budget:



Amount




Total: $0.00

Technology


Amount


Total: $0.00



Amount

Writing Curriculum Map Title I $250.00

Total: $250.00

Other


Amount


Total: $0.00

Final Total: $250.00

End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data

*Needs Assessment: Goulds Elementary was opened in August of 2007. During its first year of inception, there were no fifth grade students at the school site. Goulds Elementary will develop goals based on the district performance on the FCAT Science Assessment from 2008. During the 2008 FCAT Assessment 39% of fifth grade students in Miami-Dade County demonstrated mastery on the FCAT Science Assessment.

*Objective: Given instruction based on the Sunshine State Standards, students in grade five will increase their performance on the FCAT Science assessment as evidenced by 50 percent of the students reaching mastery Level of 3 or above as documented by scores on the 2009 FCAT Science assessment.

*Strategies: 1. Administer baseline science assessment to be administered to students in fourth and fifth grade to assess student instructional need and to develop a plan for review and remediation for the 2008 instructional year. 2. Administer quarterly assessments in science to students in grades four and five to assess student performance throughout the instructional year. 3. Provide after school tutoring and science instruction intervention through SECME Stars program, which provides hands-on science instruction to economically disadvantaged and minority students. 4. Ensure science teachers are implementing the Instructional Focus Calendars as a curriculum guide in the science classroom with fidelity including the weekly lab component. 5. Analyze results from the baseline, and district developed science assessments based on the instructional focus calendar, utilizing the CIM model. Identify students in all curriculum groups needing intervention and enrichment, revise



groups as needed. 6. Implement/Create Professional Development with assistance from the ST2 professional Development Liaison, to promote collegial support for improving teaching of science with rigor and the spiraling of the curriculum. 7. Implement a school wide science fair for all students in kindergarten through fifth grade to increase instructional focus on the cluster of scientific thinking. 8. Provide FCAT Parent Night, to provide parents with information as it relates to student academic achievement needs on the FCAT Science Assessment for student in fifth grade. 9. Provide training to all teachers in grades kindergarten through fifth grade on the effective utilization of the District-adopted science textbook and the effective utilization of the support materials provided with the adopted text. 10. Maintain student science logs to ensure that students are being exposed to hands-on science concepts weekly in the instructional classroom in alignment with the Sunshine State Standards. 11. Evaluate student performance logs, of student utilization of the GIZMO’s science program to support classroom instruction and remediate scientific concepts. 12. Expose students to FCAT Science Vocabulary daily through the closed circuit television system to enhance student knowledge of scientific concepts.

*Evaluation: • FCAT Science Assessment – March 2008 • Baseline Science Assessment – August 2008 • School Site Developed Science Assessment – Quarterly • District Developed Interim Assessment – Tri-Annually • Teacher Developed Assessments – AS Needed • Lesson Plans • Instructional Focus Calendar • Science Fair Participation Log • SECME Stars Attendance Logs – Monthly • GIZMO’s Science Student Performance Summary –Monthly


• Scott-Foresman Science Series • SECME Stars Science Curriculum • District-Developed Instructional Focus Calendar • FCAT Science Coach • Measuring UP! Science • FCAT Science Dailies • GIZMO’s Science Series • FCAT Explorer – Science • Riverdeep - Science


• Differentiated Instruction in the Science Block – August/January 2008 • Instructional Focus Calendar – August 2008 • Hands-On Science Instruction – Monthly • GIZMO’s Science – September 2008 • Scott-Foresman Science Series – September 2008 • SECME Science Program – September 2008 • Florida Ag In the Classroom – December 2008

Budget:



Amount


Total: $0.00

Technology


Amount



Waterford Early Learning Technology $13,500.00

Total: $13,500.00



Amount

Scott-Foresman Hands-On Science District Provided $0.00

Total: $0.00

Other


Amount


Total: $0.00




End of Science Goal

Goal: Parental Involvement *Note: Required for Title I

*Needs Assessment: Parent needs surveys indicate a parent interest in the following areas: test-taking strategies for students in FCAT Tested grades, technology based instructional options, good parenting strategies, and parental involvement opportunities in programs such as the Educational Excellence School Advisory Council (EESAC) and the Parent/Teacher Association (PTA). Based on the attendance logs of parent meetings held during the 2007-2008 instructional year the parent participation of parents in school sponsored activities was low. During the 2007-2008 instructional year the school site did not have a functioning PTA program. Parent participation was increased for the end-of-the year graduation at each level, and for the school sponsored field day activities. Parental participation for these activities was approximately 28% according to parent sign-in logs.

*Objective: Analysis of 2007-2008 Parental Involvement meetings and activities indicate that parental involvement at meetings that focused on student academics and FCAT preparation was approximately 155 parents. Information provided at these meetings, including reading, mathematics, writings, and FCAT Preparation. Activities offered to increase parental involvement will be focused on student learning and parental support, and will be widely advertised in efforts to generate increased participation and support.

*Strategies: 1. Increase parent volunteers through an evening parental involvement recruitment fair. 2. Provide a monthly school calendar that will be distributed to all students to communicate important school dates, highlight student achievement, and provide opportunities for increased parental involvement. 3. Utilize the Connect-Ed System to remind parents of upcoming parent workshops and opportunities for parent involvement at the school site. Utilize this system to update parent information and ensure that students have working phone numbers to ensure effective communication between parent and school. 4. Facilitate greater interest in parent workshops by presenting inviting themes, developed based on survey results and the needs of students. 5. Provide informational workshops for parents to improve their parenting skills,



their understanding of child-related health issues, their own educational growth, and the use of technology. 6. Provide a maintain a Family Resource Center and a Community Involvement Specialist which will provide instructional materials for check-out and use at home. 7. Plan and facilitate special school sponsored activities such as Open House, Title I Parent Orientation Meetings, Workshops, Family Literacy Night, Family Fun Day, Field Day, Spring Concert, Black History Showcase, Hispanic Heritage Showcase, and Science Fair Night. Document parent involvement and participation through attendance logs, and parent rosters. 8. Utilize Parent Academy to offer workshops for parents in a range of areas provided by the department. 9. Inform and invite parents to participate in the Afternoon Parent/Teacher Conferences. 10. Encourage parents to sign-up for the PTA through a PTA drive at the school site.

*Evaluation: • Volunteer Logs – Monthly • Title I Parent Night Attendance Log – Bi-Monthly • Open House Attendance Log – September 2008 • PTA Registration Log – Monthly • EESAC Meeting Minutes - Monthly


• National Standards for PTA • Children, Youth, and Families Education and Research Network (CYFERNet) • Miami- Dade County Public Schools Parent Academy • Connect-Ed Communication System


Parents will be encouraged to actively participate in workshops and activities designed to improve communication between stakeholders in regards to all aspects of the curriculum and school activities. The Community Involvement Specialist will receive training provided by the district on effective parent communication, and best practices when communicating with community stakeholders.

Budget:



Amount


Total: $0.00

Technology


Amount


Total: $0.00



Amount


Total: $0.00

Other


Amount

Community Involvement Specialist Title I $26,135.00

Total: $26,135.00




End of Parental Involvement Goal

Goal: Return on Investment Needs Assessment: Goulds Elementary currently has no data as they relate to the percentile ranking

on Return on Investment.

Objective: Goulds Elementary will rank at or above the 90th percentile statewide in the ROI index.

Strategies: 1. Collaborate with district on resource allocation. 2. Consider reconfiguration of existing resources or taking advantage of a broader resource base, e.g. private foundations, volunteer networks. 3. Consider shared use of facilities, partnering with community agencies. 4. Inform staff about the use of financial resources in relation to school programs. 5. Provide high qualified teachers with professional development and monitor its implementation. 6. Use student data analysis results to identify effective education strategies that are tailored to fit the needs of the students being served.

Evaluation: On the next State of Florida ROI index publication, Goulds Elementary School will achieve a percentile ranking of at least 90 percentage points.

End of Return on Investment Goal



ADDITIONAL GOALS No Additional Goals were submitted for this school



FINAL BUDGET

SCHOOL ADVISORY COUNCIL


Goal Description of Resources Funding SourceAvailable

Amount

ReadingElements of Reading Vocabulary

Title I $2,000.00

Reading Quick Reads Title I $5,080.00

Reading FCAT Coach Reading Title I $595.00

ReadingCARS - Comprehensive Assessment of Reading Strategies

Title I $642.00

ReadingVoyager Passport Reading - Teacher Support Materials

Title I $8,630.00

Mathematics FCAT Mathematics Coach Title I $595.00

Mathematics Measuring Up Title I $500.00

Total: $18,042.00

Technology


Amount

Reading Reading Plus Title I $2,190.00

Mathematics Voyager Mathematics District Funding $0.00

Science Waterford Early Learning Technology $13,500.00

Total: $15,690.00



Amount

Mathematics Smart Board Training District Funded $0.00

Writing Writing Curriculum Map Title I $250.00

ScienceScott-Foresman Hands-On Science

District Provided $0.00

Total: $250.00

Other


Amount

Reading Hourly Paraprofessional FCAT Enhancement $6,850.00

Reading After-School Tutorial Program Title I $2,000.00

Mathematics After School Tutoring Title I $7,500.00

Parental InvolvementCommunity Involvement Specialist

Title I $26,135.00

Total: $42,485.00




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, junior high

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.

SAC Involvement

SAC Members

Yes. Agree with the above statement.

The purpose of the Goulds Elementary School Advisory Council is to work to ensure improved student

achievement. The Council is responsible for assistance in the development of the School Improvement Plan,

and will review the live document throughout the instructional year to adress areas of concern and to reflect

on areas of success. THe function of EESAC is to bring together and involve all stakeholders in the advisory

process which affects instruction and the delivery of programs. Meetings are held bi-monthly and will adress

a varieties of issues and concerns as they relate to school improvement. The EESAC will assist the

administration with the school budget and allocation of money received per student based on the Full-Time

Equivalent(FTE) to enhance student achievement.

Members

1) Crystal Coffey, Principal

2) Sintia Alexander, SAC Chair

3) Isaiah Figueroa, Student

4) Tabitha Bryant, Teacher

5) Nikki Hardemon-Williams, Teacher

6) Ronnica Nix, Teacher

7) Erica Yeager, Teacher

8) Lanee Coleman, Teacher

9) Jackie Gallman, Business Member

10) John Spurlin, Business Member

11) Miguel Garcia, Business Member

12) Holly Jones, Parent



IMPLEMENTATION EVALUATION

13) Karen Velez, Parent

14) Silvana Luiji, Parent

15) Jackie Gallman, Parent

16) Felicia Knox, Parent

17) Matty Lee, Parent

18) Zoe Baracco, Parent

19) Vernetha Austin, Parent

20) Theresa Spurlin, School Support Personnel

21) Omara Garcia, School Support Personnel

22) Pat A Collins, Union Steward

Meetings are scheduled by regional and curriculum support personnel to assist with the analysis and

interpretation of student performance data from the pre-, mid-year, and post district developed

assessments. These meetings are held in an effort to develop strategies for student improvement in

accordance with Continuous Improvement Model and in alignment with the School Improvement Plan.

Within the South Regional Center, Goulds Elementary is one of the Facilitating Academic Success Together

(FAST) schools. This affords Goulds Elementary the total commitment by its Regional Center to assist in the

implementation and monitoring of the School improvement Plan. Baseline, Interim, and Post District

Developed Assessment student performance data will also assist as part of the monitoring process. Adequate

progress will be achieved when progress is made in all objectives with the goal of improving the school's

letter grade.

The EESAC along with the administrative team will monitor the implementation of the SIP throughout the

instructional year.



REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and

all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

Reading Baseline

Data

Mathematics Baseline

Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%

Mastery%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

2 98 0 100 0 0 0 0 0 0

Name of Assessment Used

MDCPS Reading Baseline Assessment

MDCPS Mathematics Baseine Assessment


Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

8 92 7 93 5 95 0 100 0 0


MDCPS Reading Basline Assessment

MDCPS Mathematics Baseline Assessment

Baseline Writing Assessment (Prompt)

School Site Developed Baseline Science Assessment


Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

6 94 0 100 0 0 5 95 0 0


MDCPS Reading Basline Assessment

MDCPS Mathematics Baseline Assessment

MDCPS Science Baseline Assessment




Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data



Baseline data aggregated at school level

End of Baseline Data Report

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0


Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

Subgroup(s)

not making AYP

% mastery

%Non- mastery

% mastery

%Non- mastery

% mastery

%Non- mastery

% mastery

%Non- mastery

% mastery

%Non- mastery

Black 4 96 1 99 1 99 2 98

Hispanic 7 93 3 97 2 98 4 96

Economically Disadvantaged

6 94 1.5 98.5 1 99 2 98



AYP DATA

SCHOOL GRADE DATA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade GOULDS ELEMENTARY SCHOOL 0311

Number of students enrolled in the grades tested: (Click here to see the number of students in each group.)

Read: 209 Math: 209

2007-2008 School Grade1:

D Did the School make Adequate Yearly Progress?

NO

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.

Group

Reading Tested 95% of the students?

Math Tested 95% of the students?

58% scoring at or above grade level in Reading?

62% 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

Safe Harbor Reading

Percent of Students below grade level in Math

Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N

TOTAL4 100 Y 100 Y 43 N 43 N NA NA 57 NA 57 NA 56 NA 48 NA

WHITE NA NA NA NA NA NA NA NA NA NA

BLACK 99 Y 99 Y 38 N 37 N NA NA 62 NA 63 NA 51 NA 41 NA

HISPANIC 100 Y 100 Y 53 N 57 N NA NA 47 NA 43 NA 66 NA 61 NA

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED

99 Y 99 Y 42 N 42 N NA NA 58 NA 58 NA 57 NA 48 NA

ENGLISH LANGUAGE LEARNERS


STUDENTS WITH DISABILITIES


Dade School District GOULDS ELEMENTARY SCHOOL 2007-2008

Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

47% 47% 65% 45% 204

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

51% 47% 98

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?

53% (YES) 57% (YES) 110 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 412 Percent Tested = 100%

Percent of eligible students tested

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



School District 2006-2007

Reading

Math

Writing

Science

Grade Points Earned


0% 0% % %

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.


0% 0%



% (0) % (0) 0 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 0 Percent Tested = 0% Percent of eligible students tested

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

School District 2005-2006

Reading

Math

Writing

Grade Points Earned


0% 0% % Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.


0% 0%



% (0) 0 Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .

Points Earned 0 Percent Tested = 0% Percent of eligible students tested

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

