2008-2009 florida school improvement plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: SOUTHSIDE ELEMENTARY SCHOOL

District Name: Dade

Principal: Salvatore Schiavone

SAC Chair: Christina Alonso

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 Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

VISION

Southside Elementary Museums Magnet School is a unique and challenging museums-based learningenvironment, which enables students to: Explore, Examine, Experiment, and Exhibit; therefore becomingself-directed, creative, and critical thinkers.

MISSION

Southside Elementary Museums Magnet School is committed to providing a culturally diverse learningenvironment in collaboration with museums throughout the community. A humanities-based curriculuminfused with museum resources and expeditions provides hands-on, minds-on authentic learningexperiences taking students beyond the walls of the classroom.

CORE VALUES

Excellence We pursue the highest standards in academic achievement and organizational performance.

Integrity We build positive relationships through honesty, respect and compassion, which enhance the self-esteem,safety, and well-being of our students, families and staff.

Equity We foster an environment that serves all students and aspires to eliminate the achievement gap.

Citizenship We honor the diversity of our community by working as a team to ensure the educational success of all ofour students and recognize that our obligations go beyond our professional responsibilities to promotedemocratic principles.

10/21/2008 2008-2009 Florida School Improveme…

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SCHOOL PROFILE DEMOGRAPHICS

Southside Elementary Museums Magnet School, located at 45 SW 13 Street, Miami, Florida 33130occupies 2.00 acres of land, was established in 1917 and currently serves approximately 324 students inprekindergarten through grade three. The school is undergoing a major construction project of a threestory classroom building with underground parking, a media center, art and music labs, and a playgroundincluding a shelter and basketball courts. Due to construction, fourth and fifth graders were moved toShenandoah Middle School. As a result, Southside Elementary is an educational setting for Prekindergartenthrough third grade.

The school is located in a predominantly Hispanic community in Southwest Miami-Dade County withstudents from first and second generation immigrants with a wide variety of cultural and economicbackgrounds: 82 percent Hispanic, 15 percent White, 1 percent Black, 1 percent Multi-racial and 1 percentAsian students. The active community partners are the City of Miami Police Department Coral Way NETunit, Bilzen Sumberg Law Firm, Hands on Miami, Amigos for Kids, Kristi House, American Children’sOrchestra, Conrad Miami and Hyatt Regency.

The student population is comprised of 63 percent receiving free or reduced lunch, 54 percent of thestudent population is English Language Learners (ELL) and 12 percent participate in Special Education(SPED). Of the twelve percent of students receiving SPED services, the exceptionalities represented are 1emotionally handicapped student, 1 speech impaired student, 1 language impaired student, 7 specificlearning disabled students, 28 gifted students and 1 student with other health impaired. The school’sretention rate is less than 1 percent. Graduates advance to both Jose de Diego Middle School (D) andShenandoah Middle School (C) then Booker T. Washington Senior High School.

Southside Elementary Museums Magnet School average class size by grade level is: 17 prekindergarten,19.75 kindergarten, 18.5 first grade, 17.75 second grade, and 22.5 third grade students.

Southside Elementary Museums Magnet School employs 46 full-time staff members and 8 part-time staffmembers. The ethnic breakdown of the instructional staff is as follows: 70 percent Hispanic, 24 percentWhite, and 6 percent Black. The breakdown of full-time staff is as follows: 2 administrators, 1 lead teacher,1 guidance counselor, 1 teacher/trainer, 1 media specialist, 1 reading coach, 1 computer specialist, 1cafeteria manager, 2 paraprofessionals, 4 clerical, 3 custodial, and 28 teachers. Of the 28 teachers, 3 areSpecial Education teachers, 4 are Special Area teachers, and 21 are classroom teachers. Of the 33 full-timeteachers, 3 are National Board certified, 9 percent are new to this school, and 36 percent hold advanceddegrees. The breakdown of the part-time staff is as follows: 5 cafeteria workers, 2 security monitors, and1 Community Involvement Specialist (CIS).

Southside Elementary Museums Magnet School is a school wide Title I Magnet school that implements theinclusion model for all Students With Disabilities (SWD) and English Language Learners (ELL). SouthsideElementary is also a Bilingual School Organization (BISO) school, which is a program delivery systemoffered to all students. In addition to a regular instructional program in the English language, the studentsreceive instruction in English for Speakers of Other Languages, Spanish for Spanish Speakers, Spanish as aSecond Language, and Curriculum Content in Spanish. Southside Elementary Museums Magnet Schoolprovides a content gifted program in the areas of Language Arts, Reading and Social Sciences for gradeskindergarten through three. For the 2007-2008 school year, Southside Elementary has once againattained an “A” under Florida's A+ Plan and has also made Adequate Yearly Progress under the No ChildLeft Behind Act.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A



QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Principal: Mr. Salvatore Schiavone has a B.A. in Literature, an M.S. in Reading, and an Ed.S. in Educational Leadership.Mr. Schiavone is certified in Educational Leadership, Elementary Education, Gifted, Middle Grades English,and Reading. He has 11 years teaching experience at the elementary school and middle school levels. Mr.Schiavone has been an administrator at Southside Elementary Museums Magnet School for 7 years servingas the Assistant Principal for 4 years and as the Principal for the past 3 years. Throughout all his years atthe school, the school has maintained a grade of "A" and has continued to meet Adequate Yearly Progress(AYP).

Assistant Principal: Ms. Nancy Sapiro is the assistant principal at Southside Elementary Museums Magnet School. She earnedher Bachelor of Science degree from the University of Miami majoring in Early Childhood Education. Sheearned her Master’s degree from Florida International University with a major in Educational Leadership.Her teaching certificate covers Early Childhood Education, Educational Leadership, Administration of AdultEducation, Teacher Coordinator of Work Experience Programs and Coordinator, Diversified CooperativeTraining. She has served as a teacher, Curriculum Support Specialist and District Supervisor with twelveyears of administrative experience. Prior to her current position, Ms. Sapiro directed the School Age ChildCare Programs for fourteen years which are offered in all elementary schools throughout the district. Sheserved for six years in the Division of Early Childhood Programs and was instrumental in theimplementation of the state VPK program.

Recruitment/Retention of Highly Qualified Teachers


Strategies to recruit and retain high-quality, highly qualified teachers to the school are grounded in the needto implement the museums magnet curriculum with fidelity. To ensure that the school retains highlyqualified teachers, professional development in the methodologies related to curriculum is provided by acadre of experienced teachers as well as experts in the field of museum education.

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Funds available to the school from Title I will impact student achievement, school-wide, through thesupport of a Reading Coach who will provide modeling of best practices to all teachers. This modeling willenhance the ability for teachers to implement the reading program with fidelity. Additional hourly teachersupport will expand small group instruction for students in all grade levels. A Community InvolvementSpecialist will provide a school to home connection.

School Wide Improvement Model




The Eight-Step Continuous Improvement Model (CIM) will be used to align curriculum, instructionalstrategies, assessment, and professional development. Specifically, in step 1 test scores will bedisaggregated. The Leadership Team will review data with teachers to identify instructional groups. Step 2will focus on development of timelines and the creation of an instructional focus calendar. Step 3 will be thedelivery of the instructional focus lessons. Step 4 will be the administration of assessment to identifymastery and non-mastery students. Step 5 will focus on providing intervention and tutorial time to teachnon-mastered targets and Step 6 will focus on providing enrichment opportunities for mastery students.Step 7 will support ongoing maintenance and re-teaching through the use of additional materials andactivities. Step 8 will be the monitoring process. The principal will engage in ongoing and sustainedclassroom walk-throughs to provide feedback and required follow-up action. The Leadership Team willmeet regularly with department chairpersons and grade levels in order to provide professional developmentopportunities and to engage teachers in various follow-up activities.

NCLB Public School Choice


N/A

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


The Voluntary Prekindergarten program at Southside Elementary Museums Magnet School providesstudents with the opportunity to acquire proficiency in language and emergent reading skills necessary forreadiness to enter Kindergarten. The classroom teacher utilizes the Houghton Mifflin Literacy Program, theHigh/Scope Curriculum, and the VPK Standards to facilitate learning and monitor student progress duringthe school year. By the third week of school, the prekindergarten teacher must administer the OralLanguage Proficiency Scale - Revised (OLPS-R) to assess student language skills. The Houghton Mifflin PrekEarly Growth Indicators Benchmark Assessment is administered three times during the school year.Teachers record anecdotes on children's behavior and interests on Key Experience Notes (KEN) forms dailyto plan activities and to use during parent meetings. Screenings are conducted for possible speech, vision and hearing delays as well as height and weightmeasurements.

Upon entering Kindergarten, Early Childhood Observation System (ECHOS) is administered to all studentsas a continuous observational assessment tool to collect data about improvement of students’ skill levels.Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is used to measure progress in foundationalreading skills.

Classroom experiences and school wide activities will expose students to a school environment improvingtheir social/emotional development. Students are involved in activities that allow them to participate andcontribute in the learning process. School wide activities such as Exhibit Night promote a positive self imageand help students recognize the importance of student achievement. Students transitioning from Pre-kindergarten have the advantage of a curriculum that integrates Reading, Language Arts, Mathematics,Science, Social Studies, Physical Education, Technology, Art and Music in a classroom setting whilepreparing them to become lifelong learners.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring




Teachers new to the school (mentees) are paired with veteran teachers (mentors) who demonstrateexpertise in the grade or subject area. Mentors provide support through modeling and sharing bestpractices for the mentee. The mentee collaborates with the mentor to gain a better understanding ofpedagogy through classroom observation and feedback.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


During the months of October through April, after school tutoring is provided to the lowest 25th percentilestudents in both reading and mathematics. Using the Voyager Passport program, lessons provide teacherswith strategies for daily teacher observations. Assessments designed to monitor student progress areembedded in Lessons 5 and 10 as checkpoints.

SCHOOLS GRADED C OR BELOW

Professional Development

N/A

Disaggregated Data

N/A

Informal and Formal Assessments

N/A

Alternative Instructional Delivery Methods

N/A

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

N/A

Responsibility of Teaching Reading for Every Teacher

N/A

Quality Professional Development for Teachers and Leaders

N/A

Small Learning Communities (SLC)



N/A

Intensive Intervention in Reading and Mathematics

N/A

Parental Access and Support

N/A

Applied and Integrated Courses

N/A

Course Choice Based on Student Goals / Interests / Talent

N/A

Master Schedules Based on Student Needs

N/A

Academic and Career Planning

N/A

GOALS

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

*Needs Assessment: The results obtained from the 2008 Florida Comprehensive Assessment Test(FCAT) for Reading indicate that 81 percent of students in grades three throughfive met the state required mastery level, 61 percent made learning gains and 57percent of the students in the lowest 25 percent made learning gains. An analysisof data across the grade levels indicates that 71 percent of the English LanguageLearners (ELL) and 72 percent of Economically Disadvantaged students met thestate required mastery level on the FCAT Reading subtest.

Close examination of each content cluster indicates the following. In grade three,the strongest area was Main Idea and Purpose at 68 percent and the weakestarea was Reference and Research at 60 percent. In grade four, the strongestarea was Main Idea and Purpose at 68 percent and the weakest area wasComparisons at 58 percent. In grade five, the strongest area was Main Idea at67 percent and the weakest area was Reference and Research at 60 percent.

*Objective: Given instruction based on the Sunshine State Standards, 86 percent of studentsin grade three will score at a Level 3 or above on the 2009 administration of theFCAT Reading Test.

*Strategies: Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an on-going basis.

Reduce class size by utilizing the inclusion model in which ELL and SPED teachersassist during the Language Arts/Reading block for small group instruction in



grades kindergarten through three.

Provide differentiated and flexible reading tutorial services for third grade studentsafter school to address students' areas of weakness.

Utilize Object-Based Learning strategies to enhance student learning.

Create theme-based units using the Understanding by Design (UbD) curriculumframework which will be evaluated using performance based assessment toimprove student achievement.

Facilitate professional development activities for teachers in appropriate readingstrategies including Differentiated Instruction and Accelerated Reader.

Utilize Voyager Passport to provide interventions during school for studentsperforming in the lowest 25 percent.

Integrate various technology tools and programs such as Smart Board activities,Accelerated Reader, STAR, Riverdeep, FCAT Explorer, and Reading Plus toincrease student achievement.

*Evaluation: Based on the results of the 2009 FCAT Reading Assessment, 86 percent ofstudents in grade three will attain proficiency. Scores and data provided byEdusoft, from pre- and post-tests, by the PMRN, and from the DynamicIndicators of Basic Early Literacy Skills (DIBELS) will be used to monitor progresstowards this objective and to redirect intervention and instructional strategies forstudents in grade three. The Continuous Improvement Model will be utilized tomonitor student performance and evaluate the success of teaching strategiesimplemented.

*Evidence-basedProgram(s):

Houghton Mifflin Reading Series Voyager Passport Riverdeep Reading Plus Accelerated Reader STAR FCAT Explorer

*ProfessionalDevelopment:

August: FCAT Item Specification

September: Differentiated Instruction in the 90-minute Literacy Block

October: Guided Reading

November: Comprehensive Reading Program

December: Reading Plus

January: FCAT Explorer

February: Accelerated Reader

Budget:

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

Description of Resources Funding Source AvailableAmount

Houghton Mifflin Reading Series,Voyager Passport

$0.00

Total: $0.00

Technology


Riverdeep ,Reading Plus, AcceleratedReader, STAR $0.00



Total: $0.00



Principal, Assistant Principal, ReadingCoach, Teachers $0.00

Total: $0.00

Other


After School Tutoring Title I $3,600.00

Total: $3,600.00

Final Total: $3,600.00

*Non-Highly QualifiedInstructors:

Linnette Vasquez Natalia Novela

Mentor teachers will model instructional strategies and share best practices.Assistance will be given on preparing the Professional Development Plan for thementee.

End of Reading Goal

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

*Needs Assessment: The results obtained from the 2008 FCAT Mathematics Assessment indicate that81 percent of the students in grades three through five achieved high standardsin Mathematics, 58 percent made learning gains and 67 percent of the studentsin the lowest 25 percent made learning gains. An analysis of data across thegrade levels indicates that 78 percent of the English Language Learners (ELL) and78 percent of Economically Disadvantaged students met the state requiredmastery level on the FCAT Mathematics subtest.

Close examination of each content cluster indicates the following. In grade three,the strongest area Geometry at 86 percent and the weakest area was AlgebraicThinking at 67 percent. In grade four, the strongest area was Algebraic Thinking,Geometry and Data Analysis at 71 percent and the weakest area wasMeasurement at 63 percent. In fifth grade, the strongest area was Geometry at69 percent and the weakest area was Number Sense at 54 percent.

*Objective: Given instruction based on the Sunshine State Standards, 86 percent of studentsin grade three will score at a level 3 or above on the 2009 administration of theFCAT Mathematics Test.


Reduce class size by utilizing the inclusion model in which ELL and SPED teachersassist during the Mathematics block for small group instruction in gradeskindergarten through three.

Utilize Riverdeep and FCAT Explorer to reinforce strategies and skills for lowerquartile students in all grade levels.

Analyze Stanford Achievement Test (SAT) scores in order to determine whichstudents narrowly met high standards and provide enrichment using Riverdeepduring the school day.

Provide differentiated and flexible mathematics tutorial services for grade threestudents after school to address students' areas of weakness.



Create theme-based units using the Understanding by Design (UbD) curriculumframework which will be evaluated using performance based assessments toimprove student achievement.

Incorporate technology by utilizing Smart Boards and laptops to facilitate andenhance instruction.

Utilize differentiated instruction and manipulatives to remediate all students,targeting the achievement of Students With Disabilities (SWD).

*Evaluation: Based on the results of the 2009 FCAT Mathematics Assessment, 86 percent ofthe students in grade three will attain proficiency. Student progress will also beevaluated by school based pre- and post-assessments.


Harcourt Brace Mathematics Series Riverdeep Everyday Counts


August: Competence Based Curriculum (CBC)

September: FCAT Mathematics item specification

October: Updated Mathematics Pacing Guide

November: Mathematics Curriculum Pacing

December: FCAT Explorer

January: Math Task Cards

February: Riverdeep

Budget:



Harcourt Brace Mathematics $0.00

Total: $0.00

Technology


Riverdeep $0.00

Total: $0.00




Total: $0.00

Other

Description of Resources Funding SourceAvailableAmount

After School Tutoring Title I $3,600.00

Total: $3,600.00







End of Mathematics Goal

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

*Needs Assessment: The results obtained from the 2008 FCAT Writing+ Assessment indicate that 91percent of the grade four students achieved high standards in writing. Studentsscored 4.0 on narrative prompts, 4.1 on expository prompts and an overallscore of 4.1.

*Objective: Given instruction based on the Sunshine State Standards, 80 percent of studentsin grade three will increase their writing scores on the 2008-2009 District PostWriting Test by 1 point as compared to the pretest.


Reduce class size by utilizing inclusion in which ELL and SPED teachers assistduring the Writing block for small group instruction in grades kindergarten throughthird.

Administer District pre- and post-assessments then analyze test data in order toplan for differentiated instruction for students in grade three.

Implement Four Square Writing Frame across the content areas to strengthenthe writing process for all grades.

Administer monthly writing prompts to students in grades kindergarten throughthree to reinforce the writing process.

Create theme-based units using the Understanding by Design (UbB) curriculum asa framework which will be evaluated using performance based assessment toimprove student achievement.

*Evaluation: Based on the results of the 2008-2009 District Pre/Post Writing Test, 80 percentof students in grade three will increase their writing scores by 1 point ascompared to the pretest. Evaluation of students will also be conducted throughmonthly writing prompts.


Houghton Mifflin Writing Component


August: District Writing Assessment Primary/Intermediate Rubric

September: District Writing Assessment, analyzing scores

October: Four Square Writing

November: Competency Based Curriculum (CBC)

December: Comprehensive Reading Program

January: Expository Writing

February: Narrative Writing

Budget:



Houghton Mifflin Reading Series $0.00

Total: $0.00

Technology




$0.00

Total: $0.00




Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $0.00

End of Writing Goal

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

*Needs Assessment: The results obtained from the 2008 FCAT Science Assessment indicate that 60percent of the students achieved high standards in Science. Close examination of each content cluster indicates the strongest area was Lifeand Environmental at 69 percent. The weakest area was Earth and Space at 57percent.

*Objective: Given instruction based on the Sunshine State Standards, 80 percent of studentsin grade three will increase their science scores by 5 percent as compared to thepretest utilizing the Scott Foresman Science state adopted assessment.


Visit the Museum of Science during learning expeditions a minimum of two timesthroughout the school year in order to support the museum magnet program.

Administer the Scott Foresman state adopted assessment then analyze testdata in order to plan for differentiated instruction for students in grades onethrough three.

Create theme-based units using the Understanding by Design (UbD) curriculumframework which will be evaluated using performance based assessment toimprove student achievement.

Increase student participation in hands-on science activities by conductingexperiments that demonstrate concrete applications of the scientific method forstudents in grades kindergarten through three.

Plan a Science Fair to provide students with an opportunity to demonstrateunderstanding in both object-based and inquiry based learning as evidenced by aroster delineating student participation.

*Evaluation: Based on the results of the Scott Foresman Science assessment, 80 percent ofgrade three students will increase their science test scores by 5 percent ascompared to the pretest. Student progress will also be evaluated by schoolbased assessments.


Scott Foresman Science Program FCAT Explorer

*Professional August: Scott Foresman Teacher Guides



Development:g

September: Competence Based Curriculum (CBC)

October: Elementary Pacing Guide

November: Science Labs

December: Resource Guides

January: FCAT Science Item Specifications

February: Comprehensive Plan

Budget:



Scott Foresman Science Program $0.00

Total: $0.00

Technology


FCAT Explorer $0.00

Total: $0.00




Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $0.00




End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Parent Academy rosters indicate that 14.72 percent of Southside Elementaryparents were enrolled in district-offered courses during the 2007-2008 schoolyear. This indicates a need to increase opportunities for parent education.

*Objective: Given the need to establish a link between school, home, and community, theschool will offer Parent Academy courses and promote enrollment in coursesoffered off-campus in order to increase the number of parents attending ParentAcademy courses to 15.72 percent as compared to the 2007-2008 school



roster.*Strategies: Secure parent compact/contract from all parents.

Develop and initiate courses that can be offered on-campus by the ParentAcademy.

Contact parents using Connect-Ed to notify them of courses being offered bothon and off campus by the Parent Academy.

Send home flyers and include Parent Academy information in school newsletter inEnglish and Spanish.

Recruit parents to attend the Parent Academy utilizing the Parent TeacherAssociation (PTA).

Facilitate the use of parenting materials at the Parent Resource Center.

Increase parent volunteers assisting in activities throughout the school asdocumented by sign-in sheets and logs.

Participate in Monthly EESAC meetings. *Evaluation: This objective will be evaluated by the number of parents/guardians who enroll

and attend Parent Academy courses offered on and off campus. The enrollmentwill be monitored on a quarterly basis in order to determine if additionalstrategies need to be developed.


National Parent Teacher Association


Parent Portal Computer Literacy FCAT Success Research Skills

Budget:



National Parent Teacher Association $0.00

Total: $0.00

Technology


Parent Portal $0.00

Total: $0.00




Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal



Goal: Return on Investment

Needs Assessment: Compared to similar schools, Southside’s percentile ranking is 26 and the percentof the highest ROI value is 51%.

Objective: Southside’s ROI percentile ranking will increase by at least one percentile point.

Strategies: Identify lowest quartile students early and provide additional assistance.

Use student data analysis results to find or construct more effective educationalstrategies that fit the needs of students and staff.

Provide strategies to parents for their student’s academic improvement.

Continue to provide high quality teacher professional development and monitorits implementation.

Reallocate school resources to better implement teaching, learning, and class-size mandates; i.e., combine teacher aide positions into a teacher position.

Consider shared use of facilities, partnering with community agencies.

Offer opportunities for school personnel to be trained in fiscal management.

Coordinate efforts with Dade Partners to provide incentives for attendance andachievement.

Become more informed about the use of financial resources in relation to schoolprograms.

Evaluation: The percentage of students with learning gains will be divided by the programcosts per weighted FTE students at the school.

The 2007-2008 ROI results will be compared to the 2008-2009 results.

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 Houghton Mifflin ReadingSeries, Voyager Passport $0.00

Mathematics Harcourt Brace Mathematics $0.00

Writing Houghton Mifflin ReadingSeries $0.00

Science Scott Foresman ScienceProgram $0.00

Parental Involvement National Parent TeacherAssociation

$0.00

Total: $0.00

Technology


Reading Riverdeep ,Reading Plus, $0.00



Reading Accelerated Reader, STAR $0.00

Mathematics Riverdeep $0.00

Writing $0.00

Science FCAT Explorer $0.00

Parental Involvement Parent Portal $0.00

Total: $0.00



Reading Principal, Assistant Principal,Reading Coach, Teachers

$0.00

MathematicsPrincipal, Assistant Principal,Reading Coach, Teachers $0.00

Writing Principal, Assistant Principal,Reading Coach, Teachers $0.00

Science Principal, Assistant Principal,Reading Coach, Teachers $0.00

Parental Involvement Principal, Assistant Principal,Reading Coach, Teachers $0.00

Total: $0.00

Other

Goal Description of Resources Funding SourceAvailableAmount

Reading After School Tutoring Title I $3,600.00

Mathematics After School Tutoring Title I $3,600.00

Writing $0.00

Science $0.00

Parental Involvement $0.00

Total: $7,200.00


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

Duties of the Educational Excellence School Advisory Council (EESAC) members and the procedure used forelection and appointment of advisory members are written in the bylaws. The EESAC at SouthsideElementary is responsible for final decision-making at the school. In September 2008, elections were heldfor new students and parents recruited and a new EESAC Chairperson was appointed. The 2008 – 2009SIP was revised after analyzing the data and school needs for 2009. The EESAC will review the SIP threetimes a year and make necessary adjustments. In October, the bylaws will be revisited and adjusted ifneed be. Also, EESAC will discuss how to utilize this year’s allocations and the A+ money breakdown.

SAC Members



Members

1) Salvatore Schiavone, Principal

2) Christina Alonso, SAC Chair

3) Anna Bhatt, Student

4) Katherine Prelaz, Teacher

5) Joseph Bussell, Teacher

6) Myriam Flores, Teacher

7) Melanie Reese, Teacher

8) Fernando Capablanca, Business Member

9) Alicia Torres, Parent

10) Saily Pifferrer, Parent

11) Tanya Bhatt, Parent

12) Tamara Schwartz, Parent

13) Javier Duque, Parent

14) Maytee Mera, Parent

15) Liz Rondon, Parent

16) Jose Bello , School Support Personnel

17) Iciar Maiz, Union Steward

IMPLEMENTATION EVALUATION

Adequate progress will be monitored on a quarterly basis through the administration of site madeassessments. The results of these assessments will be utilized as a tool to analyze progress and guideinstruction. DIBELS will be used to monitor at risk and primary grade students. The scores from theseassessments will be recorded through the Florida's Progress Monitoring and Reporting Network (PMRN).Progress assessment meetings will be conducted with the teachers on a quarterly basis to makeadjustments as needed. A mid-year review will be conducted in order to assess where resources need tobe targeted for the remainder of the school year. At the end of the school year, a review the status of SIPobjectives will be conducted, with collaboration of the EESAC, to determine how student achievement willbe addressed in the following school year.

REPORTING

Baseline Data Report



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

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed


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



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 SOUTHSIDE ELEMENTARY SCHOOL 5321Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 217Math: 217

2007-2008 School Grade1:

A 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 74 Y 77 Y Y NA 19 26 NA 18 23 NA 66 NA 74 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK NA NA NA NA NA NA NA NA NA NA HISPANIC 100 Y 100 Y 74 Y 80 Y Y NA 19 26 NA 18 20 NA 66 NA 74 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 74 Y 78 Y Y NA 19 26 NA 20 22 NA 66 NA 75 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 71 Y 78 Y Y NA 23 29 NA 18 22 NA 67 NA 71 NA

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

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade SOUTHSIDE ELEMENTARY SCHOOL 5321Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 185Math: 185


A Did the Schoolmake AdequateYearly Progress?

YES


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 81 Y 82 Y Y NA 28 17 NA 24 18 NA 77 NA 80 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK NA NA NA NA NA NA NA 33 NA NA NA HISPANIC 100 Y 100 Y 81 Y 82 Y Y NA 30 17 NA 25 18 NA 77 NA 78 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED




STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA 67 NA NA NA

End of Baseline Data Report

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade SOUTHSIDE ELEMENTARYSCHOOL 5321

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

Read: 174Math: 174


A Did the Schoolmake AdequateYearly Progress? 5

YES


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 78 Y 76 Y Y NA 37 22 NA 30 24 NA

WHITE NA NA NA NA NA NA NA NABLACK NA NA NA NA NA NA NA NAHISPANIC 100 Y 100 Y 76 Y 75 Y NA NA 38 24 NA 30 25 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 76 Y 72 Y NA NA 38 24 NA 31 28 NA


99 Y 99 Y 72 Y 77 Y NA NA 51 28 NA 33 23 NA

STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA NA

Dade School DistrictSOUTHSIDE ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

81% 81% 98% 72% 332

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

61% 58% 119

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) 67% (YES) 124 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 575 Percent Tested =100% Percent of eligible students tested

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

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

88% 85% 98% 56% 327

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

78% 73% 151


Adequate Progressof Lowest 25% inthe School?

69% (YES) 83% (YES) 152 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 630 Percent Tested =100% Percent of eligible students tested



Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 81% 81% 95% 257

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

% of Students MakingLearning Gains 82% 77% 159


Adequate Progress of Lowest25% in the School? 90% (YES) 90 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 506 Percent Tested = 99% Percent of eligible students tested




2008-2009 florida school improvement plan...

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