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School Performance Excellence Plan

School Name and Number : 1721 - Everglades K-8 Center

Principal: Mayra Falcon Telephone #: (305) 264-4154

High School Feeder Pattern: 7271 - Miami Coral Park Senior

Region: Region III Board District #: 8 - Dr. Marta Pérez

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

2002 - 2003

(SCHOOL IMPROVEMENT PLAN)School Name: 1721 - Everglades K-8 Center

2002 School Performance Grade: A

SCHOOL PERFORMANCE EXCELLENCE PLAN

Vision/Mission/Belief Statement(s):

VISION: As the architects of our future generation, we envision a future in which teaching is not constrained by walls or physical structures, where educators are not limited to classroom teachers and school staff members and where students will transcend the conventional approach to education and will be able to soar to their highest learning potentials. To this end, the staff, parents, and community members of Everglades K-8 Center have made a commitment to work as a team in order to enhance the use of technology, critical thinking skills, and community resources to provide our students with the most diverse methods of education available.

MISSION: We, the students, staff, parents, and community members of Everglades K-8 Center, pledge to work collaboratively to meet the needs of all children. Together we will maximize each student’s potential through the use of technology, cooperative learning, home learning, and critical thinking skills. We pledge to empower every student with a strong academic foundation in order to prepare them to become productive members of society.

Title I Schoolwide Program: NoComprehensive School Reform Program: No

SACS Accreditation Process: No

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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.

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Everglades K-8 Center

Given instruction using the Sunshine State Standards, 75 percent of the students will increase at least five percent on the District developed Florida Comprehensive Assessment Test (FCAT) Reading, as measured by a pre and post test administered in September, 2002 and May 2003.

Given instruction using the Sunshine State Standards, 75 percent of the students will increase at least five percent on the District developed Florida Comprehensive Assessment Test (FCAT) Writing prompt, as measured by a pre and post test administered in September, 2002 and May 2003.

Given instruction using the Sunshine State Standards, 75 percent of the students will increase at least five percent on the District developed Florida Comprehensive Assessment Test (FCAT) Mathematics, as measured by a pre and post test administered in September, 2002 and May 2003.

Given schoolwide attention using the Sunshine State Standards, students will increase their mastery of challenging academic content as evidenced by an increase of five points in the percentage of students enrolled in Advanced Academic Classes when percentages from 2001-2002 are compared to percentages in 2002-2003.

In order to achieve these objectives, a series of carefully selected strategies have been planned and will be implemented by all of the school’s stakeholders. In selecting these strategies, special attention was given to the District’s Competency-Based Curriculum, Sunshine State Standards Benchmarks, National and State Goals, and the priorities of the school and region. The staff, students, and community of Everglades K-8 Center will participate in this endeavor.

Everglades K-8 Center is located at 8375 S.W. 16 Street in an urban area of southwest Miami-Dade County. The student body of approximately 1,340 is composed of 89 percent Hispanic, one percent Black, nine percent White Non-Hispanic, and one percent Asian/Indian/Multiracial. The school has an Exceptional Student Education (ESE) program that serves approximately 354 students. Two hundred ninety-nine students are categorized as Limited English Proficient (LEP).

In keeping with the mission of the school to empower students to perform in the 21st Century, and after careful review and evaluation of pertinent data such as the School’s Demographic and Academic Profiles, Student Report Cards, Florida Comprehensive Assessment Test (FCAT) results, and the results from the 2001-2002 School Performance Excellence Plan (School PEP), the faculty and staff of Everglades K-8 Center, in conjunction with the Educational Excellence School Advisory Council (EESAC), have developed the following objectives as schoolwide priorities for all stakeholders for the 2002-2003 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.

Everglades K-8 Center is a community-centered school that serves the needs of all our students from Pre-Kindergarten through eighth grade. With the help of our parent volunteers and our business partners, we are able to provide an educational environment that reaches far beyond the walls of our classrooms. Our students are involved in hands-on science and mathematics activities through the use of our outdoor classroom, Orchard and Butterfly Garden. At the same time, each child is provided with classroom instruction in small groups through the use of flexible grouping and individual instruction when additional assistance is required.

A variety of techniques are utilized in the classroom to accommodate different learning styles. Students are also exposed to enriching and challenging instructional materials designed to enhance their learning experience. Additionally, a positive approach to teaching and learning is achieved with the use of positive reinforcement and celebration of small successes. All educational services provided are based on the Sunshine State Standards, Competency-Based Curriculum, and the Comprehensive Reading Plan. As evidenced by the Florida School Accountability System Report, the services provided and the delivery system at the school have been able to guarantee the success of every child. For the third year in a row Everglades K-8 Center has earned an "A" as set forth by the Florida Department of Education.

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

The staff of Everglades K-8 Center is dedicated to enhancing, enlightening, empowering, and enriching the lives of all students educationally, physically, psychologically, and socially. We strive to provide a stimulating, cooperative environment in which all students will become productive members of society. The administrators and staff members have teamed up with our parents and community leaders to create an atmosphere designed to maximize our children’s inherent ability to reach their highest potential. Pulling together to achieve this goal will assure our children the success that they will need in order to become productive members of society.

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

Human resources at the school consist of a total of one hundred twenty full-time staff and sixty-one part-time staff. Of these totals, five are administrators, sixty-eight are classroom teachers, fifteen are Exceptional Student Education teachers, four are guidance counselors, one is a trust specialist, one is a occupational therapist, one is a career specialist, two are media specialists, three are speech pathologists, and twenty-six are teacher aides. Additionally, one is a microsystem technician, ten are clerical employees, eight are custodial service workers, sixteen are cafeteria staff, thirty are after-care staff, and three are security monitors. Of the teaching staff, forty have advanced degrees.

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

Everglades K-8 Center is located at 8375 S.W. 16 Street on 11 acres in an urban area of southwest Miami-Dade County. The school is composed of two separate campuses within the same location. One campus houses the Pre-Kindergarten through fifth grade students; the other campus houses sixth through eighth grade students.

The elementary school campus consists of forty classrooms in the main building, two classrooms in a small building adjacent to the basketball courts, six portables, and a cafetorium. Most of the elementary school building is forty-five years old; however, six classrooms, the media center, and the music room are in a section constructed only five years ago. The elementary school has a parent drop-off/pick-up area for students. This provides students with safer and easier access to and from the school.

The middle school campus is a four-year-old, two-story building. It contains eighteen classrooms, a state of the art band room, a computer lab, a science lab, an exploratory technology lab, and a cafetorium.

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The media center serves both the elementary and middle school population. It contains eighteen computer stations, in addition to a wide range of books that meet the diversity of students' interests and levels.

Both the elementary and middle school have been retro-fitted to provide Internet and Intranet access to all of the classrooms and offices. In addition to the number of computers in the media center, the middle school computer lab and the middle school exploratory technology center, the school recently purchased computers which have been distributed throughout each classroom, thus providing students with access to computers and related resources within their homerooms.

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

The school adheres to a policy of nondiscrimination in educational programs/activities and employment, and strives affirmatively to provide equal opportunity for all. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statues), which stipulate categorical preferences for employment. Additionally, the school is in compliance with all OSHA and Environmental requirements.

The school adheres to the policies and procedures that assure equal access in employment, educational programs, and activities, as stated in the School Board Rules.

Hostile treatment or violence against a student, teacher, or other employee because of his/her gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preferences, or disability is not tolerated.

The school is bound by statutes set forth by the Florida Department of Education and Florida's High-Quality Education system, including the implementation of programs addressing the requirements of the Sunshine State Standards. In addition, the school implements the District's Competency-Based Curriculum.

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

The Everglades K-8 Center student body of approximately 1,340 is composed of 89 percent Hispanic, one percent Black, nine percent White Non-Hispanic, and one percent Asian/Indian/Multiracial. The school has an Exceptional Student Education (ESE) program that serves approximately 354 students. Two hundred ninety-nine students are categorized as Limited English Proficient (LEP).

Because of the large Hispanic population in this school, workshops for parents are conducted in both English and Spanish. All correspondence that is sent home is written in both languages to ensure that the doors of communication are kept open for non-English speaking parents. Additionally, parents are allowed to enlist their children in an innovative bilingual program that is currently available in kindergarten through second grade.

ESE students at Everglades K-8 Center partake in self-contained classes, inclusion classrooms, and part-time mainstreaming. Training for parents of ESE and ESOL students who participate in mainstreaming programs will be given to provide parents with strategies in dealing with transitional adjustments. Students in the ESE gifted program participate in challenging competitions such as Odyssey of the Mind, spelling bees, and the annual Math Bowl competition.

To enhance the learning environment of the middle school and to maintain student motivation, extracurricular activities such as band, jazz ensemble, intramural sports, cheerleading, and SECME Club have been implemented, which instill school unity and pride.

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

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Everglades K-8 Center provides parents with a variety of services including before and after school care, workshops on diverse topics, and parenting skills education. Additionally, the media specialists keep the media center open after school hours to allow parents the opportunity to use the library with their children or to check out books and materials for themselves.

The school’s PTA provides book fairs, festivals, talent and fashion shows, school beautification projects, and other activities to increase parental involvement and to provide students with incentives. Additionally, the PTA provides for supplemental classroom materials such as books to enhance the classroom libraries for all grade levels.

Everglades K-8 Center also serves as a meeting place for child oriented organizations such as the Girl Scouts and Boy Scouts of America.

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

The staff at Everglades K-8 Center is presented with a variety of choices of professional development programs that are provided by the District. In addition, the school offers the staff in-house training on an ongoing basis to keep them abreast of the latest teaching trends and innovations in education.

In addition to programs offering tuition reimbursement for staff advancement, the School Board provides a comprehensive benefits package and financial compensation to employees of Everglades K-8 Center.

Faculty members are acknowledged over the public address system on their birthdays and for outstanding contributions to the school and the students.

Results of the School Climate Survey indicate that staff morale is high and that, in general, Everglades K-8 Center is thought of as a good place to work.

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.

Everglades K-8 Center has a unique advantage in that most of the students who complete fifth grade continue on to the school’s middle learning center. This allows for ongoing communication between the teachers in the middle school and the teachers in the elementary school. Additionally, the parents and students are familiar with many of the middle school teachers who were previously elementary teachers. This situation allows for articulation between teachers and an easier transition for our students in the middle school program.

Several public and private bus services provide transportation for many of the students at Everglades K-8 Center. The school maintains good rapport with the drivers who transport the students to and from school and treat them to an annual breakfast as a token of appreciation.

Everglades K-8 Center has various teachers who supervise interns from Florida International University, University of Miami, Nova University, and Barry University. Additionally, the school receives other students who work with our children to complete short-term field experience hours.

The Girl Scouts and Boy Scouts of America utilize the cafetorium for their weekly meetings.

Business partners such as McDonald’s, Publix, Starbucks, and others provide food, beverage, paper goods, certificates, etc., for special activities for staff and students. Home Depot has also contributed plants and other materials for the beautification of the school. The school recognizes these and other partners by hosting a yearly breakfast and/or lunch, as well as honoring them with certificates and mentioning them in the school newsletter.

The PTA is actively involved in many projects. It provides supplementary materials such as books and periodicals for the classrooms, as well as art materials. This organization works to beautify the school by assisting with the landscaping. Additionally, the PTA hosts breakfasts and luncheons to honor the staff throughout the year. It also conducts a canned food drive yearly to make baskets for needy families within the school. This year we plan to join Miami Metro-Dade Police in

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order to collect toys during the holidays for needy families.

The EESAC, as well as all members of the faculty, provide recommendations for purchases needed for the school.

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.

Over the past three years, enrollment at Everglades K-8 Center has increased by 23.9 percent. For the third year in a row Everglades K-8 Center has earned an "A" as set forth by the Florida Department of Education.

Students at the school have received numerous awards and recognitions. The school's elementary school cheerleaders, who competed for the first time last year in the Cheer Power competition, came in first place. The school’s middle school cheerleading squad came in first place in the US Spirit National Championships. We had seven teams participating in the Odyssey of the Mind 2002 competition, an increase of 64 percent over the previous year. Two of the seven teams went on to the State Competion, with one of the teams placing first. These seven children went on to compete in the Odyssey of the Mind World Finals held in Colorado where they were awarded 3rd place.

3.2 CompetitorsThis item explores the alternate schools available to students.

Two private schools are within or close to the boundaries of Everglades K-8 Center. These include St. Brendan’s Catholic School and Coral Park Baptist School.

Additionally, Rockway Middle School, Ruben Dario Middle School, and various magnet schools draw students from within our boundaries.

The Florida Department of Education grades Everglades K-8 Center as an “A” school. The closest surrounding schools, Flagami Elementary, Charles Hadley Elementary, E.W.F. Stirrup, Sweetwater Elementary, Ruben Dario Middle, and West Miami Middle received the grade “B” respectively.

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.

Everglades K-8 Center extends leadership opportunities to all faculty, parents, community members, and students. The EESAC includes representatives from each group and is involved in the decision-making process for the school. Input from all groups is considered essential to the success of the school.

Professional growth opportunities are continuously provided for all staff members to enhance educational practices.

Information is disseminated among the staff through weekly, collaborative planning sessions, biweekly faculty meetings, monthly calendars, and weekly curriculum bulletins. Active participation and ongoing communication are encouraged in meeting the needs of the students.

Everglades K-8 Center offers support to parents via parenting education classes and accessibility to resources in the media center and in the Parent Resource Center. We also try to maintain an open line of communication by having an open door policy and keeping the parents informed of school events and other pertinent information through monthly newsletters. Additionally, the school plans to establish a free after school tutorial program for students with academic deficits.

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

The dynamics of Everglades K-8 Center have changed dramatically over the past few years, starting with the 1998-99 school year when the sixth grade level was added to the existing elementary school setting. Since that time a new building has been constructed to house students in grades six through eight. A new grade level was added yearly to complete the K-8 Center concept. Being one of the first of two schools in Miami-Dade County to pilot this program entailed certain inherent problems such as providing an enticing middle school curriculum with the limited resources available to a small school which shares a campus and its

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sports fields with children ranging in ages from four to fourteen. Additionally, during this critical transition period the administrative staff also experienced changes with the appointment of three principals and the addition of three assistant principals during this same time period. Changes notwithstanding, the staff and the administrative teams have persevered through all of these obstacles to make the pilot program succeed and to elevate the school to its current "A" rating from the Florida Department of Education.

The Middle Learning Center has had very few disruptive incidents in comparison to other middle schools in the surrounding areas. The smaller student population has allowed for more personal attention, better behavioral outcomes, and increased interaction with parents. Although the middle school students are in a separate building, they interact with the elementary students by serving as mentors and tutors. Additionally, they serve as aides in the classroom, media center, and office. Larger middle schools that provide more diversity in choices of elective classes have enticed students from the Middle Learning Center. However, the staff is continuously working to provide challenging activities and programs to maintain high interest. Extracurricular activities such as SECME Club, cheerleading, and the jazz ensemble have extreme popularity with the students. The afterschool care program also offers a variety of activity classes such as drama, martial arts, Hip Hop, computer classes, etc., which motivate and enrich students’ lives.

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

Everglades K-8 Center faces the challenge of providing remedial assistance to students who are new arrivals at our school. We often find that such students do not always come prepared with the prerequisite skills that are needed for school success. It is up to us to provide formal and informal assessment in order to initiate a curriculum plan of action that will benefit our students.

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.

Everglades K-8 Center has identified a challenge related to the common planning by each grade level.

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

Aside from its administrators and teachers, Everglades K-8 Center has an extensive staff composed of office personnel, paraprofessionals, cafetria workers, custodial workers, and security guards, all of whom have an effect on the daily operations of the school. The office staff has experienced several turn overs in the past five years creating a void which is filled by new staff members. We have also had office staff members who have successfully fulfilled the requirements for their teaching degress and have moved on to fill teaching positions. The paraprofessionals and cafeteria staff have remained fairly constant, but the custodial staff is currently under staff. Another concern is our security staff. We have been allocated three security guards. However, due to our two seperate campuses to secure, including two separate cafeterias, offices, common areas (hallways), teachers' parking lots and student drop-off zones we have found that three security guards is not sufficient.

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.

Everglades K-8 Center has identified several issues concerning challenges and process improvement. Among these are the fact that students’ scores on the FCAT reading subtest indicate that 31 percent of the students in the elementary school and 54 percent in the middle school are scoring at FCAT Achievement Levels 1 and 2. The students’ scores on the FCAT mathematics subtest indicate that 28 percent in the elementary school and 34 percent in the middle school are scoring at FCAT Achievement Levels 1 and 2.

5. IMPROVEMENT

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5.1 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.

Everglades K-8 Center faces the challenge of providing remedial assistance to the students identified by formal and informal assessments as being deficient in core skills and competencies. Students identified as deficient are monitored by the Student Performance Plan, which utilizes individual folders to track and assess progress throughout the school year. A program will be established in which students are enrolled in after school tutoring and are closely monitored by the counselors.

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.

Everglades K-8 Center has identified a challenge related to the common planning by each grade level. In order to achieve common instructional goals, collaborative planning must take place two days out the week for two hours each day as a grade level and not individually. To ensure that each grade level is planning effectively and receiving adequate accomodations, the assistant principal(s) will periodically sit in during each grade level's planning time to assist them in implementing the Competency-Based Curriculum, and the Sunshine State Standards.

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.

Aside from its administrators and teachers, Everglades K-8 Center has an extensive staff composed of office personnel, paraprofessionals, cafetria workers, custodial workers, and security guards, all of whom have an effect on the daily operations of the school. The office staff has experienced several turn overs in the past five years creating a void which is filled by new staff members. We have also had office staff members who have successfully fulfilled the requirements for their teaching degress and have moved on to fill teaching positions. The paraprofessionals and cafeteria staff have remained fairly constant, but the custodial staff is currently under staff. Another concern is our security staff. We have been allocated three security guards. However, due to our two seperate campuses to secure, including two separate cafeterias, offices, common areas (hallways), teachers' parking lots and student drop-off zones we have found that three security guards is not sufficient. In order to address these concerns the administration will take steps to improve the communication among the office staff and administration to ensure all of the personnel concerns are addressed to everyones satisfaction. As soon as the hiring freeze is lifted an additional custodian will be hired to alleviate the work load. In the meantime an hourly custodian will be hired on a temporary basis. To provide adequate security for the students and staff, the administrators will be in contact with our strong parent volunteer force to request their assistance in monitoring essential high traffic areas, especially the opening and closing of school. Additionally, we will ask our special area teacher to assume key posts throughout the building during arrival and dismissal while they not in charge of students. At last, a Safty Patrol program will be implemented in the elementary campus and a Crime Watch in the Middle Learning Center.

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.

Everglades K-8 Center has identified several issues concerning challenges and process improvement. Among these are the fact that students’ scores on the FCAT reading subtest indicate that 31 percent of the students in the elementary school and 54 percent in the middle school are scoring at FCAT Achievement Levels 1 and 2. The students’ scores on the FCAT mathematics subtest indicate that 28 percent in the elementary school and 34 percent in the middle school are scoring at FCAT Achievement Levels 1 and 2. In order to address these needs, the students will be serviced by small group instruction, volunteer help, tutoring sessions, parent workshops, computer software, and individualized assistance.

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MAJOR PROGRAMS

School Profile/ Needs Assessment: (continued)

PROGRAM DATE INITIATEDGRADE LEVEL(S)

Reading

K-9Book-It Programs Sep. '97

K-8Comprehensive Reading Plan Sep. '97

K-8Sunshine State Standards (SSS) Sep. '97

K-8Accelerated Reader Jan. '99

K-8Just Read! Sep. '01


Writing

K-8Accelerated Reader Jan. '99

K-8Book-It Programs Sep. '97

K-8Comprehensive Reading Plan Sep. '97

K-8Just Read! Sep. '01



Mathematics


8SECME/SECME RISE Sep. '02

PROGRAM DATE INITIATEDSTUDENT LEVEL

Science


8SECME/SECME RISE Sep. '02

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MAJOR PROGRAMS


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PROFESSIONAL DEVELOPMENT


TRAININGNUMBER TRAINED DATE

Provided or in Progress in the Area of Reading Instruction

Region III Professional Development Institute (PDI) 1 Jul. 17, '01

Region III Professional Development 1 Jul. 18, '01





Automated Literacy Labels Staff Development For Principals and Reading Leaders 1 Oct. 03, '01

FCAT Reading Staff Development 1 Oct. 04, '01

"Science for All" 2 Oct. 04, '01

"Project B.E.A.R." First Grade Staff Development 1 Oct. 09, '01

Reading Leaders Staff Development First Semester 1 Oct. 12, '01

Sixth Grade Techniques and Reading Strategies: S.T.A.R.S. 1 Oct. 12, '01



FCAT Staff Development For LD/VE Teachers 3 Oct. 26, '01



Middle School Florida Comprehensive Assessment Test (FCAT) Workshop 1 Nov. 07, '01

Project B.E.A.R. First Grade Staff Development 1 Nov. 07, '01

Project B.E.A.R. Training for Reading Leaders 1 Nov. 08, '01

Wild About Words Vocabulary Staff Development 1 Nov. 08, '01




Reading Adoption Meeting 1 Nov. 19, '01


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Independent Reading Conference 2 Nov. 27, '01

Project B.E.A.R. for Reading Leaders 1 Dec. 06, '01

Sixth Grade Techniques and Reading Strategies: S.T.A.R.S. 1 Jan. 09, '02

Accelerated Reader/STAR Implementation 89 Jan. 10, '02

Informal Reading Inventory 1 Jan. 15, '02

"Reading Rods" and the Comprehensive Reading Plan 1 Jan. 15, '02

Picture Exchange Communication System (PECS) 1 Jan. 15, '02

Picture Exchange Communication System (PECS) 1 Jan. 16, '02


"Best Practices" Second Grade Staff Development 1 Jan. 16, '02


"Best Practices" Second Grade Staff Development 1 Jan. 29, '02


Building Early Language and Literacy 1 Feb. 12, '02

Recording for the Blind and Dyslexic Learning Through Listening Accomodations 2 Mar. 27, '02

Reading Leader Workshop 2 Apr. 16, '02

Best Practices in Reading Staff Development For LD/VE Teachers 1 Apr. 16, '02

Best Practices in Reading Staff Development for Teachers of Autism in Elementary and Middle Schools 3 Apr. 16, '02

Building Early Language & Literacy 1 Apr. 16, '02

Integrating Social Science and Language Arts 1 Apr. 17, '02

FCAT Staff Development for LD/VE Teachers 1 Apr. 18, '02

Best Practices in Reading Staff Development for LD/VE Teachers 1 Apr. 23, '02

Best Practices in Reading Staff Development for Teachers of Autism in Elementary and Middle Schools 3 Apr. 24, '02

FCAT Staff Development For LD/VE Teachers 1 Apr. 25, '02

Best Pratices in Reading Staff Development For LD/BE Teachers 1 Apr. 30, '02

FCAT Staff Developent for LD/VE Teachers 1 May 02, '02

Best Practices in Reading Staff Development for LD/VE Teachers 1 May 07, '02

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CRISS Workshop 2 May 07, '02

Sixth Grade Techniques and Reading Strategies: S.T.A.R.S. 1 May 07, '02

Techniques and Reading Strategies: S.T.A.R.S. 1 May 08, '02

Best Practices in Reading Staff Development for Teachers of Autism in Elementary and Middle Schools 3 May 08, '02

Techniques and Reading Strategies: S.T.A.R.S. 1 May 14, '02

Best Practices in Reading Staff Development for LD/VE Teachers 1 May 14, '02

Best Practices in Reading Staff Development for Teachers of Autism in Elementary and Middle Schools 3 May 15, '02




Best Practices in Reading Staff Development for LD/VE 1 May 28, '02



Provided or in Progress in the Area of Writing Instruction

FCAT Writing 24 Sep. 18, '01

FCAT Simulation Elementary Training 20 Sep. 26, '02

FCAT Simulation Middle School Training 12 Sep. 26, '02

FCAT Writing Prompt 27 Oct. 03, '01

FCAT Training 11 Oct. 09, '02

FCAT Staff Development for LD/VE Teachers 3 Oct. 26, '01

Write Time for Kids Staff Development for Second Grade Teachers 1 Oct. 10, '01



Middle School FCAT Workshop 3 Nov. 07, '01

FCAT Simulation Elementary Training 20 Nov. 14, '01

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Provided or in Progress in the Area of Writing Instruction

FCAT Workshop for Parents 47 Nov. 17, '01

FCAT Simulation Middle School 12 Nov. 28, '01


Provided or in Progress in the Area of Mathematics Instruction

Staff Development Workshop for Middle School Teachers of the Gifted 1 Oct. 16, '01




Professional Development Opportunities for Mathmatics and Science Teachers 3 Nov. 02, '01

Middle School FCAT Workshop 3 Nov. 07, '01

Elementary Science and Mathematics Fair and Invention Convention 1 Jan. 19, '02

Mathematics and Science Inservice 3 Apr. 15, '02

Pichour Grant/Project TRIPS Institute for Elementary Teachers 3 Apr. 16, '02


Professional Development Opportunities For Mathematics and Science Teachers 1 Apr. 18, '02


Fcat Staff Develoment for LD/VE Teacehrs 1 Apr. 19, '02

Fcat Staff Development for LD/VE Teachers 1 Apr. 25, '02

FCAT Staff Development for LD/VE Teachers 1 May 02, '02

Professional Development Opportunities For Mathematics and Science Teachers 1 May 30, '02


Provided or in Progress in the Area of Science Instruction

Science For All 2 Oct. 04, '01

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Other Professional Development Provided or in Progress

KITTS Workshop 1 Jul. 19, '01

New Teacher Orientation 3 Aug. 17, '01



Provided or in Progress in the Area of Science Instruction

Workshop for Participants in the Forty-Eighth South Florida Science and Engineering Fair 2 Oct. 30, '01

Professional Development Opportunities for Mathematics and Science Teachers 3 Nov. 02, '01

Elementary Science and Mathematics Fair and Invention Convention 1 Jan. 19, '02

Everglades National Park Workshop 1 Jan. 25, '01

Human Growth and Development/Nutrition Teacher Training Workshop 4 Feb. 26, '02



Science For All 5 Mar. 18, '02

Science For All 5 Mar. 19, '02

Science For All 5 Apr. 11, '02

Pichour Grant/project TRIPS Institute for Elementary Teachers 3 Apr. 15, '02



Professional Development Opportunities for Mathematics and Science Teachers 1 Apr. 18, '02




Professional Development Opportunities for Mathematics and Science Teachers 1 Apr. 30, '02

FCAT Staff Development For LD/VE Teachers 1 May 02, '02

Science For All 11 Jun. 04, '02

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Opening of School Meeting 1 Aug. 20, '01


Districtwide Training for Violence Intervention/Prevention-Anger Management In-School Terms 1 Aug. 21, '01

Districtwide Training for Violence Intervention/Prevention-Anger Management In-School Terms 2 Aug. 22, '01

Opening of School Meeting 5 Aug. 24, '01

Region III SLP Orientation 1 Aug. 28, '01

Region III Speech Pathologists Meeting 3 Aug. 24, '01

Counselor Crisis Workshop 1 Sep. 14, '01

Listeners/Oyentes Orientation 1 Sep. 19, '01

United Way-Student Campaign 2 Sep. 20, '01

Alliance for Career Education 1 Sep. 21, '01

Region Elementary Counselors' Meeting 1 Sep. 24, '01

Autism Spectrum Disorder Training for Administrators: "Unlocking the Possibilities" 1 Sep. 27, '01

United Way Ambassador Training 2 Sep. 28, '01

Introduction to Verbal Behavior 1 Oct. 01, '01

PACES 89 Oct. 01, '01

Teaching Communication Skills to Children with Autism and other Developmental Disabilities Workshop 1 Oct. 01, '01

Introduction to Verbal Behavior 1 Oct. 02, '01

Teaching Communication Skills to Children with Autism and other Developmental Disabilities Workshop 3 Oct. 02, '01

Functional Assessment of Behavior 1 Oct. 02, '01

SLP Region III Meeting 3 Oct. 03, '01

Region III Training for a Culture of Peace and Nonviolence 1 Oct. 04, '01


Inservice Training for Assistant Principals 2 Oct. 05, '01

United Way On-Line System 1 Oct. 08, '01

Administration of Medication Training 1 Oct. 10, '01

Preparing for the eFuture-Now! Ninth Annual Instructional Technology Conference 8 Oct. 11, '01

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Early Intervention Teacher 2 Oct. 11, '01

Elementary Gifted Program-New Teachers' Workshop 1 Oct. 13, '01

Project Citizen Inservice 1 Oct. 14, '01

Training for Teachers of Students with Autism Spectrum Disorder 2 Oct. 15, '01

Character Education 1 Oct. 15, '01

Training for Teachers of Students with Autism Spectrum Disorder 2 Oct. 16, '01

Emotional Disorders in Children 1 Oct. 16, '01

Advance High Scope for Teachers 1 Oct. 18, '01

Florida Technology Education Association Conference 1 Oct. 18, '01

Florida Technology Education Association 1 Oct. 19, '01

PROUDly Infusing Management - PIN Lessons Workshop 3 Oct. 19, '01

FFCEC Conference "Return to Miami Magic" 1 Oct. 19, '01

Florida Technology Education Association 1 Oct. 20, '01

FFCEC Conference "Return to Miami Magic" 1 Oct. 20, '01

Language Issues-Eligibility Through Intervention 2 Oct. 22, '01


Fall Meeting 1 Oct. 24, '01

Professional Growth Team Training 2 Oct. 24, '01

Career Specialist Monthly Meeting 1 Oct. 26, '01

Functional Assessment of Behavior Training for Secondary School Specialists 1 Oct. 29, '01

Department Chairperson Meeting 1 Oct. 30, '01

Essential Learning Systems 1 Oct. 30, '01

Professional Growth Team Training 2 Nov. 14, '01

Essential Learning Systems 1 Oct. 31, '01

Essential Learning Systems 1 Nov. 01, '01

Training Workshop for Jostens/Compass 2 Nov. 01, '01

More Than Words 1 Nov. 01, '01

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Critical Incident Response Plan Training 1 Nov. 01, '01

Dropout Prevention Program 1 Nov. 02, '01

Invitation to Student Services Team to Discuss the K-8 Center Program 2 Nov. 02, '01

Training in Autism for Paraprofessionals 1 Nov. 06, '01

Training for Teachers of Students with Autism Spectrum Disorder 2 Nov. 07, '01

Region III Speech Meeting 2 Nov. 07, '01

African American History Workshop 2 Dec. 08, '01

Training in Autism for Paraprofessionals 2 Nov. 08, '01

Teacher Education Center Teacher Leader's Conference 1 Nov. 13, '01

Advanced Training - Autism 1 Nov. 14, '01

Fall Meeting of Middle and High School Department Chairpersons 1 Nov. 14, '01

Career Specialist Meeting 1 Nov. 16, '01

Functional Assessment of Behavior 1 Nov. 20, '01

Functional Assessment of Behavior Training for Elementary School Specialist 1 Nov. 26, '01

Behavior Training for Elementary School Specialist 1 Nov. 27, '01

Region Elementary Counselors' Meetings 1 Nov. 27, '01

ESOL Material Inservice 1 Nov. 28, '01

Meeting for Middle School Chairpersons for Student Services 1 Nov. 29, '01

Students with Autism Spectrum Disorder 2 Nov. 29, '01

Functional Assessment of Behavior Training for Secondary School Speicalists 1 Nov. 30, '01

School Violence Prevention Program Teacher Workshop 1 Nov. 30, '01

Students with Autism Spectrum Disorder 2 Nov. 30, '01

Fatigue, Sleep, and Energy 1 Dec. 06, '01

Functional Assessment of Behavior 1 Dec. 10, '01

The Gateway To Success 1 Dec. 11, '01

Region III Speech Pathologists Meeting 3 Dec. 12, '01

Paraprofessional Pre-K Autistic 1 Dec. 13, '01

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Board Maker & Beyond Augmentative Communication 2 Dec. 13, '01

Region III Speech Meeting 3 Jan. 09, '02

Project B.E.A.R. First Grade Staff Development 1 Jan. 10, '02

Initial Training in Functional Assessment of Behavior (FAB) for Exceptional Student Education 2 Jan. 10, '02

CARD Conference 1 Jan. 11, '02

PACES Training 5 Jan. 11, '02



Union Catalog Inservice 2 Jan. 14, '02

Teaching Verbal Behavior to Children with Autism 2 Jan. 17, '02

Trust Program 2 Jan. 18, '02

Safe Crisis Management Training 2 Jan. 23, '02


Project B.E.A.R. 1 Jan. 24, '02


Conscious Discipline 1 Jan. 25, '02

Orientation for new Security Personnel 1 Jan. 25, '02

School-To-Career 1 Jan. 25, '02

Region Elementary Counselors' Meeting 2 Jan. 29, '02

Child/Sexual Abuse Prevention Workshop 1 Jan. 30, '02

Initial Training in Functional Assessment of Behavior (FAB) for Exceptional Student Education 2 Jan. 31, '02

Meeting for Middle School Chairpersons for Student Services 1 Jan. 31, '02

Training for Instructional Materials' Online Ordering System 2 Feb. 04, '02

Region III Speech Meeting 3 Feb. 13, '02

Educating Hispanics Conference 3 Feb. 14, '02

Beyond Conscious Discipline 1 Feb. 14, '02

Educating Hispanice Conference 3 Feb. 15, '02

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Proud Facilitators Mid-Year Assessment Meeting 1 Feb. 19, '02

PARS 1 Feb. 19, '02

Autistic Trianing 1 Feb. 20, '02

PACES 1 Feb. 20, '02

TRUST 1 Feb. 22, '02

Workshop to Support the Use of the Student Career Development Portfolio for Middle School Students 2 Feb. 22, '02

Personnel Online System 1 Feb. 26, '02

Intermediate Windows 1 Feb. 28, '02

Region III Speech Meeting 2 Mar. 06, '02

Scheduled Meeting for Middle School Chairpersons 2 Mar. 07, '02

Youth Fair Student Exhibits 1 Mar. 11, '02

Miami-Dade Alliance for Career Education Monthly Program Meeting 1 Mar. 15, '02

Region Elementary Counselors' Meetings 1 Mar. 19, '02

Neurodevelopment of the Preterm Infant 1 Mar. 20, '02

Assistive Technology Workshop 1 Mar. 21, '02

TRUST/Family Counseling Services 1 Mar. 22, '02

Life Skills Curriculum Training For Teachers of Autism 1 Mar. 26, '02

Front Page 1 Mar. 28, '02

Front Page 1 Mar. 29, '02

Initial Training in FunctionalAssessment of Behavior Workshop 1 Apr. 09, '02

Student Services Team Meeting 3 Apr. 09, '02

Kindergarten Staff Development Workshop for Project Right Beginnings 1 Apr. 09, '02

Region III Speech Meeting 2 Apr. 10, '02

Taylor On Tour 1 Apr. 17, '02

Mandatory Training in Safe Crisis Management for Teachers and Paraprofessionals Serving Selected ESE Students 2 Apr. 17, '02



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All Geography Bee Sponsors 1 Apr. 19, '02

Kindergarten Staff Development Workshop for Project Right Beginnings 1 Apr. 20, '02

Purchasing System for Support Personnel 1 Apr. 22, '02

Workshop on Follett's Circulation Plus Inventory 2 Apr. 23, '02

Individual Student Planning 1 Apr. 23, '02

Assistive Technology Workshop 1 May 01, '02

Region III Speech Meeting 3 May 01, '02

Initial Trianing in Functional Assessment of Behavior Workshop 1 May 02, '02

Communication Strategies for Students with Autism Spectrum Disorders 1 May 03, '02

Spring Meeting of Middle School Department Chairpersons 1 May 07, '02

History Bee 1 May 08, '02

Individual Education Plan 1 May 10, '02

Using Netscape Navigator 1 May 10, '02

May Trust Meeting 1 May 10, '02

Student Textbook Automated Inventory Reporting System Training 1 May 14, '02

Annual Children's Mental Health Conference 1 May 16, '02

Annual Childrens Mental Health Conference 2 May 17, '02

Region Elementary Counselors' Meetings 2 May 20, '02

Integrating Internet Resources into Classroom Curriculum 1 May 24, '02

Community Schools Fiscal Year-End Closing Procedures Workshop 3 May 29, '02

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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


Budget:Members of the Education Excellence School Advisory Council (EESAC) were instrumental in providing input on the needs of the school's community. Funds were used as incentives for students and staff to purchase materials needed. Funds were also utilized for the ENLACE program.

Training:The EESAC recommended that the majority of staff development inservices focus on reading, writing, and mathematics.

Instructional Materials:EESAC funds were used to assist in purchasing a second set of textbooks for the Middle Learning Center, Time for Kids, and library books for the Media Center.

Technology:The EESAC made recommendations to add additional student computer stations in the classrooms.

Staffing:The EESAC discussed the staffing needs of the school. The administrative staff considered the recommendations that were made.

Student Support Services:Parent workshops were conducted throughout the school year to guide parents in helping their children.

School Safety and Discipline:After reviewing safety procedures of the 2001-2002 school year, the EESAC recommended that safety patrols be reinstated for the 2002-2003 school year.

Other Matters of Resource Allocation:The Parent Resource Center, located in the media center, is available for parents to check out materials in order to assist their children at home.

Benchmarking:During the EESAC monthly meetings, benchmarking activities were conducted and recommendations were made.

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School Data Summary: (compare the last 4 years, if available)

2001-2002

A

2000-2001

A

1999-2000

A

1998-1999

C

67 67 91

69 75

75

444

School Performance Grades

2001-2002 Results

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 211 142 91

225

144

75

ACCOUNTABILITY DATA

% Making Learning Gains

Reading Math WritingGrade Points

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

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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

2001-2002 120 305 21 9 35 30 5 120 317 13 8 44 31 4

2000-2001 113 289 112 290

Grade Level: 04

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 115 306 25 16 25 26 8 115 301 22 20 38 15 5

2000-2001 145 306 28 10 32 25 6 145 304

1999-2000 131 299 29 17 23 24 7

1998-1999 156 293 33 15 33 15 4

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Grade Level: 05

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 159 298 20 16 37 23 4 160 337 11 23 30 31 5

2000-2001 147 280 148 330 22 18 23 30 8

1999-2000 163 321 21 26 36 13 4

1998-1999 151 295 42 28 19 9 1

Grade Level: 06

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 180 291 30 11 38 17 4 180 314 26 17 34 20 3

2000-2001 160 295 161 302

Grade Level: 07

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 173 296 29 21 28 17 6 173 295 31 23 29 8 9

2000-2001 171 293 170 294

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Grade Level: 08

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2001-2002 157 305 18 27 41 11 2 157 311 17 27 41 10 5

2000-2001 108 290 34 28 28 8 2 109 310 19 26 34 17 4

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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

112 1 0 6 2 16 13 36 9 13 1 12001-2002 3.7

143 1 0 1 3 17 14 30 12 16 3 22000-2001 3.9

131 1 0 5 3 21 21 24 8 11 2 21999-2000 3.7

155 3 3 5 8 15 15 26 13 7 3 11998-1999 3.5

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

53 2 0 6 2 21 21 23 4 13 2 22001-2002 3.5

72 0 0 1 4 7 10 31 14 25 3 42000-2001 4.2

66 0 0 3 2 20 17 29 11 14 3 01999-2000 3.8

79 3 4 6 11 20 23 16 13 3 1 01998-1999 3.3

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

59 0 0 7 2 12 7 47 14 12 0 02001-2002 3.9

71 3 0 0 1 27 18 30 10 7 3 02000-2001 3.6

65 2 0 8 5 22 26 20 5 8 2 51999-2000 3.6

76 4 3 3 4 9 8 36 13 12 4 31998-1999 3.8

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Grade Level: 08

FCAT Writing (all curriculum groups)

Test Prompt: Combined


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

158 0 0 2 1 13 10 30 16 22 3 32001-2002 4.1

105 2 0 3 4 26 15 21 10 17 0 12000-2001 3.7

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

79 0 0 3 3 6 11 33 15 16 6 52001-2002 4.2

53 4 0 2 0 17 19 23 13 21 0 22000-2001 3.9

Test Prompt: Persuasive


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

79 0 0 1 0 19 9 27 18 27 0 02001-2002 4.1

52 0 0 4 8 35 12 19 8 13 0 02000-2001 3.5

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ObjectiveGiven instruction using the Sunshine State Standards, 75 percent of the students will increase at least five percent on the District developed Florida Comprehensive Assessment Test (FCAT) Reading, as measured by a pre and post test administered in September, 2002 and May 2003.

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

( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X

School Name: Everglades K-8 Center District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentScores on the 2002 FCAT Reading Test indicate that 25 percent of students in grades three through eight scoring in the lowest 25 percentile did not make learning gains in reading as compared to the scores on the 2001 FCAT Reading Test.

Definition of Adequate Progress:Fifty percent of the lowest 25 percentile will make learning gains.

Evaluation:This objective will be evaluated by the 2003 Florida Comprehensive Assessment Test (FCAT)Reading Test.

Aligns with District Goal # 1 2 3 6 8 Other : See below

SAC members involved in the development of this objective:

Falcon, Mayra Torro, John Rodriguez-Hazan, Omar

Rodriguez, Rina Fernandez, Maria Watkins, Rebecca

Perez, Jennifer Beck, Arlene

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

. Provide reading passages related to School-To-Career topics across the grade levels as a means for students to acquire knowledge and discover occupational interests.

*Grade Level/Department Chair, Career Specialist,

Teacher

Sep. '02 Jun. '03 1 Material provided by the District, Career Fair presenters.

. Provide Reading workshops related to Sunshine State Standards for parents using strategies geared towards the enhancement of students' reading skills.

Assistant Principal,*Grade Level/Department Chair

Sep. '02 Jun. '03 2 In-house workshops conducted by staff members previously trained at District level.

. Provide inservice training for teachers of students in grades kindergarten through eight on strategies to be implemented in reading throughout the curriculum.

*Principal, Grade Level/Department Chair

Sep. '02 Jun. '03 3 Participate in region and District level workshops.

. Administer schoolwide formative assessment in reading testing the Sunshine State Standards on a weekly basis.


Sep. '02 Jun. '03 4 Compile materials provided by staff members trained by District and region personnel.

. Continue providing after-school tutoring to increase performance for students not meeting high standards in reading as delineated by the Sunshine State Standards.

Principal, Grade Lavel/Department, *After-

Care Manager

Sep. '02 Jun. '03 5 Compile materials provided by staff members trained by District and rigion personnel.

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, 75 percent of the students will increase at least five percent on the District developed Florida Comprehensive Assessment Test (FCAT) Writing prompt, as measured by a pre and post test administered in September, 2002 and May 2003.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


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



Needs AssessmentScores on the 2002 FCAT Writing Test indicate that nine percent of students in grades four and eight did not meet high standards in writing as compared to the scores on the 2001 FCAT Writing Test.

Definition of Adequate Progress:Students' performance in grades four and eight will improve by an increased performance in the number of students scoring a "3" or above on the 2003 FCAT Writing Test.

Evaluation:This objective will be evaluated by the 2003 Florida Comprehensive Assessment Test (FCAT) Writing Test.



Falcon, Mayra Beck, Arlene Rodriguez-Hazan, Omar

Rodriguez, Rina Fernandez, Maria Torro, John

Perez, Jennifer Rigol, Joseph Watkins, Rebecca


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STRATEGIES

Start Date

End Date

Timeline



person.


. Provide writing prompts related to School-To-Career topics across all grade levels as a means for all students to acquire the writing process and discover occupational interests.

*Grade-Level/Department Chair, Career Specialist,

Teachers

Sep. '02 Jun. '03 1 Compile materials from staff members who have previously attended District level writing workshops.

. Provide student participation in shared and independent writing activities which emphasize planning, focusing, organizing, and elaboration as delineated by the Sunshine State Standards.

*Grade Level/Departement Chair, Teacher

Sep. '02 Jun. '03 2 Utilize materials compiled from staff members and the District to enhance the writing process.

. Continue daily journal writing, which focuses on student/teacher selected topics.

*Grade Level/Departement Chair, Teacher

Sep. '02 Jun. '03 3 Compile materials from the item bank provided by the District.

. Continue to provide teachers with workshops and materials to enhance student achievement in the writing process as delineated by the Sunshine State Standards.


Sep. '02 Jun. '03 4 In-house workshops by previously trained personnel as well as District offered inservices.

. Provide Writing workshops related to Sunshine State Standards for parents using strategies geared towards the enhancement of student’s writing skills.



. Administer schoolwide formative assessment in writing, testing the Sunshine State Standards on a weekly basis.

*Assistant Principal, Grade Level/Department Chair


. Continue providing after-school tutoring to increase performance for students not meeting high standards in writing as delineated in the Sunshine State Standards.

*Principal, Teachers, After-Care Manager



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ObjectiveGiven instruction using the Sunshine State Standards, 75 percent of the students will increase at least five percent on the District developed Florida Comprehensive Assessment Test (FCAT) Mathematics, as measured by a pre and post test administered in September, 2002 and May 2003.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


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



Needs AssessmentScores on the FCAT Mathematics Test administered in March, 2002, indicate that 25 percent of students in grades five and eight did not demonstrate learning gains in mathematics as compared to scores on the 2001 FCAT Mathematics Test.

Definition of Adequate Progress:Fifty percent of the lowest 25 percentile of students will make learning gains.

Evaluation:This objective will be evaluated by the 2003 FCAT Mathematics Test.



Falcon, Mayra Torro, John

Rodriguez, Rina Beck, Arlene Rodriguez-Hazan, Omar

Perez, Jennifer Fernandez, Maria Watkins, Rebecca


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STRATEGIES

Start Date

End Date

Timeline



person.


. Incorporate School-To-Career activities such as hands-on experiences and numeric problem solving techniques in weekly lesson plans to promote critical thinking as well as individual and cooperative learning as related to real world situations.

*Grade Lavel/Department Chair, Career Specialist,

Teacher

Sep. '02 Jun. '03 1 Materials provided by the District.

. Provide Mathematics workshops related to Sunshine State Standards for parents using strategies geared towards the enhancement of student’s mathematics skills.

*Assistant Principal, Grade Level/Department Chairs,

Teacher

Sep. '02 Jun. '03 2 In house workshops conducted by staff members previously trained at a District level.

. Provide inservice training for teachers of students in grades kindergarten through eight on the Sunshine State Standards as implemented throughout the curriculum.

*Assistant Principal, Grade Level/Department Chair

Sep. '02 Jun. '03 3 Participate in region and District level workshops.

. Provide after-school tutoring in mathematics to increase performance for students not meeting high standards in mathematics as delineated by the Sunshine State Standards.

*Principal, Grade Level Chair/Department Chair,

After-Care Manager



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ObjectiveGiven schoolwide attention using the Sunshine State Standards, students will increase their mastery of challenging academic content as evidenced by an increase of five points in the percentage of students enrolled in Advanced Academic Classes when percentages from 2001-2002 are compared to percentages in 2002-2003.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


Performance Grade: A School Performance Excellence Goal: # 4 : Advanced Academics



Needs AssessmentEnrollment figures from 2001-2002 indicate that approximately 115 students out of 520 were enrolled in advanced academic classes, or 22.1 percent of the total school population.

Definition of Adequate Progress:Adequate progress will be achieved by an increase in the percent of students enrolled in advanced academic classes.

Evaluation:This objective will be evaluated by comparing enrollment figures from the 2001-2002 school year to the enrollment figures of the 2002-2003 school year.



Falcon, Mayra Torro, John Watkins, Rebecca

Rodriguez, Rina Fernandez, Maria Rodriguez-Hazan, Omar

Perez, Jennifer Beck, Arlene


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STRATEGIES

Start Date

End Date

Timeline



person.


. Expose all students in grades sixth, seventh, and eighth grade to guest speakers and presentations through career day and take your child to work day.

*Career Specialist, Assistant Principal, Department Chair

Sep. '02 Jun. '03 1 Career specialist and Dade Partners as speakers.

. Mentor seventh and eighth grade students through the Office Aide Program to cover SCANS objectives: punctuality, professionalism, clerical skills, verbal and organizational skills.

*Career Specialist, Assistant Principal, Department Chair

Sep. '02 Jun. '03 2 Career specialist, office personnel, media specialists, and classroom teachers to train and evaluate the student

. Expose students in grades sixth, seventh and eighth to the SCANS objectives through the Academic Advisement Programs.

*Assistant Principal, Department Chair, Career

Specialist, Homeroom Teacher

Sep. '02 Jun. '03 3 Provide in-house training.

. Address all sixth and seventh grade students through their Language Arts classes. Review criteria selection and encourage students to set a higher vision/goal for themselves.

*Counselor, Assistant Principal, Department Chair

Sep. '02 Jun. '03 4 Department chairpersons to attend workshop on Advanced Academics.

. Provide students with a workshop on how to prepare to enter an advanced placement class.

*Assistant Principal, Department Chair

Sep. '02 Jun. '03 5 Department chairs to provide in-house workshop on criteria selection for advanced placement courses.

. Confer with parents on a continual basis on monitoring progress of students, via, conference and progress reports.

*Assistant Principal, Counselor, Department

Chair

Sep. '02 Jun. '03 6 Grades six and seven counselors to provide student orientations to Advanced Placement courses.

. Provide orientation for parents of advanced placement students to provide studying tips for a successful year.

*Assistant Principal, Department Chair

Sep. '02 Jun. '03 7 Administration and counselors to provide parent orientation for Advanced Placement criteria and selection.


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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 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: Appendix A p. i

• 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

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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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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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1721 – EVERGLADES ELEMENTARY K-8 CENTER

Modify Article XX, Teaching Conditions, Section 7(A), Planning/Preparation Periods, to read as follows: “As part of the workday, teachers shall have one uninterrupted planning/preparation period on alternating instructional days, equal to two instructional periods during days of double period blocks.” (Waiver #420)

school performance excellence plansqi.dadeschools.net/sip/2002-2003/1721.pdflearning potentials. to...

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