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School Performance Excellence Plan

School Name and Number : 3051 - Toussaint L Ouverture Elementary School

Principal: Liliane A. Delbor Telephone #: (305) 758-2600

High School Feeder Pattern: 7301 - Miami Edison Senior

ACCESS Center Four Board District #: 2 - Dr. Solomon C. Stinson

Title I Budget and Waivers

This school is receiving Title I funding and its Title I Budget is appended to this document.

This school is currently operating under a waiver of state, school board, and/or labor contract mandate(s). The pertinent waiver(s) is/are appended to this document.

X

2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 3051 - Toussaint L Ouverture Elementary School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesD D D D D

Vision/Mission/Belief Statement(s):

VISION: The vision of Toussaint L'Ouverture Elementary School is to provide a teaching and learning environment which sets high expectations and enables all students and teachers to perform to the best of their abilities. We will work together with our staff and community to meet the diverse academic needs of our students and to enrich the community through various opportunities.

MISSION: The mission of Toussaint L'Ouverture Elementary School is to provide all students with the best possible educational experiences, thereby meeting the needs of the individual, as well as the entire community. We convey the cultural heritage of the nation, including the culture of the community. We facilitate the extension of services of the school throughout the community, and provide a center for community activities.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Toussaint L Ouverture Elementary School

Given instruction using the Sunshine State Standards, students in grades 3 through 5 will increase their reading skills as evidenced by a 5 percentage point increase in students scoring at or above FCAT Achievement Level 3 as documented by the 2004 administration of the FCAT Reading Test, 31 percent of the students in each subgroup indentified in the No Child Left Behind (NCLB) requirements will score at the State required mastery level.

Given instruction using the Sunshine State Standards, students in grade 4 will increase their writing skills as evidenced by a 1 percentage point increase in the number of students attaining the State required mastery level as documented by the comparison of the 2003 FCAT Writing Test scores to the scores on the 2004 FCAT Writing Test.

Given instruction using the Sunshine State Standards, students will increase their mathematics skills as evidenced by a 5 percentage point increase of students scoring at or above FCAT Achievement Level 3, documented by the 2004 administration of the FCAT Mathematics Test, while 38 percent of the students in each subgroup identified in the NCLB requirements will score at the State required mastery level.

Given instruction using the Sunshine State Standards, students in grade five will demonstrate an increase in their knowledge of science as evidenced by a mean score at or above the District's mean scale score of the 2004 FCAT Science Test.

In order to achieve these objectives, appropriate strategies have been planned by all of our schools' stakeholders. For instance, our teachers will utilize a variety of resources to enable students to achieve these goals, including computer-based tutorials, small group tutoring, before and after school tutorial programs targeting low achieving students. Parental involvement will focus on enhancing students' achievement and the continuity of positive learning experiences at school and in the home.

Toussaint L'Ouverture Elementary School has an enrollment of approximately 583 students in pre-kindergarten through fifth grade. Of the total population, 37 percent are of limited English proficiency. The ethnicity of the students is 89 percent Black, 10 percent Hispanic and 1 percent White. Only 3 percent of the Black students are native English speakers, leaving 86 percent of the total population whose home language is Haitian Creole. The school is located in a low socio-economic community known as "Little Haiti." The Mobility Index rating of the school is 43 and the average daily attendance is 94 percent. Toussaint L'Ouverture Elementary School has completed the three-year pilot program commitment of Extended School Year and has resumed the regular county-wide school calendar. Pertinent data, such as School Demographics and Academic Profile, Stanford Achievement Reports, FCAT results, school report cards and the School Climate Survey were carefully analyzed and evaluated in order to develop goals for the 2003-2004 School Performance Excellence Plan (SPEP). Toussaint L'Ouverture Elementary School, in conjunction with the Educational Excellence School Advisory Council (EESAC), has identified the following objectives as its schoolwide priorities for the 2003-2004 school year.

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SCHOOL FOUNDATIONSchool Profile/ Needs Assessment: (continued)

1. ENVIRONMENT1.1 PedagogyThis item explores the teaching process at the school, including programs, services, and delivery systems.

Toussaint L'Ouverture Elementary School provides educational services based on the Sunshine State Standards in kindergarten through grade five. Research-based programs implemented for reading are SRA Direct Instruction and the Accelerated Reader. The Little Liberty 21st Century Community Learning Grant provides after school tutorials in reading, writing and mathematics. An after school computer facilitator and a media specialist are also provided with this grant. In science, we are implementing the Science, Engineering, Communication and Mathematics Enhancement (SECME) program. Instruction is provided in a traditional classroom setting and is enhanced by computer-based instructional activities including online resources. Multicultural education is infused across the curriculum. The Parent Outreach Program facilitates school-to-home connections, developing parenting skills and providing community services.

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

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

Toussaint L'Ouverture Elementary School employs a total of 73 full time and 2 part-time staff members. Of this group, 3 are administrators, 42 are classroom teachers, 3 are exceptional student education teachers, 1 is a media specialist, 1 is a counselor, and 1 is a social worker. There are 5 paraprofessionals, 16

Major Programs:Sunshine State Standards Competency-Based Curriculum Comprehensive Reading Plan Comprehensive Mathematics and Science Plan

Additional Delivery Models:

Student Services:

Vision:

Mission:

Core Values:

The mission of Toussaint L'Ouverture Elementary School is to provide all students with the best possible educational experiences, thereby meeting the needs of the individual, as well as the entire community. We convey the cultural heritage of the nation, including the culture of the community. We facilitate the extension of services of the school throughout the community, and provide a center for community activities.

The vision of Toussaint L'Ouverture Elementary School is to provide a teaching and learning environment which sets high expectations and enables all students and teachers to perform to the best of their abilities. We will work together with our staff and community to meet the diverse academic needs of our students and to enrich the community through various opportunities.

One student service that is provided that addresses the student and their families as a whole is the Full Service Clinic. The Full Service Clinic provides students and parents with the community links of services needed; medical, mental, and social services. The Full Service Coordinator/School Social Worker coordinates, links and advocates on behalf of students and their families.

Toussaint L'Ouverture Elementary School, in accordance with its Vision and Mission statements, adheres to the following beliefs: we believe that all children can learn; we are committed to providing high quality education for all students, and extending our services throughout the community; we believe that we should be, for all those involved, a place of realized potential; and above all, we are dedicated to the belief that we are responsible for our students, the community, and society that we serve.

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cafeteria workers and 6 custodians. The community/adult program employs 16 part-time teachers. Of the teaching staff, 6 are new to the school. Twenty-six teachers have advanced degrees.

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

Toussaint L'Ouverture Elementary School, located at 120 N.E. 59th Street, is housed in a two-story building that opened in the fall of 1989. There are 40 classrooms and 4 relocatable buildings. Within the facility is a music room, an art room, a computer laboratory and 4 teacher work rooms. The school has been retrofitted to provide Internet access to 90 percent of the classrooms. The Media Center houses the closed circuit television system.

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

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

Toussaint L'Ouverture Elementary School serves approximately 583 students from the surrounding neighborhood. Within the total population, 37 percent are of limited English proficiency (LEP). The ethnicity of the students is 89 percent Black, 10 percent Hispanic, and 1 percent White. Only 3 percent of the Black students are native English speakers, leaving 86 percent of the total population whose native language is Haitian creole. Students receiving free or reduced priced lunch is 97 percent. In addition, 5 percent of the students are enrolled in the exceptional student education program (ESE). The mobility rate of the students is 43. Due to the extremely low socio-economic status of the community, the students are in need of support to secure the basic resources that will enable them to participate fully in the educational process. The school social worker and the Community Involvement Specialist (CIS) are instrumental in identifying families in need and providing both direct assistance and references to appropriate social service agencies. Students in need of extra help in mastering skills taught in the classrooms are served through the tutorial program.

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

Toussaint L'Ouverture Elementary School serves as a hub for the community. After school and weekend activities are provided for students, parents, and community members.Parent workshops are held in the Parent Access Center that is housed on the school grounds. Also, through the community school, town hall meetings and seminars are provided for parents and community members on such topics as immigration, legal issues, energy conservation, and most prevalent of all health/medical issues. Computer classes are held for parents in the mornings and the evenings. All communication with parents will be in their home language of Creole, English, or Spanish. Parents and community members take an active part in the school's Educational Excellence School Advisory Council (EESAC). In addition, the school makes its facilities available to various community organizations.

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

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

As a full service school, Toussaint L'Ouverture Elementary School has a full time social worker who coordinates medical, mental health, and social services for the students and their parents. The Community Involvement Specialist (CIS) works closely with parents and community members in making the connection between home and school. Our business partners include Walgreens, Dwight's Computers for Kids, A Willing Heart, Miami Jewish Home for the Aged, Corrections Cares, Kids 4 Kids, The Little Haiti NET Officers, and ARISE, which provides programs for at-risk students in third through fifth grade.

Please refer to Appendex A and B for legislative issues.

Please refer to Staff Development (Appendex C).

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

Due to the migration of families to the north area of the county, the student enrollment at Toussaint L'Ouverture Elementary School has decreased by 27 percent over the past four years. Student achievement scores at Toussaint L'Ouverture Elementary School continue to increase. The school offers a before and after school tutorial program to reinforce basic skills in reading, writing, and mathematics. The school has 230 computers to provide individualized instruction in basic skills, online resources, and implement SuccessMaker Computer Program. Toussaint L'Ouverture Elementary School students continue to win district, state, and national chess tournaments.

3.2 CompetitorsThis item explores the alternate schools available to students.

There are several private and magnet schools that recruit students from Toussaint L'Ouverture Elementary School. These schools include South Miami Elementary School, Sunset Elementary School, and Lincoln Marti Private School. Many of our students apply and are accepted at various magnet schools, which affects our student enrollment.

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

Toussaint L'Ouverture Elementary School enjoys a collaborative system of leadership that includes representation from all stakeholders in its primary decision-making group, the Educational Excellence School Advisory Council. The needs of all stakeholder groups are considered when making decisions. School leadership promotes professional development, encouraging the staff to explore innovative ideas to improve the educational impact of the curriculum on our students. Parental involvement is encouraged through our Community Involvment Specialist classes, and facilitated by the ongoing support of the school social worker.

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

The decline in student enrollment over the past four years has caused budgetary constraints and surplus of instructional staff members. Several buildings in the neighborhood have been abandoned. The Sabal Palm Apartments have been renovated. The subsequent increase in rent has caused many families to move away from the community. Recently there seems to be a revitalization of apartments and homes in the neighborhood.

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

Toussaint L'Ouverture Elementary School has identified several issues concerning challenges to learning. Among these are the high mobility rate of the students and frequent absences from school. Students entering school exhibit a lack of readiness, or a deficiency in language experiences. Only 29 percent of students in grades 3 through 5 are meeting high standards on the FCAT reading test and only 33 percent of those students are meeting high standards on the FCAT mathematics test. Also, many students lack the resources necessary to practice skills outside the school setting. Furthermore, many parents lack basic literacy skills in English, as well as their home language, that are necessary to help with home learning.

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

Toussaint L'Ouverture Elementary School has identified challenges related to the school's faculty. Among these are the results of the School Climate Survey and the Performance Excellence Self-Assessment, which indicate that teachers feel they need more opportunities for personal and professional growth. The recruitment and retention of teachers has been a challenge. There is a need for the instructional staff to be ESOL endorsed because of our large limited English proficient (LEP) student population. Toussaint L'Ouverture Elementary School has six teachers new to the school, and the proper support teams need to be in place for these teachers.

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

Toussaint L'Ouverture Elementary School has identified several issues concerning challenges in relationship with internal operations and external forces. Among these are the challenges in timely communications with parents and the community. Also, the high mobility rate of students, and changing demographics. Parents have limited ability to assist their children at home with academic reinforcement. Many students have very little access to outside resources which could reinforce concepts and skills taught in school.

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

Toussaint L'Ouverture Elementary School has identified challenges related to process. Only 29 percent of students in grades 3 through 5 scored at level 3 or above on the FCAT Reading Test, and 33 percent of those students scored at level 3 or above on the FCAT Mathematics Test. Many students have very limited access to outside resources which provide reinforcement of concepts and skills taught in school. Also, many of our parents work long hours, and have limited English proficiency, leaving them unable to assist their children at home with academic reinforcement.

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

Toussaint L'Ouverture Elementary School will use funds from the Title 1 Improvement Grant and FCAT Enhancement Program to hire part-time teachers and paraprofessionals to assist students in the before and after school tutorial program. In addition, incentives will be awarded to encourage student attendance, effort, academic achievement and reinforce excellent conduct. Community Agencies have donated bookbags and school supplies for our students. Parents are invited to various workshops and meetings which provide them with information about FCAT and strategies they can use at home to reinforce concepts and skills taught at school. The on site full service clinic and the Truancy Intervention Program facilitate student attendance. Parent classes are provided in the on-site Parent Access Center (PAC). "Take-Home Tuesday" has been established to ensure timely school to home communication to parents in Creole, Spanish and English.

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

Toussaint L'Ouverture Elementary School has identified several issues concerning improvements in the educational delivery process. In order to address these needs, the EESAC, the Teacher Education Center, district personnel and administration representative will disseminate information on opportunities for professional development. On going professional development throughout the year will include the SRA Reading Mastery Program, SuccessMaker computer program, and on-site district personnel providing staff development pertaining to student achievement. A support team will be put in place for the 6 teachers new to the school.

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

Toussaint L'Ouverture Elementary School has identified challenges concerning improvement in the education delivery process. Among these are the retention of faculty, the high mobility rate of the students, changing demographics and budgetary constraints. The Community Involvement Specialist assists in communicating with parents and community members our concerns involving student mobility and achievement. Before, during and after school tutorial classes are offered through TITLE I, The Little Liberty 21st Century Community Learning Grant and the FCAT Enhancement program. It is hoped that with the revitalization of apartments and homes in the neighborhood, student mobility will stabilize.

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

Toussaint L'Ouverture Elementary School has identified several issues concerning challenges in process improvement. Students' scores on the FCAT Reading Test indicate that 29 percent of students in grades 3 through 5 are scoring at FCAT Achievement Level 3 or above. Scores also indicate that 33 percent of students

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in grades 3 through 5 scored at Level 3 or above on the FCAT Mathematics Test. In order to address this need, Toussaint L'Ouverture Elementary School will implement school-wide scope and sequence curriculum mapping, the SRA Direct Instruction Reading Program in kindergarten through grade 5. Targeted students will be provided with tutorial opportunities before, during, and after school. Toussaint L'Ouverture Elementary School will include cross-curricular planning teams, common planning time, grade group planning and monthly sharing sessions in faculty meetings. The school will request technical assistance from Title I, district, and region offices to provide training for the staff.

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

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC

School Profile/ Needs Assessment: (continued)

Budget:The EESAC recommended that funds be allocated for staff development, books, materials for classrooms, implementation of after school tutorial programs, and books for the Media Center. Also, the EESAC committee allocated funds for student incentives for academic achievement and recognition for effort and citizenship. The EESAC recommended that funds be allocated for third grade textbooks, Science Full Option Science System (FOSS)Kit replacement materials and safety patrol equipment.

Training:The EESAC recommended that EESAC members and staff continue to attend various professional development conferences and workshops pertaining to student academic achievement throughout the year.

Instructional Materials:The EESAC recommended funds allocation for textbooks, science kit materials and classroom supplies.

Technology:The EESAC recommended that additional software for ESE and parent technology classes be purchased.

Staffing:The EESAC recommended that funds should be allocated to hire personnel to work in the after school tutorials.

Student Support Services:The EESAC recommended support for all available student services.These include the Parent Access Center, full service clinic and before and after school tutorials for targeted students.

School Safety and Discipline:The EESAC recommended allocation of funds for Safety Patrol Equipment, student incentive awards to recognize and reinforce positive behavior, attendance, and academic achievement.

Other Matters of Resource Allocation:The EESAC recommended allocation of funds to further staff development, parent programs, student resource materials, and technological supplies.

Benchmarking:The EESAC recommended support for Benchmarking Activities in reading and mathematics, such as the development of scope and sequence curriculum maps. Activities and lessons will highlight particular benchmarks to be taught, evaluated and charted to monitor student progress in grades 3 through 5. This calendar begins in August and continues through February, and then begins again in April through June. Practice tests are given monthly to fourth grade students for FCAT Writing, with narrative and expository prompts. Grade 3 begins practice writing prompts in March through June. Hands-on science activities, science laboratory experiments, and cross-curricular benchmarking lessons take place throughout the year in all grade levels. SuccessMaker computer tutorials for reading and mathematics in grades one through five and science tutorials for grade five will be implemented in October 2003.

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TITLE I ASSESSMENT ISSUES

School Profile/ Needs Assessment: (continued)

Parent InvolvementParental involvement is encouraged and supported at Toussaint L'Ouverture Elementary School. Parents are invited to attend various workshops which include enhancing home learning, parenting and disciplinary strategies. An overview of the Sunshine State Standards (SSS)is presented for parents. Parents are encouraged to visit classrooms and work in partnership with their child's teacher. Home visits are made by the Community Involvement Specialist and the School Social Worker. The Parent Teacher Association (PTA) provides fund raising activities to support and enhance student success in learning.The Parent Access Center provides information and support for parents in Creole, English, and Spanish.

Family LiteracyAdult English for Speakers of Other Languages (ESOL) classes are held during the school day, Monday-Friday. Parents also access the computer laboratory SuccessMaker software. Adult literacy classes are offered through the community school. Basic skills, ESOL, and pre- General Education Degree (G.E.D.) are only a few of the courses provided at no charge to the parents. Computer literacy and word processing classes are offered for a nominal fee.

School ClimateThe majority of parents, students and staff believe Toussaint L'Ouverture Elementary School provides a safe learning environment with high expectations for student achievement.

Health ServicesToussaint L'Ouverture Elementary School is a full service school, which encompasses medical, social and mental health services for our students and their families. Service providers include vision, medical, and mental health services on-site to all students. University of Miami provides health related presentations to all students. The University of Miami Mobile Unit provides complete medical assessments for those students without medical insurance. The Bruce Heiken Foundation/Instant Vision program provides our students with free eyewear. The Department of Health provides our students with free immunizations. The mission of the Full Service Clinic is: healthy children, healthy learners. Health related personnel speak Haitian Creole, Spanish, and English. Written parental communication is provided in Creole, English, and Spanish.

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School Data Summary: (compare the last 5 years, if available)

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

D D D D D

1999-20002000-20012001-20022002-2003

33 37 74

44 71

43

302

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 120 108 74

144

115

43

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

27 24 48

62 65

76

302

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 165 89 48

99

127

76

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

FCAT Sunshine State Standards (SSS) (all curriculum groups)103051


Grade Level: 03

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2002-2003 87 251 45 17 34 3 0 87 269 34 23 32 6 5

2001-2002 105 234 62 9 24 5 1 106 239 57 15 19 8 1

2000-2001 112 220 114 213

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 91 262 60 13 18 8 1 91 256 35 36 25 3 0

2001-2002 95 252 63 13 12 12 1 93 230 65 17 14 4 0

2000-2001 128 238 67 15 14 3 1 131 227

1999-2000 124 227 78 9 10 3 0

1998-1999 119 235 74 13 10 3 0

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FCAT Sunshine State Standards (SSS) (all curriculum groups)

Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 86 241 60 21 14 3 1 86 286 47 27 19 7 1

2001-2002 106 221 68 16 14 2 0 104 261 59 26 11 5 0

2000-2001 111 216 113 246 70 16 6 7 1

1999-2000 114 249 69 15 11 4 1

1998-1999 98 255 74 18 6 1 0

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Grade Level: 04

FCAT Writing (all curriculum groups)

Test Prompt: Combined

YearNumber of students

Mean Score 1.0

Percent of Students in Each Score

1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

88 1 1 3 13 28 19 27 5 0 0 02002-2003 3.2

95 8 1 21 5 35 13 12 1 3 0 02001-2002 2.8

123 5 5 13 5 36 7 20 6 2 0 02000-2001 3

128 8 2 8 6 38 19 13 2 0 0 01999-2000 2.8

118 7 7 21 8 26 19 8 3 0 0 01998-1999 2.7

Test Prompt: Expository


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

41 0 2 5 17 29 20 20 5 0 0 02002-2003 3.1

49 12 2 27 6 35 10 6 0 2 0 02001-2002 2.6

60 2 5 12 5 37 5 30 2 2 0 02000-2001 3.1

66 8 3 9 9 36 15 12 3 0 0 01999-2000 2.8

57 11 5 23 11 23 21 5 2 0 0 01998-1999 2.6

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Grade Level: 04

FCAT Writing (all curriculum groups)

Test Prompt: Narrative


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

47 2 0 2 9 28 19 34 4 0 0 02002-2003 3.3

46 4 0 15 4 35 15 17 2 4 0 02001-2002 3

63 8 5 14 5 35 10 10 10 2 0 02000-2001 2.8

62 8 2 6 3 39 23 13 2 0 0 01999-2000 2.9

61 3 8 20 7 30 16 11 3 0 0 01998-1999 2.8

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ObjectiveGiven instruction using the Sunshine State Standards, students in grades 3 through 5 will increase their reading skills as evidenced by a 5 percentage point increase in students scoring at or above FCAT Achievement Level 3 as documented by the 2004 administration of the FCAT Reading Test, 31 percent of the students in each subgroup indentified in the No Child Left Behind (NCLB) requirements will score at the State required mastery level.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

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4

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3

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2

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1

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5

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6

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7

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School Name: Toussaint L Ouverture Elementary School District Name:

Performance Grade: D School Performance Excellence Goal: # 1 : Reading

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2003 FCAT Reading test indicate that 67 percent of students in grades 3 through 5 have not met high standards in reading, 56 percent have not made annual learning gains in reading, and 57 percent of the lowest 25th percentile have not made learning gains in reading. Sixty-six percent of all third graders scored at Achievement Level 1. Additionally, 28 percent of all subsgroups indentified in the No Child Left Behind (NCLB) requirements for Adequate Yearly Progress did not score at the state required mastery level in reading.

Assessment data and a Staff Development Needs Survey indicate that staff development should be provided to enhance instruction for the purpose of increasing students' reading achievement.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if students in grades 3 through 5 increase their reading skills as evidenced by a 5 percentage point increase in students scoring at or above FCAT Achievement Level 3 as documented on the 2004 administration of the FCAT Reading Test, while a minimum of 31 percent of the students in each subgroup identified in the NCLB requirements will score at the State required mastery level.

Evaluation:This objective will be evaluated by conducting a comparision of scores from the adminstration of the 2003 FCAT Reading Test to the scores on the 2004 FCAT Reading Test. Progress will be monitored through the use of the FCAT Progress (Form B) test, FCAT Explorer data, SuccessMaker data, Reading Benchmark assessments, and an Informal Reading Inventory will be used to monitor progress toward the objective.

Aligns with District Goal # 2 3 3 4 6 7 8 Other : See below

SAC members involved in the development of this objective:

Delbor, Liliane A Mathieu, Techeline Williams, Sherrie H Barr, Robin

Rodriquez, Rosa Marshall, Vincent Lafalaise, Antonine

Names: Names: Names:

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STRATEGIES

Start Date

End Date

Timeline

Action PlanObjective Number: 1

Persons Responsible (by position) for this Strategy. Asterisk denotes contact

person.

School Level Resources Allocated

. Implement and monitor the SRA Direct Instruction Reading Program(DI) for students in kindergarten through fifth grades and implement schoolwide scope and sequence curriculum map.

*PrincipalReading LeaderReading Coach

Sep. '03 Jun. '04 1 SRA/Direct Instruction resource materialsSunshine State Standards, Comprehensive Assessment Results, teachers, SRA Consultants and Reading Coach

. Direct Community Involvement Specialist to initiate specific outreach and incentive activities provided in their home language, resulting in increased parental attendance at reading workshops and student attendance at school.

* Principal Community Involvement Specialist and

Reading Leader

Sep. '03 Jun. '04 2 Title I parent funds, teachers,PTA

. Utilize assessment data to identify areas of deficiencies, develop and implement strategies for improvement in targeting students in all subgroups scoring at Achievement Level 1 and 2 of the FCAT Reading Test, to provide tutorial and remedial activities before and after school. This will be monitored in an ongoing basis to ensure effective implementation and adequate yearly progress of those identified students.

*PrincipalAssistant PrincipalReading LeaderReading Coach

Sep. '03 Jun. '04 3 FCAT Results Student Grade Analysis Pre/Post Tests reading benchmarks Scholastic Reading Inventory

. Provide professional development opportunities and resources through mentoring, modeling of lessons and training in strategies for staff. Utilize the Reading Leader, Reading Coach, and District Educational Specialist to provide professional development in reading for teachers.

*Principal Assistant PrincipalReading Leader

Reading Coach District Educational Specialist

Sep. '03 Jun. '04 4 SRA resources,SSS

. Provide literacy classes for parents through the community school, and develop and coordinate schoolwide literacy activities.

*Assistant Principal Community Education

(APCE)Reading Leader

Sep. '03 Jun. '04 5 Literacy Completion Point (LCP), Media Center, Computer laboratory

. Implement and monitor the Accelerated Reader Program and SuccessMaker in grades one through five.

*Principal Assistant Principal Media Specialist

Reading Leader

Sep. '03 Jun. '04 6 Computer laboratoryMedia Center

. Implement and monitor SuccessMaker computer reading tutorial program in grades one -five.

PrincipalAssistant PrincipalReading LeaderReading Coach

*Technology Facilitator

Sep. '03 Jun. '04 7 Computer laboratory, Media Center

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STRATEGIES

Start Date

End Date

Timeline



person.


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

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ObjectiveGiven instruction using the Sunshine State Standards, students in grade 4 will increase their writing skills as evidenced by a 1 percentage point increase in the number of students attaining the State required mastery level as documented by the comparison of the 2003 FCAT Writing Test scores to the scores on the 2004 FCAT Writing Test.

School Leadership






Performance Results


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1

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Performance Grade: D School Performance Excellence Goal: # 2 : Writing



Needs AssessmentResults of the 2003 FCAT Writing test indicate that 26 percent of the students in grade 4 have not met high standards in writing.

Assessment data and a Staff Development Needs Survey indicate that staff development will be provided to enhance instruction for the purpose of increasing students' writing achievement.

Definition of Adequate Progress:Given instruction using the Sunshine State Standards, student in grade 4 will increase their writing skills as evidenced by a 1 percentage point increase in the number of students reaching the State required mastery level as documented by the comparison of the 2003 FCAT Writing Test scores to the scores on the 2004 FCAT Writing Test.

Evaluation:The objective will be evaluated by a comparison of scores from the administration of the 2003 FCAT Writing Test scores on the 2004 Writing Test. Formative assessment will include monthly writing samples and scores on quarterly writing prompts for students in grades three through five.

Aligns with District Goal # 2 3 4 6 8 Other : See below


Delbor, Liliane A Mathieu, Techeline Williams, Sherrie H Barr, Robin

Rodriquez, Rosa Marshall, Vincent


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STRATEGIES

Start Date

End Date

Timeline



person.


. Administer District Writing pre/post-tests to assess and monitor student progress in writing development in grades one through five.

*Principal Assistant Principal

Reading LeaderReading Coach

Sep. '03 Jun. '04 1 Reading LeaderDistrict FacilitatorState Generated Prompts

. Develop, administer, and monitor grade level monthly prompts to chart students' mastery in expository and narrative writing utilizing the writing rubric scale in grade four.

*Assistant PrincipalReading Leader

Sep. '03 Jun. '04 2 SSS

. Implement expository and narrative writing techniques using prompts during after school tutorials for students in grades four.

*Assistant PrincipalReading LeaderReading Coach

Oct. '03 Feb. '04 3 SSS

. Implement Writing Across the Curriculum in grades kindergarten through five, integrated through content areas and utilizing essays relating to thematic units.

*Assistant Principal Sep. '03 Jun. '04 4 SSS

. Provide enrichment activities for students in grades two-five by participating in various writing and poetry contests and utilizing technology software.

*Assistant PrincipalReading LeaderMedia Specialist

Technology Facilitator

Sep. '03 Jun. '04 5 Media Center, Technology laboratory

. Implement and monitor journal writing and the writing process schoolwide to enhance and develop students' writing and composing skills.

*Assistant PrincipalReading Leader

Sep. '03 Jun. '04 6 SSS Reading LeaderDistrict Facilitator, State Generated Prompts,FCAT Writes CD-ROM

. Provide professional development opportunities and resources through mentoring, modeling lessons, and training in writing strategies for all grade levels.

Assistant PrincipalReading Leader Reading Coach

Curriculum Support Specialist

Sep. '03 Jun. '04 7 Reading Leader District Personnel


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ObjectiveGiven instruction using the Sunshine State Standards, students will increase their mathematics skills as evidenced by a 5 percentage point increase of students scoring at or above FCAT Achievement Level 3, documented by the 2004 administration of the FCAT Mathematics Test, while 38 percent of the students in each subgroup identified in the NCLB requirements will score at the State required mastery level.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


Performance Grade: D School Performance Excellence Goal: # 3 : Mathematics



Needs AssessmentResults of the 2003 FCAT Mathematics Test indicate that 63 percent of the students in grades 3 through 5 have not met the State required mastery level, 29 percent have not made learning gains, and the school nor the subgroups met the standard according to NCLB.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if students in grades 3 through 5 increase their mathematics skills as evidenced by a 5 percentage point increase in students scoring at or above FCAT Achievement Level 3 documented by the 2004 administration of the FCAT Mathematics Test, while a minimum of 38 percent of the students in each subgroup identified in the NCLB requirements will score at the State required mastery level.

Evaluation:This objective will be evaluated by conducting a comparision of scores from the administration of the 2003 FCAT Mathematics Test to the scores on the 2004 FCAT Mathematics Test. Progress tests, teacher-made, and basal tests will provide formative assessment, which will be used to monitor student's progress towards this objective.

Aligns with District Goal # 2 3 4 6 7 8 Other : See below


Delbor, Liliane A Rodriquez, Rosa Barr, Robin Vasquez, Yasmin

Marshall, Vincent Lafalaise, Antonine Williams, Sherrie H Mathieu, Techeline


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STRATEGIES

Start Date

End Date

Timeline



person.


. Administer mathematics pre/post-Tests from the assigned textbook to determine student needs. Implement and monitor instruction to accommodate individual differences among learners.

*Assistant PrincipalMathematics Facilitator

Sep. '03 Jun. '04 1 Mathematics Facilitator, TeachersMathematics textbook

. Implement mathematics instruction using Sunshine State Standards in grades kindegarten through five. Design and implement schoolwide scope and sequence curriculum map.


Sep. '03 Jun. '04 2 TeachersMathematics FacilitatorFCAT Explorer

. Provide opportunities for students to use SuccessMaker Mathematics tutorial in grades one through five.

*Technology Facilitator Mathematics Facilitator

Sep. '03 Jun. '04 3 SuccessMakerComputer Laboratory Technology Facilitator

. Provide professional development opportunities and resources through mentoring, modeling lessons, and training in mathematics strategies for teachers using district and Access Center personnel.

*PrincipalMathematics Facilitator

District Personnel

Sep. '03 Jun. '04 4 SSS Mathematiics Instructional Improvement Team

. Involve students in competetive mathematical activities such as mental math games, Math Bowl Competitions, and chess competitions in the school, Access Center, and District.


Sep. '03 Jun. '04 5 Project MIND Acitivity books math games

. Based on FCAT scores and Adequate Yearly Progress (AYP) reports, Implement and monitor before and after school mathematics tutorial programs for the students scoring in Achievement Levels 1 and 2, as delineated in the AYP disaggregated data for students in grades 3-5.


Sep. '03 Jun. '04 6 Title I School Improvement Grant andFCAT Enchancement Funds

. Implement Family Mathematics and Science Night in the home language to encourage parental involvement in mathematics learning activities.


Sep. '03 Jun. '04 7 Mathematics FacilitatorDistrict Personnel


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ObjectiveGiven instruction using the Sunshine State Standards, students in grade five will demonstrate an increase in their knowledge of science as evidenced by a mean score at or above the District's mean scale score of the 2004 FCAT Science Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


Performance Grade: D School Performance Excellence Goal: # 4 : Science



Needs AssessmentScores of the 2003 FCAT Science Test indicate that the mean scale score for students is 236 which is below the District mean scale score of 270 and the State mean scale score of 285.

Definition of Adequate Progress:Adequate progress will be met if students in the fifth grade demonstrate an increase in their knowledge of science as evidenced by a mean scale score at or above the District mean scale score on the 2004 FCAT Science Test.

Evaluation:The scores of the 2004 FCAT Science Test, teacher-made tests, and basal developed unit levels will provide formative assessment, which will be used to monitor the progress of students in order to meet this objective.

Aligns with District Goal # 2 3 4 6 7 8 Other : See below


Delbor, Liliane A Marshall, Vincent Barr, Robin Marshall, Vincent

Mathieu, Techeline Lafalaise, Antonine Vasquez, Yasmin Williams, Sherrie H


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STRATEGIES

Start Date

End Date

Timeline



person.


. Implement and monitor science instruction using Sunshine State Standards in grades Kindergarten - five, utilizing the site- selected science text for a pre- test to be administered in the fall of 2003 and a post- test to be administered in the spring of 2004. Science sample test provided by the district will be administered to students in grade five in the fall/spring of 2003-2004.

*Assistant PrincipalScience Facilitator

Sep. '03 Jun. '04 1 SSS, Science textbooksFull Option Science System (FOSS) laboratory kits

. Engage students in hands- on science experiments, as aligned with the site- selected science text, in order to teach science process skills and the scientific method utilizing the science laboratory.

*Assistant Principal Science Facilitator

Sep. '03 Jun. '04 2 Science FOSS laboratory kits, Science Textbook, Grade Level Chair teachers, District Resource Personnel

. Coordinate a schoolwide Science Fair for all students to further develop the scientific method and to promote practical application of science process skills.


Sep. '03 Jun. '04 3 SECME teachers, Grade Level Chairs,Media Center, Technology laboratory

. Implement and monitor the Science, Engineering, Communication and Mathematics Enhancement Program (SECME) to involve students in science projects which simulate real world situations.


Sep. '03 Jun. '04 4 SECME,Media Center, Technology laboratoryScience laboratory

. Implement and monitor the Science, Engineering, Mathematics and Aerospace Academy (SEMAA) to expose students in grade five to mathematics, science and engineering concepts.


Fifth Grade Teachers

Sep. '03 Jun. '04 5 SEMAAScience laboratory

. Provide professional development training for teachers to enhance their knowledge base and skills in teaching science, utilizing district personnel.

* Principal Sep. '03 Jun. '04 6 Science Resource Teacher Grade Chairs

. Implement Family Mathematics and Science night to provide parents with science learning activities in their home language and promote parental involvement.


Sep. '03 Jun. '04 7 Science Facilator and District Personnel

. Implement and monitor SuccessMaker Science software program for students in grade five.

*PrincipalTechnology Facilitator

Sep. '03 Jun. '04 8 Technology laboratory classroom computers


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Adequate Progress Statement for the entire School Performance Excellence Plan:

A Progress Assessment meeting is scheduled for each school at the end of each school year. Present are to be the school principal, the Educational Excellence School Advisory Council (EESAC) chair, the United Teachers of Dade steward, an EESAC parent representative, the EESAC community/business representative, and the EESAC student representative, if there is one. The Progress Assessment meeting is held at the Region office or supervising District office. At this meeting, the EESAC makes a presentation of findings. Included in the presentation are data that identify the Strengths and Opportunities for Improvement (OFIs) of the school. These results provide guidance for the future direction of the school and are included, as appropriate, as objectives and strategies in the subsequent School Performance Excellence Plan. NOTE: This meeting is subject to Florida's Government-in-the-Sunshine Law.

In the event that a school does not make progress on an objective found in the School Board-approved School Performance Excellence Plan, the Region office or supervising District office will collaborate with the EESAC to determine whether, and in what format, that objective will be readdressed.

The school must also meet the Florida Definition of Adequate Progress. Florida's High-Quality Education System states that if a school fails to meet criteria set forth in Florida State Board of Education Rule 6A-1.09981 pertaining to School Performance Grades, the school cannot be said to have made adequate progress.

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Mid-Year Review of School Performance Excellence Plan:

A mid-year review of the implementation of the current School Performance Excellence Plan will be conducted. This meeting, conducted by the Region Director or supervising District administrator, is subject to Florida’s Government-in-the-Sunshine Law. This review will provide useful information for revising School Performance Excellence Plans for the following year and for assessing where resources need to be targeted for the remainder of the school year. A self-study of the progress made in implementing the current School Performance Excellence Plan at each school site will constitute a major portion of the mid-year review.

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The following 10 essential components for Title I Schoolwide Program have been reviewed and addressed as required by Title I, Part A, Section 1114 of No Child Left Behind. (if applicable) • Comprehensive Needs Assessment of the Entire Plan • Schoolwide Reform Strategies • Instruction by Highly Qualified Teachers • High-quality and Ongoing Professional Development • Strategies to Attract High Quality Qualified Teachers to High-need Schools • Strategies to Increase Parental Involvement • Plans for Assisting Preschool Children • Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments • Activities to Ensure that Students Who Experience Difficulty Mastering the Proficient or Advanced Levels of Academic Achievement Standards Shall be Provided with Effective, Timely Additional Assistance • Coordination and Integration of Federal, State and Local Services and Programs.

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All of the following 11 essential components for the Comprehensive School Reform Program has been reviewed and addressed as required by Title I, Part F of No Child Left Behind. (if applicable) • Proven Scientifically-Based Strategies and Methods • Comprehensive Design with Aligned Components • Continuous Professional Development • Measurable Goals and Benchmarks for Student Academic Achievement • Support within School • Support for School Personnel • Meaningful Parental and Community Involvement • High Quality External Technical Support and Assistance • Annual Evaluation • Coordination of General Resources • Coordination of Scientifically-Based Resources

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All of the following 7 components of an Effective School Improvement Framework have been reviewed and addressed as required by the Quality School Improvement Process by the SACS Commission on Elementary and Middle Schools. (if applicable) • A process for stakeholders’ participation in school improvement planning • The identification, development, and analysis of information that is summarized in a profile of the students, school, and

community. • A list of beliefs and a mission statement that represent community expectations and student needs, and provide direction and

focus for the work of a school. • A list of clearly defined goals and performance expectations for student learning, and comprehensive assessment of students’

performance on each. • A comprehensive analysis of the instructional and organizational effectiveness of a school. • An action plan for school improvement that details strategies for addressing areas identified through the planning process as

needing improvement. • An implementation process that provides for continuous monitoring and annual assessments of the plan and supplies the

data for making necessary revisions.

All of the following 7 elements for the school improvement process have been reviewed and addressed as required by the SACS Commission on Secondary and Middle Schools. (if applicable) • Identification of the students, school, and community the school serves. • Development of the beliefs and mission of the school; basis for the school’s existence. • Completion of a comprehensive needs assessment that focuses on areas that relate to student performance. • Identification of specific goals for student learning. • Adoption of a process that must support and enable the school to conduct a self-evaluation of the effectiveness of the

instructional and organizational practices within the school. • Development and implementation of an action plan for improvement. • Development of an action plan ensuring the capacity of the school to evaluate its progress and provide for accountability to its

intended goals.

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The School Advisory Council has reviewed and addressed all of the following required components of a School Performance Excellence Plan as pursuant to Section 230.23, Florida Statutes. State Education Goals: • Goal 1: Readiness to Start School • Goal 2: Graduation Rate for Postsecondary Education and Employment • Goal 3: Student Performance • Goal 4: Learning Environment • Goal 5: School Safety and Environment • Goal 6: Teachers and Staff • Goal 7: Adult Literacy • Goal 8: Parental, Family and Community Involvement Based on an analysis of student achievement and school performance data: • FCAT Reading Sunshine State Standards • FCAT Math Sunshine State Standards • FCAT Writing Sunshine State Standards • FCAT Science Sunshine State Standards Issues relative to: • budget • training • instructional materials • technology • staffing • student support services • specific school safety • discipline strategies • other matters of resource allocation

APPENDIX A

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Goal I: School to Career

School District Goals:

Focus: Students will be prepared for graduation, employment, postsecondary education, and to become responsible citizens and lifelong learners.

Objectives:Improve student achievement emphasizing reading, writing skills, mathematics, and science.Monitor and assess the implementation of standards for students in the areas of academic, career, and personal/social development.Expand opportunities for students to participate in cultural and physical fitness experiences.Decrease the number of schools receiving "D" and "F" grades and increase the number of schools receiving "A" and "B" grades on the State's School Accountability Report.Integrate technology and its proficient use for all students and faculty into the instructional program to facilitate learning, with the intent of producing technologically skilled graduates.Enhance vocational/technical programs and adult education programs to meet the demands of business and industry.Broaden the scope of civic, law, and character education programs offered in the district to provide all students with necessary skills.Narrow the achievement gap between minority and non-minority students.Increase the number of students and adults who are bilingual and biliterate.Increase public educational choice options.

Ia.Ib.Ic.Id. Ie . If. Ig.Ih.Ii. Ij.

Goal II: Effective Learning EnvironmentFocus: Enhance the safety of students and staff, and increase the quality of the learning environmentObjectives:

Reduce the percentage of incidents related to violence, weapons, drugs, vandalism, and truancy.Strengthen counseling and academic programs for all at-risk students with particular emphasis placed on at-risk students located at alternative schools and juvenile justice centers. Reduce school overcrowding.Increase skills, knowledge, and professionalism of school staff.Increase the number of educationally productive partnerships with the community.Increase opportunities for parents and guardians to become active partners in achieving educational success for all students.Promote the community focus of schools as neighborhood learning and cultural centers for both students and other members of the community

IIa. IIb. IIc. IId.IIe.IIf.IIg.

Goal III: Efficient Management PracticesFocus: Ensure that school system operations conform to the highest business and professional standards of effectiveness, ethics, and

efficiency

Objectives:Improve the financial planning and management process to ensure that resources are allocated and expended according to district needs and priorities.Decrease the average duration of new construction, additions, and renovations and ensure that Capital Outlay programs/projects are completed within budget.Improve the delivery of services such as maintenance, classroom materials, and transportation.Ensure that personnel maintain professional standards and effectively fulfill their assigned responsibilities.Improve the perception of the Miami-Dade School District for various stakeholders.

IIIa. IIIb. IIIc.IIId.IIIe.

APPENDIX B

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PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

SRA DI Training Teachers: 7Administrators: 0

Others: 0

Training will be conducted as needed.


Others: 0



Others: 0


DIBELS Training Teachers: 2Administrators: 0

Others: 0


Reading Coach Just Read Florida Training Teachers: 1Administrators: 0

Others: 0


ESOL Update on Guidelines and Procedures Teachers: 2Administrators: 0

Others: 0


Introduction to DECA Teachers: 1Administrators: 0

Others: 0


Introduction to LAP-D Teachers: 1Administrators: 0

Others: 0

Training will be provided as needed.

Introduction to High/Scope-Session I Teachers: 1Administrators: 0

Others: 0

Training will be conducted a needed.

Provided or in Progress in the Area of Writing Instruction


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APPENDIX C

Provided or in Progress in the Area of Writing Instruction


District Personnel FCAT Writing Inservice Fourth Grade Teachers Teachers: 4Administrators: 0

Others: 0


District Personnel FCAT Writing Inservice Teachers: 2Administrators: 0

Others: 0


TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Mathematics Inservice Teachers: 6Administrators: 0

Others: 0


Math for New Teachers Teachers: 4Administrators: 0

Others: 0


CIS Orientation Meeting/Getting Ready for the 2003-2004 School Year Teachers: 1Administrators: 0

Others: 0


Provided or in Progress in the Area of Science Instruction


Successmaker Science Program Teachers: 3Administrators: 0

Others: 0


Science, Engineering, Mathematics, and Aerospace Academy Teachers: 1Administrators: 0

Others: 0


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APPENDIX C

Other Professional Development Provided or in Progress


Putting the Pieces Together Conference Exceptional Student Education Teachers: 1Administrators: 0

Others: 0

Will attend subsequent trainings throughout the year.

Successmaker Training Software Teachers: 7Administrators: 0

Others: 0

Training will be available as needed.

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SCHOOL PERFORMANCE EXCELLENCE PLAN REVIEW AND ACCEPTANCE SIGNATURES

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

The original signature page; including signatures of EESAC members is on file at the Region/District Supervisor's Office.

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

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