vision/mission/belief statements school profile …ossip.dadeschools.net/sip/08-09/pdf/5601.pdf ·...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: TWIN LAKES ELEMENTARY SCHOOL

District Name: Dade

Principal: Maria Isabel de Leon

SAC Chair: Lourdes de Los Rios

Superintendent: Alberto M. Carvalho

Date of School Board Approval:

Dr.Eric J.Smith, Commissioner Florida Department of Education

325 West Gaines Street Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

The Twin Lakes Elementary faculty, staff, parents, and the community strive for excellence in educationwhile challenging students to reach their full potential.

The Twin Lakes Elementary faculty and staff are committed to the foundation of high academic standardsof achievement and principles of sound character in all students. It is through the principal’s strongleadership that the vision and mission become realities.

SCHOOL PROFILE DEMOGRAPHICS

Twin Lakes Elementary is a school located on a 4 acreage site, in Hialeah, Florida, and serves students ingrades Pre-Kindergarten through fifth. The school was established in 1956. Twin Lakes Elementary is inDistrict 13 and it is part of the North Regional Center Office. The school receives the support and guidanceof the North Regional Centers' six Directors under the leadership of the Regional Superintendent. Theschool is part of 16 schools from the Hialeah-Miami Lakes Senior High feeder pattern. The middle feederschool is Palm Springs. The community consists of low to middle class families. Student enrollment at thistime is 657. Standard Curriculum students represent 54% of the population, 6% are Level 1, 15% areLevel 2, 3% are in VPK, 14% are Gifted, 5% are Students with Disabilities (SWD), and 27% are EnglishLanguage Learner (ELL) students. The average class size for general education students are as follows:Pre-K – 18, Kindergarten - 16, grade 1 - 20, grade 2 - 21, grade 3 - 17, grade 4 - 21, grade 5 - 17. Theaverage class size for SWD education is 9, Kindergarten through fifth. The teacher/student ratio is 1:16 inKindergarten, 1:20 in 1st, 1:21 in 2nd, 1:30 in 3rd, 1:25 in 4th, 1:21 in 5th. The retention rate is 3% ascompared to 5.7% to the district. The student population is: 95% Hispanic, 3% White Non-Hispanic, 1%African-American, 1% other. The mobility index is moderate. The percentage of students receiving free andreduced price meals was 88% during the 2007-2008 school year which made the school eligible for Title 1funds. Twin Lakes Elementary has 70 (87%) full-time staff members of which, 50 (71%) are teachers. Onepercent of teachers hold Specialist Degree, nineteen percent have Masters Degrees, and one percent areNational Board Certified. The ethnic breakdown of our staff is as follows: 9 (15%) White Non-Hispanic, 6(10%) Black Non-Hispanic, 45 (74%) Hispanic, and 1 (1%) Asian. The core leadership team is composedof the principal, one assistant principal, a guidance counselor, two reading coaches and a mathematicsspecialist The extended leadership team includes representatives from the grade levels and the special

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specialist. The extended leadership team includes representatives from the grade levels and the specialareas. Other personnel include two full-time paraprofessionals, four part-time paraprofessionals, four officestaff, four custodial staff, six cafeteria staff, and aides and volunteers, and an effective Parent-Teacher-Student Association (PTSA), and the community at large that support the total school program.

The school implements a variety of programs that challenge and enhance the success of the school andthe education of students: a Students with Disabilities (SWD) program in which methods of instruction aretailored to students’ needs, an English Language Learner (ELL) program that infuses language stimulatingtechniques while maintaining the same scope and sequence as in the regular curriculum, a TeachingEnrichment Activities to Minorities (TEAM) program that uses higher-order thinking skills to foster academicgrowth, a Gifted Program, an Extended Foreign Language Program (EFL) that emphasizes English andSpanish to prepare students to succeed in a competitive bilingual community, and an Academic ExcellenceProgram (AEP) that includes Chess and Hands-on Science. Twin Lakes Elementary is also part of theReading First Grant sponsored through a partnership between the Florida Center for Reading Research(FCRR) and Miami-Dade County Public Schools. The implementation with fidelity of all of these programscontributes to Twin Lakes Elementary's strengths in all areas, thus, the school achieving the highest FCATpoints for the district. However, an area of weakness that may hinder further success of student progressis parent involvement.

The school has a close relationship with the community. The Mayor of the City of Hialeah recognized TwinLakes Elementary as School of the Year in 2007-2008. The principal was also honored as Principal of theYear in 2006-2007. The city recognized the head custodian as Head Custodian of the Year. Otherpartnerships include a variety of local businesses that consistently support school programs.

Twin Lakes has been awarded the grade of A under the Governor of the State of Florida’s A+ Plan for eightconsecutive years. The school has ranked #1 in attendance among all elementary Miami-Dade CountyPublic Schools (M-DCPS) since 2002. The average attendance rate for students is 98.6% as compared to94.8% to the district. The school attained the highest mean scale score in mathematics and science in M-DCPS North Regional Center I schools. Twin Lakes Elementary achieved the highest number of FCAT pointsin the district, 671 for school year 2006-2007 and 687 for school year 2007-2008. The mathematicsmean scale score has been the highest among Florida Title I schools for five consecutive years. The schoolranked 5th in the State of Florida on students meeting proficiency level and ranked 4th place on the lowest25 percentile students achieving proficiency level. The school has met Adequate Yearly Progress (AYP) forfive years. Twin Lakes Elementary is a school of excellence that continuously strives to challenge studentsto reach their full potential.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Mrs. Maria Isabel de León has a B. A. in Education, a M. S. in Administration and Supervision and a M. S. inElementary Education. Ms. de Leon has 13 years of teaching experience at the elementary level. She was an assistant principal forfour years. She has also been a Director of Management Training, planning training for all administrators inthe Miami-Dade County Public Schools district. Her responsibilities included mentoring teachers andassistant principals through the Leadership Opportunities for Teachers Program, LEO-T, and the ExecutiveTraining Program, ETP. Mrs. de León has been a principal for fourteen years. She wrote a curriculum



Training Program, ETP. Mrs. de León has been a principal for fourteen years. She wrote a curriculumproposal that won in a competitive process and gave her the opportunity to open a new school, Charles D.Wyche Elementary. Under her leadership at Twin Lakes Elementary, the school has been an A under theGovernor of Florida’s A+ plan for eight years and all subgroups have achieved Adequate Yearly Progress,AYP. The school has received for two years the highest number of FCAT points among all elementaryschools in M-DCPS. The school has also ranked number one in attendance, among all M-DCPS elementaryschools for six consecutive years. Ms. Diane Cardona has a B.A. in Elementary Education and Psychology and a M. A. in EducationalLeadership. She also has her certification in ESOL. Her experience includes 16 years teaching, 5 years as aReading Coach and 4 years as a Lead Teacher. Ms. Cardona has been the assistant principal for 4 years. In order to raise academic achievement, she monitors curriculum pacing and assessments, conducts dataanalysis meetings, organizes intervention groups and plans professional development opportunities forstaff members.

Recruitment/Retention of Highly Qualified Teachers


Miami-Dade County Public Schools is committed to providing a highly qualified pool of teachers for allstudents. Instructional recruitment efforts include ongoing outreach to select Florida colleges anduniversities, in addition to higher education institutions across the nation. The District also utilizesalternative methods to prepare career changers and non-education majors for effective classroominstruction. The use of technology enables procedures to be streamlined, providing a more efficient methodof processing applicants and improving communication. Efforts to retain instructional staff are supportedthrough collaboration between Professional Development and Human Resources. Twin Lakes Elementary through a partnership with local universities, recruits education field experiencestudents and interns. Through this process, the core leadership team and the interviewing committeeidentify and retain high-quality, highly qualified teachers that are placed in high-need academic areas.

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Federal, state and local funding are used to improve the educational program for all students at Twin LakesElementary. Core curriculum programs are supplemented in the areas of reading, writing, mathematics andscience through the Title I Program. This federal funding is used to add instructional staff andparaprofessionals, purchase instructional materials and/or equipment, support the regular classroom withcomputer-assisted instruction, provide special training to parents and/or staff, and provide additional,motivational interest activities for the students. After-school tutorials are funded through the Title IIIProgram for English Language Learners (ELL). These tutorials provide instruction in FCAT Reading and FCATMathematics. This additional support remediates and reinforces the Sunshine State Standards that aretaught throughout the school day.

School Wide Improvement Model


Twin Lakes Elementary implements evidence-based programs all throughout the curriculum. TheContinuous Improvement Model (CIM) is utilized to monitor student achievement and the instructionalprogram on an on-going basis. It is an eight-step process data driven, cyclical continuous improvementapproach. The Eight-Step Process is: 1. Test Scores Desegregation 2. Time Line Development 3.Instructional Focus 4. Assessment 5. Tutorials 6. Enrichment 7. Maintenance 8. Monitoring.



Data analysis meetings take place among leadership team members and individual classroom teachers toreview and plan instruction based on results of state, district, and school assessments. Individual StudentAcademic Reviews are held between the Principal and students to bring about an awareness of studentacademic progress. The Reading Coaches and the Mathematics Resource Teacher deliver ProfessionalDevelopment based on curriculum needs on planning days and on an on-going basis. Administration,reading coaches and mathematics resource teacher monitor progress through daily classroom walk-throughs and regular benchmark assessments in order to determine student proficiency and to targetweaknesses through differentiated instruction. The CIM process is used at Twin Lakes Elementary throughout the school year to focus instruction, provideremediation programs and determine enrichment areas. Instructional focuses are identified school-wide, bygrade level, by teacher and for individual students based on ongoing assessments and curriculumadjustments to meet the needs of the students. FCAT results have proven that the CIM has had a positiveimpact on the students at Twin Lakes Elementary.

NCLB Public School Choice


Written notifications are sent home to Twin Lakes Elementary parents in both English and Spanish throughprogress reports, failure notices, newsletters, letters, and flyers. Parent conferences are held regularly withteachers to discuss concerns and to identify other resources to assist students. On-going Connect Edmessages, and EESAC and PTSA meetings help inform and communicate with parents regarding studentprogress.

Show Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


Twin Lakes Elementary assists with the transition from early childhood programs to our school byconducting orientation meetings for parents and guardians. Policies, procedures and curriculum areexplained and discussed at this orientation. Parent-Teacher handbooks are provided to our parents as aresource guide for the school year. Teachers provide an orientation at Open House and conduct parentconferences, as needed, throughout the school year. Monthly parent workshops are also offered toprovide information on how parents can assist their children with the learning process and on the resourcesavailable by Miami-Dade County Public Schools. FLKRS and DIBELS Assessments are used to determinestudent readiness and reading skills. The results of these assessments are monitored through data analysismeetings, observations, classroom walk-throughs, and regular weekly benchmark assessments.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Twin Lakes Elementary School’s mentoring program is in accordance with the District InstructionalPerformance Evaluation Growth System (IPEGS) in regards to policies and procedures. New teachers havethe support of a professional growth team and an individual mentor teacher who provides guidance in allaspects of school responsibilities throughout the first year. The goal of this program is to foster asupportive environment for beginning teachers by providing opportunities for coaching, classroomdemonstrations, and mentor-teacher activities, such as, planning, observing, and providing feedback.

Mentors are highly qualified school personnel who have the special knowledge and competencies requiredto be successful in supporting the development and professional growth of employees through carefulanalysis of applicable data as related to the organization’s overall vision and mission



analysis of applicable data as related to the organization’s overall vision and mission.

Extended Learning Opportunities are made available to teachers based on classroom walk-throughs,teacher observations and identified areas in need of improvement based on state, district and schoolassessments.

Mentors are assigned based on the subject area, grade level and individual areas of expertise. Reading,Mathematics and Science teachers are an integral part of the professional development process. Peerobservations and modeling are conducted to provide real life approaches to the instructional strategiesused.

Twin Lakes Elementary's list of mentors is: Ms. Alena Sheriff for the Primary grades and Mrs. Nilba Linaresfor the intermediate grades. At this time there are no beginning teachers, although extended learningopportunities are provided as needed throughout the school year.

The progress of new teachers and extended learning opportunities are monitored through the assignedmentors, department leaders and the administrators. Informal and formal observations are conducted anddata analysis is done to determine student progress.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


The school provides in-house, after-school and Saturday Academy tutorials in reading, mathematics, andwriting for students not making learning gains and/or those who scored below proficiency level on theFCAT. Tutorials are also provided for Students with Disabilities (SWD) and English Language Learner (ELL)students in reading and mathematics.

These programs focus on the students’ needs which are determined through data analysis of state, districtand school assessments. The Content Focus is also used to prioritize which specific concepts need to beremediated and/or reinforced. Students are expected to show growth in the targeted areas to perform ongrade level. State assessments and pretests are used to provide baseline data. Weekly programassessments and teacher observations are use to guide instruction and monitor progress. District InterimAssessments determine each student’s ability according to the Grade Level Expectations. Post Tests andstate assessments provide the outcome data for each program.

SCHOOLS GRADED C OR BELOW

Professional Development

N/A

Disaggregated Data

N/A

Informal and Formal Assessments

N/A

Alternative Instructional Delivery Methods

N/A



SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

N/A

Responsibility of Teaching Reading for Every Teacher

N/A

Quality Professional Development for Teachers and Leaders

N/A

Small Learning Communities (SLC)

N/A

Intensive Intervention in Reading and Mathematics

N/A

Parental Access and Support

N/A

Applied and Integrated Courses

N/A

Course Choice Based on Student Goals / Interests / Talent

N/A

Master Schedules Based on Student Needs

N/A

Academic and Career Planning

N/A

GOALS

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



*Needs Assessment: Results of the 2008 FCAT Reading Assessment indicate that 89 percent ofstudents have met the required mastery level. All student subgroups met AYPtargets, 89 percent of the lower 25% made learning gains and 83 percent madelearning gains in grades three through five. Test results also indicate the need toincrease mastery in the areas of Main Idea, Vocabulary and Reference andResearch.

*Objective: Given instruction based on the Sunshine State Standards, students in grade 3through 5 will demonstrate skilled proficiency in reading as evidenced by 90% ormore of students meeting high standards on the 2009 administration of theFCAT Reading Assessment.

*Strategies: •Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an on-going basis.(Administration, Instructional Staff) (August-June) •Implement with Houghton Mifflin Reading Core Program daily which correlateswith the Comprehensive Research Reading Plan (CRRP) through fidelity to thedistrict’s pacing guide and focus calendars, emphasizing guided reading, fluency,vocabulary development and comprehension skills. (Administration, ReadingCoach, Instructional Staff) (August-June) •Administer district baseline and interim formative assessments to establishbaseline data and determine quarterly progress of students. (Administration,Reading Coach, Instructional Staff) (August-June) •Continue to implement weekly, bi-weekly, and monthly benchmarkassessments to monitor student progress and achievement. (Administration,Reading Coach, Instructional Staff) (August-June) •Continue the articulation process weekly among classroom, English LanguageLearners (ELL), Curriculum Content in the Home Language (CCHL) and Studentswith Disabilities (SWD) teachers to monitor pacing of the curriculum and discusslong range plans. (Administration, Instructional Staff) (August-June) •Continue to provide daily enrichment designed to offer higher level thinkingexperiences in the Advanced Academic Program for first through fifth grades.(Administration, Instructional Staff) (August-June) •Utilize Performance Task cards daily across the curriculum, including specialareas, to familiarize students with Sunshine State Standards’ benchmarks.(Administration, Instructional Staff) (August-June) •Use Houghton Mifflin FCAT test preparation materials weekly to reinforce test-taking skills. (Administration, Instructional Staff)(August-June) •Use Accelerated Reader, FCAT Explorer, Riverdeep, and Tumblebooks daily toimprove reading comprehension and promote independent reading.(Administration, Media Specialist, Instructional Staff) (August-June) •Implement daily a variety of art, music and technology activities to help developlifelong reading skills. (Administration, Instructional Staff) (August-June) •Establish daily in-house and weekly after-school and Saturday Academyinterventions and tutorial programs for students scoring Levels 1 and 2, and/ornot making learning gains, English Language Learners (ELL) and Students withDisabilities (SWD). An evaluation component of a reading pre/post test will beimplemented. (Administration, Instructional Staff) (August-June) •Use debriefing protocols to conduct data debriefing sessions on an on-goingbasis. (Administration, Instructional Staff) (August-June)

*Evaluation: This objective will be evaluated by scores earned on the 2009 FCAT ReadingAssessment. Formative/Summative Assessments: •DIBELS (Fall, Winter, Spring) – Kindergarten through 5th grade •2008-2009 Baseline and Interims (Fall and Winter) – 3rd through 5th grade •Houghton Mifflin Reading Core Program – Weekly, Theme and IntegratedAssessments •PPVT-III Peabody Picture Vocabulary Test – Kindergarten through 3rd grade •Standardized Test for Assessment of Reading (S.T.A.R.) •The Continuous Improvement Model (CIM)

*Evidence-basedProgram(s):

•Comprehensive Research Reading Plan (CRRP) •Sunshine State Standards (SSS) Reading Benchmarks •Houghton Mifflin Reading Program •Elements of Vocabulary •Quick Reads •Voyager Passport

*ProfessionalDevelopment:

•Data Analysis (Augus –June) •Mentoring (August–June)



•Techniques to implement the delivery of instruction of the Houghton MifflinReading Program (August–June) •Collaborative planning (August–June) •Accelerated Reader Program training (November) •CRISS training (November) •DIBELS/mClass/PMRN Assessment Trainings (September) •Reading First Summer Academies (June/July) •IPEGS Evaluation System Training (October) •Peer Coaching (August – June) •Classroom Walk-Throughs (August – June)

Budget:

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

Description of Resources Funding SourceAvailableAmount

English Workbooks Plus Grade 5 Title I $724.50

Phonics workbooks Title I $3,740.00

Dictionaries - ESOL Title I $524.00

Essential Skills for Reading Successworkbooks Title I $2,528.00

Buckle Down Reading Workbooks Title I $500.00

Florida FCAT Coach workbooks Title I $1,740.00

Aim Higher workbooks Title I $4,600.00

Test Ready Plus workbooks Title I $555.00

Total: $14,911.50

Technology

Description of Resources Funding Source AvailableAmount

Printers & toners Title I $520.00

Total: $520.00



No Data No Data $0.00

Total: $0.00

Other


Accelerated Reader supplies Title I $319.00

Paper Title I $125.00

Total: $444.00

Final Total: $15,875.50

*Non-Highly QualifiedInstructors:

All of Twin Lakes Elementary’s student subgroups have met Adequate YearlyProgress, AYP, on the 2007-08 Florida Comprehensive Assessment Test, FCAT.The Reading Coaches model and provide training opportunities on evidence-based strategies that assist these professionals in improving instruction inReading. The following teachers are participating in professional development thatwill make them Highly Qualified:

•Ms. Mirtha Muller teaches Gifted Math, Social Studies and Science to first andsecond grade students. She is in the process of taking the course worknecessary to become ESOL certified. •Ms. Erin Anding teaches Kindergarten and is in the process of taking the coursework necessary to become ESOL certified. •Ms. Marlen Ulloa is a first grade teacher and is in the process of completing, thisyear, the course work necessary to become ESOL certified.



•Ms. Katia Medina is a third grade teacher and is in the process of taking thecourse work necessary to become ESOL certified. •Ms. Melva Pio is a fifth grade Math and Science teacher that is taking the coursework necessary to become ESOL certified. •Ms. Mileydi Chavez is a fourth grade teacher that has applied for a ProfessionalCertificate. She has an Elementary Education degree and an ESOL certificationfrom Florida International University.

End of Reading Goal

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

*Needs Assessment: Results of the 2008 FCAT Mathematics Assessment indicate that 97 percent ofstudents have met the required mastery level. All students met AYP targets, 91percent of the lower 25% made learning gains and 79 percent made learninggains in grades three through five. Test results also indicate the need of increasemastery in the areas of Number Sense, Measurement, and Algebraic Thinking.

*Objective: Given instruction based on the Sunshine State Standards, students in grade 3through 5 will demonstrate skilled proficiency in mathematics as evidenced by98% or more of students meeting high standards on the 2009 administration ofthe FCAT Mathematics Assessment.

*Strategies: •Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an on-going basis.(Administration, Instructional Staff)(August-June) •Provide daily uninterrupted sixty-minute instructional block in mathematics K-5and guided and independent practice of daily drills in basic computation facts atthe appropriate grade levels. (Administration, Instructional Staff, MathematicsResource Teacher)(August-June) •Provide daily problem solving, critical thinking and word problems designed tooffer students higher level thinking experiences in Advanced Academic Programs.(Administration, Instructional Staff)(August-June) •Continue the articulation process weekly among ELL, CCHL, SWD, Fine Arts andclassroom teachers to monitor pacing of the curriculum, discuss long rangeplans, and share best practices. (Administration, Instructional Staff, MathematicsResource Teacher)(August-June) •Continue to implement the ACALETICS program daily to assist in the delivery ofmathematics instruction school-wide. (Administration, Instructional Staff,Mathematics Resource Teacher)(August-June) •Implement a variety of art, music, physical education, and technology activitiesweekly to help develop lifelong mathematics skills. (Administration, InstructionalStaff) (August-June) •Establish daily in-house and weekly after-school and Saturday Academyinterventions and tutorial programs for students with stanines 1 through 4,scoring FCAT Levels 1 and/or not making learning gains and low ACALETICS Pre-Test scores. Student progress will be monitored using formative assessments toensure student achievement and to determine the effectiveness of the programs.(Administration, Instructional Staff) (August-June) •Integrate the use of a variety of computer programs, such as, FCAT Explorerand Riverdeep into daily classroom instruction for all curriculum groups.(Administration, Instructional Staff) (August-June) •Administer district baseline and interim formative assessments to determinequarterly progress of Level I and Level II students and students participating ininterventions and tutorial programs. (Administration, Instructional Staff) (August-June) •Use debriefing protocols to conduct data debriefing sessions on an on-goingbasis. (Administration, Instructional Staff) (August-June)

*Evaluation: This objective will be evaluated by scores earned on the 2009 FCAT MathematicsAssessment. Formative/Summative Assessments: •Fall and Winter Interim Assessments- 3rd through 5th grade •Pre/Post basic computation facts tests at appropriate grade level •ACALETICS Pre/Post Assessments – Kindergarten through 5th grade



/ g g g•ACALETICS Pre/Post Comprehensive – 1st through 5th grade •ACALETICS Pre/Post Advanced Assessments – 5th grade •ACALETICS Comprehensive Midterm – 1st through 5th grade •ACALETICS Interim Assessments – 1st through 5th grade •Scott Foresman/Addison Wesley Chapter Tests •The Continuous Improvement Model (CIM)


•Scott Foresman/Addison Wesley Mathematics Program •Sunshine State Standards (SSS) Mathematics Benchmarks


•Data Analysis (August–June) •Mentoring (August–June) •Techniques to improve the delivery of instruction of the ScottForesman/Addison Wesley Mathematics Program (August–June) •ACALETICS Program Training (September–December) •Collaborative planning (August–June) •Technology workshops on mathematics programs available on the web(August–June) •IPEGS Evaluation System Training (October) •Peer Coaching (August–June) •Classroom Walk-Throughs (August–June) •Implementing Florida’s new Mathematics Sunshine State Standards (October)

Budget:



Buckle Down Mathematics workbooks Title I $3,040.00

Florida FCAT Coach Workbooks Title I $2,255.00

Aim Higher workbooks Title I $1,863.00

Test Ready Plus workbooks Title I $278.00

Measuring Math workbooks Title I $282.00

Florida Achieve workbooks Title I $365.00

FCAT Math Dailies Title I $477.00

ACALETICS Program Title I $25,000.00

Total: $33,560.00

Technology


Toners for printers Title I $254.00

Inter Write Pad & software Title I $844.00

ACALETICS Program supplies Title I $573.00

Total: $1,671.00




Total: $0.00

Other



Total: $125.00



All of Twin Lakes Elementary’s student subgroups have met Adequate YearlyProgress, AYP, on the 2007-08 Florida Comprehensive Assessment Test, FCAT.The Mathematics Resource Teacher models and provides training opportunities



on evidenced-based strategies that assist these professionals in improvinginstruction in Mathematics. The following teachers are participating in professionaldevelopment that will make them Highly Qualified:

•Ms. Mirtha Muller teaches Gifted Math, Social Studies and Science to first andsecond grade students. She is in the process of taking the course worknecessary to become ESOL certified. •Ms. Erin Anding teaches Kindergarten and is in the process of taking the coursework necessary to become ESOL certified. •Ms. Marlen Ulloa is a first grade teacher and is in the process of completing, thisyear, the course work necessary to become ESOL certified. •Ms. Katia Medina is a third grade teacher and is in the process of taking thecourse work necessary to become ESOL certified. •Ms. Melva Pio is a fifth grade Math and Science teacher that is taking the coursework necessary to become ESOL certified. •Ms. Mileydi Chavez is a fourth grade teacher that has applied for a ProfessionalCertificate. She has an Elementary Education degree and an ESOL certificationfrom Florida International University.

End of Mathematics Goal

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

*Needs Assessment: Results of the 2008 FCAT Writing+ Assessment indicate that 94 percent ofstudents have met the required mastery level. All student subgroups met AYPtargets. Test results indicate an average of 4.1 for expository, an average of 4.2for narrative and a combined average of 4.2. These results also indicate the needto improve support skills and conventions in writing to increase student masteryin expository and narrative writing.

*Objective: Given instruction based on the Sunshine State Standards, students in grade fourwill demonstrate their skill proficiency in writing, as evidenced by 90% or more ofstudents maintaining high standards on the 2009 FCAT Writing Assessment.

*Strategies: •Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an on-going basis.(Administration, Instructional Staff) (August-June) •Continue the articulation process weekly among classroom, ELL, CCHL andSWD teachers to plan delivery of instruction and monitor writing pacing.(Administration, Instructional Staff) (August-June) •Promote student participation in writing through contests, journal writing andtechnology assisted publishing on an on-going basis. (Administration, InstructionStaff) (August-June) •Provide students in K-5 with writing prompts/topics weekly to help improvewriting proficiency. (Administration, Writing Chairperson, Instructional Staff)(August-June) •Implement an after-school Writing Tutorial Program once a week to includeEnglish Language Learner (ELL) and Students with Disabilities (SWD). Anevaluation component of a writing pre/post test will be implemented.(Administration, Instructional Staff) (August-June) •Implement daily the Four Square Planning Model for students in grades 1-5.(Administration, Reading Coach, Instructional Staff) (August-June) •Display samples of students writing in grades K-5 in the “Young Author’sShowcase” on an on-going basis. (Administration, Writing Chairperson,Instructional Staff) (August-June) •Use debriefing protocols to conduct data debriefing sessions on an on-goingbasis. (Administration, Instructional Staff) (August-June)

*Evaluation: This objective will be evaluated by scores earned on the 2009 FCAT WritingAssessment. Formative/Summative Assessments: •Miami-Dade County Public Schools (M-DCPS) Writing Pre/Post Tests •Teacher made expository and narrative prompt assessments •Houghton Mifflin Reading Core Program Grammar and Writing Assessments •The Continuous Improvement Model (CIM)



p ( )*Evidence-basedProgram(s):

•Houghton Mifflin Reading Core Program •Sunshine State Standards (SSS) Writing Benchmarks


•Data Analysis (August–June) •Mentoring(August–June) •Collaboratively plan techniques to improve the delivery of pre-writing instruction(August–June) •IPEGS Evaluation System Training (October) •Rubric Scoring (August–June) •Implementation of creative and innovative techniques in writing (August–June) •District/Regional Center Writing Process Inservices (August – June)

Budget:




Total: $0.00

Technology


Printers and Toners Title I $520.00


Total: $1,364.00




Total: $0.00

Other



Zaner Bloser Writing workbooks Title I $2,529.00

Total: $2,654.00


End of Writing Goal

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

*Needs Assessment: Results of the 2008 FCAT Science Assessment indicate that 65 percent ofstudents have met the required mastery level, with 43% of students scoring at aLevel 3, 17% of students scoring at a Level 4 and 4% of students scoring at aLevel 5. Test results indicate that students in the area of Scientific Thinkingscored 8 out of the 12 possible points and in the area of Earth and Space Sciencethe students scored 9 out of the 14 possible points. There is a need to increasemastery in these two areas.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grade 5 will increase by 10 percentage pointson the 2009 FCAT Science Assessment as compared to the 2008 administrationof the FCAT Science Assessment.

*Strategies: •Implement the Continuous improvement Model (CIM) to monitor student



achievement and the instructional program on an on-going basis.(Administration, Instructional Staff) (August-June) •Provide on-site professional development opportunities for teachers twice ayear. (Administration, Science Chairperson, Instructional Staff) (November andFebruary) •Establish daily journal writing to develop short and extended science responses.(Administration, Instructional Staff) (August-June) •Administer district baseline and interim formative assessments to establishbaseline data and determine quarterly progress. (Administration, InstructionalStaff) (August-June) •Continue to implement weekly, bi-weekly, and monthly benchmarkassessments to monitor student progress and achievement. (Administration,Instructional Staff) (August-June) •Provide opportunities for students to conduct science investigations throughouteach nine-week grading period. (Administration, Instructional Staff) (August-June) •Showcase monthly on closed-circuit television scientific investigations performedby students on WTLE. (Administration, Science Chairperson, Instructional Staff)(August-June) •Continue to provide daily enrichment designed to offer higher level thinkingexperiences in science in the Advanced Academic Program for first through fifthgrades. (Administration, Instructional Staff) (August-June) •Promote the development of higher-order thinking skills through theparticipation in an annual science fair that will require students to implement andapply the scientific method. (Administration, Science Committee, InstructionalStaff) (August-June) •Use the district-developed Scope, Sequence and Pacing Document to ensurethat all grade levels are using a structured approach to meeting the goals of theSunshine State Standards within the appropriate time frame on an on-goingbasis. (Administration, Science Chairperson) (August-June) •Use debriefing protocols to conduct data debriefing sessions on an ongoingbasis. (Administration, Instructional Staff) (August-June)

*Evaluation: This objective will be evaluated by scores earned on the 2009 FCAT ScienceAssessment. Formative/Summative Assessment: •Department of Education (DOE) FCAT-Science Sample Test •2008-2009 Baseline and Interims (Fall and Winter) •Grade 5 Science Survey Assessment •Buckle Down Florida FCAT-Science Practice Tests-Forms A and B •Scott Foresman FCAT-Science Test Prep •Scott Foresman Practice Pre/Post Test •The Continuous Improvement Model (CIM)


•Scott Foresman Science Series •Buckle Down Florida FCAT-Science •Sunshine State Standards (SSS) Science Benchmarks


•Data Analysis (August–June) •Mentoring (August–June) •Inservices on the eight strands of science (August–June) •Delivery of instruction of the scientific method (August–June) •IPEGS Evaluation System Training (October) •Peer Coaching (August–June)

Budget:




Total: $0.00

Technology



Total: $844.00






Total: $0.00

Other



Total: $125.00

Final Total: $969.00


All of Twin Lakes Elementary’s student subgroups have met Adequate YearlyProgress, AYP, on the 2007-08 Florida Comprehensive Assessment Test, FCAT.The Science Chairperson models and provides training opportunities on evidence-based strategies that assist these professionals in improving instruction inScience. The following teachers are participating in professional development thatwill make them Highly Qualified:

•Ms. Mirtha Muller teaches Gifted Math, Social Studies and Science to first andsecond grade students. She is in the process of taking the course worknecessary to become ESOL certified. •Ms. Erin Anding teaches Kindergarten and is in the process of taking the coursework necessary to become ESOL certified. •Ms. Marlen Ulloa is a first grade teacher and is in the process of completing, thisyear, the course work necessary to become ESOL certified. •Ms. Katia Medina is a third grade teacher and is in the process of taking thecourse work necessary to become ESOL certified. •Ms. Melva Pio is a fifth grade Math and Science teacher that is taking the coursework necessary to become ESOL certified. •Ms. Mileydi Chavez is a fourth grade teacher that has applied for a ProfessionalCertificate. She has an Elementary Education degree and an ESOL certificationfrom Florida International University.

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Based upon 2007-2008 parent sign-in logs, an average of 74 percent of parentsattended at least two school sponsored activities.

*Objective: Given the need for parental involvement as a powerful tool in studentachievement, participation of parents in school sponsored activities will increaseby 5 percentage points during the 2008-2009 school year as compared to the2007-2008 school year.

*Strategies: •Use parent-teacher conferences, monthly bilingual newsletters, andinformational meetings/workshops to promote the use of the Parent ResourceCenter, Parent Academy and Parent Portal. (Administration, CommunityInvolvement Specialist, Instructional Staff) (August-June) •Continue the use of daily planners to ensure parent awareness of homework.(Administration, Instructional Staff) (August-June) •Use Connect-Ed to inform parents of school activities and events.(Administration) (August-June) •Facilitate ESOL classes for parents in order to help reinforce home learning.(Adminstration) (August-June) •Promote the School Volunteer Program (SVP) to involve parents in the school’sorganizational structure and continue to implement the “Parent of the MonthAward” Program. (Adminsitration, Community Involvement Specialist,Instructional Staff) (August-June) •Plan and schedule: Parent workshops related to FCAT test-taking skills inreading, writing, mathematics, and science, Accelerated Reader, and the online



data bases provided by M-DCPS. (Administration, Community InvolvementSpecialist, Instructional Staff) (August-June) •Continue to plan and schedule the “Book Fair Family Night.” (Administration,Media Specialist, Instructional Staff) (December)

*Evaluation: This objective will be evaluated by the 2008-2009 parent sign-in logs.


Parent-Teacher Association (PTA)


•Analyze and implement different approaches on how to work with families andbe respectful of ethnic and cultural differences. (August-June) •Review and implement a variety of styles in communicating with the parents.(August-June) •Continue to create innovative activities that will enhance parental involvement.(August-June)

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the Florida Department of Educationindicates that in 2006-2007 Twin Lakes Elementary ranked at the 72ndpercentile on the State of Florida ROI Index.

Objective: Twin Lakes Elementary School will improve its ranking on the State of FloridaReturn On Investment (ROI) Index publication from the 72nd percentile in 2006-2007 to the 73rd percentile on the next publication of the Index.

Strategies: •Use student data analysis results to identify and implement more effectiveeducational strategies that fit the needs of students and staff. (Administration)(August-June) •Identify lowest quartile students early and provide additional assistance.(Administration) (August-June) •Provide strategies to parents for their student’s academic improvement.(Administration) (August-June) •Continue to provide high quality teacher professional development and monitor



its implementation. (Administration) (August-June) •Purchase and utilize research-based materials. (Administration) (August-June) •Increase participation in programs provided by the Department of Education,such as, FCAT Explorer, Riverdeep and Florida Achieves. (Administration)(August-June)

Evaluation: On the next State of Florida Return On Investment, ROI, Index publication, TwinLakes Elementary will show progress toward reaching the 73rd percentile.

End of Return on Investment Goal

ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading English Workbooks Plus Grade5

Title I $724.50

Reading Phonics workbooks Title I $3,740.00

Reading Dictionaries - ESOL Title I $524.00

Reading Essential Skills for ReadingSuccess workbooks

Title I $2,528.00

ReadingBuckle Down ReadingWorkbooks Title I $500.00

Reading Florida FCAT Coachworkbooks Title I $1,740.00

Reading Aim Higher workbooks Title I $4,600.00

Reading Test Ready Plus workbooks Title I $555.00

Mathematics Buckle Down Mathematicsworkbooks Title I $3,040.00

Mathematics Florida FCAT CoachWorkbooks Title I $2,255.00

Mathematics Aim Higher workbooks Title I $1,863.00

Mathematics Test Ready Plus workbooks Title I $278.00

Mathematics Measuring Math workbooks Title I $282.00

Mathematics Florida Achieve workbooks Title I $365.00

Mathematics FCAT Math Dailies Title I $477.00

Mathematics ACALETICS Program Title I $25,000.00

Total: $48,471.50

Technology


Reading Printers & toners Title I $520.00

Mathematics Toners for printers Title I $254.00

Mathematics Inter Write Pad & software Title I $844.00

Mathematics ACALETICS Program supplies Title I $573.00

Writing Printers and Toners Title I $520.00

Writing Inter Write Pad & software Title I $844.00

Science Inter Write Pad & software Title I $844.00



Total: $4,399.00


Goal Description of Resources Funding SourceAvailableAmount

No Data No Data No Data $0.00

Total: $0.00

Other


Reading Accelerated Reader supplies Title I $319.00

Reading Paper Title I $125.00

Mathematics Paper Title I $125.00

Writing Paper Title I $125.00

Writing Zaner Bloser Writingworkbooks

Title I $2,529.00

Science Paper Title I $125.00

Total: $3,348.00


SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

SAC Involvement

•The EESAC will continue to approve the use of its funds for the benefit of the students at the school. •The EESAC will review and approve the use of 2008-2009 EESAC budget allocation. •EESAC members will analyze test scores data and recommend instructional materials to improve studentacademic achievement. •EESAC members will continue to approve a curriculum that will support student achievement andperformance through technology. •EESAC members will work with staff to implement the student services program through participation inparent conferences, SSTs, LEP committees, and Academic Improvement Plans in support of studentachievement. •EESAC members will desegregate data to implement and support initiatives that will improve studentperformance. •The EESAC will be involved in finalizing the School Improvement Plan (SIP) based on data analyzed by thecommittee and recommendations from subject areas SIP committee meetings.

SAC Members

Members

1) Maria Isabel de Leon, Principal

2) Lourdes de los Rios, SAC Chair



3) Maria Quintana, Teacher

4) Selma G. Gonzalez, Teacher

5) Carmen S. Martinez, Teacher

6) Dara L. Perez, Teacher

7) Ariana Reyes, Business Member

8) Boris Alvarez, Business Member

9) Wilfredo Munoz, Business Member

10) Leticia Leon, Parent

11) Judith Tanda, Parent

12) Daymine Marrero, Parent

13) Marta Rafael, Parent

14) Elvira Munoz, School Support Personnel

15) Marjorie Mitchell, Union Steward

IMPLEMENTATION EVALUATION

The school will monitor the School Improvement Plan through curriculum pacing and evaluation calendarsdeveloped at the beginning of each school year. Using the Continuous Improvement Model (CIM),adjustments are made as needed, based on student performance. Debriefing conferences are plannedthroughout the year between administrators, teachers and department leaders to assist with individualclassroom concerns and needs. Grade level articulation, parent workshops and professional developmentare also scheduled based on evaluation outcomes. Stakeholders will monitor all the components of the School Improvement Plan through SIP committeemeetings held during the school year. Revisions and accommodations will be made as needed to ensurefidelity in the SIP implementation. Final evaluations determine the effectiveness of the programs. Areas of strengths and weaknesses areidentified to develop the instructional focus for the following school year. The strengths are reinforced whilethe weaknesses are targeted for improvement.

REPORTING

Baseline Data Report

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

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData



%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



Reading Writing Science



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted

End of Baseline Data Report

AYP DATA



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade TWIN LAKES ELEMENTARY SCHOOL 5601Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 340Math: 340

2007-2008 School Grade1:

A Did the Schoolmake AdequateYearly Progress?

YES

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

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

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

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N

TOTAL4 100 Y 100 Y 85 Y Y Y NA 27 15 NA NA 81 NA 91 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK NA NA NA NA NA NA NA NA NA NA HISPANIC 100 Y 100 Y 85 Y Y Y NA 28 15 NA NA 81 NA 91 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN

NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 85 Y Y 94 Y NA 29 15 NA NA 81 NA 91 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 80 Y Y Y NA 44 20 NA 8 NA 81 NA 92 NA

STUDENTS WITHDISABILITIES

100 Y 100 Y NA NA NA NA NA 10 NA NA NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade TWIN LAKES ELEMENTARY SCHOOL 5601Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 337Math: 337


A Did the Schoolmake AdequateYearly Progress?

YES


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

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

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 100 Y 100 Y 73 Y Y Y NA 23 24 NA 7 NA 73 NA 85 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK NA NA NA NA NA NA NA NA NA NA HISPANIC 100 Y 100 Y 72 Y Y 94 Y NA 23 24 NA 7 NA 72 NA 85 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN

NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 71 Y Y 94 94 Y NA 25 27 NA 9 NA 72 NA 86 NA


100 Y 100 Y 56 Y 92 Y 90 NA NA 43 53 NA 12 8 NA 61 NA 89 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y 40 N 90 Y NA NA 53 Y 22 10 NA 44 NA 84 NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade TWIN LAKES ELEMENTARYSCHOOL 5601

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

Read: 359Math: 359


A Did the Schoolmake AdequateYearly Progress? 5

YES


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

Group








SafeHarborReading


SafeHarborMath

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

TOTAL4 100 Y 100 Y 78 Y 93 Y Y NA 27 22 NA 13 7 NA

WHITE NA NA NA NA NA NA NA NABLACK NA NA NA NA NA NA NA NAHISPANIC 100 Y 100 Y 77 Y 93 Y 94 NA NA 27 23 NA 13 7 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 75 Y 91 Y 94 NA NA 30 25 NA 15 9 NA


100 Y 100 Y 64 Y 88 Y 94 90 NA NA 51 36 NA 19 12 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y 42 N 78 Y NA NA 67 58 Y 32 22 NA

Dade School DistrictTWIN LAKES ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

89% 97% 94% 65% 345

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

% of StudentsMaking LearningGains

83% 79% 162

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

Adequate Progressof Lowest 25% inthe School?

89% (YES) 91% (YES) 180 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 687 Percent Tested =100% Percent of eligible students tested

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

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

82% 96% 95% 67% 340

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

% of StudentsMaking LearningGains

86% 76% 162


Adequate Progressof Lowest 25% inthe School?

75% (YES) 94% (YES) 169 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 671 Percent Tested =100% Percent of eligible students tested



Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 88% 97% 96% 281

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

% of Students MakingLearning Gains 82% 86% 168


Adequate Progress of Lowest25% in the School? 81% (YES) 81 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 530 Percent Tested = 100% Percent of eligible students tested




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