2008-2009 florida school improvement plan (print...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: MIAMI GARDENS ELEMENTARY SCHOOL

District Name: Dade

Principal: JOHNNIE BROWN

SAC Chair: CARMEN SMITH

Superintendent: Alberto M. 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 Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

VISION: We enrich our community of learners by conveying an atmosphere of high academic standards and respectfor cultural diversity and individual differences.

MISSION: We will achieve educational excellence within a safe learning environment that is staffed by highlymotivated and qualified teachers.

BELIEFS: We believe that educational excellence will be achieved by promoting and providing: *Wide range of professional development opportunities for teachers *Immediate intervention instruction*Notable research-based programs *Nurturing home-school partnerships *Effective school characteristics*Respect for all ethnic groups *Safe learning environment

Our “community of learners” are all WINNERS at Miami Gardens Elementary!

SCHOOL PROFILE DEMOGRAPHICS

SCHOOL PROFILE DEMOGRAPHICS Facility/Community Miami Gardens Elementary School was constructed in 1970 and is located at 4444 Northwest 195thStreet on thirteen acres in the City of Miami Gardens. The core curriculum is provided in the pod designstructure of the building and special area subjects are scheduled in the self-contained addition. The pre-kindergarten program is housed in one on-site relocatable. Eighty percent of the 340 pre-kindergartenthrough fifth grade students receive free or reduced price meals. Student Demographics Our students have been identified in the following ethnic groups: 61 percent Hispanic, 34 percentBlack/Non-Hispanic, 2 percent White/Non-Hispanic and 3 percent Asian/Indian/Multiracial. FCAT 2008results were as follows: 25 percent Reading Level 1 and 16 percent Level 2; 18 percent Mathematics Level

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1 and 25 percent Level 2. There is one itinerant Gifted Program and one Voluntary Pre-KindergartenProgram at Miami Gardens Elementary. Nine percent of our students meet criteria for Students withDisabilities (SWD) including a Pre-Kindergarten Reverse Mainstream Program. Twenty-five percent of ourstudents are classified as Limited English Proficient (LEP). Unique Aspects: Areas of Strengths Miami Gardens is a small school that has established and maintained many “family traditions” within thecommunity. This has resulted in shared trust and ownership among stakeholders. Within the past twoyears, four teachers have sought advanced degrees and two teachers have received National BoardCertification. Unique Aspects: Areas of Concerns Single parents and grandparents with limited economic resources assume the parental responsibilities ofmany of our students. This results in restricted academic experiences and social exposure and contributesto the gap in our students’ abilities and achievement levels. The school is within five miles of the BrowardCounty line and has facilitated the relocation of families and new teachers seeking affordable housing andincreased salaries. Teacher Demographics The Leadership Team is composed of the principal, assistant principal, two reading coaches, the mediaspecialist, professional development liaison and three grade level chairpersons. The school employs a totalof 47 full-time (87%) and 7 part-time (13%) staff members. Of this group, two (4%) are administrators,25 (46%) classroom teachers, three (5%) exceptional student education teachers, two (4%) readingcoaches, one (2%) media specialist, one (2%) guidance counselor, one (2%) hourly teacher, one (2%)community involvement specialist, one (1%) shared microsystems technician, two (4%) classroomparaprofessionals, four (7%) office staff employees, two (4%) hourly security monitors, one (1%)cafeteria monitor, three (5%) full-time custodians and one (1%) hourly custodian. The ethnic compositionof the instructional staff is 36 percent Hispanic, 48 percent Black/Non-Hispanic and 16 percent White/Non-Hispanic. Forty-six percent of our teachers have been on this school’s teaching staff for three years orless. There are concerns about teacher recruitment and retention due to the out of county/state relocationof new teachers and the failure of teachers to attain certification credentials within state mandated timelimits. Declining economic conditions within the state and district are also negatively impacting teacherrecruitment and retention. Class Size/Teacher-to-Student Ratio The average class size is 17:1 which includes classroom and special area teachers. The student to teacherratios by grade levels are: Pre-Kindergarten: 18:1; Kindergarten: 16:1; First Grade: 18:1; Second Grade:17:1; Third Grade: 18:1; Fourth Grade: 22:1; Fifth Grade: 20:1; Pre-Kindergarten SPED: 10:1; SPEDKindergarten: 0; SPED First Grade: 0; SPED Second Grade: 1:1; SPED Third Grade: 10:1; SPED FourthGrade: 10:1; SPED Fifth Grade: 10:1.

Attendance Rate The 2007 – 2008 school level attendance rate improved from 95.92 to 96.35 when compared to the2006 – 2007 attendance rate. The District’s attendance rate for 2007 – 2008 was 95.38%. Promotion/Graduation Retention Rates The retention rate at Miami Gardens Elementary reflects the following grade level breakdown:Kindergarten: 3%, First Grade: 11%; Third Grade 13%, Fifth Grade 3%. Feeder Pattern Students who attend Miami Gardens Elementary reside within the Miami Carol City Senior High SchoolFeeder Pattern. Our students transition to Carol City Middle School, which was designated as a “C” schoolfor the 2007–2008 school year and Lake Stevens Middle School, which was designated as a “B” school forthe 2007 – 2008 school year. These schools have not been identified as Zone schools, however, all of theschools within this feeder pattern face multiple challenges and opportunities. Special Programs A variety of instructional strategies designed to increase student achievement and address individuallearning styles are implemented at this school. They include: Regal Gifted Program; Academic ExcellencePrograms (AEP) for drama and public speaking and chess; Extended Foreign Language (EFL) program; theintegration of ESOL strategies into the standard curriculum program; Supplemental Educational Services(SES) and the Title I Program. Cultural diversity and civic responsibility and self-esteem building are alsoaddressed through the participation in school wide projects and programs and the provision ofopportunities for students to join clubs such as: Future Educators' of America, Safety Patrol and StudentCouncil.



School Community Relations/Partners The Carol City Feeder Pattern Citizens’ Advisory Council meets on a quarterly basis to address school andcommunity concerns. The Regional Superintendent, Regional Directors and invited District representativesactively participate in all meetings. The Bilingual Parent Outreach Program provides ongoing parent training activities at this school site. The Kids and the Power of Work (KAPOW) Program provides our students with career development andexploration opportunities. Family Christian Association of America (FCAA) provides after-school child care and contributes annualmonetary donations in support of parental involvement activities. They also provide an After-SchoolReading Tutorial Program five days a week for targeted students. The Dolphin Partnership provides incentives, career exploration experiences and social exposure for ourstudents. Big Brothers and Sisters Program provides mentors for targeted students. Grants The Reading First Grant and Ready Schools Miami Grant provide a framework to insure the academic,developmental and emotional progress of students in pre-kindergarten through third grades. A HealthConnect component is being added this year which will include the part-time assignment of a school nurseand social worker. The Family Central Grant provides parenting training activities that include free child care provisions, mealsand incentives to encourage course completion. The Title III Grant provides Before and After-School Tutoring for Limited English Proficient students ingrades two through five.

Miami Gardens Elementary is a schoolwide Title I School.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Mrs. Johnnie P. Brown, Principal Mrs. Brown has worked for the public school system for thirty-four years. She received her EducationalSpecialist degree in Administration and Supervision and has also earned some of the credit requirementstowards a Doctoral Degree in Educational Leadership. Her areas of certification include ElementaryEducation and Exceptional Student Education. Mrs. Brown strongly believes that all children must beafforded the opportunity of receiving a quality education in a positive and productive learning climate. Shestrives to promote learning as a life-long experience for the “community of learners” of teachers, staff andparents. Mrs. Brown views her role of child advocate, instructional leader and building administrator as oneto be taken very seriously. As such, several innovative program initiatives have been implemented at MiamiGardens Elementary that have had a positive impact on student achievement.

Mrs. Brown has been implementing the CIM process for the last three years which now includes “CIMPlanning Days” at her school. These days are scheduled for grade level teams to collaborate after theadministration of each Interim Assessment. Teachers review and analyze the data; identify commonstrengths and weaknesses; consult, problem solve and plan for future instruction. Professional LearningCommunities were also instituted to systematically target professional development. These activitiesempowered teachers and improved their ability to make more accurate and appropriate decisions aboutinstructional practices, student performance and curriculum pacing. Mrs. Brown’s leadership and



instructional practices, student performance and curriculum pacing. Mrs. Brown’s leadership andcommitment to increased student performance served as the foundation for improving the school’s gradefrom “F” to “B” and meeting Adequate Yearly Progress requirements for all sub-groups.

Mrs. Alicia Costa-DeVito, Assistant Principal Mrs. Costa-DeVito has worked in the educational arena for the past sixteen years as both a classroomteacher and assistant principal. Mrs. DeVito holds a Master's Degree in Elementary Education. She is alsocertified in Educational Leadership and English for Speakers of Other Languages (ESOL). She activelysupports the belief that all children can learn. Mrs. DeVito coordinates parent workshops that address bestpractices for academic success. She has made a marked difference in increasing the role of parents asschool volunteers and soliciting the support of community resource agencies to support the personal,emotional and social needs of families within the school community.

Mrs. DeVito worked diligently to identify appropriate benchmark assessment material and provide timelyand informative data reports to teachers. She has also taken a leadership role in working with each gradelevel team to plan for "Data Driven Instruction Days - DDID". This activity involved the analysis of bi-weeklyand Interim Assessments and the development of benchmark specific instructional lessons. "DDI Days"were scheduled for one day each week and allowed the teachers to accurately monitor student progressand incorporate maintenance skills in targeted lessons. Mrs. DeVito also collaborated with the principal toclosely monitor the needs, programs and support services that were being offered to students who did notmeet AYP.

Recruitment/Retention of Highly Qualified Teachers


Miami-Dade County Public Schools is committed to providing a highly qualified pool of teachers for allstudents. Instructional recruitment efforts include ongoing outreach to select Florida colleges anduniversities, in addition to higher education institutions across the nation. The District also utilizesalternative methods to prepare career changers and non-education majors for effective classroominstruction. The use of technology enables procedures to be streamlined, providing a more efficient methodof processing applicants and improving communication. Efforts to retain instructional staff are supportedthrough collaboration between Professional Development and Human Resources.

District-sponsored Recruitment Fairs have been limited for this school year, however, we have been ableto retain Highly Qualified Teachers at this school site by providing a supportive environment in which we allview ourselves as a “community of learners”. Consequently, several teachers have been encouraged toparticipate in graduate degree programs and begin the process of attaining National Board Certification. A systematic support program for new teachers exists at the District and school level. Specially selectedcareer teachers are trained as mentors and provide ongoing support to new teachers.

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


The following local and state programs have been integrated to assist the school in addressing the needs ofthe “whole” child. Title I funds are utilized to enhance the instructional program, promote studentachievement and increase parental awareness and involvement. These funds are used to employ a full-time Reading Coach, one full-time Community Involvement Specialist and one hourly teacher. The strategicutilization of Title I funded personnel allows us to better address the needs of all students at varying levels.Supplemental instructional materials are also purchased with Title I funds. The Title III Tutorial Program



provides an opportunity for students who are Limited English Proficient to receive supplemental academicassistance before and after-school hours. Additionally, many students receive tutorial services through theselected Supplemental Educational Services (SES) providers to assist them with specific areas of weaknessas indicated on the Student Learning Plan (SLP) developed for each student. Furthermore, our schooloffers the Voluntary Pre-Kindergarten Program and participates in the Ready Schools Miami initiative toensure that students are emotionally, socially and academically prepared for the rigorous curriculumpresent in the elementary school arena. This is accomplished by providing transitional activities betweenthe daycare providers and the elementary schools and increased Professional Development for teachersand administrators. To enable parents to take a more active role in the education of their children, ourschool offers regular workshops through the Bilingual Parent Outreach Program, Family Central and theParent Academy. These workshops are geared towards improving student achievement and parentingskills. Finally, our students have been participating in the Kids and the Power of Work (KAPOW) programthat affords them the opportunity to learn about the work force and career exploration.

School Wide Improvement Model


The “Continuous Improvement Model,” as described in the book “Closing the Achievement Gap: NoExcuses” is being implemented at our school. •Test Score Disaggregation: The principal met with the Leadership Team during the pre-planning days toreview and analyze the FCAT Content Cluster Three Year Trend Data. Content Cluster results wereprioritized by strengths and weaknesses and matched with Benchmark Specification point values. Thisinformation was presented and discussed with the entire staff and serves as a basis for developing theprimary Instructional Focus Calendar. Modifications will be made based on the data received from theDistrict-provided Baseline Benchmark Assessment which will be administered during the second week ofschool. •Instructional Time Line Development: The Leadership Team worked collaboratively to develop the timeline for instruction and assessment based on priority focus areas. The Collaborative Debriefing Time Modelwill be instituted with each grade level as a means to monitor and/or revise the Instructional FocusCalendars and insure its alignment with the District’s Curriculum Pacing Guides. •Instructional Focus Calendar Development: The principal and Leadership Team met with each grade levelduring the pre-planning days to review and discuss the Instructional Focus Calendar and schoolwide actionplan. It was noted that revisions would be made based on the Baseline Benchmark Assessment results.Each teacher received a copy of the Instructional Focus Calendar, Curriculum Pacing Guides for all coresubjects and FCAT Benchmark Specifications. Subsequent Instructional Focus Calendars will be developedcollaboratively with the grade level team members and the Leadership Team prior to the beginning of eachquarter. •Assessment: Tri-weekly benchmark assessments will be administered at grades two through five. Resultswill be shared with the site administrators and instructional strategies and interventions will be implementedby the teacher based on student needs. District-provided Interim Assessments will also be administeredand used as a basis for Collaborative Debriefing Time. •Tutorials: After-School Tutoring will be provided by District-approved Supplemental Educational ServiceProviders to all enrolled eligible students. An After-School Reading Tutorial Program that has been fundedby one of our Dade Partners (FCAA) will be offered to students scoring in the lowest twenty-five percent.The Title IIII Grant provides tutoring services for Limited English Proficient students. All tutoring programswill provide a pre and post-test to monitor student progress. Instructional modifications will be made basedupon student need. •Enrichment: The Gifted Program will be provided to eligible students during the school day with contentfocus in the areas of Mathematics and Science. The Academic Excellence Program will be offered after-school for enhanced development in the areas of drama/public speaking and chess. Students in theseprograms will be involved in student performances, competitions and maintain portfolios. •Maintenance: Maintenance days are incorporated in every three week cycle of the Instructional FocusCalendars. Instruction will be based on a review of the tri-weekly assessments. Plans will be made toincrease remediation of specific benchmark indicators that continue to be deficient and reinforce thoseindicators that students have mastered. •Monitoring: Student progress will be monitored tri-weekly and during Interim Assessment periods. TheProgress Monitoring Resource Network (PMRN) will be used as a resource for ongoing progressmonitoring. Data analysis and instructional planning will be conducted at the grade level, Leadership Team



monitoring. Data analysis and instructional planning will be conducted at the grade level, Leadership Teamand administrative levels via weekly and monthly articulation meetings and Collaborative Debriefing Times.The Student-Teacher Support Team (ST2) will also meet on a weekly basis to insure consistent andappropriate monitoring of student progress. All tri-weekly and Interim Assessment results will bemaintained in the Edusoft system for review and comparison.

NCLB Public School Choice


All written communication is provided in the primary language of the parents. This includes: the Opening ofSchool Parent/Student Handbook, monthly newsletters and calendars, ConnectEd messages, informationalflyers, letters and surveys. All meeting notices include the Special Needs Request section. The school’swebsite is constantly updated and also provides an additional form of easy access for many parents. Theelectronic grade book system is now available to parents as a real time tool for reviewing their child’sprogress. The Title I funded Community Involvement Specialist makes regular home visits and telephonecalls to parents. The Educational Excellence School Advisory Council, Title I Parent Advisory Council andParent-Teacher Association provide additional opportunities to communicate concerns, promote ideas andshare the vision.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


Open House activities are scheduled in the spring. Parents of preschool children are invited to come to theschool and spend part of the day in the Kindergarten Program. Participating agencies in the VPK programare also encouraged to visit the school site. Preschool Transition brochures are developed by the Districtand made available at the school for parents. Additionally, parents are notified of Summer VPK Programopportunities. Our school hosted a “Transition to Kindergarten Parent Fair” during the last month of school.During the 2007-2008 school year, Miami Gardens Elementary became a member of the “Ready SchoolsMiami Project” which focuses on the vertical articulation and success of pre-kindergarten students whotransition into kindergarten. The quality and effectiveness of the Ready Schools Initiative is evaluatedthrough a school site analysis of how well we are meeting the outlined standards of the “5-Star QualityRating System for Early Care Centers”. The Ready Schools Miami Project is funded through several sourceswhich include: the Early Learning Coalition, The Children’s Trust and Miami-Dade County Public Schools. The Florida Kindergarten Readiness Screener (FLKRS) is the District’s approved method of assessment. TheFLKRS is administered by certified kindergarten teachers to all incoming kindergarten students as an initialdiagnostic assessment tool to determine student readiness rates. The FLKRS data will be disaggregated toidentify students’ needs. The low performing students will be placed in intervention groups to addressidentified deficit skills. The Reading First Reading Coach and the kindergarten teachers will implementstrategies to increase the students’ readiness levels.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


All beginning teachers and teachers in need of support are assigned to Professional Growth Teams at theschool site. This team of highly qualified and experienced teachers provide support in the forms ofcollaboration, consultation, classroom visits and class demonstrations. The reading coaches and grade levelchairpersons serve as additional mentors for teachers. Professional Learning Communities have beenestablished to facilitate the mentoring process. Beginning teachers are also given the opportunity toparticipate in the Mentoring and Induction for New Teachers (MINT) Program provided by the District



participate in the Mentoring and Induction for New Teachers (MINT) Program provided by the District.

The following schedule identifies the dates of teacher mentoring activities for the 2008-2009 School Year:

September 10, 2008 October 8, 2008 November 12, 2008 December 10, 2008 January 14, 2009 February 11, 2009 March 11, 2009 April 15, 2009 May 13, 2009

Prior to the pre-planning period, the principal and assistant principal collaborate to make appropriatementor-mentee matches for beginning teachers, teachers with new program assignments and teachers inneed of support. PACES observations, classroom walk-throughs and the “Effectiveness of CoreInstruction” (ECI) Reports from the previous year are used as a basis for identifying teachers in need ofsupport. During the pre-planning days, the principal, assistant principal and the District-trained mentorsmeet with all beginning teachers to provide orientation activities. A similar meeting is held with teachers inneed of support to discuss targeted areas of focus. The professional development liaison also meets andplans with this team to determine professional development needs. Subsequent to that time, the assistantprincipal coordinates mentor-mentee activities and schedules monthly sessions in which all mentors andmentees meet to share ideas, discuss areas of concerns and problem solve. The progress of menteeperformance will be monitored by conducting regular classroom walk-throughs, informal and formalobservations and analyzing the mid-year ECI Report. The expected results are increased studentperformance and improved teacher efficacy.

Beginning Teachers Name of Mentee and Mentor – None at this time. Teachers in Need or Assigned to New Programs Name of Mentee and Mentor Myrline Fenelon (First Grade) – Robin Cos (Reading Coach) Fabiola Garcia (Second Grade) – Gloria Coats (trained mentor) Vanessa Robinson (Fifth Grade) – Natre Key (highly qualified teacher)

Show Attached Teacher Mentoring List

Extended Learning Opportunities


Supplemental Educational Services providers will offer After-School Tutoring for our students in the areas ofreading and mathematics. The Parent/District Provider Agreement (PDPA) will include state approvedresearch-based programs to drive the academic services, monitor student progress, and provide a plan forevaluating the effectiveness of the services. Selected SES providers will identify their research-basedprograms. The site administrators will monitor the progress of these services by reviewing monthly andinterim assessment results of student participants who scored FCAT Levels 1 and 2. Pending the availabilityof school site funds, Before-School Tutoring will be provided for students who scored in the lowest twenty-five percent in the area of mathematics. The Riverdeep Program will be utilized for program imple-mentation. The site administrators will monitor the progress of this program by reviewing monthly andinterim assessment results of all student participants. All Extended Learning Opportunities will be aligned with each grade level’s instructional focus and target thepriority benchmark needs of lower performing students. Program outcome is expected to result incontinuous improvement and an increase of student performance as measured by the tri-weekly andInterim Assessments.



SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

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: Data from the 2008 Florida Comprehensive Assessment Test Reading indicatethat 68 percent of the students in grades three through five met high standardswhich reflected a 5 percentage point increase. Twenty-five percent of thestudents performed at Level 1 and 16 percent performed at Level 2. Black,Hispanic, Economically Disadvantaged and Limited English Proficient sub-groupsmet AYP requirements. Fifty-seven percent of the lower twenty-five% madelearning gains. Sixty-two percent of all students made learning gains.

Student progress monitoring assessments (DIBELS and Ongoing ProgressMonitoring - (OPM) reports confirmed the need to improve student performancein the areas of vocabulary development and fluency.

An analysis of the three year FCAT Content Trend Data reveals that priority focusmust be directed in the benchmark areas of: Main Idea/Author’s Purpose andComparison/Contrast at all grade levels.

*Objective: Given instruction using the Sunshine State Standards, the number of studentsmeeting high standards in grades three through five will increase by 5 percentagepoints on the 2009 administration of the FCAT Reading Test as compared to the2008 administration of the FCAT Reading Test.

*Strategies: 1. Provide all teachers with a Reading Instructional Focus Calendar that is alignedwith the District’s Pacing Calendar and include benchmark review timelines. Person(s) Responsible: Administrators Timeline: 8/18/08 - 6/4/09

2. Administer tri-weekly assessments and target specific activities and strategiesrelated to benchmark performance. Person(s)Responsible: Classroom Teachers Timeline: 8/18/08 - 6/4/09

3. Utilize the Quick Reads Program in grades two through five to improve readingfluency and comprehension. This program will be used a minimum of three timesper week for fifteen minute sessions. Person(s) Responsible: Classroom Teachers Timeline: 8/18/08 - 6/4/09

4. Utilize CRISS and reciprocal teaching strategies, FCAT Explorer andSuccessmaker programs to enhance student achievement. These programs willbe used daily as part of classroom centers during small group instruction time. Person(s) Responsible: Classroom Teachers Timeline: 8/18/08 - 6/4/09

5. Utilize the Voyager Passport Intervention Program during school hours on adaily basis for targeted low performing students in grades kindergarten throughfive to support the “Big Five” reading components. Person(s) Responsible: Classroom Teachers Timeline: 8/18/08 - 6/4/09 Interventionist

6. Plan and coordinate with after-school on-site (SES) providers to insure thatinstructional strategies are aligned with student needs. These services will beoffered at least two days per week for one hour each day. Monthly assessmentswill be used to monitor student progress. Person(s) Responsible: Administrators/ Timeline: 8/18/08 - 6/4/09 SES Facilitator

7. Schedule quarterly Continuous Improvement Model (CIM) planning days inwhich teachers in grades two through five will utilize the Focus on Standards-FOS“Collaborative Debriefing Time” component to plan for differentiated instruction,acceleration, intervention and professional development needs. Person(s) Responsible: Administrators/ Timeline: 8/18/08 - 6/4/09 Reading Coaches

8. Review completion of data debriefing protocols after each tri-weekly andDistrict Interim Assessments in reading to standardize the conversationsregarding data-driven instruction.



Person(s) Responsible: Administrators/ Timeline: 8/18/08 - 6/4/09 Leadership Team School Support Team Reading Coaches Classroom Teachers

9. Utilize Edusoft to establish custom groups and monitor the progress of Black,Hispanic, Economically Disadvantaged and Limited English Proficient sub-groups. Person(s) Responsible: Administrators/ Timeline: 8/18/08 - 6/4/09 Leadership Team Classroom Teachers

10. Insure the systematic incorporation of Higher Order Thinking Skills strategiesinto all curriculum areas in an effort to better prepare and increase the number ofGifted Program candidates. Person(s) Responsible: Gifted Program Teacher Timeline: 8/18/08-6/4/09

*Evaluation: Summative Assessment: 2009 FCAT Reading Test Formative Assessments: DIBELS Screening District Interim Tests School site developed tri-weekly benchmark assessments Classroom Assessments Houghton-Mifflin Theme Skills Tests – Reading Series PMRN Ongoing Progress Monitoring Reports

Pre/Post Test for Tutorials *Evidence-basedProgram(s):

DIBELS Screening Houghton-Mifflin Theme Skills Tests-Reading Series

*ProfessionalDevelopment:

Comprehensive Research-Based Reading Plan Houghton-Mifflin Reading Quick Reads Edusoft Training Reciprocal Teaching PACES Professional Growth Team CRISS Strategies Successmaker

Budget:

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

Description of Resources Funding Source AvailableAmount

Voyager Intervention District Funds $4,130.00

Total: $4,130.00

Technology


SuccessMaker; Computer Peripherals District Funds $4,250.00

Total: $4,250.00



Reading Coach; School SiteTraining/Temporary Instructors Reading First; Title I; School Site Funds $66,035.00

Total: $66,035.00

Other


Hourly Instructional Support Personnel Title I; Student AchievementEnhancement; School Site Funds $19,200.00

Total: $19,200.00



Final Total: $93,615.00

*Non-Highly QualifiedInstructors:

All teachers have met Highly Qualified Status.

End of Reading Goal

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

*Needs Assessment: Data from the 2008 Florida Comprehensive Assessment Test Mathematicsindicate that 61 percent of the students in grades three through five met highstandards which was a 13 percentage point increase from the previous year.Seventy-three percent of the lower 25 percent made learning gains and 78percent of all students made learning gains. Eighteen percent of the studentsperformed at Level 1 and 25 percent performed at Level 2. Black, Hispanic,Economically Disadvantaged and Limited English Proficient sub-groups met AYPrequirements.

Student progress monitoring assessments (District Interim Assessments)indicated that continued attention should be given to the areas of Number Senseand Operations.

An analysis of the three year FCAT Content Trend Data reveals that priority focusmust be directed in the benchmark strands of: Grade 3: Number Sense, Concepts and Operations, Measurement Grade 4: Number Sense, Concepts and Operations, Algebraic Thinking Grade 5: Number Sense, Concepts and Operations, Algebraic Thinking, DataAnalysis and Probability

*Objective: Given instruction using the Sunshine State Standards, the number of studentsmeeting high standards in grades three through five will increase to 68 percenton the 2009 administration of the FCAT Mathematics Test.

*Strategies: 1. Provide all teachers with a Mathematics Instructional Focus Calendar that isaligned with the District’s Pacing Calendar and include benchmark reviewtimelines. Person(s) Responsible: Administrators Timeline: 8/18/08 – 6/4/09

2. Administer tri-weekly assessments as a means of progress monitoring andDistrict baseline and Interim Assessments as a means to determine majorbenchmark progress. Person(s) Responsible: Classroom Teachers Timeline: 8/18/08 – 6/4/09

3. Implement the practice of subject area departmentalization at grades four andfive to improve instructional focus and provide activities where students willdemonstrate knowledge of mathematical concepts through written expression,manipulatives, extended discussions and group collaborative work. Person(s) Responsible: Classroom Teachers Timeline: 8/18/08 – 6/4/09

4. Utilize Riverdeep web-based program and “On Target” resource materials toenhance student achievement. These programs will be used daily as part ofclassroom centers and supplemental instruction. Person(s) Responsible: Classroom Teachers Timeline: 8/18/08 – 6/4/09

5. Provide instructional interventions during the school day for the lowest 25percent and targeted students in all sub-groups not making adequate yearlyprogress. The V-Math Program will be used on a daily basis. Person(s) Responsible: Hourly Teacher Timeline: 8/18/08 – 6/4/09

6. Plan and coordinate with after-school on-site SES providers to insure thatinstructional strategies are aligned with student needs. These services will beoffered at least two days per week for one hour each day. Monthly Assessmentswill be used to monitor student progress. Person(s) Responsible: Administrators/ Timeline: 8/18/08 – 6/4/09



SES Facilitator

7. Schedule quarterly Continuous Improvement Model (CIM) planning days inwhich teachers in grades two through five will utilize the Focus on Standards-FOS“Collaborative Debriefing Time” component to plan for differentiated instruction,acceleration, intervention and standardize the conversations regarding data-driven instruction. Person(s) Responsible: Administrators/ Timeline: 8/18/08 – 6/4/09 Leadership Team/ Classroom Teacher

8. Provide teaching staff with professional development activities that will deepentheir knowledge of mathematics and place greater emphasis on teachingeffective problem solving strategies. Person(s) Responsible: Leadership Team/ Timeline: 8/18/08 – 6/4/09 Region/District Support Staff

9. Utilize Edusoft to establish custom groups and monitor the progress of Black,Hispanic, Economically Disadvantaged and Limited English Proficient sub-groups. Person(s) Responsible: Administrators/ Timeline: 8/18/08 – 6/4/09 Classroom Teachers

10. Provide enhanced instruction in all benchmark strands for students in thecontent based Gifted Program. Person(s) Responsible: Gifted Teacher Timeline: 8/18/08 – 6/4/09

*Evaluation: Summative Assessment: 2009 FCAT Mathematics Test Formative Assessments: District Interim Tests School Site Developed tri-weekly benchmark assessments V-Math Classroom Assessments Pre/Post Test for Tutorials

*Evidence-basedProgram(s):

Harcourt Math V-Math On Target Math


Edusoft Training PACES Professional Growth Team Using Assessment to Guide Instruction in Mathematics Creating Effective Math Centers for Student Learning Differentiated Instruction

Budget:



V-Math;On TargetSchool Site Funds;Title IFunds;Educational Excellence SchoolAdvisory Council Funds

$2,875.00

Total: $2,875.00

Technology


Successmaker Math; ComputerPeripherals School Site Funds $500.00

Total: $500.00



School Site Training; TemporaryInstructors School Site Funds $500.00

Total: $500.00



Other


Hourly Instructional Support PersonnelTitle I Funds; School Site Funds;Student Achievement EnhancementFunds

$8,400.00

Total: $8,400.00




End of Mathematics Goal

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

*Needs Assessment: Data from the 2008 Florida Comprehensive Assessment Test Writing+ indicatethat 85 percent of the students in grade four met high standards which marked a20 percentage point increase from the previous year. Student progressmonitoring assessments (District Interim Assessments) reflected the need toconcentrate in the area of “support”.

Continued attention will be directed in the area of narrative writing. The multiplechoice component of the 2008 FCAT Writing+ also revealed a need to placegreater instructional emphasis on the area of “organization”.

*Objective: Given instruction based on the Sunshine State Standards, students in grade fourwill improve their writing skills as evidenced by an increase of 5 percentage pointsin the number of students achieving high standards on the 2009 administration ofthe FCAT Writing+.

*Strategies: 1. Utilize the school site-developed Monthly Writing Calendar and examinestudent writing samples to establish standards for monthly instructional focus. Person(s) Responsible: Classroom Teachers/ Timeline: 8/18/08 – 6/4/09 Reading Coaches

2. Implement the schoolwide writing program to teach the writing process andlay the foundation of writing to prepare students for the fourth gradeassessment. Person(s) Responsible: Classroom Teachers/ Timeline: 8/18/08 – 6/4/09 Reading Coaches

3. Utilize writing activities as outlined in the Houghton-Mifflin Reading Program. Person(s) Responsible: Classroom Teachers/ Timeline: 8/18/08 – 6/4/09

4. Provide one to one feedback to students in grade four to improve writingproficiency throughout the school year. Person(s) Responsible: Administrators/ Timeline: 8/18/08 – 6/4/09 Classroom Teachers Reading Coaches

5. Meet with the Leadership Team on a monthly basis to review the pre andpost-test results and share this data with teachers in order for them to adjustteaching strategies based upon student needs and identify appropriateinterventions. Person(s) Responsible: Administrators/ Timeline: 8/18/08 – 6/4/09 Leadership Team Classroom Teachers

6. Schedule specific articulation times for grade four teachers to meet and scoretheir students’ essays. Teachers will participate in holistic scoring and professionaldialogue regarding ways to improve writing proficiency.



Person(s) Responsible: Administrators/ Timeline: 8/18/08 – 6/4/09 Classroom Teachers

7. Plan and implement Instructional Focus writing lessons based on the results ofweekly mini-assessments. These lessons will also include maintenance skills forreinforcement. Person(s) Responsible: Classroom Teachers Timeline: 8/18/08 – 6/4/09

8. Utilize the District baseline and Interim Assessments as a major tool tobenchmark progress. Person(s) Responsible: Classroom Teachers Timeline: 8/18/08 – 6/4/09

9. Utilize the District-provided “Power Writing Scientific Conclusions” method as ameans of curriculum integration for students in the content-based GiftedProgram. Person(s) Responsible: Gifted Teacher Timeline: 8/18/08 – 6/4/09

*Evaluation: Formative Assessment: 2009 FCAT Writing+ Test Summative Assessments: District Interim Writing Tests Classroom Portfolios School Site Developed Monthly Writing Assessments Pre/Post Test for Tutorials


Houghton-Mifflin Reading


Houghton-Mifflin Reading Series Professional Development Training in the area of “Best Practices for Teaching Writing”

Budget:



Houghton-Mifflin Reading Program District Funds $0.00

Total: $0.00

Technology


Computer Peripherals School Site Funds $500.00

Total: $500.00



Reading Coach; DistrictTraining/Temporary Instructors

Title I Funds; Reading First Funds;School Site Funds $53,900.00

Total: $53,900.00

Other


None $0.00

Total: $0.00


End of Writing Goal

Goal: Science



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

*Needs Assessment: Data from the 2008 Florida Comprehensive Assessment Test Science indicatethat 29 percent of the students in grade five met high standards. Thirty-sevenpercent of the students performed at Level 1 and 41 percent performed at Level2.

Student progress monitoring assessments (District Interim Assessments)identified a continued deficiency in the conceptual understanding of ScientificThinking.

An analysis of the three year FCAT Content Trend Data reveals that priority focusmust be directed in the benchmark areas of Physical/Chemical Science andEarth/Space Science.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grade five will increase by 21 percentagepoints on the 2009 FCAT Science Test as compared to the 2008 administrationof the FCAT Science Test.

*Strategies: 1. Provide all teachers with the District-developed Curriculum Pacing Guide whichserves as a foundation for the development of the Instructional Focus Calendarand is aligned with the Scott Foresman Science series. Person(s) Responsible: Administrators Timeline: 8/18/08

2. Improve the development of scientific process skills through group work,student journaling, technology, inquiry-based activities and science lab activitiesthat will take place on a weekly basis. Person(s) Responsible: Classroom Teachers Timeline: 8/18/08 – 6/4/09

3. Administer monthly assessments and target specific activities and strategiesrelated to benchmark performance, remediation and intervention. Person(s) Responsible: Classroom Teachers Timeline: 8/18/08 – 6/4/09

4. Conduct a schoolwide Science Fair in which students will be given theopportunity to demonstrate their knowledge of the scientific method. Person(s) Responsible: Administrators/ Timeline: 11/19/08 Schoolsite Science Coordinator

5. Provide Professional Development activities that focus on conceptualunderstanding with an emphasis on teaching scientific process skills in the areasof Physical/Chemical Science and Earth/Space Science. Person(s)Responsible:Region/District Support Staff Schoolsite Science Coordinator Timeline: 8/18/08 – 6/4/09

6. Complete data debriefing protocols after administering the District’s baselinebenchmark and Interim Assessments to standardize the conversations regardingdata-driven instruction. Person(s) Responsible: Leadership Team Timeline: 8/18/08 – 6/4/09

7. Utilize Edusoft to establish custom groups and monitor the progress ofstudents in the lower 25 percent. Person(s) Responsible: Leadership Team Timeline: 8/18/08 – 6/4/09

8. Provide enhanced instruction in all benchmark strands for students in theContent-based Gifted Program. Person(s) Responsible: Gifted Program Teacher Timeline: 8/18/08–6/4/09

*Evaluation: Summative Assessment: 2009 FCAT Science Test Formative Assessments: District-developed Science Interim Assessments Classroom performance assessments


Scott Foresman Science




Utilizing Performance Assessment in Science Using Assessment to Guide Instruction in Science Implementing Differentiated Science Instructional Strategies

Budget:



Scott Foresman Science AdoptionSeries

State Funds $0.00

Total: $0.00

Technology


State Website $0.00

Total: $0.00



School Site/District Training District Funds $0.00

Total: $0.00

Other


None $0.00

Total: $0.00

Final Total: $0.00



End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: A review of the 2007-2008 Title I Parent Participation logs revealed that theaverage attendance rate at curriculum-related training for parents of the lowestperforming students was 33 percent.

*Objective: Given the critical need for increased involvement of parents of the lowestperforming students, the school will demonstrate an increase of 5 percentagepoints in the number of targeted parents attending parent training sessions asevidenced by comparing sign-in sheets for the 2008-2009 and 2007-2008school years.

*Strategies: 1. Provide parent workshops designed to promote parent involvement and enhance understanding of students' academic needs. Person(s) Responsible: Administrators/ Timeline: 8/18/08 – 6/4/09 Community Involvement Specialist

2. Promote access to the school's website as a means to encourage parentinvolvement and awareness. Person(s) Responsible: Administrators Timeline: 8/18/08 – 6/4/09

3. Provide inservices for parents targeting Reading, Writing, Mathematics andScience strategies to enhance student achievement. Person(s) Responsible: Parent Academy/ Timeline: 8/18/08 – 6/4/09



Community Involvement Specialist

4. Provide parent access to the Parent Portal Registration System in order toassist them in monitoring their student’s academic progress. Person(s) Responsible: Administrators Timeline: 8/18/08 – 6/4/09

5. Provide inservices to parents of students scoring at the lowest 25 percent topromote awareness and increase student achievement. Person(s) Responsible: Administrators Timeline: 8/18/08 – 6/4/09

6. Analyze Parent Needs Assessment Survey which indicates areas of interest.The data gathered from this instrument will be utilized to plan future Workshops.Workshops will be presented in both English and Spanish. Person(s) Responsible: Administrators/ Timeline: 8/18/08 – 9/30/08 Parent Involvement Committee

7. Promote and utilize the Parent Academy and the Bilingual Parent OutreachProgram as a resource for parents. Person(s) Responsible: Administrators/ Timeline: 8/18/08 – 6/4/09 Community Involvement Specialist/ Parent Involvement Committee

8. Continue to provide monthly calendars, newsletters and ConnectEd messagesfor parents in their primary language, which will include pertinent schoolinformation as well as tips for assisting students at home. Person(s) Responsible: Administrators Timeline: 8/18/08 – 6/4/09

*Evaluation: At least four parent workshops will be offered exclusively to parents of studentsscoring in the lower 25 percent during the 2008-2009 School Year a 5percentage point increase in the number of parents attending these trainingsessions will determine goal attainment.


National PTA Standards


Parent Academy Bilingual Parent Outreach Program Florida International University

Budget:



Community Involvement Specialist Title I Funds $36,196.00

Total: $36,196.00

Technology


None $0.00

Total: $0.00



None $0.00

Total: $0.00

Other

Description of Resources Funding SourceAvailableAmount

Grant Funded Parent Training Family Central $1,200.00

Total: $1,200.00


End of Parental Involvement Goal



Goal: Return on Investment

Needs Assessment: The most recent data supplied from the FLDOE indicate that in 2006 - 2006,Miami Gardens Elementary School ranked at the 1st percentile on the State ofFlorida’s ROI Index.

Objective: Miami Gardens Elementary School’s Return On Investment (ROI) percentileranking will increase at least 1 percentage point.

Strategies: 1. Become more informed about the use of financial resources in relation toSchool programs. Person(s) Responsible: Administrators Timeline: 8/18/08 – 6/4/09

2. Collaborate with the District on resource allocation. Person(s) Responsible: Administrators Timeline: 8/18/08 – 6/4/09

3. Consider reconfiguration of existing resources or take advantage of a broaderresource base, e.g. private foundations, volunteer networks. Person(s) Responsible: Administrators Timeline: 8/18/08 – 6/4/09

4. Consider shared use of facilities, partnering with community agencies. Person(s) Responsible: Administrators Timeline: 8/18/08 – 6/4/09

Evaluation: The percentile ranking of Miami Gardens Elementary School will increase by 1percentage point on the next publication of the State of Florida's ROI Index.

End of Return on Investment Goal

ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading Voyager Intervention District Funds $4,130.00

Mathematics V-Math;On TargetSchool Site Funds;Title IFunds;Educational ExcellenceSchool Advisory Council Funds

$2,875.00

WritingHoughton-Mifflin ReadingProgram District Funds $0.00

Science Scott Foresman ScienceAdoption Series State Funds $0.00

Parental Involvement Community InvolvementSpecialist Title I Funds $36,196.00

Total: $43,201.00

Technology


Reading SuccessMaker; ComputerPeripherals District Funds $4,250.00

Mathematics Successmaker Math;Computer Peripherals School Site Funds $500.00

Writing Computer Peripherals School Site Funds $500.00



Science State Website $0.00

Parental Involvement None $0.00

Total: $5,250.00



ReadingReading Coach; School SiteTraining/TemporaryInstructors

Reading First; Title I; SchoolSite Funds $66,035.00

Mathematics School Site Training;Temporary Instructors School Site Funds $500.00

WritingReading Coach; DistrictTraining/TemporaryInstructors

Title I Funds; Reading FirstFunds; School Site Funds

$53,900.00

Science School Site/District Training District Funds $0.00

Parental Involvement None $0.00

Total: $120,435.00

Other

Goal Description of Resources Funding SourceAvailableAmount

Reading Hourly Instructional SupportPersonnel

Title I; Student AchievementEnhancement; School SiteFunds

$19,200.00

Mathematics Hourly Instructional SupportPersonnel

Title I Funds; School SiteFunds; Student AchievementEnhancement Funds

$8,400.00

Writing None $0.00

Science None $0.00

Parental Involvement Grant Funded Parent Training Family Central $1,200.00

Total: $28,800.00


SCHOOL ADVISORY COUNCIL

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 principaland an appropriately balanced number of teachers, education support employees, students (for middle, juniorhigh and high school only), parents, and other business and community citizens who are representative of theethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The School Advisory Council (SAC) identifies and suggests areas that need to be addressed in support ofschool improvement. The SAC provides input by examining all aspects of the school when developing theSchool Improvement Plan. This includes determining the school’s needs, prioritizing them andrecommending strategies to improve areas of importance. Decisions about measuring results are alsobased on input from the SAC. Recommendations from the members are incorporated into the draft formof the School Improvement Plan. The SIP is then edited and revised for final review by the SAC at asubsequent meeting. The SAC is the sole body responsible for final decision making at the school relating tothe implementation of the SIP.

The school’s annual budget is presented to the SAC by the principal at the beginning of the school year.Members are encouraged to engage in conversations that allow them to better understand the correlationof funding allocations with the SIP objectives and strategies. It is anticipated that this year’s SAC budget will



of funding allocations with the SIP objectives and strategies. It is anticipated that this year’s SAC budget willbe approximately $3,300 and will be utilized for supplemental instructional materials and/or hourlyinstructional support personnel.

SAC Members

Members

1) JOHNNIE BROWN, Principal

2) CARMEN SMITH, SAC Chair

3) PATRICIA ANDERSON, Teacher

4) SILVIA LEWIS, Teacher

5) EILEEN ARES, Teacher

6) LISA ARELLANO-RABAH, Teacher

7) FRANCISCA ESPINAL, Teacher

8) HERMAN WILLIAMS, Business Member

9) JUANA LARIN, Parent

10) GAIL FULMORE, Parent

11) AUREA HERRERA, Parent

12) TIFFANY MALLETTE, Parent

13) ZULMA LOPEZ, Parent

14) MILAGROS AUZON, School Support Personnel

15) GLENOVON MALCOLM, School Support Personnel

IMPLEMENTATION EVALUATION

School site developed benchmark assessments and District-provided Interim Assessments will be utilizedas the tools for strategic planning as well as ongoing and final evaluations. A review of SIP progress ispresented at each SAC Meeting. Information is provided about current data findings. Conversations areheld regarding which strategies are recommended for continued implementation, deletion or addition. Thecouncil members provide appropriate feedback and revisions are made as needed.

REPORTING

Baseline Data Report



Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

13 87 2 98 0 0 0 0 0 0

Name ofAssessmentUsed

BaselineBenchmarkAsessment



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

30 70 21 79 2 98 0 0 0 0




District Pre-Test


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

24 76 2 98 0 0 4 96 0 0






ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery



0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade MIAMI GARDENS ELEMENTARY SCHOOL 3241Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 161Math: 161

2007-2008 School Grade1:

B Did the Schoolmake AdequateYearly Progress?

YES

This section shows the percent tested and performance for each group used to determineAYP (Parts a and c2).

This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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 59 Y 58 N 86 Y NA 44 41 NA 58 42 Y 61 NA 66 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 51 N 49 N NA NA 55 49 Y 69 51 Y 51 NA 51 NA HISPANIC 100 Y 100 Y 63 Y 62 Y 91 Y NA 40 37 NA 51 38 NA 67 NA 75 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 58 Y 57 N 86 94 Y NA 43 42 NA 57 43 Y 59 NA 64 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 47 N 57 N NA NA 31 53 N 50 43 Y 63 Y 71 NA

STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA NA NA NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade MIAMI GARDENS ELEMENTARY SCHOOL 3241Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 166Math: 166


F Did the Schoolmake AdequateYearly Progress?

NO


This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N

TOTAL4 100 Y 100 Y 56 Y 42 N 80 86 Y NA 37 53 NA 53 58 NA 55 NA 48 NA

WHITE NA NA NA NA NA NA NA 25 NA NA NA BLACK 100 Y 100 Y 45 N 31 N NA NA 44 67 NA 66 69 NA 44 NA 42 NA HISPANIC 100 Y 100 Y 60 Y 49 N 91 Y NA 31 47 NA 46 51 NA 61 NA 54 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED

100 Y 100 Y 57 Y 43 N 79 86 Y NA 35 52 NA 54 57 NA 55 NA 49 NA


100 Y 100 Y 69 Y 50 N NA NA 31 NA 51 50 NA 71 NA 50 NA

STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA 86 NA NA NA

End of Baseline Data Report

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade MIAMI GARDENSELEMENTARY SCHOOL 3241

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

Read: 172Math: 172


B Did the Schoolmake AdequateYearly Progress? 5

PRO


This section shows theimprovement for each group usedto determine AYP via safe harbor(Part b2).

Group








SafeHarborReading


SafeHarborMath

2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N

TOTAL4 100 Y 100 Y 63 Y 47 N 85 80 N NA 45 37 NA 56 53 NA

WHITE NA NA NA NA NA NA NA NABLACK 100 Y 100 Y 54 Y 34 N NA NA 56 46 NA 61 66 NAHISPANIC 100 Y 100 Y 67 Y 54 Y NA NA 35 33 NA 51 46 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 63 Y 46 N 83 79 NA NA 44 37 NA 58 54 NA


100 Y 100 Y 62 Y 49 N NA NA 54 38 NA 60 51 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y NA NA NA NA NA NA

Dade School DistrictMIAMI GARDENS ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

68% 61% 85% 29% 243

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

62% 78% 140

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

Adequate Progressof Lowest 25% inthe School?

57% (YES) 73% (YES) 130 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 513 Percent Tested =100% Percent of eligible students tested

School Grade B Grade based on total points, adequate progress, and % ofstudents tested

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

63% 48% 65% 18% 194

Writing and Science: Takes into account the % scoring 3.5and above on Writing and the % scoring 3 and above onScience. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

44% 45% 89


Adequate Progressof Lowest 25% inthe School?

43% (NO) 60% (YES) 103 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 386 Percent Tested =100% Percent of eligible students tested

School Grade F Grade based on total points, adequate progress, and % ofstudents tested


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 73% 55% 68% 196

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

% of Students MakingLearning Gains 70% 62% 132


Adequate Progress of Lowest25% in the School? 67% (YES) 67 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 395 Percent Tested = 100% Percent of eligible students tested

School Grade B Grade based on total points, adequate progress, and % ofstudents tested



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