florida differentiated accountability program 2009 –...

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: PHYLLIS R. MILLER ELEMENTARY SCHOOL

District Name: Dade

Principal: Verdell D. King

SAC Chair: Emy Peterson

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending School Board Approval

Last Modified on: 08-19-2009

Dr.Eric J.Smith, Commissioner

Florida Department of Education 325 West Gaines Street

Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Vision Statement:

Phyllis Ruth Miller Elementary School (PRMES) will provide quality academic and educational programs to maximize the potential of each student to succeed in today’s changing technological society and to prepare him or her to meet the challenges of our rapidly changing world. The Phyllis Ruth Miller Elementary staff recognizes that the school/home/community partnership is an important variable in the total development of the child.

Phyllis Ruth Miller Elementary School’s vision is to prepare students for the challenges of a future that we cannot imagine. We believe when you inspire students to learn, you inspire them to change the world. The faculty and staff are committed to high expectations for academic achievement, behavioral interdependence, and self-actualization. All students and teachers will be inspired to become partners in the quest for knowledge.

In Phyllis Ruth Miller Elementary School, ALL CHILDREN WILL LEARN…Whatever It Takes!

Mission Statement:

Phyllis Ruth Miller Elementary School will provide an environment which enables students to acquire basic skills, knowledge, attitudes, and values which will empower them to function in a global society. The school’s purpose is to provide a safe, inviting, well-equipped, and stimulating environment which encourages students to develop their intellectual, physical, moral, social, and artistic talents to promote positive contributions to an ever changing society.

Phyllis Ruth Miller Elementary’s primary mission is serving students. This belief drives every fundamental decision that is made. It is central to the collaborative relationship that exists with staff and parents. It is integral to the success and good reputation that has followed since the opening of the school in 1992. This is the school’s pathway to move from Good to Great.

Brief History and Background of the School

Phyllis Ruth Miller School is a public, magnet Montessori Pre-K-5 School Choice elementary school located in the community of Shorecrest, on the upper northeast side of Miami, Florida. The community is transitioning from a non-minority middle class older citizenry to recent arrival economically disadvantaged families. The school is named for Mrs. Phyllis Ruth Miller, 1926-2004, who was a member of the Miami-Dade County School Board from 1972-1980. The school is situated on 5 acres of land in a densely populated community. Built in 1992, the school’s footage is 59,344 square feet with no external classrooms or portables. Personnel include 44 instructional staff and two administrators. Ancillary staff and itinerants bring the total number of persons at the school to 51.

Phyllis Ruth Miller Elementary School is a Title I school with funding that defrays expenditures for supplementary personnel who provide teaching support and student tutorial services.

Unique School Strengths for Next Year

Today, Phyllis Ruth Miller Elementary School (PRMES) celebrates its 18th anniversary from a position of recognition as an “A” school under the Florida Accountability A+ Plan, a national Magnet School of Distinction, the CBS & EcoZone Green My School Finalist and the Miami Edison Feeder Pattern Elementary School of Achievement, with more than 702 students enrolled in

traditional and Montessori Magnet classes.

2009 School Highlights are as follows:

• Maintained the grade of “A” for the 2nd consecutive year • Earned 674 accountability points, 47 percentage points above the 2007-2008 school year, relevant to the Florida Accountability A+ Plan grading of schools program and is the top scoring of all Miami Edison Feeder Pattern Schools

As an A school, 76% of students are reading at or above grade level; 80% of students are making a year’s worth of progress in reading, and 74% of struggling students are making a year’s worth of progress in reading. Overall the percentage of students passing the FCAT Reading Test increased from 2008 to 2009 accordingly: 13 percentage point increase in the number of students making a year’s worth of progress in reading. Further, 72% of students are at or above grade level in mathematics, 79% of students are making a year’s worth of progress in mathematics, and 77% of struggling students are making a year’s worth of progress in mathematics. Overall the percentage of struggling students passing the FCAT Mathematics Test increased from 2008 to 2009 accordingly: 9 percentage point increase in struggling students making a year’s worth of progress. In addition, 95% of fourth grade students scored at 3.5 or higher thus exceeding state standards in writing. The percentage of students passing the fourth grade FCAT Writing Test increased by 14 percentage points. As well, 60% of fifth grade students are performing at or above grade level in science. The percentage of students passing the fifth grade FCAT Science test increased by 12 percentage points.

• Access to accelerated curriculum as a primary mechanism of transforming learning to a progressive educational system that will prepare students for life and serve as a 21st As a currently recognized national Montessori School of Distinction, Phyllis Ruth Miller Elementary School will implement the following Montessori initiatives for the 2009-2010 school year:

1. A unique Montessori Magnet K-5 program with multi-aged groupings (i.e., Pre-K; 2-3, and 4-5) and curricular theme based projects that scaffold up through grade levels 2. A project-based learning initiative entitled “Through Horticulture, Children Develop”. Students will design a labyrinth for exploring the planting of an herb garden for culinary and medicinal purposes. Through the hands-on project’s implementation students will interact with each other successfully in a “work” environment, teach and learn from each other, feel confident in their skills and abilities, and possess initiative and internal motivation to work independently and responsibly.

• Ecomedia Green My Schools Challenge Elementary School

The school was named a national elementary school finalist for the CBS & EcoZone Green My School Contest. The Ecomedia Green My Schools Challenge recognition was presented by the city mayor and the district school superintendent, as well as CBS executives and national ecologists.

• Raising student attendance and behavioral norms

Phyllis Ruth Miller Elementary School is recognized for maintaining 97% attendance, and 0 % suspension rates. The school’s report card indicates that 95% of the parents and students acknowledged positive climate survey results. Thus Phyllis Ruth Miller Elementary School’s report cards reflect extraordinary marks in all areas of effective schools’ research.

The school’s principal, assistant principal, and leadership team completed the Jim Collins’ Good to Great book study and the Florida Department of Education Classroom Walk Through professional development inservice. The Good to Great strategies are merged with the components of the Florida Continuous Improvement Model to hone the skills of school leaders. The administrators are instructional leaders who ensure that the purpose of the school, which is teaching and learning, is achieved. The principal is an experienced educator with an extensive history of turning around schools. Under the principal’s leadership PRMES received the following recognitions: • “A” grade for 2008-2009 – state • Montessori Magnet School of Distinction – national award • CBS & EcoZone Green - national award

The assistant principal has completed the District’s Principal Preparation Program (PPP) and is eligible to become a principal.

A spirit of positive culture and success, energetic and engaged teachers, student-led inquiry-based learning, and leadership with a demonstrated ability to turn around schools are the unique school strengths for the 2009-2010 school year at PRMES.

Although excellence is often based on a variety of student performance data, we at Phyllis Ruth Miller Elementary School deem the concept is much broader and deeper. According to Joel Weldon “What you value is what you think about. What you think about is what you become”. At Phyllis Ruth Miller Elementary School we are utilizing our unique strengths to increase student achievement and heighten gap-closing.

Unique School Weaknesses for Next Year

Phyllis Ruth Miller Elementary is a Title I school that met 97% of the criteria for the Federal No Child Left Behind Act. As a result the school did not make Adequate Yearly Progress. English Language Learners (ELL) students need improvement in mathematics.

The opening of low rent apartment complexes and renting of older single family homes in the attendance boundary of the school have resulted in an influx of students who have not received exposure to the rigor of instruction given at our school. In addition, the influx of students from other countries resulted in students coming with little to no education, limited English language proficiency, and who lack exposure to the Sunshine Standards. Limited parental involvement and support resulted in academic lessons not being sustained or reinforced beyond the school site, necessitating the need to use additional class

time to assure maintenance of skills.

Therefore to address the unique school weaknesses for next year Phyllis Ruth Miller Elementary School will need to increase student skill proficiency, particularly the mathematics skill proficiency of ELL students. To achieve this objective a master schedule that embeds within the instructional day academic assistance in the form of intervention, small group push in and pull out models, as well as individual tutoring to address deficiencies will be implemented. Additionally, Phyllis Ruth Miller Elementary School educators will utilize timely data from classroom and intervention to work effectively for higher student achievement and gap-closing. Throughout the school year coherent assessment data will be utilized to progress monitor student skill level. Trend analysis, sub group performance, and individual student data, particularly for the ELL subgroup will be harnessed to examine teaching and learning. Adjustment in both teaching and learning will be implemented as appropriate. Weekly Professional Learning Community (PLC) meetings will be conducted during the common grade level planning periods to enable administrators and teachers to examine the growth model for Adequate Yearly Progress (AYP), as well as other data elements necessary to objectively evaluate instructional effectiveness at the classroom and school levels. Teachers will identify systematic patterns of student needs. Further, they will determine evidence-based intervention strategies for implementation. The expanding number of students requiring assistance with grade level skill proficiency in core academic areas will be decreased as evidenced by ELL students demonstrating an increase in performance on the CELLA, FCAT, and FAIR Assessments Tools.

Data analysis and progress monitoring will not be restricted to mathematics but will be inclusive of reading, writing, and science assessment data as well. Baseline, Midyear and End of Year Assessments will be used to summarize tiered data

Student Demographics

With changing demographics, Phyllis Ruth Miller Elementary enrolls 674 students with the following student classification: 4 percent White Non-Hispanic, 71 percent Black Non-Hispanic, 21 percent Hispanic, and 1.0 percent Asian/Indian, 3 percent Multi-racial. Eighty-three percent of the students are on free and reduced lunch. The stability rate is 97.5 percent. Twenty-three percent of the students are classified as Limited English Proficient (LEP) with 7 percent classified as Students with Disabilities (SWD) program participation, and 5 percent classified as Gifted. Eighty-two percent are Economically Disadvantaged students. Forty-seven percent of the students are female, and fifty- three percent are males.

Student Attendance Rates

Phyllis Ruth Miller Elementary School’s attendance for the last three years indicates that during the 2008-2009 school years the average school attendance was 97%, in 2007-2008 the average attendance was 97%; in 2006-2007 the average attendance was 96%. The Miami Dade County District Average Attendance rate for the; 2008-2009 school year was 95.54%. The average attendance rate for the feeder pattern for 2008-2009 was 92%.

Student Mobility

The school has a mobility index of 19 %. The low mobility rate is a testament to affordable housing and single family homes in the attendance boundary area.

Student Suspension Rates

2006-2007: In-school 0, Out-of-school 39; 2007-2008: In-school 0, Out-of-school 0; 2008-2009: In-school 0, Out-of-school 1. Phyllis Ruth Miller Elementary School utilizes the Student Service model that identifies alternatives to suspension. If students are not in school, they cannot learn. Student achievement is our number one priority. Gap-closing will only occur when students are provided opportunities for reflective conversations and skill building.

Student Retention Rates

The retention rate for 2008-2009 was 2.8%. (17 students) with students from the intermediate grade levels. The Miami Dade County Public Schools System’s retention rate is currently 4.7%. PRMES has a rigorous intervention program that addresses student regression in place. Teachers monitor student intervention performance through Voyager reports and mini assessment data to redirect curriculum and instruction. A key element of the program is that students participate in push in or pull out tutoring, Further, a school FCAT incentive program campaigns a theme whereby students are responsible for “owning” their learning and teachers for “owning” their teaching to improve achievement. The District protocol for the retention process is reviewed and a timeline is provided with action steps at the beginning of the school year. In addition, counseling services are provided for small groups or individuals to address social and/or behavioral issues that may be impacting student performance.

Class Size

Phyllis Ruth Miller Elementary School adheres to the state guidelines for class size. The average class size for K-3 is 18.0 and the average class size for 4-5 is 21.77. The data was taken from the Class Size portal. As a result of adherence to class size guidelines, teachers are able to address individual student needs and build one-on-one relationships. All classrooms are in compliance and are monitored throughout the year to maintain the appropriate teacher-student ratio. The average class size in primary classrooms is: 1 to 18. The teacher to student ratio in intermediate classrooms is: 1 to 22. The average class size in inclusion classrooms is: 1 to 18.

Academic Performance of Feeder Pattern

School Name: Edison Park EL 2008-2009 Grade: B AYP Status: No. 85% of criteria satisfied Black, ED, ELL, and SWD students need improvement in Reading DA Status: Correct I

School Name: Jessie J. McCrary/Little River EL 2008-2009 Grade: F AYP Status: No.79% of criteria satisfied Black and ED students need improvement in Reading Black and ED students need improvement in Math The school has not met the Writing criteria DA Status: Correct II

School Name: Toussaint L’ Ouverture EL 2008-2009 Grade: A AYP Status: Yes. 100% of criteria satisfied DA Status: Correct I

School Name: Miami Shores El 2008-2009 Grade: B AYP Status: No. 87% of criteria satisfied Black, Hispanic, ED, and ELL students need improvement in Math DA Status: NA

School Name: Morningside EL 2008-2009 Grade: B AYP Status: No. 95% of criteria satisfied ELL students need improvement in Reading Hispanic students need improvement in Math DA Status: Correct I

School Name: Phyllis Ruth Miller EL 2008-2009 Grade: A AYP Status: No. 97% of criteria satisfied ELL students need improvement in Math DA Status: Correct I

School Name: Shadowlawn EL 2008-2009 Grade: A AYP Status: No. 87% of criteria satisfied ELL students need improvement in Reading Black, ED, and ELL students need improvement in Math DA Status: Prevent I

School Name: Miami Edison Middle 2008-2009 Grade: D AYP Status: No. 74% of criteria satisfied Black, ED, and SWD students need improvement in Reading This school has not met the Writing criteria DA Status: Correct II

School Name: Miami Edison Senior 2008-2009 Grade: F AYP Status: No. 74% of criteria satisfied Black, ED, and ELL students need improvement in Reading Black, ED, and ELL students need improvement in Math This school has not met the Writing criteria DA Status: Intervene

Partnerships and Grants

Phyllis Ruth Miller Elementary School (PRMES) implements a mentoring program to help “at-risk” students stay in school and achieve. Early intervening services for children considered “at-risk” include 5000 Role Models of Excellence, One Child at a Time and Take Stock in Children programs.

Phyllis Ruth Miller Elementary School collaborates with district programs and services, community agencies, and the business community in order to integrate educational services into the instructional program in an effort to address the needs of all students. This collaboration includes: Head Start, Reading First, Early Reading First, Miami-Dade District Pre-K and Early Intervention, Exceptional Student Education, Staff Development Department, ESOL/LEP Programs, At risk Programs, the Parent Academy, the Parent Information and Resource Center (PERC), the PTS/PTSA, Home Instruction for Parents of Preschool Youngsters (HIPPY), and through compacts with local municipalities as well as Metro Dade County. These collaborative efforts will eliminate gaps in service for the ELL students, children with disabilities, and N & D children. An avenue will be provided for sharing information regarding available services and for helping to eliminate duplication and fragmentation within the programs. Title I personnel will, on an on-going basis, work with the appropriate staff to increase program effectiveness of the instructional program. Representatives from these agencies will meet as necessary to coordinate various services for families and children to increase student achievement. Additionally, the school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100.

STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Verdell D. King

BA-English Literature, Florida Atlantic University; Masters-Guidance and Counseling, St. Thomas University; Administration/Supervision, grades K-12; English, grades 6-12; Guidance and Counseling, prekindergarten –grade 12; School Principal; Speech, grades 6-12-State of Florida

1 20

2008-2009:Principal of Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 76% Math Mastery - 72% Writing Mastery – 94% Science Mastery – 60% AYP: No 97% All subgroups made AYP in reading. ELL students did not make AYP in math.

Ms. King was an Administrative Director with various assignments at the regional level from 2004 to 2008. Therefore for these school years there is no school site data relevant to student performance for Ms. King. However the data for this particular school site is provided from 2004 through 2008.

Ms. King’s tenure as an educator is marked with having turned around poor performing schools and accelerating the sustainability of high performing schools.

Evidence of Ms. King’s successful application of change leadership for the 2004-2005 FCAT results for Region Center III’s 54 schools indicated academic student achievement increasing from 2.3 percent to 4.1 percent in reading and more than 5 percentage points in mathematics, and writing.

2007-2008: Principal – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 71% Math Mastery - 73% Writing Mastery – 80% Science Mastery – 48% AYP: 100% All subgroups made AYP in reading.

2006-2007 Principal – Phyllis Ruth Miller Elementary School Grade -C Reading Mastery – 64% Math Mastery - 57% Writing Mastery – 83% Science Mastery – 18% AYP: No 95% ELL students need improvement in Reading and Math

2005-2006 Principal – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 66% Math Mastery - 60% Writing Mastery – 84% Science Mastery – NA AYP: No 97% Provisional AYP ED students need improvement in Math

2004-2005 Principal – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 66% Math Mastery - 56% Writing Mastery – 90% Science Mastery – NA AYP: No 97% Provisional AYP ELL students need improvement in Math

2008-2009: Assistant Principal – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 76% Math Mastery - 72% Writing Mastery – 94% Science Mastery – 60%

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Assis Principal Dr. Tracy McCloud

BA-Elementary Education; Masters-Educational Leadership; Doctorate-Theology; Educational Leadership; Elementary Education, grades 1-6; English for Speakers of Other Languages (ESOL) Endorsement-State of Florida

5 9

AYP: No 97% All subgroups made AYP in reading. ELL students did not make AYP in math.

2007-2008: Assistant Principal – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 71% Math Mastery - 73% Writing Mastery – 80% Science Mastery – 48% AYP: Yes 100% All subgroups made AYP in reading.

2006-2007 Assistant Principal – Phyllis Ruth Miller Elementary School Grade -C Reading Mastery – 64% Math Mastery - 57% Writing Mastery – 83% Science Mastery – 18% AYP: No 95% ELL students need improvement in Reading and Math

2005-2006 Assistant Principal – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 66% Math Mastery - 60% Writing Mastery – 84% Science Mastery – NA AYP: No 97% Provisional AYP ED students need improvement in Math

2004-2005 Assistant Principal – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 66% Math Mastery - 56% Writing Mastery – 90% Science Mastery – NA AYP: No 97% Provisional AYP ELL students need improvement in Math

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

Subject Area Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading-Primary

Eliana Elhefnawy

BA-Elementary Education, Florida International University; Elementary Education-grades K-6; English for Speakers of Other Languages (ESOL) Endorsement-State of Florida

5 1

2008-2009: Reading Coach – Phyllis Ruth Miller ElementarySchool Grade -AReading Mastery – 76% Math Mastery - 72% Writing Mastery – 94% Science Mastery – 60% AYP: No 97%All subgroups made AYP in reading. ELL students did not make AYP in math

Reading-Intermediate

PatriciaPenafiel

BA-Elementary Education, Florida International University; Masters-Elementary Education, Nova Southeastern University; Elementary Education-grades 1-6; English for Speakers of Other Languages (ESOL) Endorsement-State of Florida

16 2

2008-2009: Reading Coach – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 76% Math Mastery - 72% Writing Mastery – 94% Science Mastery – 60% AYP: No 97% All subgroups made AYP in reading. ELL students did not make AYP in math

2007-2008: Reading Coach – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 71% Math Mastery - 73% Writing Mastery – 80% Science Mastery – 48% AYP: Yes 100% All subgroups made AYP in reading.

BA-Elementary

2008-2009: Math Coach – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 76% Math Mastery - 72% Writing Mastery – 94% Science Mastery – 60% AYP: No 97% All subgroups made AYP in reading. ELL students did not make AYP in math

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Math Cherryl Bullard Daniels

Education, Tuskegee (Institute) University; Mathematics, grade 5-9, Miami Dade Community College and Florida Atlantic University; State of Florida

4 3

2007-2008: Math Coach – Phyllis Ruth Miller Elementary School Grade -A Reading Mastery – 71% Math Mastery - 73% Writing Mastery – 80% Science Mastery – 48% AYP: Yes 100% All subgroups made AYP.

2006-2007 Math Coach – Phyllis Ruth Miller Elementary School Grade -C Reading Mastery – 64% Math Mastery - 57% Writing Mastery – 83% Science Mastery – 18% AYP: No 95% ELL students need improvement in Reading and Math

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

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

1. Enlistment of teacher(s) from the District pool and interview with a clear and focused mission that learning of "All" is the underlying belief.

Principal NA Referral box will be placed in main office; announcements will be made at selected faculty meetings

2. Teacher orientation prior to the first day of the teaching assignment with the administration to review district and school site policies and procedures relevant to employment, teaching assignment, curriculum district and school site policies and procedures relevant to employment, teaching assignment, curriculum and instruction, professional development, and the evaluation process.

Principal and Assistant Principal

August

3. Regular meetings of new teachers with Principal Principal On-going

4. Assignment of a Mentor Teacher who meets daily and/or weekly, as needed, to provide support and training in instructional methodology and best practices.

Principal On-going

5. Assignment of support personnel (i.e., grade level leader, reading coach, writing coach, mathematics coach, science coach) to assist with preparation and planning, instructional delivery, and curriculum implementation to enable/support mastery of content, and demonstration of best practices.

Principal On-going

6. Assignment of a Professional Growth Team to conduct informal observations and provide feedback for reflective practice.

Principal On-going

7. Support of teacher(s) through participation in Professional Learning Community grade level meetings to engage in collaborative action research to address student needs relevant to student deficiency in achievement of grade level standards. Bi-weekly Professional Learning Community meetings to address techniques that foster active learning, cooperative student groups for project based activities, critical thinking skills, and problem-solving skills.

Principal Grade Chairs Reading Coach Math Coach

On-going

8. Participation in a yearlong professional development program that includes training in the Continuous Improvement Model (Plan-Do-Study-Act), curriculum-alignment with assessment, standards (benchmarks) testing, and implementation and adherence to content area (reading & language arts, mathematics, writing, science, and social studies) pacing guides.

Principal and Assistant Principal

August

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Barbara A. Tucker

Professional: Early Child Education, Elementary Education, Specific Learning Disabilities

1st Grade

Ms. Tucker needs to complete three ESOL Endorsement classes. She is registered to take an ESOL Endorsement class this summer.

Ketty Daley Professional: PK/Primary

1st Grade

Ms. Daley needs to complete three ESOL Endorsement classes. She is registered to take an ESOL Endorsement class this summer.

Astrid S. Rodriguez-Aquino

Professional: Elementary Education, Physical Education K-8

5th Grade

Ms. Rodriguez needs to complete three ESOL Endorsement classes. She is registered to take an ESOL Endorsement class this summer.

Staff Demographics

Teacher Mentoring Program

Pamela S. Roddy

Professional: Exceptional Student Education, PK/Primary

Kindergarten Teacher

Ms. Roddy needs to complete one more ESOL Endorsement class. She is registered to take an ESOL Endorsement class this summer.

Holly L. Lapointe Professional: PK/Primary

Kindergarten Teacher

Ms. Lapointe needs to complete one additional ESOL Endorsement class. She is registered to take an ESOL Endorsement class this summer.

Leroy AdamProfessional: Elementary Education

4th Grade

Mr. Adam is ESOL Endorsed and is adding the endorsement to his certificate.

Talisha S. NortonProfessional: Elementary Education

1st Grade

Ms. Norton needs to complete three ESOL Endorsement classes. She is registered for an ESOL Endorsement class this summer.

Total Number of

Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of

Experience

% of Teachers with 6-14 Years of

Experience

% of Teachers with 15+ Years of

Experience

% of Teachers

with Advanced Degrees

% Highly Qualified

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

47 0 44 19 36 31 79 2 0 48

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Beverlyn Symonette Marie Antoine

ESE certification and training in the implementation of the inclusion model

Mentor is a Master Teacher with more than twenty years of experience and data that support SWD on –grade achievement level(s).

Mock FCAT Reading and Math tests and Learning Express writing performance of SWD students indicate skill proficiency.

Mentor will conduct a teacher orientation with the mentee prior to the first day of the teaching assignment.

The mentor will assist the mentee with lesson planning, curriculum development, and the implementation of best practices for effective teaching. They will share a common planning time to support collaboration and the development of subject area methodology. In addition, the mentor will observe the mentee’s instructional program and offer recommendations for improving the practice. The mentor and mentee will engage in action research to address student needs relevant to basic skill deficiencies to increase mastery of grade level standards. The mentee will observe various teachers and discuss her observation with the mentor.

Barbara Tucker Meaghan Colligan

Elementary Education certification, common grade level assignment

Mentor is the Grade Group Chairperson

Mentor will conduct a teacher orientation with the mentee prior to the first day of the teaching assignment.

The mentor will assist the mentee with lesson planning, curriculum development, and the implementation of best practices for effective teaching. The Mentor and Mentee will share a common planning time to support collaboration and the development of grade level methodology. In addition, the mentor will

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Ms. Tucker’s First Grade students score above average on the DIBELS assessments.

observe the mentee’s instructional program and offer recommendations for improving the practice. The mentor and mentee will engage in action research to address student needs relevant to basic skill deficiencies to increase mastery of grade level standards Further, the mentee will observe various teachers and discuss her observations with the mentor.

Title I, Part A

Services are provided to ensure students requiring remediation are assisted through after-school programs or summer school. The District coordinates with Title II and Title III in ensuring staff development needs are addressed.

Services are provided to ensure students requiring additional remediation are assisted through after-school programs or summer school. Curriculum Coaches develop, lead, and evaluate school core content standards/ programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. They identify systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children considered “at risk;” assist in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment and implementation monitoring. Other components that are integrated into the school wide program include an extensive Parental Program; Supplemental Educational Services; and special support services to special needs populations such as migrant and neglected students.

ST2 schools are provided with the support from Professional Development Curriculum Support Specialist which is funded from Title I, part A funds. ST2 is a state approved RTI model for elementary schools.

Title I, Part C- Migrant

The school provides services and support to migrant students and parents. The District Migrant liaison coordinates with Title I and other programs and conducts a comprehensive needs assessment of migrant students to ensure that the unique needs of migrant students are met.

Title I, Part D

District receives funds to support the Educational Alternative Outreach program. Services are coordinated with district Drop-out Prevention programs.

Title II

The District uses supplemental funds for improving basic education as follows: • training to certify qualified mentors for the New Teachers (MINT) Program • training for add-on endorsement programs, such as Reading, Gifted, ESOL • training and substitute release time for Professional development Liaisons (PDL) at each school focusing on Professional Learning Community (PLC) development and facilitation, as well as lesson Study Group implementation and protocols

Title III

Services are provided through the district for education materials and ELL district support services to improve the education of immigrant and English Language Learners.

Title X- Homeless

District Homeless Social Worker provides resources (clothing, school supplies, and social services referrals) for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education.

Supplemental Academic Instruction (SAI)

This school will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation.

Violence Prevention Programs

A Bullying Prevention Program is implemented schoolwide by the Student Services Guidance Counselor. The Counselor provides training through classroom counseling and small group counseling sessions.

Nutrition Programs

1) The school adheres to and implements the nutrition requirements stated in the District Wellness Policy. 2) Nutrition education, as per state statute, is taught through physical education. 3) The School Food Service Program, school breakfast, school lunch, and after care snacks follow the Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy.

Housing Programs

N/A

Head Start

Head Start programs are co-located in several Title I schools and/or communities. Joint activities, including professional development and transition processes are shared. Through affiliating agreements, the Summer VPK program is provided at Head Start sites.

Adult Education

The District offers adult education and ESOL classes at Phyllis Ruth Miller Elementary School for parents. The school supplements these programs and educates parents further relevant to state standards and higher expectations for student performance. Parents attend workshops to learn skills and review data that will help their children succeed in school. All parent communication will be sent home one day a week. The designated day will be Tuesday. All flyers, letters, interim progress reports, newsletters, parent calendars, etc., will be sent home on this day. At the beginning of each year, the school identifies the lowest scoring 25 percent of students based on pre-assessment and starts monthly meetings with parents to outline intervention plans and progress goals.

Career and Technical Education

N/A

Job Training

N/A

Other

Response to Instruction/Intervention (RtI)

Parental Parents are involved in the planning and implementation of the Title I Program. Phyllis Ruth Miller Elementary School extends an open invitation to our school’s parent resource center in order to inform parents regarding available programs, their rights under No Child Left Behind, and other referral services.

PRMES strives to increase parental engagement/involvement through developing (with on-going parental input) our Title I School-Parent Compact (for each student); our school’s Title I Parental Involvement Policy; scheduling the Title I Orientation Meeting (Open House); and other documents/activities necessary in order to comply with dissemination and reporting requirements.

PRMES conducts informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our parents’ schedule as part of our goal to empower parents and build their capacity for involvement.

PRMES will complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev. 06-08) and the Title I Parental Involvement Monthly Activities Report (FM-6913 03-07), and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 1118.

Confidential “as-needed services” will be provided to any students in the school in “homeless situations” as applicable.

Additional academic and support services will be provided to students and families of the Migrant population as applicable.

School Improvement Grant Fund/School Improvement Grant Initiative

The school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as extended day remedial tutorial instruction, Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100. Additionally, Title I School Improvement Grant Fund supports funding and assistance to schools in Differentiated Accountability based on need.

Identify the school-based RtI Leadership Team.

School-based RtI Team

The Phyllis Ruth Miller Leadership Team will include the principal and assistant principal to ensure commitment and allocate resources; the reading coach to support the common goal of improving instruction for all students; the counselor to provide quality services for students; the special education chairperson to support collaboration with general education teachers;

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

and two grade chairpersons, representing primary, and intermediate grades to monitor that core instruction and collaboration are being implemented; the technology specialist to provide technical support relevant to data management, and a liaison to enable the community to facilitate community involvement including referrals to local agencies and parental involvement.

The RtI Team is an extension of the school’s Leadership Team, strategically integrated in order to support the school administration through a process of problem solving relevant to needs and concerns through an ongoing, systematic examination of available data. The goal of RtI is to positively impact student achievement, school safety, school culture, literacy, attendance, student social/emotional well being, and prevent student failure through early intervention. It is anticipated that the school will engage in a 3-year implementation process for the RtI program that will build and incorporate strategies and tools into the culture of Phyllis Ruth Miller Elementary School while sustaining positive academic achievement and social behavior for all students.

The District contact is the Administrative Director for RtI The school contact is the Assistant Principal. Appropriate selection and placement of RtI team members are critical to the effective operation of the process.

1. RtI leadership is vital, therefore, in building our team we have considered the following:

Principal: Provides a common vision for the use of data-based decision-making, ensuring that the school-based team is implementing RtI, conducting assessment of RtI skills of school staff, ensuring implementation of intervention support and documentation, ensuring adequate professional development to support RtI implementation, and communicating with parents regarding school-based RtI plans and activities.

Assistant Principal: The school contact person who will serve as a liaison between the District and the school to support the RTI process.

Select General Education Teachers (Primary and Intermediate): Provides information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.

Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as coteaching.

Instructional Coach(es) Reading/Math/Science: Develops, leads, and evaluates school core content standards/ programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk;” assists in the design and implementation for progress monitoring, data collection, and data analysis; participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.

School Counselor and Psychologist: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities.

Technology Specialist: Develops or brokers technology necessary to manage display data; provides professional development and technical support to teachers and staff regarding data management and display.

The Leadership Team will meet monthly to : • Monitor the academic and behavior data evaluating progress with attention to what did students learn; what role will data have in ascertaining student intervention, teacher professional development; and teacher and parent communication. • Assist with progress monitoring of subgroups to promote adequate yearly progress for all students.

2. RtI is a general initiative in which the levels of support (resources) are allocated in direct proportion to students needs. RtI uses increasingly more intense instruction and interventions. • The first level of support is the core instructional and behavioral methodologies, practices, and supports designed for all students in the general curriculum. • The second level of support consists of supplemental instruction and interventions that are provided in addition to alignment with effective core instruction and behavioral support to groups of targeted students who need additional instructional and/or behavioral intervention. There will be an ongoing evaluation method established for services at each tier to monitor the effectiveness of meeting school goals and student growth as measured by benchmark and progress monitoring data.

The leadership team will meet once a month to review assessment data and the implications for instruction including strategies to address students in need of improvement, as well as students in need of enrichment. Through data analysis, the team will recommend professional development, assign human resources, and address the acquisition of additional intervention materials. The administrators on the RTI Leadership Team will monitor staff communication for input and feedback, as well as updating them on procedures and progress.

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

The following steps will be considered by the school’s Leadership Team to address how we can utilize the RtI process to enhance data collection, data analysis, problem solving, differentiated assistance, and progress monitoring.

The Leadership Team will: 1. Monitor academic and behavior data evaluating progress by addressing the following important questions: • What will all students learn? • How will we determine if the students have learned? • How will we respond when students have not learned? • How will we respond when students have learned or already know? 2. Gather and analyze data to determine professional development for faculty as indicated by student intervention and achievement needs. 3. Hold regular team meetings. 4. Maintain communication with staff for input and feedback, as well as updating them on procedures and progress. 5. Support a process and structure within the school to design, implement, and evaluate both daily instruction and specific interventions. 6. Provide clear indicators of student need and student progress, assisting in examining the validity and effectiveness of program delivery. 7. Assist with monitoring and responding to the needs of subgroups within the expectations for adequate yearly progress.

The members of the RTI Leadership Team will meet with the SIP writing team to review the SIP and provide input to the EESAC and the faculty, as well as analyze the data and available resources.

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

Describe the data management system used to summarize tiered data.

RtI Implementation

An assessment calendar is distributed at the beginning of the school year that defines the dates for :

Baseline: Assessment in reading, writing, math, and science; Progress Monitoring and Reporting Network (PRMN), Florida Assessment for Instruction in Reading (FAIR). Florida Kindergarten Readiness Screener (FLKRS) Monthly Benchmark Assessment and District Interim Assessments Monthly Writing Prompts Reading Progress Monitoring and Reporting Network (PMRN) will be conducted three times per year for Reading progress monitoring

Midyear: Florida Assessment for Instruction in Reading (FAIR), Diagnostic Assessment for Reading (DAR) Benchmark Assessment Formative (Benchmark mini-assessments) and Summative Assessments (Benchmark baseline and midyear assessments in Reading, Mathematics, and Science for Level 1-3 students)

End of Year: FAIR, FCAT, Benchmark Post Testing, CELLA

The RTI Leadership Team after reviewing the data from these assessment tools at its meetings will adjust the delivery of curriculum and instruction to meet the needs of individual students. The Team will also recommend professional development as needed based on the data.

1. Data will be used to guide instructional decisions and system procedures for all students to: • adjust the delivery of curriculum and instruction to meet the specific needs of students • adjust the delivery of a behavior management system • adjust the allocation of school-based resources • drive decisions regarding targeted professional development • create student growth trajectories in order to identify and develop interventions 2. Managed data will include: -Academic • Florida Assessments for Instruction in Reading (FAIR) assessment • Interim assessments • Baseline data • FCAT • Student grades • School site specific assessments -Behavior • Student Case Management System

School Wide Florida’s Continuous Improvement Model

Describe the plan to train staff on RtI.

• Detentions • Suspensions/expulsions • Referrals by student behavior, staff behavior, and administrative context. • Team climate surveys • Attendance • Referrals to special education programs

The District through the Summer Heat calendar provides professional development for principals in the RTI problem solving, data analysis process as well to provide support for school staff in understanding the process. Professional development will be provided at the school using the teachers’ common planning time and small group sessions to ensure professional development opportunities throughout the year.

The professional development and support will include: 1. providing support for school staff to understand basic RtI principles and procedures; 2. providing teachers with common planning time and small sessions during unscheduled periods throughout the year to support professional development 3. providing an opportunity to review and adjust professional development during the discussions at professional learning community meetings

The RtI Team will also evaluate additional staff professional development needs during weekly RtI Leadership Team meetings.

Data Disaggregation 2008-2009 FCAT Data

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

Plan

Strengths Overall: Reading: Grade 3: 66% of the 114 students tested demonstrated mastery Grade 4: 63% of the 101 students tested demonstrated mastery Grade 5: 79% of the 102 students tested demonstrated mastery

Strength Clusters: Grade 3: Words/Phrases (67%); Comparisons (67%); Reference/Research (67%) Grade 4: Words/Phrases (71%); Reference/Research (75%) Grade 5: Words/Phrases (67%); Comparisons (73%); Reference/Research (67%)

Strengths Overall: Math: Grade 3: 61% of the 114 students tested demonstrated mastery Grade 4: 67% of the 101 students tested demonstrated mastery Grade 5: 71% of the 102 students tested demonstrated mastery

Strength Clusters: Grade 3: Algebraic Thinking (67%) Grade 4: Algebraic Thinking (71%); Geometry (71%); Data Analysis (71%) Grade 5: Number Sense (69%)

Strengths Overall: Writing: Grade 4: 97% of the 101 students tested scored 3.0 or higher

Strength Clusters: Grade 4: Expository and Narrative (92% at 3.5 or higher)

Strengths Overall: Science: Grade 5: 52% of the 102 students tested scored levels 3-5

Strength Clusters: Grade 5: Life/Environment (69%); Physical/Chemical (67%)

Weaknesses Reading Grade 3: Main Idea/Purpose (63%)

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

Grade 4: Comparisons (59%) Grade 5: NA

Math Grade 3: Geometry (57%) Grade 4: Measurement (63%) Grade 5: Data Analysis (58%)

Writing Grade 4: Narrative (4.0 or higher 78 %)

Science Grade 5: Scientific Thinking (62%)

Strengths: Reading proficiency increased in grades 3, 4, and 5 in all but two strands. The overall percentage of proficient students in all grades increased by 14 percentage points. The number of students meeting proficiency in Reading, Math, Writing, and Science increased as evidenced by the 2009 FCAT scores. Writing proficiency for fourth grade increased by 14 percentage points. Science proficiency in fifth grade increased by 12 percentage points.

Weaknesses: Only 57% of students in Grade 3 met proficiency in the math cluster of Data Analysis.

Additionally, instructional focus lessons are developed collaboratively by the grade level teachers to support the targeted benchmarks. Each teacher will adapt the lesson to reflect individual student and class needs. Lessons will be delivered in a variety of ways including whole group instruction, small group instruction, and centers.

Working through professional learning communities, teachers will identify the instructional focus of whole group lessons, small group/differentiated instruction, and individual intervention. The 2009 FCAT results were utilized to develop the IFC. Additionally the August Baseline Assessment and the District Interim Assessments will be utilized. Teachers will be responsible for determining the instructional focus of whole group lessons and small group/differentiated instruction. Benchmarks will be selected as indicated by students’ strengths and weaknesses, which will be measured by progress on class work assignments, assessments, and data results.

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

Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the IFC is being utilized and implemented effectively. Coaches will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation. Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The grade group chairperson will provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities and utilize the support of their colleagues during weekly team meetings.

The Instructional Focus Calendars (IFCs) were created in July 2009 by the Curriculum Leadership Team. The pacing guides and common grade level planning all ensure that lesson plans and instructional delivery are aligned across grade levels and subject areas. The IFC targets are selected relevant to the 2009 FCAT and SAT 10 student data for declining or low performing benchmarks. Grade level teachers will develop lesson plans weekly in tandem with the District pacing guide during common planning time and identify instructional focus in tandem with the ongoing student assessment data. Supporting resources and lessons will be utilized to strengthen targets/benchmarks for the focus calendar. The IFC will be updated in September 2009 as determined by disaggregated data results from the August Baseline Test, and again in January 2010 as determined by the disaggregated data results from the October and January District Interim Assessments.

Additionally, instructional focus lessons are developed collaboratively by the grade level teachers to support the targeted benchmarks. Each teacher will adapt the lesson to reflect individual student and class needs. Lessons will be delivered in a variety of ways including whole group instruction, small group instruction, and centers.

Working through professional learning communities, teachers will identify the instructional focus of whole group lessons, small group/differentiated instruction, and individual intervention. The 2009 FCAT results were utilized to develop the IFC along with data results from the August Baseline Assessment and the District Interim Assessments. Teachers will be responsible for determining the instructional focus of whole group lessons and small group/differentiated instruction. Benchmarks will be selected as indicated by students’ strengths and weaknesses, which will be measured by progress on class work assignments, assessments, and data results. The duration of instruction for each Benchmark will be determined by the amount of time allotted in the IFC to ensure that

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

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

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

Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the IFC is being utilized and implemented effectively. Coaches will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation. Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The grade group chairperson will provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities and utilize the support of their colleagues during weekly team meetings.

Once FCAT scores were released, the administration, in collaboration with the Reading Coaches met with teachers to identify individual student needs, ascertain student learning gains and adjusted the master schedule to re-assign teachers as appropriate. An analysis of learning gains allowed the strongest teachers to be paired with the weakest students. These teachers will ensure that individual students’ needs are met through small group and differentiated instruction during the instructional block.

Technology resources (i.e., TestTools, Riverdeep, Ticket to Read, and FCAT Explorer) will also be implemented to individualize instruction. These strategies will be monitored by the administration and reading coaches through Classroom Walk Through (CWT).

The school offers elective courses in art, music, and physical education and an Academic Excellence Program (AEP) afterschool. Incorporated into the delivery of the curriculum are strategies for critical thinking in mathematics and science, and strategies for high yield learning in reading, writing, mathematics, and science. The connection of all core areas of grade level content and /or standards is reinforced by teachers. Evidence of integrated courses in curriculum appears in lesson plans, pacing guides, and Instructional Focus Calendars. Evidence of the presentation of the relationships between subjects and their relevance to the future may be observed during classroom walk thoughts conducted by the administration and the academic coaches. A daily focus of the school is for teachers and students to ask each other, “Why are we learning this?” to ensure that instruction is always relevant. Teachers are also provided reading materials and “bell ringers” that are “current events for remediation or enrichment.

The counselor works with students in whole class groups, and small groups to implement and monitor the Leaping from Good to Great program to have students comprehend the relevance of academic achievement to success in the future.

Every year, after FCAT testing, students participate in a school-wide initiative for career day that exposes them to various career paths.

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

How are instructional focus lessons developed and delivered?

DO

Lesson plans and instructional delivery are aligned across grade levels and subject areas through the Instructional Focus Calendar, the pacing guides, and common grade level planning and PLCs. Teachers develop lesson plans weekly during common planning time using the instructional focus calendar, as well as District pacing guide resources. Teachers also share best practices during PLCs. Individual student needs are addressed by the teacher. The lesson plans will include differentiated instructional strategies and resources.

The process will be repeated throughout the school year. The teachers will meet weekly to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments and assessment results. Lesson plans will be created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery.

Teachers will meet weekly for grade level meetings and monthly during Professional Learning Communities to share best practices and resources.

Focus lessons will be developed collaboratively by the grade level teachers and the instructional coaches for each subject

How will instructional focus lessons be revised and monitored?

area to support the targeted benchmarks. Each teacher must adapt the lesson to reflect individual student and class needs. Lessons will be delivered in a variety of ways including whole group instruction, small group instruction, and centers. The lessons will always be enriched by the various technology programs the school has acquired. The 5 to 10 minute focus lessons will be taught at the beginning of each subject time by the teacher.

Student mastery on mini-assessments based on the focus lessons will determine if the focus lessons need to be revised and/or re-taught. Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results from focus lessons as they are re-assessed intermittently throughout the year. Proficiency of skills and benchmarks should also be evident in skills and Benchmarks that are taught as part of the whole group instruction.

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

How are assessments used to identify students reaching mastery and those not reaching mastery?

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

CHECK

Core- Assessments in core subjects include baseline assessments from the District; teacher-developed mini-assessments to assess lessons taught; monthly benchmark assessment tests developed by the reading coaches and administration in collaboration with the teachers; Mini-assessments based on the focus lessons will be administered. Ten questions per benchmark will be utilized for assessment purposes. The assessments will be administered on a monthly basis; Interim Test supplied by the District; and the FCAT at the end of the year.

Supplemental – Assessments in supplemental subjects include assessment developed by respective teachers.

Intensive Instruction/Intervention – Assessments for intensive instruction and intervention classes are provided. In addition, teacher-made assessments are created as needed.

Mastery will be set at 80%. Mastery is set at higher than the traditional score of 70% to ensure student proficiency of each benchmark. Data analysis will be shared through data chats during the PLC meetings. The assessment results will be used to determine the instructional focus of whole group lessons. An Item-Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently. Attention will be paid to the most frequent response to help students determine why their choices were incorrect. Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those students earning less than 50%, additional instruction and practice opportunities for those students earning between 50%-70%, and enrichment/advanced instruction to students earning 80%-100%.

The school implements an Assessment Calendar that establishes dates for Benchmark Assessments throughout the year. Assessment data is compiled by the administration, and data chats are scheduled for each grade level with attention to identifying student weaknesses in the teaching learning process. Strategies are embedded in the lesson plans and the instructional Focus Calendar to increase skill proficiency at all levels. In addition, students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency.

Upon receipt of FCAT results in the summer data is analyzed by administration for student, as well as teachers’ strengths and weaknesses. At the start of school in the fall teachers analyze FCAT data for their students and ascertain individual needs and class strengths and weaknesses. As a result of pairing of teachers and students by the Curriculum Team, students who fall into the lowest 25% are assigned to master teachers and are tracked for the entire year. Through an inclusion model students with special needs are also tracked for skill proficiency. ELL students are assigned to special teachers and are tracked for skill proficiency. The general population group is also tracked for mastery level. Baseline Assessments reports are reviewed to monitor the performance of all subgroups. The process is repeated after Benchmark Assessments and Interim Assessments. Each teacher maintains and reviews data frequently to monitor student progress. The principal conducts data chats during grade level PLC meetings to examine performance trends of individual students, as well as class groups.

Additionally, FAIR assessments will be conducted during the school year. Kindergarten through second grade teachers will administer one-on-one FAIR assessment. Third through fifth grade teachers will administer student assessment online.

Technology software data reports (i.e. Compassing Learning, FCAT Explorer, SuccessMaker) are reviewed. In addition,

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

Classroom Walk Through (CWT) data is reviewed to analyze curriculum and instruction with attention to revamp one or more as appropriate. Professional development needs are identified. The findings are used to revamp, as appropriate, student placement, delivery of the curriculum, and resource materials.

Additionally, teachers meet weekly by grade level with Reading and Math coaches, and/or the grade group chairperson for support in monitoring student performance and re-teaching skills not mastered. The agenda and minutes of the meeting are submitted to the principal.

The Principal and Leadership Team will meet with teachers either during weekly meetings, or one-on-one to discuss assessment results and student progress. During these meetings, pacing guides and the Instructional Focus Calendar, data binders, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs. Progress Monitoring logs will also be utilized to document the process of teaching, assessing, re-teaching, and re-assessing. Special attention will be given to special needs populations, such as migrant, homeless, neglected, and delinquent students.

Supplemental and Intensive Instruction/Interventions

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

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

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

Which students will be targeted for supplemental and intensive instruction/interventions?

ACT

Reading interventions will consist of small group instruction using Voyager materials and computerized programs as well as after school tutoring. Math interventions will consist of small group instruction using computerized programs such as FCAT Explorer, and Riverdeep, as well as after school tutoring through the SES program.

Reading: The core textbook is the Houghton Mifflin Reading Series.Intense Intervention: Voyager PassportMathematics: Harcourt Math SeriesScience: Scott Foresman Series

Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to implement different methods of providing instruction to students in non-mastered areas.

Supplemental and intensive instruction/interventions and tutorials are structured according to assessment data. Teachers are responsible for daily intervention. They articulate student needs and share student data with the intensive/intervention teachers. This articulation is monitored by the instructional coaches and the coordinator of the after school tutorial programs. Intensive/intervention and tutorial teachers provide feedback and data to the homeroom teachers.

Also, Phyllis Ruth Miller Elementary School provides multiple extended learning opportunities for third through fifth grade students scoring in the lowest twenty-five (25) percent. Before and after school reading and mathematical tutorial programs are held four days a week from September through March. In addition, an Academic Saturday School program is implemented to facilitate tutoring in writing and science beginning in October and concluding in March. The school utilizes intervention materials that are researched-based and for which studies evidence students achieving impressive learning gains. Resources from the state adopted textbooks which are designed for intensive instruction will be utilized.

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

At the start of the academic year teachers complete a professional development survey to identify areas of need and growth. In addition, the leadership team disaggregates the SAT and FCAT data to determine areas of strength and opportunities for improvement. The Professional Development liaison will meet with the leadership team to compile survey and data results. Administrators’ observations, teacher surveys, and student performance/data analysis will determine the professional development needs for which a training schedule will be constructed.

Professional Learning Communities

How will the effectiveness of the interventions be measured throughout the year?

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Describe how students are identified for enrichment strategies.

The students who scored in the lowest 25% in reading and math on the 2009 FCAT will be targeted for supplemental and intensive instruction/intervention. The students who placed in the lowest twenty five percent on the SAT 10 in reading and math for the 2009 SAT10 will also be targeted for supplemental and intensive instruction/intervention. Teacher recommendations and baseline assessments will also be utilized for student placement in support programs.

Throughout the course of the school year administration and instructional coaches will engage in progress monitoring (class work assignments and assessment results) and observations (classroom teacher, instructional coach, administrators, counselors, etc.), to ascertain students who consistently demonstrate academic difficulty. These students will receive supplemental and intensive instruction/interventions. Students not demonstrating proficiency on assessments will be offered after-school assistance via SES, as well as assistance during regular school day through push-in and/or pull-out from personnel hired to provide tutorial services.

The effectiveness of the intervention will be measured by on-going progress monitoring by all stakeholders. All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through FCAT Explorer will also be utilized to determine the effectiveness of supplemental instruction. A practice of revisions to the instructional program and student intervention will be implemented throughout the school year.

Collaborative group projects, independent projects, and participation in local, district, and national academic competitions are some of the alternative instructional delivery methods that will be utilized to support acceleration. Supplemental materials that challenge and support, as well as motivate the use of higher order thinking skills are used to augment curriculum and instruction.

In addition, students who typically exceed mastery levels participate in the school’s gifted or advanced educational program. They are provided with a program of explicit inquiry-based projects and supplemental materials for inventive student outcomes.

FCAT results, student progress in class, assessment results that demonstrate consistent proficiency/mastery are used to determine placement in school’s gifted or advanced educational programs. Teacher recommendation is also taken into consideration. Parent conferences are held with the recommending teacher, instructional coach, guidance counselor, and a member of the leadership or administrative team. The parents are counseled on the expectations for the student’s participation, as well as their continued parental involvement.

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

Frequency of PLC Meetings Schedule (when)

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

Pre-K and Kindergarten

Principal Grade Level Chair; Reading Coach; Math Coach

Weekly Tuesday during common planning time

Analyze the effectiveness of the Reading and Math FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions. Conduct action research to address the needs of students throughout the school year.

First Grade



Analyze the effectiveness of the Reading and Math FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revision to curriculum and/or instruction. Conduct action research to address the needs of students throughout the school year.

Second Grade

Principal Grade Level Chair Reading Coach; Math Coach


Analyze the effectiveness of the Reading and Math FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions to curriculum and instruction. Conduct action research to address the needs of students throughout the school year

Third Grade



Analyze the effectiveness of the Reading and Math FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions to curriculum and instruction. Conduct action research to address the needs of students throughout

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status Show Attached Notification of (School in Need of Improvement) SINI Status (Uploaded on 8/17/2009 12:28:46 PM) Public School Choice with Transportation (CWT) Notification Show Attached Public School Choice with Transportation (CWT) Notification (Uploaded on 8/17/2009 12:29:49 PM) Notification of (School in Need of Improvement) SINI Status Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 8/17/2009 12:32:01 PM)

Pre-School Transition

Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

the school year.

Fourth Grade



Analyze the effectiveness of the Reading and Math FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions to curriculum and instruction. Conduct action research to address the needs of students throughout the school year.

Fifth Grade

Principal Grade Level Chair; Reading Coach; Math/Science Coach


Analyze the effectiveness of the Reading, Math, and Science FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions to curriculum and instruction. Conduct action research to address the needs of students throughout the school year.

ESE and ESOL

Reading Coaches

Math/Science Coach ESOL Chairperson


Analyze the effectiveness of the Reading, Math, and Science FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.

Leadership Team

Principal Assistant Principal Reading Coaches Math/Science Coach

Monthly Last Tuesday of the month before the start of school.

Data analysis of common assessments and FCIM mini-assessment results.

RtI

Principal Assistant Principal Reading Coaches Math/Science Coach Counselor Tech Specialist

Monthly First Tuesday of the month before the start of school.

Data analysis of common assessments and FCIM mini-assessment results.

Phyllis Ruth Miller Elementary provides a Voluntary Pre-Kindergarten (VPK) program. The Early Screen Inventory for Kindergarten readiness (ESI-K) is administered to Pre-K students as pre and post tests. The low performing students are targeted early for further assessment. Once areas in need are identified, certified teachers work with these students. The staff provides parents with packets of suggested activities and offers workshops to train parents to effectively assist with their child’s development at home.

The school uses the kindergarten academic standards to determine the range of learning experiences in VPK, Pre-K, and K that children will need as preparation for the next level. Pre-K students’ skills are assessed three times a year. Results are shared with parents and kindergarten teachers who inherit the students the following year. With the rigorous standards, the aim is that by the time children leave kindergarten, they are writing and reading.

We believe that participation in the Pre-K program serves as a stronghold for success in kindergarten. The rigor and relevance of Pre-K is an essential part of assisting preschool children in transitioning from early childhood programs to the elementary program.

Title I Administration assists the school by providing supplemental funds beyond the State of Florida funded Voluntary Pre-Kindergarten Program (VPK). Funds are used to provide extended support through a full time highly qualified teacher and paraprofessional. This will assist with providing young children with a variety of meaningful learning experiences, in environments that give opportunities for students to create knowledge through initiatives lead by supportive teachers. The Title I Program further provides assistance for preschool transition through the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program. HIPPY provides in-home training for parents to become more involved in the educational process of their three- and four-year old children.

N/A

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grades 3-5, 76% of the students achieved mastery on the 2009 administration of the FCAT Reading Test. This represents an increase of 5 percentage points when compared to 71% who achieved mastery in 2008.

In third and fifth grades, Main Idea/Purpose was the most challenging cluster.

In third grade 63% and in fifth grade 67% of the students achieved mastery in Main Idea/Purpose

- .+Given instruction using the Sunshine State Standards, 77% of students in grade 3 -5 will achieve mastery for reading on the 2010 FCAT Reading Test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

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

Principal and Reading Coach(es)

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

Printout of FAIR assessments

2 Use graphic organizers in Reading classes

Reading CoachTeachers

Teachers will utilize graphic organizers in daily lessons to increase student understanding of comparisons

Student completed organizers

3 Implement Technology reading software Programs (i.e. Voyager, FCAT Explorer, etc.) to monitor student reading progress

Reading CoachTeachers

Review Ticket to Read data reports to ensure student progress and discuss with teachers during Professional Learning Community PLC) meetings. Weekly teacher check of progress

Print out of usage reports and Ticket to Read data assessments



In third and fifth grades, Main Idea/Purpose was the most challenging cluster.

In third grade 63% and in fifth grade 67% of the students achieved mastery in Main Idea/Purpose

In fourth grade, Comparisons was the most challenging cluster compared with the January Interim.

Given instruction using the Sunshine State Standards, 77% of students in grades 3 -5 will achieve mastery for reading on the 2010 FCAT Reading Test.



Evaluation Tool

1 Infuse high yield strategies into a wide variety of reading genre including poetry during the language arts block

PrincipalReading Coaches and Teachers

Lesson plans will be reviewed during classroom walkthrough and findings discussed relevant to implementations for curriculum and instruction

Classroom Walk Through log and discussion

examined during Professional Learning Community PLC) meetings Review of student progress

2 Practice discriminating between minor details in the text and the main idea


Discuss/ monitor student progress at PLC meetings

Teacher Developed AssessmentsBenchmark Assessments and District Interim Assessments

3 Infuse technology by using reading software programs such as SuccessMaker and Riverdeep


Monitor student progress using reports from software programs




In grades 3-5, 80% of students achieved learning gains on the 2009 administration of the FCAT Reading Test. This represents an increase of 13% compared to 67% who achieved learning gains in 2008.

Main Idea/Purpose was the lowest scoring area with 61% mastery in fourth grade.

Given Instruction using the Sunshine State Standards, 77% of the students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test



Evaluation Tool

1 Develop an Instructional Focus Calendar for the Reading and Language Arts Block

PrincipalAssistant PrincipalReading Coaches and Teachers

Administration will be aware of the IFC’s upcoming focus and monitor implementation


2 Practice relating questions to two objects and text features


Discuss/ monitor student progress at PLC meetings


3 Infuse technology by using reading software programs such as SuccessMaker and Riverdeep

PrincipalAssistant PrincipalReading Coaches and Teachers

Review student progress using reports from software programs


Professional Development Aligned with Objective:

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every

Teacher

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 77% of students in Grade 3 -5 will achieve mastery for reading on the 2010 FCAT Reading Test.

Using Reading Plus and SuccessMaker to identify and remediate students’ weaknesses

Technology Teacher

Reading Coach

August 2009

The usage reports and student data assessments will be shared with the Principal and Teachers

Administration

Reading Coach

N/A

Budget:

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

Description of Resources Funding Source Available Amount

Accelerated Reader Title I $2,500.00

Voyager – Intensive reading (FCAT Levels 1 and 2) ARRA Funds $5,500.00

Total: $8,000.00

Technology


Riverdeep Provided by the District $5,000.00

FCAT Explorer Provided by the District $1,500.00

Ticket to Read Provided by the District $3,000.00

SuccessMaker Provided by the District $5,000.00

Accelerated Reader Provided by the School $2,000.00

Total: $16,500.00

Professional Development


Temporary coverage for professional development SuccessMaker Ticket to Read Accelerated Reader FCAT Explorer

Program was provided by Title I funds and included training $500.00

Voyager Program was provided by Title I funds and included training $500.00

Total: $1,000.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $25,500.00

End of Reading Goal

Mathematics Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?



In grades 3-5, 72% of students achieved mastery on the 2009 administration of the FCAT Mathematics Test.This represents a decrease of 1% compared to 73% of the students who achieved mastery in 2008.

In third and fifth grades, Data Analysis was the most challenging cluster compared with the January Interim

In third and fifth grades 57% and 58% respectively of the students achieved mastery in Data Analysis

Given Instruction using the Sunshine State Standards, 74% of the students in grades 3-5 will achieve mastery for mathematics on the 2010 administration of the FCAT Mathematics Test



Evaluation Tool

1 Provide students with activities to collect classroom data, to create charts, and graphs

PrincipalAssistant PrincipalMath Coach

CWT will be used to ensure all teachers are using common board configurations

Reports generated from CWT

2 Use manipulatives and hands-on activities to reinforce mathematical concepts

PrincipalAssistant PrincipalMath Coach

Utilize the FCIM to identify students needing intervention and/or enrichment

Teacher developed AssessmentsBenchmark Assessments and DistrictInterimAssessment

3 Engage students in activities to use technology such as Riverdeep, SuccessMaker, and the National Library of Virtual Manipulatives to develop students’ geometry and spatial sense

Principal

Assistant Principal

Math Coach

Monitor student progress using reports from specific technological programs

Progress of all students on assessments



In fourth grade, Measurement and Number Sense were the most challenging strand with 63% and 64% respectively of the students achieving mastery.

Given instruction using the Sunshine State Standards, 74% of English Language Learners (ELL) students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 IPDPs for teachers of subgroup will target the needs of ELL students not making AYP

Principal

Assistant Principal

Math Coach

Review IPDPs for professional development for ELL students

Lesson Plans and IPDPs reflect strategies for teaching ELL studentsBenchmark Assessments and DistrictInterim

2 Use manipulatives and hands-on activities to reinforce mathematical concepts, broaden learning and enhance understanding of number sense

Principal

Assistant Principal

Math Coach

Math Coach will assist teachers in the creation of centers and stations, and administration will ensure activities are implemented

Progress of students on Teacher -developed AssessmentsBenchmark Assessments and DistrictInterimAssessment

3 Engage students in activities to use technology such as Riverdeep, SuccessMaker, and the National Library of Virtual Manipulatives to develop students’ number sense

Principal

Assistant Principal

Math Coach

Monitor student progress using reports from specific technological programs




In grade 3, 57% of students achieved mastery in Geometry on the 2009 administration of the FCAT Mathematics Test.This represents a decrease of 14% compared to 71% of the students who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 74% of English Language Learners (ELL) students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 Identify and closely monitor the progress of the lowest 25 percentile consistently; revise instruction and intervention groups as indicated by student progress

Principal

Mathematics Coach

Maintain a record of strategies and interventions utilized with the ELL students.

Increased achievement between assessments

2 Provide students with opportunities to investigate and discover geometric concepts and relationships

Principal

Assistant Principal

Focused Classroom Walk Through (CWT) administration will be used to ensure teachers are using common board configurations

Curriculum and instruction reports generated from CWT

3 Engage students in activities to use technology such as Riverdeep, SuccessMaker, and the National Library of Virtual Manipulatives to develop students’ spatial sense in the area geometry

Principal

Assistant Principal

Monitor student progress using reports from specific programs





Person Responsible

for Monitoring

In grades 3-5, 74% of students will achieve mastery on the 2010 administration of the FCAT Mathematics Test

Effective implementation of research-based practices to include higher order questioning and problem-solving strategies

Effective use of National Library of Virtual Manipulatives and hands-on activities for subgroup/ELL not making AYP

Mathematics Coach

September 2009

Observation of center use and documentation in lesson plansModeling of lessonsClassroom Walk Through (CWT)to ensure recommended strategies are being implemented

Assistant Principal

Mathematics Coach

Given Instruction using the Sunshine State Standards, 74% of the students in grades 3-5 will achieve mastery for mathematics on the 2010 administration of the

Use SuccessMaker, and Compass Learning to identify and remediate students’ weaknesses

Technology Teacher Fall 2009

Facilitator meets with teachers to review student reports

Assistant Principal

Math Coach

FCAT Mathematics Test

Budget:



National Library of Virtual Manipulatives and various math supplies Title I $3,200.00

Total: $3,200.00

Technology


Gizmos FCAT Explorer Riverdeep Compass Learning SuccessMaker Title I $12,800.00

Total: $12,800.00



Temporary Coverage for Professional Development: Compass Learning Test Tools National Library of Virtual Manipulatives

Title I $2,000.00

Total: $2,000.00

Other



Total: $0.00


End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



Based on the 2009 FCAT Science data, 60% of the students achieved level three and above. This represents an increase of 12% from 48% of 5th grade students who scored Level 3 or above in 2008.

Students displayed 62% average percent correct on the 2009 Science FCAT clusters of Earth/Space and Scientific Thinking

Given instruction using the Sunshine State Standards, 66% of the students will achieve mastery on the 2010 FCAT Science Test.



Evaluation Tool

1 Utilize hands-on laboratory experiments three times per week using the Science Boot Camp /5E model science stations

Assistant Principal

Science Coach

Classroom observations to ensure recommended strategies are being implemented

Reports generated from Classroom Walk Through (CWT)

Interim Assessments

2 Provide enrichment activities through a SECME Club to strengthen student skills

Assistant Principal

SECME Sponsor

Science Coach

A roster of activities planned for the SECME Club and observe Club meetings

Science dailies provided by the Science Coach

Performance of Club members on Benchmark and Interim Assessments and FCAT Science 2010

Performance of all students on bi-weekly and monthly assessments

3 Provide real world science experiences and engaging activities

Assistant Principal

Science Coach

Review of student agendas and products

Number of students earning Superior Rating for their science projects

Teachers



Based on 2009, FCATScience data, 60% ofstudents achievedlevel three and above

Students displayed 62% average percent correct on the 2009 Science FCAT cluster Scientific Thinking

Given instruction using the Sunshine State Standards, 66% of the students will achieve mastery on the 2010 FCAT Science Test.



Evaluation Tool

1 Develop and implement a detailed timeline for preparing individual science projects

Assistant Principal

Science Coach

Teachers

Review of student agendas and products

Number of students earning Superior Rating for their science projects

2 Conduct parent workshops on the scientific method and preparing a science fair project

Assistant Principal

Science Coach

Teachers

Review parent evaluation forms

Sign-In sheets

3 Engage students in activities to use technology such as Riverdeep, and the National Library of Virtual

Assistant Principal

Science Coach

Fifth grade teachers

Discuss/ monitor student progress at PLC meetings using reports generated by the specific programs

Student performance on the assessment tools built into the programs




Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 66% of the students will achieve mastery on the 2010 FCAT Science Test

Effective implementation of the Science Boot Camp Model

Science Coach

October 2009

Assistant Principal and Science Coach will attend the training and conduct Classroom Walk Through to ascertain the implementation of strategies and practices

Assistant Principal

Science Coach

Budget:



Science text FOSS Kits Title I $3,000.00

Total: $3,000.00

Technology


Test Tools FCAT Explorer Title I $8,000.00

Total: $8,000.00



Temporary Coverage for Professional Development On site teachers will conduct in-service on Science Boot Camp and provide on-going support

District $500.00

Total: $500.00

Other



Total: $0.00


End of Science Goal

Writing Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



The results of the 2009 FCAT Writing indicate that 94% of the fourth grade students achieved mastery at the 3.5 level and 82% achieved mastery at the 4.0 level.This represents an increase of 12% compared to 80% of 4th grade students who scored 3.5 or above in 2008.

Given instruction using the Sunshine State Standards, 95% of the fourth grade students will achieve a 4.0 or higher on the 2010 administration of the FCAT Writing Assessment



Evaluation Tool

1 Implement the Learning Express Folio program to enrich student writing

Assistant Principal

Reading Coach

Teachers will submit samples of student writing each month for data chats relevant to the elements of effective writing

Samples of student writings

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

Assistant Principal

Reading Coach

Teachers

Administration will monitor revision by reviewing student drafts

Classroom observations of student portfolios

Scored writing samples will be used to determine progress between the Pre-test prompt and Mid-year Prompt

Teachers will determine student growth on monthly writing prompts




Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 95% of the fourth grade students will achieve a 3.5 or higher on the 2010 administration of the FCAT Writing Assessment

Implement the Learning Express Folio Writing Program for process and procedures for quality writing

Reading Coach

August2009

Monitor student writing portfolios. The students will use red pens to make revisions and edit writing papers scored through the Learning Express program so that their self-correcting behavior can be easily monitored

Assistant Principal

Reading Coach

Budget:



Learning Express Folio School site $3,960.00

Expository Writing Prompts Narrative Writing Prompts School site $3,520.00

Secure journals, notebooks, or work folders for students to monitor the growth of writing proficiency across time

School site $300.00

Total: $7,780.00

Technology


Ticket to Read School site $3,000.00

Learning Express Folio School site $7,480.00

Total: $10,480.00



Temporary Coverage for Professional Development in: Ticket to Read Learning

Express Workshops with fourth grade teachers from schools with exemplary writing programs who will share best writing practices

School site $500.00

Total: $500.00

Other



Total: $0.00


End of Science Goal

Parent Involvement Goal

Needs Assessment: Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?



This year PRMES established baseline data for parent involvement based on attendance logs, sign-in sheets, and lists of events. The school hosted parent FCAT workshops in grades 3 - 5; conducted a science fair workshop and science fair night; organized a book fair, and highlighted the fine arts department with a musical holiday program featuring the school band, chorus, and string instruments. The PTSA also offered a calendar of monthly meetings that included parent workshops on science, school safety, and academic success.In addition,thePTSA sponsored a book fair, and partnered with theadministration and faculty for the FCAT rally. Sign-in sheets indicate that over 2,300 attendees enjoyed these events. Another source of baseline data was based on participation in the Very Involved Parent Award Program. PRMES submitted 8 applications for families who met the criteria.

The number of families who qualified for the Very Important Parent (VIP) program was 150 or 1.5 percent. This was an increase of .5 percent.

Increase the number of families submitting applications for the Very Involved Parent Award Program by 30



Evaluation Tool

1 Promote parent participation through extensive communication including:-a calendar on the school website,- monthly newsletter -Connect-Ed messages, flyers,-emails -marquee messages -local newspapers

Assistant Principal

Webmaster

PTSA Liaison

Teachers

Monitor the monthly sign-in sheets relevant to PTSA, EESAC, programs, activities, and events to determine the impact of the various communication tools in place

Sign-in sheets at each event

2 Conduct an Open House and Resource Fair to acquaint parents with the services offered by school and the Very Involved Parent Program

Assistant Principal

Counselor

Monitor the monthly sign-in sheets to determine the impact of the various workshops

Sign-in sheets Agendas

3 Offer informational workshops related to the academic, social, and emotional growth of the students

Assistant Principal

Counselor

Monitor the monthly sign-in sheets to determine the impact of the various workshops

Sign-in sheets Agendas



Phyllis Ruth Miller Elementary School (PRMES) will increase parent contacts.

PRMES will increase the number of parent contacts by 30% by June 2010.



Evaluation Tool

1 Offer meetings before and after school

Principal

Assistant Principal

Review parent telephone logs

Parent Attendance Sign- in sheetsAgendas

2 Use of Connect Ed messaging system

Selected School Staff Collect participation data Title I Administration Parental Involvement Monthly School Report

3 Maintain parental telephone logs and activity reports

Assistant

PrincipalCounselor

Tally Parental Involvement Monthly School and Activity Reports

Title I Administration Parental Involvement Monthly Activities Report



51% of ELL students achieved mastery on the 2009 FCAT Mathematics Test. This represents a decrease of 3% compared to the 54% of ELL students who achieved mastery in 2008

Given instruction based on the Sunshine State Standards, 74% of the ELL students will achieve mastery for mathematics on the 2010 FCAT MathematicsTest



Evaluation Tool

1 Provide a calendar of parent workshopsthrough the Parent Resource Center

Community Involvement Specialist

Collect participation data and survey parents

Parent Attendance Sign-in sheets

2 Provide Parent FCAT Night for Reading, Mathematics, Writing, and Science with content specific materials;Provide incentives for attendance

Community Involvement Specialist

Reading Coach

Mathematics Coach

Science Coach

Collect participation data and survey parents


3 Offer training in the use of manipulatives and problem-solving techniques

Mathematics Coach Collect participation data and survey parents





Person Responsible

for Monitoring

Increase the number of families submitting applications for the Very Involved Parent Award Program by 30%

Conducting Meaningful Parent Conference

Professional Development Liaison

Counselor

October 2009

Feedback at collaborative planning sessions regarding the number of applications submitted and the number of awards distributed

Assistant Principal

The school will increase the number of parent contacts by 20% by June 2010

Title I in Action: A Practioner’s Perspective!

District Summer Heat Training for Principals

Ongoing throughout the 2009-2010 school year

Effectiveness will be determined by the completion of parent surveys

Selected school staff identified by the Principal; Office of Community Services and the Office of Program Evaluation

Budget:



PTSA materials provided by the national organization PTSA National Office $30.00

1% of Title I Part A Schoolwide allocation and District parental set-aside

Title I; 25% of the 2009-2010 Title I school site budget will be devoted to parental involvement

$0.00

Total: $30.00

Technology


Resources that support teacher websites Staff who maintain websites

District, SPARKS ACROSS AMERICA, Supporting Parents in Advocacy, Reform and Knowledge in Science grant

$3,000.00

Implementation of National Standards for Home-School Partnerships SAC/ EESAC budget $2,000.00

Total: $5,000.00



Web master will maintain website School site $300.00

Total: $300.00

Other



Total: $0.00


End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source Available Amount

Reading Accelerated Reader Title I $2,500.00

Reading Voyager – Intensive reading (FCAT Levels 1 and 2) ARRA Funds $5,500.00

MathematicsNational Library of Virtual Manipulatives and various math supplies

Title I $3,200.00

Writing Learning Express Folio School site $3,960.00

Writing Expository Writing Prompts Narrative Writing Prompts School site $3,520.00

Writing

Secure journals, notebooks, or work folders for students to monitor the growth of writing proficiency across time

School site $300.00

Science Science text FOSS Kits Title I $3,000.00

Parental Involvement PTSA materials provided by the national organization PTSA National Office $30.00

Parental Involvement1% of Title I Part A Schoolwide allocation and District parental set-aside

Title I; 25% of the 2009-2010 Title I school site budget will be devoted to parental involvement

$0.00

Total: $22,010.00

Technology


Reading Riverdeep Provided by the District $5,000.00

Reading FCAT Explorer Provided by the District $1,500.00

Reading Ticket to Read Provided by the District $3,000.00

Reading SuccessMaker Provided by the District $5,000.00

Reading Accelerated Reader Provided by the School $2,000.00

Mathematics Gizmos FCAT Explorer Riverdeep Compass Learning SuccessMaker Title I $12,800.00

Writing Ticket to Read School site $3,000.00

Writing Learning Express Folio School site $7,480.00

Science Test Tools FCAT Explorer Title I $8,000.00

Parental InvolvementResources that support teacher websites Staff who maintain websites

District, SPARKS ACROSS AMERICA, Supporting Parents in Advocacy, Reform and Knowledge in Science grant

$3,000.00

Parental InvolvementImplementation of National Standards for Home-School Partnerships

SAC/ EESAC budget $2,000.00

Total: $52,780.00



Reading

Temporary coverage for professional development SuccessMaker Ticket to Read Accelerated Reader FCAT Explorer

Program was provided by Title I funds and included training $500.00

Reading Voyager Program was provided by Title I funds and included training $500.00

Mathematics

Temporary Coverage for Professional Development: Compass Learning Test Tools National Library of Virtual Manipulatives

Title I $2,000.00

Writing

Temporary Coverage for Professional Development in: Ticket to Read Learning Express Workshops with fourth grade teachers from schools with exemplary writing programs who will share best writing practices

School site $500.00

Science

Temporary Coverage for Professional Development On site teachers will conduct in-service on Science Boot Camp and provide on-going support

District $500.00

Parental Involvement Web master will maintain website School site $300.00

Total: $4,300.00

Other

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/11/2009 8:18:59 AM)

School Advisory Council


No Data No Data No Data $0.00

Total: $0.00


Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkji Prevent Inmlkj NAnmlkj

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

Projected use of SAC Funds Amount

The School Advisory Council (SAC) funds will be utilized to defray expenditures for student incentives, after-school tutoring, food snacks, and materials for the tutorial program. Further, SAC funds will be utilized to defray expenditures for implementation of National Standards for Home-School Partnerships, as necessary.

3000

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

SAC Members

The School Advisory Council will participate in writing the school improvement plan and monitoring, and reviewing its implementation. Further, the SAC will analyze data from baseline, midyear, and interim, as well as FCAT assessments. The SAC will offer causes for low performance and assist in identifying strategies for student intervention from baseline to midyear assessments. In addition, the SAC will review the school’s budget, monitor student performance, and review the acquisition of technology, both hardware and software.

The SAC will conduct monthly meetings and share its agenda with parents, community members, and business stakeholders. Additionally, the SAC will participate in quarterly updates relevant to the implementation of the School Improvement Plan and provide necessary updates.

Members

1) Verdell D. King, Principal

2) Emy Peterson, SAC Chair

3) Kiana Peterson, Student

4) Eliana Elhefnawy, Teacher

5) Beverlyn Symonette, Teacher

6) Astrid Rodriquez , Teacher

7) Sherrie Williams, Teacher

8) Laura Jimenez, Business Member

9) Toni Gibbs, Parent

10) Mirvat Hammoud, Parent

11) Magalie Francois, School Support Personnel

12) Andrea Jones, School Support Personnel

13) Anne Wuest, Union Steward

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade PHYLLIS R. MILLER ELEMENTARY SCHOOL 3431

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 316Math: 316

2008-2009 School Grade1:

A Did the School make Adequate Yearly Progress?

NO

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N

TOTAL4 100 Y 100 Y 72 Y 69 Y Y NA 35 28 NA 32 31 NA 79 NA 73 NA

WHITE NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y 70 Y 65 N Y NA 36 30 NA 33 35 N 76 NA 68 Y

HISPANIC 100 Y 100 Y 72 Y 77 Y NA NA 41 28 NA 35 23 NA 82 NA 82 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 100 Y 100 Y 69 Y 66 N Y NA 40 31 NA 35 34 N 76 NA 70 Y

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 56 N 49 N 93 94 Y NA 55 44 Y 55 51 N 67 NA 57 N

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





A Did the School make Adequate Yearly Progress?

YES










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 65 Y 68 Y Y NA 40 35 NA 47 32 NA 69 NA 76 NA


BLACK 100 Y 100 Y 64 Y 67 Y Y NA 43 36 NA 51 33 NA 67 NA 76 NA




ECONOMICALLY DISADVANTAGED 100 Y 100 Y 60 Y 65 Y Y NA 48 40 NA 53 35 NA 68 NA 75 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 45 N 45 N 93 Y NA 65 55 Y 63 55 Y 63 NA 64 NA

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





C Did the School make Adequate Yearly Progress?

NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 100 Y 60 Y 53 N 90 Y NA 41 39 NA 45 47 N 58 NA 61 Y


BLACK 100 Y 100 Y 57 Y 49 N 88 Y NA 43 42 NA 47 51 N 54 NA 59 Y




ECONOMICALLY DISADVANTAGED 100 Y 100 Y 52 Y 47 N 87 Y NA 48 46 NA 51 53 N 52 NA 57 Y

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 35 N 37 N 93 NA NA 57 70 N 60 63 N 41 N 46 N

STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA NA

Dade School DistrictPHYLLIS R. MILLER ELEMENTARY SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

76% 72% 94% 60% 302

Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.

% of Students Making Learning Gains

80% 79% 159

3 ways to make gains:● Improve FCAT Levels● Maintain Level 3, 4, or 5● Improve more than one year within Level

1 or 2Adequate Progress of Lowest 25% in the School?

74% (YES) 77% (YES) 151

Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.

Points Earned 612 Percent Tested = 100% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned


71% 73% 80% 48% 272



67% 80% 147

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

Adequate Progress of Lowest 25% in the School?

60% (YES) 86% (YES) 146



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


Reading

Math

Writing

Science

GradePointsEarned


64% 57% 83% 18% 222



61% 64% 125

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

Adequate Progress of Lowest 25% in the School?

66% (YES) 71% (YES) 137



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

florida differentiated accountability program 2009 –...

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