FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …osi.dadeschools.net/sip/09-10/pdf/5081.pdf · Vision Statement: Skyway Elementary School will offer a high quality education

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: SKYWAY ELEMENTARY SCHOOL

District Name: Dade

Principal: LINDA M. HARRISON

SAC Chair: LISA SCHWARTZ

Superintendent: ALBERT M. CARVALHO

Date of School Board Approval: Pending School Board Approval

Last Modified on: 09-11-2009

Dr.Eric J.Smith, Commissioner

Florida Department of Education 325 West Gaines Street

Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Vision Statement: Skyway Elementary School will offer a high quality education to a diverse community of learners in an environment which encourages students to maximize their academic potential and strive for excellence.

Mission Statement: Skyway Elementary School will strive to develop each student to his fullest potential using a variety of educational strategies that promote intellectual curiosity, independent thinking, and problem solving capabilities.

Brief History and Background of the School

Skyway Elementary School is a Title I school with a grade of "A”. It was originally constructed in 1974, however in 2008 a cafetoruim and student drop off and pick up area was completed. The school is situated on 7.87 acres of land just south of the Miami-Dade/Broward County line at 4555 Northwest 206 Terrace. It houses 584 students in grades pre-kindergarten through grade five.

Skyway Elementary is classified as a Title I school with 86 % of the student population eligible free for or reduced lunch. The Title I Program assists schools in helping eligible children to meet the same challenging academic standards that are established for all children. Title I funds are used to support the tutorial programs offered at Skyway Elementary. Additionally, Title I funds are used to purchase technology, hourly instructional personnel to support the classroom teachers, and resource materials to support student achievement in all of the core subjects.

Unique School Strengths for Next Year

Skyway Elementary School utilizes a myriad of programs that contribute to the success of the school. Extended Foreign Language (EFL), Science Engineering Mathematics Aerospace Academy (SEMAA), Gifted, Cool Kids Learn After-School Care Program, Pre-K ESE Speech, Decision CKL After-School Program, and 5000 Role Models of Excellence all positively impact the educational experience offered at Skyway Elementary.

The Extended Foreign Language Program offers selected students in Kindergarten through grade two, instruction in both English and Spanish. Students in this program receive instruction in English for 60 percent of the school day. Instruction in Spanish is provided for 40 percent of the school day.

The Gifted Program offers selected students in Kindergarten through grade five, instruction in Language Arts, Reading, and Social Studies. The students in this program receive instruction at an accelerated rate during school day.

The Cool Kids Learn After-School Care Program offers parents the opportunity to have their children extend their school day. This program includes specific time set aside for supervised home learning. Additionally, students attend the computer lab where they are scheduled to work on various computer-based learning programs such as SuccessMaker and Accelerated Reader.

The Pre-Kindergarten Special Education (SPED) Speech Program offers qualified students and a role model a half-day language impaired intensive program.

The SEMAA Program offers a rigorous curriculum to all students enhancing the science and mathematics standards. The program provides hands on activities in science and mathematics throughout the school year.

The Decision CKL After-School Program offers selected students in grades four and five. The program is formatted to help the students improve their decision making skills and build character.

Founded by Senator Frederica Wilson, the 5000 Role Models of Excellence Project was initiated by the Miami-Dade County School Board in March 1993, due to the realization that there is an ongoing crisis in the lives of many young males. The project’s mission is to intervene in the lives of at-risk boys, in order to provide them with alternatives that will lead them away from a life of crime and violence. Students are mentored by staff and community members. The students and adult mentors wear a distinctive uniform consisting of black pants, a white dress shirt, and a 5000 Role Models of Excellence signature necktie. All items are earned through bench mark accomplishments related to discipline and academics.

Skyway Elementary has been designated as a Health Connect School for the 2009-2010 school year. School Health Connect was developed to address the health needs of school-age children by enhancing and improving the nutritional and primary health needs of the school’s children. When students are healthy, attendance rates and academic achievement increase because they are in school every day and can concentrate.

Unique School Weaknesses for Next Year

Skyway Elementary School faces several challenges for the 2009-2010 school year. Parental involvement has been low for the last five years. Parent Teacher Association (PTA) membership is low. PTA meetings are held in the morning and early evening but parent attendance does not reflect an adequate representation of the student population. Through the No Child Left Behind Act (NCLB), Skyway Elementary School is a school of choice. This negatively affects our mobility rate and stretches our limited resources because of the low academic performance of the incoming students.

Student Demographics

The student population mirrors the community: forty-nine percent (49%) Hispanic, forty-nine percent (49%), Black, one percent (1%) White, and one percent (1%) other. Eighty-six percent (86%) of the students are eligible for free and reduced lunch, four point six percent (4.6%) are Special Education (SPED) students and fifteen percent (15%) are English Language Learner (ELL) students.

Student Attendance Rates

Skyway Elementary School has surpassed the district attendance average for the last three years. Attendance at Skyway Elementary was 95.81% in 2009, a 0.62% increase above the district average of 95.19%. In 2008, attendance was 95.91%, an increase of 0.46% above the district average of 95.45%. In 2006, attendance was 95.12%, an increase of 0.15% above the district average of 94.97%. In addition, attendance increased in the first grading period of 2009 from 97.09% to 97.28%, in the second grading period from 95.79% to 96.32%.

Student Mobility

The mobility rate of the school is 27%.

Student Suspension Rates

Skyway Elementary issued ten in-school suspensions and nine out-of-school suspensions during the 2008-2009 school year.

Student Retention Rates

The retention rate decreased from four point seven percent 4.7% in 2007-2008 to 1.7% percent in 2008-2009.

Class Size

Skyway Elementary School has a teacher-student ratio of one to eighteen (1:18) in prekindergarten to second grade, and a ratio of one to twenty-two (1:22) in third through fifth grade.

Academic Performance of Feeder Pattern

Skyway Elementary School is part of the North Regional Center which is under the direction of Superintendent, Dr. Marcos M. Moran. The Regional Center Directors include Ms. Jennifer D. Andreu, Mr. Jose L. Dotres, Ms. Lourdes P. Gimenez, Mr. Paul J. Greenfield and Mr. Richard Vidal. The feeder pattern includes Carol City Middle and Lake Stevens Middle schools. Lake Stevens Middle school earned a grade of “B” but did not achieve Adequate Yearly Progress (AYP) for the 2008-2009 school year and is a Correct I school. Carol City Middle school earned a grade of “C”, did not meet criteria for AYP and is also a Correct I school.

Partnerships and Grants

Skyway Elementary School collaborates with district programs and services, community agencies and the business community in order to integrate educational services to all students. This collaboration includes: Head Start, Reading First, Early Reading First, Miami-Dade District Pre-K and Early Intervention, Exceptional Student Education, Adult Education, Vocational Career Awareness, Staff Development Department, Miami-Dade County Health Department, community colleges, universities, ESOL/LEP Programs, Migrant, Neglected/Delinquent, At- risk Programs, Homeless Agencies, the Parent Academy, the Parent Information and Resource Center (PERC), the PTS/PSTA, Upward Bound and Pre-collegiate programs at community colleges and universities, Home Instruction for Parents of Preschool Youngsters (HIPPY), Homestead Housing Authority, and through compacts with local municipalities as well as Metro Dade County. These collaborative efforts will eliminate gaps in service

STUDENT ACHIEVEMENT DATA

for the ELL students, children with disabilities, migrant children, N & D children, homeless children, and migrant children. An avenue will be provided for sharing information about available services, and for helping to eliminate duplication and fragmentation within the programs. Title I personnel will, on an on-going basis, work with the appropriate staff to increase program effectiveness of the instructional program. Representatives from these agencies will meet as necessary to coordinate various services for families and children to increase student achievement. Additionally, the school receives funding under the School Improvement Grant Fund / School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100.

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Linda Harrison

BA – Education, Florida International University

Specialist – K-12 Administration and Supervision, Nova Southeastern University

9 9

Principal of Skyway Elementary for 5 years.

2008-2009: Grade: A Reading Mastery: 69%, Math Mastery: 62%, Science Mastery: 45% Writing Mastery: 90% AYP: No – ELL students need improvement in Reading.

2007-2008: Grade: C Reading Mastery: 63% Math Mastery: 53% Science Mastery: 29%, AYP: 87%. Black, Hispanic, Economically Disadvantaged and ELL students did not make AYP in Math.

2006-2007: Grade: I Reading Mastery: N/A Math Mastery: N/A Science Mastery: N/A AYP: N/A

2005-2006: Grade: A Reading Mastery: 89% Math Mastery: 61% Science Mastery: N/A AYP: 97%. Criteria was not met in Writing.

2004-2005: Grade: A Reading Mastery: 84% Math Mastery: 70% Science Mastery: N/A AYP: 100%

Assis Principal Valerie Gilchrist

BA – Psychology, University of California, Berkeley;

Master of Science – Education, University of Miami;

1 2.5

Assistant Principal of Skyway Elementary in 2008-2009: Grade: A Reading Mastery: 69%, Math Mastery: 62%, Science Mastery: 45% AYP: No – ELL students need improvement in Reading.

Assistant Principal of North County Elementary in 2007-2008: Grade: D, Reading Mastery: 58% (+8), Math Mastery: 62% (+7), Science Mastery: 13% (+4) AYP: 74% (-3). Black, Economically Disadvantaged and SWD did not meet AYP in Reading.

Intermediate Reading Coach at Carol City Elementary in 2006-2007: Grade: C, Reading Mastery: 51%, Reading Gains: 59%,

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Certification – Educational Leadership, Florida International University

Lowest 25% Gains: 71%, Math Mastery: 56%, Science Mastery: 28% AYP: 92%, Economically Disadvantaged and SWD did not make AYP in Reading.

Teacher at Hialeah Gardens Elementary in 2005-2006 and 2004-2005:

2006 Grade: A, Reading Mastery: 79 Math Mastery: 70 Science Mastery: N/A AYP: 100%

2005 Grade: A , Reading Mastery: 78% Math Mastery: 69% Science Mastery: N/A AYP: 100%

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

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

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading Lisa Schwartz

Undergraduate; Elementary Education 1-6 Graduate; Education Leadership

Certifications: Elementary Education 1-6 ESOL Reading

9 5

2008-2009 Grade: A Reading Mastery: 69% Reading Gains: 58% Low25% Reading Gains: 60% AYP: No – ELL students need improvement in Reading.

2007-2008 Grade C. Reading High Standards: 63% Reading Gains: 46% Lowest 25% AYP: 56% AYP: Yes

2006-2007 Grade I. % Meeting High Standards: N/A % Making Learning Gains: N/A Adequate Progress of Lowest 25%: N/A AYP Subgroups: N/A

2005-2006 Grade A. % Meeting High Standards: 89 % Making Learning Gains: 61 Adequate Progress of Lowest 25%: 69 All AYP Subgroups made AYP in the area of Reading.

2004-2005 Grade A. % Meeting High Standards: 84 % Making Learning Gains: 89 Adequate Progress of Lowest 25%: 92 All AYP Subgroups made AYP in the area of Reading.

Mathematics Doretha Dennis

Professional Educator’s: Educational Leadership (All Levels) Elementary Education 1-6 ESOL Endorsement Mentally Handicapped K-12

29.8 2

2008-2009: Grade: A Math Mastery: 62% Math Gains: 74% Low25% Math Gains: 77% Science Mastery: 45% AYP: No – ELL students need improvement in Reading.

2007-2008: Grade: C Math Mastery: 53% Learning Gains: 40% Lowest 25% Gains: 70% AYP: 87%. Black, Hispanic, Economically Disadvantaged and ELL students did not make AYP in Math.

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

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

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

2. Partnering new teachers with veteran staffAssistant Principal On-going

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

3. Solicit referrals from feeder pattern principals and current employees. Principal On-going

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Mary S. Harrell

Elementary Education, Exceptional Student Education

Third Grade

Ms. Harrell has completed all courses required for the ESOL Endorsement which will be added to her Certificate.

Total Number of

Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of

Experience

% of Teachers with 6-14 Years of

Experience

% of Teachers with 15+ Years of

Experience

% of Teachers

with Advanced Degrees

% Highly Qualified

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

46 0 13.04 21.74 65.22 34.78 97.3 4.35 0 67.39

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Lisa Schwartz Linda Moreau Ms. Moreau is a relatively new teacher.

1. Weekly assistance in planning for instruction. 2. Classroom Management instruction.

Title I, Part A

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

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

Title I, Part C- Migrant

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

Title I, Part D

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

Title II

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

Title III

Title III funds are used to supplement and enhance the programs for English Language Learner (ELL) and immigrant students by providing funds to implement and provide: • reading and supplementary instructional materials; • Waterford Connection and KidBiz (hardware and software) for the development of language and literacy skills in reading, mathematics and science.

Title X- Homeless

• The Homeless Assistance Program seeks to ensure a successful educational experience for homeless children by collaborating with parents, schools, and the community. • Project Upstart, Homeless Children & Youth Program assists with the identification, enrollment, attendance, and transportation of homeless students. • The Homeless Liaison provides training for school registrars on the procedures for enrolling homeless students and for school counselors on the McKinney Vento Homeless Assistance Act – ensuring homeless children and youth are not to be stigmatized or separated, segregated, or isolated on their status as homeless – and are provided with entitlements • Project Upstart provides a homeless sensitivity and awareness campaign throughout all the schools-each school is provided a video and curriculum manual and contest is sponsored by the homeless trust – a community organization.

Supplemental Academic Instruction (SAI)

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

Violence Prevention Programs

• The Safe and Drug-Free Schools Program addresses violence and drug prevention and intervention services for students through curriculum implemented by classroom teachers, elementary counselors, and TRUST Specialists. • Training and technical assistance for elementary, middle and senior high school teachers, administrators, counselors, TRUST Specialists, and Safe School Specialists is also a component of this program. • The Safe School Specialists provide training and follow-up activities to all school staff in the areas of violence prevention, stress management and crisis management. • TRUST Specialists focus on counseling students to solve problems related to drugs and alcohol, stress, suicide, isolation, family violence, and other crises.

Nutrition Programs

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

Housing Programs

N/A

Head Start

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

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

Parental Involvement Program

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

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

Skyway Elementary School conducts informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our parents’ schedule as part of our goal to

Response to Instruction/Intervention (RtI)

empower parents and build their capacity for involvement.

School Improve Grant Fund/School Improvement Grant Initiative

Skyway Elementary School receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as extended day remedial tutorial instruction, Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100.

Additionally, Title I School Improvement Grant/Fund support funding and assistance to schools in Differentiated Accountability based on need.

The Voluntary Public School Choice Program (I Choose!) a federally funded grant, is a district wide initiative designed to assist in achieving the Miami-Dade County Public Schools’ District’s Strategic Plan goal to expand the availability of and access to high quality public school choice options for all parents in Miami-Dade County. Voluntary Public School Choice grant funds are used to evaluate programs, inform parents of educational options, and reculture teaching practices to establish quality school environments.

Identify the school-based RtI Leadership Team.

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

School-based RtI Team

RtI is an extension of Skyway Elementary School’s Leadership Team, strategically integrated in order to support the administration through a process of problem solving as issues and concerns arise through an ongoing, systematic examination of available data with the goal of impacting student achievement, school safety, school culture, literacy, attendance, student social/emotional well being, and prevention of student failure through early intervention. It is anticipated that this will be a 3-year process of building the foundation and incorporating RtI into the culture of each school.

1. RtI leadership is vital, therefore, in building our team we have considered the following: • Administrators who will ensure commitment and allocate resources; • Teachers and Coaches who share the common goal of improving instruction for all students; and • Team members who will work to build staff support, internal capacity, and sustainability over time.

2. Skyway Elementary School’s Leadership Team will include additional personnel as resources to the team, based on specific problems or concerns as warranted, such as: • School reading, math, science, and behavior specialists • Special education personnel • School guidance counselor • School psychologist • School social worker • Community stakeholders

3. RtI is a general education initiative in which the levels of support (resources) are allocated in direct proportion to student needs. RtI uses increasingly more intense instruction and interventions.

• The first level of support is the core instructional and behavioral methodologies, practices, and supports designed for all students in the general curriculum.

• The second level of support consists of supplemental instruction and interventions that are provided in addition to and in alignment with effective core instruction and behavioral supports to groups of targeted students who need additional instructional and/or behavioral support.

• The third level of support consists of intensive instructional and/or behavioral interventions provided in addition to and in alignment with effective core instruction and the supplemental instruction and interventions with the goal of increasing an individual student’s rate of progress academically and/or behaviorally.

There will be an ongoing evaluation method established for services at each tier to monitor the effectiveness of meeting school goals and student growth as measured by benchmark and progress monitoring data.

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

The Leadership Team will:

I. Monitor academic and behavior data evaluating progress by addressing the following important questions: • What will all students learn? (curriculum based on standards) • How will we determine if the students have learned? (common assessments) • How will we respond when students have not learned? (Response to Intervention problem solving process and monitoring progress of interventions)

School Wide Florida’s Continuous Improvement Model

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

• How will we respond when students have learned or already know? (enrichment opportunities)

II. Gather and analyze data to determine professional development for faculty as indicated by student intervention and achievement needs

III. Hold regular team meetings

IV. Maintain communication with staff for input and feedback, as well as updating them on procedures and progress

V. Support a process and structure within the school to design, implement, and evaluate both daily instruction and specific interventions

VI. Provide clear indicators of student need and student progress, assisting in examining the validity and effectiveness of program delivery

VII. Assist with monitoring and responding to the needs of subgroups within the expectations for adequate yearly progress

1. The Leadership Team will monitor and adjust the school’s academic and behavioral goals through data gathering and data analysis.

2. The Leadership Team will monitor the fidelity of the delivery of instruction and intervention.

3. The Leadership Team will provide levels of support and interventions to students based on data.

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

1. Data will be used to guide instructional decisions and system procedures for all students to:

• adjust the delivery of curriculum and instruction to meet the specific needs of students • adjust the delivery of behavior management system • adjust the allocation of school-based resources • drive decisions regarding targeted professional development • create student growth trajectories in order to identify and develop interventions

2. Managed data will include:

Academic: • FAIR assessment • Interim assessments • State/Local Math and Science assessments • FCAT • Student grades

3. School site specific assessments:

Behavior: • Student Case Management System • Detentions • Suspensions/expulsions • Referrals by student behavior, staff behavior, and administrative context • Office referrals per day per month • Team climate surveys • Attendance • Referrals to special education programs

The district professional development and support will include:

1. training for all administrators in the RtI problem solving, data analysis process; 2. providing support for school staff to understand basic RtI principles and procedures; and

3. providing a network of ongoing support for RtI organized through feeder patterns.

Data Disaggregation 2008-2009 FCAT Data

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

Instructional Calendar Development

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

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

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

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

Plan

Strengths: The majority of Skyway Elementary students achieved high standards on the 2009 administration of the Florida Comprehensive Assessment Test (FCAT). Sixty-nine (69%) of students in grades three through five scored at level three or above in Reading. This represents an increase of six (6) percentage points. Sixty-two (62%) of students scored at level three or above in Mathematics, an increase of nine (9) percentage points. Ninety percent (90%) of fourth graders demonstrated mastery by scoring 3.5 or higher on the Writing portion of FCAT. Fifth grade students increased their proficiency level in Science from twenty-nine percent (29%) in 2008, to forty percent (45%) in 2009, an increase of sixteen percentage points.

Weaknesses: Fifty-six percent (56%) of English Language Learners (ELL) made learning gains in Reading. This represents a decrease of two (2) percentage points when compared to 2008.

Skyway Elementary will utilize the data from the 2009 administration of the Florida Comprehensive Assessment Test (FCAT) and the District Pacing Guide as the IFC for the 2009-2010 school year in reading, writing, mathematics, and science. Subject area teams will meet during weekly common planning time to review the pacing guide and benchmark concept and skills, analyze student data, and plan for instruction. Benchmarks will be selected as indicated by students’ strengths and weaknesses, which will be measured by progress on class work assignments, assessments, and data results.

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

Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the IFC is being utilized and implemented effectively. Coaches will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation.

Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The subject area coaches and/or department chairperson will provide additional assistance to the teacher. The teacher will utilize the support of colleagues during weekly team meetings.

Reading: In third grade, Main Idea and Author’s Purpose were the least proficient strands and will be given priority focus. In fourth grade, Comparisons was the least proficient strand and will be given priority focus. In fifth grade, Words and Phrases and Main Idea and Author’s Purpose were the least proficient strands and will be given priority focus.

Writing: Narrative writing will be given priority focus.

Mathematics: Number Sense was the least proficient strand in both third grade and will be given priority focus. In fourth grade, Measurement was the least proficient strands and will be given priority focus. In fifth grade, Number Sense and Geometry were the least proficient strands and will be given priority focus.

Science: Earth and Space Sciences and Scientific Thinking were the least proficient strands and will be given priority focus.

Once FCAT scores were released, the administration determined student learning gains by teacher and adjusted the master schedule to prevent low-performing teachers from teaching the same class again. Selected teachers were also reassigned to ensure the most proficient teachers were assigned to key grade levels and subject areas. Additionally, an analysis of learning gains allowed the strongest teachers to be paired with the weakest students.

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

Teachers relate new knowledge to students’ everyday lives and use real-world examples whenever possible to help students see the relationship between subjects and relevance to their future. In addition, Skyway Elementary holds an annual Career Day where community businesses and professionals are invited in to share their careers with students and discuss how their elementary education helped prepare them for the world of work. Teachers also teach using current events.

Before and after Career Day, students write and talk about their future career aspirations. Students are also exposed to a variety of career choices and learn about the path needed to follow each career.

Direct the Instructional Focus

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

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

DO

Grade level teachers will meet weekly during common planning time to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments and assessment results. Lesson plans will be created for differentiated instruction to provide lessons for all levels of students, below mastery, at mastery, and above mastery.

Instructional focus lessons will be developed through teacher collaboration utilizing the District Pacing Guide with emphasis on targeted Benchmarks and student data. Lessons will be delivered by the subject area teacher.

Instructional focus lessons will be revised and monitored based on analysis of student data following Interim Assessments and monthly assessments and teacher observation. Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results from Interim Assessments, monthly assessments and teacher observation of students’ growth or deficits. Proficiency of skills and benchmarks should also be evident in skills and Benchmarks that are taught as part of the whole group instruction. Skills will be re-taught and enrichment lessons will be used as indicated by student progress.

Assessment

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

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

Maintenance

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

CHECK

Interim Assessments, monthly assessments, and authentic student work will determine student comprehension based on the IFC’s.

Mastery will be set at 75%. Mastery is set at higher than the traditional score of 70% to ensure student proficiency of each benchmark. The assessment results will be used to determine the instructional focus of whole group lessons. An Item-Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently. Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those students earning less than 60%, additional instruction and practice opportunities for those students earning between 60-70%, and enrichment/advanced instruction to students earning 75-100%.

Students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in developing portfolios, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain the level

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

Monitoring

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

of mastery/proficiency. Students will be officially recognized by administration on a monthly basis when they achieve pre-identified benchmark mastery. For example, students who master main idea on a grade level test will be announced during morning announcements.

Grade level subject area teachers will meet weekly to review student data and mastery of IFC lessons. Subject area teachers will meet with instructional coaches on a monthly basis to analyze monthly assessments and adjust instruction as needed. Instructional coaches will facilitate the meetings and create and maintain agendas and attendance logs to document the meetings. Teachers will meet with instructional coaches and administrators following Interim Assessments for data analysis and strategic instructional planning. Members of the administrative staff will attend meetings on a rotating basis. School-wide progress toward grade level mastery of reading, writing, mathematics and science will be held at the end of each grading period and additionally as it becomes necessary.

The Skyway Elementary Principal and Leadership Team will visit classrooms regularly to observe instruction, review lesson plans, data binders, and student portfolios to ensure instruction follows the guidelines previously set forth and that students are making progress toward mastery of all curriculum presented. Special attention will be given to special needs populations such as migrant, homeless, neglected and delinquent students.

The instructional coaches will assist teachers with providing instruction on the focus lessons either by modeling whole group instruction or assisting the teacher in providing small group instruction. The instructional coach will also help with the process of grading, recording, and charting student scores. Administrators will ensure that instructional coaches maintain a presence in classrooms and at monthly grade level meetings.

Supplemental and Intensive Instruction/Interventions

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

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

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

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

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

ACT

Skyway Elementary utilizes resources from the state adopted textbooks which are designed for intensive instruction, as well as SuccessMaker and Ticket to Read software, Elements of Reading and Voyager reading programs, Accelerated Reader, Waterford Early Reading System, KidBiz, FCAT Explorer, Riverdeep, and On Target Mathematics.

Teachers will utilize instructional resources and strategies provided at professional development workshops will also be utilized. Students consistently demonstrating non-mastery will be required to participate in intensive intervention during instruction core instruction block and/or outside the core instruction block.

Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by administrators’ observations, teacher surveys, and student performance/data analysis, will determine the need for professional development sessions.

As a result of progress monitoring and observations (classroom teacher, instructional coach, administrators, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions.

All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. The assistant principal, school counselor, and Community Involvement Specialist (CIS) will work closely with teachers, students and parents to ensure an environment where students can and do learn. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through SuccessMaker will also be utilized to determine the effectiveness of supplemental instruction.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status No Attached Notification of (School in Need of Improvement) SINI Status Public School Choice with Transportation (CWT) Notification No Attached Public School Choice with Transportation (CWT) Notification Notification of (School in Need of Improvement) SINI Status Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 8/13/2009 3:20:08 PM)

Pre-School Transition

Enrichment

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

Describe how students are identified for enrichment strategies.

Alternative instruction will include opportunities for students to actively participate in the learning process. This approach will promote self discovery and student ownership of learning. Essential Elements of Reading Vocabulary and Voyager Passport will be utilized to target phonemic awareness, phonics, vocabulary, fluency and comprehension. It is expected that students will benefit from these settings that will enhance the delivery of instruction. Alternative instruction will include hands-on experiences, small group instruction, pull out tutorials, cooperative learning groups, and one-on-one individual teacher directed instruction. The use of instructional technology such as laptop computers, smart boards, and listening centers will further enhance student learning. SuccessMaker, FCAT, Riverdeep, and On Target Mathematics will be utilized to deliver instruction alternatively.

Students who demonstrate mastery of focus benchmark skills on FCAT, Interim Assessments, monthly assessments, and or classroom assignments will be identified for enrichment strategies.

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

Frequency of PLC Meetings Schedule (when)

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

K-2 Grade Level Teachers

Grade Level Chairperson Weekly

During Common Planning Time Instructional Focus

K-2 Grade Level Teachers

Reading Coach and Math/Science Coach

Monthly During Common Planning Time

Data Analysis Instructional Focus

3-5 Grade Level Teachers

Grade Level Chairperson Weekly

During Common Planning Time Instructional Focus

3-5 Grade Level Reading Teachers

ReadingCoach Monthly During Common Planning Time

District Pacing Guide Data Analysis Instructional Focus

3-5 Mathematics / Science Teachers

Grade Level Department Chairperson Mathematics / Science Coach

Monthly During Common Planning Time

Data Analysis Instructional Focus

3-5 Grade Level Teachers – Mathematics/Science

Mathematics / ScienceCoach Monthly

During Common Planning Time District Pacing Guide

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

Skyway Elementary houses one Pre-Kindergarten classroom and one half-day speech ESE/role model classroom. The staff consists of one certified teacher and one full-time paraprofessional in each of the classrooms. Activities are planned to ensure seamless transition from Pre-K to Kindergarten. The Pre-K students participate in the total school program, which facilitates the transition to Kindergarten since some of these students will attend our kindergarten program. The Child Observation Record (COR) and the Deveraux Early Child Assessment (DECA) are utilized to assess students, while the Learning Accomplishment Profile Diagnostic (LAP-D) is administered as the developmental screening tool. In addition parents are kept informed of the registration process for Kindergarten students through letters and Connect-Ed messages. Upon entering

Postsecondary Transition

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

Kindergarten, students are assessed using the Florida Kindergarten Readiness Screener (FLKRS) to determine student’s readiness rates. Pre-Kindergarten and Kindergarten teachers collaborate throughout the school year in order to plan and provide more intensive instruction to ensure that students come to school ready to learn. Parent workshops will be provided to assist parents in preparing their students for elementary school programs throughout our district. In addition, children attending neighborhood childhood programs will be invited to visit the school prior to the end of the school year in order to prepare for attending Skyway Elementary in the fall.

N/A

PART II: EXPECTED IMPROVEMENTS

Reading Goal

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

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

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

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

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

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

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

Objective Linked to Area of Improvement

In grades 3-5, 70% of students achieved mastery on the 2009 administration of the FCAT Reading Test. This represents an increase of 1% compared to 69% who achieved mastery in 2008. Areas for Improvement are: - Main Idea (grades 3, 4, 5) -Words and Phrases (5th grade)

Given instruction using the Sunshine State Standards, 72% of the students in grades 3-5 will achieve mastery for reading on the 2010 FCAT Reading Test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Utilize the Accelerated Reader Program using the goal-setting point system.

Reading classroom teachers. Media Specialist, Assistant principal

Review Accelerated Reader data reports to ensure teachers are assessing students according to their reading goal.

Utilize data from the STAR Program to monitor student progress.

2 Utilize the SuccessMaker software reading program daily.

Administration, Reading classroom teachers, Reading Coach

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

Utilize data from the SuccessMaker Program to monitor student progress.

3 Implement the district’s Instructional pacing Guides. Develop Instructional Focus Calendar based upon based-line data, pre/mid-year assessment data and district’s Interim Assessments.

Administration, Reading Coach, Reading classroom teachers

Administration will be aware of the weekly Benchmarks that are to be taught for that week. Informal and formal observations will be conducted by administration.

Reviewing data from the mid-year Reading assessments, district’s Interim Assessments and Houghton Mifflin Reading series weekly and unit tests. This will determine if student progress is being made.



In grades 3-5, 56% of English Language Learners (ELL) made learning gains in Reading. This represents a decrease of 2% compared to 58% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 72% of the ELL students in grades 3-5 will achieve mastery for reading on the 2010 FCAT Reading Test.



Evaluation Tool

1 Utilize KidBiz ELL software daily with ELL students in the classroom and in the

ELL classroom teachers, ELL Resource Teacher and

Review KidBiz data reports to ensure students are making progress. In addition,

Utilize data from the KidBiz Program to monitor student progress.

Resource room. ELL Self-Contained teacher.

Benchmarks that are being assigned to the student need to be monitored to ensure that the student is working on their Instructional Level and are also being challenged.

2 Utilize the ELL Resource teacher to facilitate the implementation of the ELL curriculum.

Administration Review data of mid-year assessment, district’s Interim Assessment and any mandated ELL Assessments to determine student progress.

FCAT, CELLA and any state or district ELL Assessments to determine if 72% of the ELL students met district and/or state mastery of the Benchmarks.

Professional Development Aligned with Objective:

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

Teacher

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 72% of the students in grades 3-5 will achieve mastery for reading on the 2010 FCAT Reading Test.

Using Data to Drive Instruction in Reading (AR, SuccessMaker, Interims)

Reading Coach Assistant Principal

October 2009

Reading Coach working closely with classroom teacher. Reading Coach modeling lessons for classroom teacher. Informal and formal observations conducted by administration and Reading Coach

ReadingCoach Administration

Given instruction using the Sunshine State Standards, 72% of the ELL students in grades 3-5 will make learning gains on the 2010 FCAT Reading Test.

Reading Strategies for Teaching ELL students

Highly-Qualified Self-Contained ELL Teacher Region 2 ELL Supervisor

October 2009

Self-contained ELL teacher working closely with ELL Resource teacher. Sharing of materials, lesson plans and reviewing the district ELL Pacing Guide will be conducted by the ELL Self-Contain teacher and the Resource teacher on an on-going basis. Informal and formal observations conducted by administration

Region 2 ELL Supervisor Administration

N/A

Budget:

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

Description of Resources Funding Source Available Amount

N/A N/A $0.00

Total: $0.00

Technology


N/A N/A $0.00

Total: $0.00

Professional Development


Hourly Teachers Title I Funds $2,500.00

Total: $2,500.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $2,500.00

End of Reading Goal

Mathematics Goal

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

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

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

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

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

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



In grades 3-5, 62% of the students achieved mastery on the 2009 FCAT Math Test. This represents an increase of 9% compared to 53% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 74% of students in grades 3-5 will achieve mastery for math on the 2010 FCAT Math Test.



Evaluation Tool

1 Utilize the FCIM to identify students in the core curriculum needing intervention and enrichment

Principal, Assistant Principal, Math Coach, Math Teachers

Review student grouping charts frequently and ensure groups are redesigned to target the need of students based on assessment

62% of the students in grades 3 – 5 will achieve high standards on the 2010 Mathematics FCAT. Mid-year Assessment, district’s Interim Assessments, and weekly and unit tests will demonstrate an increase in student achievement on Benchmarks tested.

2 Closely monitor the progress of the lowest 25percentile. Ensure that the struggling students in the mathematic classrooms, ELL classes and SWD classes are receiving curriculum and instruction based on their ability level.

Administration Mathematics Coach

Review student grouping charts frequently and ensure groups are redesigned to target the need of students based on assessment. Review lesson plans.

The lowest 25%tile will improve their FCAT level on the 2010 Mathematics FCAT. Mid-Year, district Interim Assessments and weekly and unit tests will demonstrate student progress.

3 Utilize SuccessMaker software program to enhance the individual needs of the students

Administration, Mathematics Coach and Mathematics teachers

Grade-level teams will review results of common assessment data every 4 weeks to determine progress toward benchmarks.

SuccessMaker data demonstrates that student’s are making gains on mathematic skills.




Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 74% of students in grades 3-5 will achieve mastery for math on the 2010 FCAT Math Test.

Effective Implementation of the district’s Instructional Pacing Guides in Mathematics.

Mathematics Coach

October 2009

Modeling of lessons conducted by Mathematics Coach. Formal and informal observations conducted by administration

Administration Mathematics Coach

Budget:



N/A N/A $0.00

Total: $0.00

Technology


N/A N/A $0.00

Total: $0.00



Title I Mathematics Coach Title 1 $47,000.00

Total: $47,000.00

Other


No Data No Data $0.00

Total: $0.00


End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

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

What clusters/strands showed decrease in proficiency?



In grade 5, 45% of students achieved mastery on the 2009 administration of the FCAT Science Test. This represents an increase of 16% compared to 29% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 50% of the students in grade 5 will achieve mastery in science on the 2010 FCAT Science Test.



Evaluation Tool

1 Promote a school-wide Science Fair.

Science Coach All grade levels will present student developed science experiment projects using the guidelines for developing a science experiment at the annual Science Fair.

Science Fair Experiment Project Rubric Scale

2 Utilize hands-on experiments weekly in the classrooms

Science Coach Administration

Weekly lesson plans will be monitored and informal and formal observations will be conducted by the administration.

Students will demonstrate gains on the mid-year assessment, district’s interim Assessment and weekly and monthly classroom assessments. Completed Science Lab Student Reports will be reviewed by Science Coach and Administration.

3 Utilize the district’s Science Instructional Pacing Guides to align instruction with tested Benchmarks.

Science classroom teachers. Science Coach Administration

Administration will review lesson plans. Informal and formal observations will be conducted by administration.

Student demonstrating gains on the Mid-year Assessment, district Interim Assessment, weekly and monthly assessments given in the classroom. Completed Student Lab Reports demonstrating knowledge of the Scientific process.


Objective Addressed Content/Topic Facilitator Target

Date


Person Responsible

for Monitoring

Given instruction using

the Sunshine State Standards, 50% of the students in grade 5 will achieve mastery in science on the

2010 FCAT

Strategies to improve “hands-on” inquiry-based science labs.

Science Coach

October 2009

Review Lab Reports developed by the students. Display student-developed science experiments in main corridor of school building for all students and parents to view. Informal and formal observations conducted by administration.

Administration Science Coach

Science Test.

Budget:



N/A N/A $0.00

Total: $0.00

Technology


N/A N/A $0.00

Total: $0.00



N/A N/A $0.00

Total: $0.00

Other


N/A N/A $0.00

Total: $0.00

Final Total: $0.00

End of Science Goal

Writing Goal

Needs Assessment: Based on School Grade Data:

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

What clusters/strands showed decrease in proficiency?



In grade 4, 90% of students achieved mastery on the 2009 administration of the FCAT Writing Test. This represents maintenance of the same percentage achieved mastery on the 2008 FCAT.

Given instruction using the Sunshine State Standards, 91% of the students in grade 4 will achieve a 4.0 or higher on the 2010 FCAT Writing Test.



Evaluation Tool

1 Students will use the writing process daily; all writing will be dated and recorded in a work folder for monitoring of growth across time.

Fourth grade writing teachers Writing Coach Administration

Review student prompts to ensure accuracy of the scoring of the prompt using the state Rubric Scoring guide.

Administration and Writing Coach will review students’ writing prompts to ensure accuracy of the scoring using the state rubric and to ensure growth in students’ writing.

2 Weekly writing prompts will be administered to all 4th graders.

Administration Writing Coach

Review student work folders to ensure teachers are scoring writing appropriately and that writing scores improve over time.

Analyze weekly writing prompts.

3 Monthly writing prompts will be administered across all grade levels


Review student work folders to ensure teachers are scoring writing appropriately and that writing scores improve over time.

3. Analyze student writing prompts to ensure that progress is being made in the creativity and that the rubric score increases.


Objective Addressed Content/Topic Facilitator Target

Date


Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 90% of the students in grade 4 will achieve mastery for writing on the 2010 FCAT Writing Test.

Effective Teaching Strategies for Teaching and Scoring Writing Prompts

Writing Coach

October 2009

Writing Coach will model lessons and will review student writing prompts.


Budget:



N/A N/A $0.00

Total: $0.00

Technology


N/A N/A $0.00

Total: $0.00



N/A N/A $0.00

Total: $0.00

Other


N/A N/A $0.00

Total: $0.00

Final Total: $0.00

End of Science Goal

Parent Involvement Goal

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

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

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

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

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



In 2008-2009 1,445 volunteer hours were recorded in the school’s Volunteer Log Book. In 2007-2008, 1225 hours were recorded in the school’s Volunteer Log Book. This represents an increase of 220 hours, 18% increase in volunteer hours.

Increase the number of volunteer hours in the 2009-2010 school year by 7%.



Evaluation Tool

1 Conduct Volunteer Program Meeting for parents, students at local high schools and universities in September 2009.

Administration Community involvement Specialist

Advertise meeting via Connect-Ed, school marquee, flier and leaving fliers at local universities and high schools.

Persons signing up to become a volunteer will increase by 15 volunteers as compare to the 12 volunteers that signed up during the 2007-2008 Volunteer Program Meeting.

2 Enter volunteer forms in the computer in a three day timeframe.

Counselor Counselor reviews volunteer screen after 5 days to see if volunteer has cleared to volunteer.

The number of volunteers increase as the weekly monitoring of the Volunteer Screen is being conducted.

3 Volunteer Incentive Program will be implemented.

Administration Community involvement Specialist

Monthly incentives will be given to volunteers that increase their volunteer hours.

Volunteer hours will increase by 7%.




Person Responsible

for Monitoring

In 2008-2009 1,445 volunteer hours were recorded in the school’s Volunteer Log Book. In 2007-2008, 1225 hours were recorded in the school’s Volunteer Log Book. This represents an increase of 220 hours, 18% increase in volunteer hours.

What are the “Ingredients” of a GREAT Volunteer Program.

Principal Community involvement Specialist

September 2009

Administration will monitor volunteers to ensure that policy and procedures are being followed. Principal will meet with volunteers are a regular basis to ensure volunteers are satisfied with their assignment. Meet with volunteers on a monthly basis to provide incentives to volunteers that have increased their volunteer hours and to show appreciation to all volunteers for giving of their time.

Administration Community Involvement Specialist Counselor

Budget:



Volunteer pins, ribbons, and certificates purchased from Positive Promotions Company

Principal’s Special Purpose Account $500.00

Total: $500.00

Technology


N/A N/A $0.00

Total: $0.00



N/A N/A $0.00

Total: $0.00

Other


N/A N/A $0.00

Total: $0.00

Final Total: $500.00

End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/11/2009 9:34:01 AM)

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Reading N/A N/A $0.00

Mathematics N/A N/A $0.00

Writing N/A N/A $0.00

Science N/A N/A $0.00

Parental InvolvementVolunteer pins, ribbons, and certificates purchased from Positive Promotions Company

Principal’s Special Purpose Account $500.00

Total: $500.00

Technology


Reading N/A N/A $0.00

Mathematics N/A N/A $0.00



Parental Involvement N/A N/A $0.00

Total: $0.00



Reading Hourly Teachers Title I Funds $2,500.00

Mathematics Title I Mathematics Coach Title 1 $47,000.00




Total: $49,500.00

Other





Total: $0.00


Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkj Prevent Inmlkji NAnmlkj

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

Projected use of SAC Funds Amount

FCAT Incentives 1000

Personnel to Instruct Tutorial Programs 5000

Computer Software to Improve Student Achievement 1000

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

SAC Members

- Review principal’s budget and make recommendations to utilize limited funds. - Review and revise before, after and Saturday Academy program and materials.

Members

1) Linda M. Harrison, Principal

2) Lisa Schwartz, SAC Chair

3) Nichale Tanelus, Student

4) Tyra Gilchrist, Student

5) Alison Silvera, Teacher

6) Ofelia Alberto, Teacher

7) Milagros Hernandez, Teacher

8) Cutari Copeland, Business Member

9) Barbara Daniels, Parent

10) Dorothy Johnson, Parent

11) Maria Martinez, Parent

12) Nicole Smith, Parent

13) LaOndra Tanelus, Parent

14) Imolee Walker, Parent

15) Maribel German, Parent

16) Ericka Thomas, Parent

17) Maria Perry, School Support Personnel

18) Libby Allen, School Support Personnel

19) Mindy Grimes-Festge, Union Steward

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade SKYWAY ELEMENTARY SCHOOL 5081

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 299Math: 299

2008-2009 School Grade1:

A Did the School make Adequate Yearly Progress?

NO

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

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

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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

TOTAL4 100 Y 100 Y 65 Y 59 N Y NA 34 35 NA 50 41 Y 65 NA 62 NA

WHITE NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y 64 N 55 N Y NA 36 36 N 56 45 Y 67 Y 59 NA

HISPANIC 100 Y 100 Y 66 Y 63 N 93 Y NA 33 34 NA 44 37 Y 63 NA 67 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 100 Y 100 Y 63 N 56 N Y NA 38 37 N 53 44 Y 65 Y 60 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 56 N 60 N NA NA 42 44 N 56 40 Y NA NA

STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA NA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade SKYWAY ELEMENTARY SCHOOL 5081

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 334Math: 334

2007-2008 School Grade1:

C Did the School make Adequate Yearly Progress?

NO

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

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

GroupReadingTested 95% of the students?

MathTested 95% of the students?

58% scoring at or above grade level in Reading?

62% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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 66 Y 50 N Y NA 18 34 NA 26 50 N 50 NA 49 N

WHITE NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y 64 Y 44 N Y NA 21 36 NA 37 56 N 50 NA 47 N

HISPANIC 100 Y 100 Y 67 Y 56 N 93 Y NA 15 33 NA 16 44 N 51 NA 52 N

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 100 Y 100 Y 62 Y 47 N Y NA 20 38 NA 28 53 N 49 NA 45 N

ENGLISH LANGUAGE LEARNERS 99 Y 99 Y 58 Y 44 N NA NA 23 42 NA 20 56 N 53 NA 43 N

STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA NA

No Data Found

Dade School DistrictSKYWAY ELEMENTARY SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

69% 62% 90% 45% 266

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

% of Students Making Learning Gains

58% 74% 132

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

Adequate Progress of Lowest 25% in the School?

60% (YES) 77% (YES) 137

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

Points Earned 535 Percent Tested = 100% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned


70% 53% 90% 29% 242



46% 40% 86



56% (YES) 70% (YES) 126



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


Reading

Math

Writing

Science

GradePointsEarned


89% 77% 95% 60% 321



82% 84% 166



71% (YES) 77% (YES) 148



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

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …osi.dadeschools.net/sip/09-10/pdf/5081.pdf · Vision Statement: Skyway Elementary School will offer a high quality education

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