2008-2009 Florida School Improvement Plan (Print-View)ossip.dadeschools.net/sip/08-09/pdf/4001.pdfStudents at moderate risk on the Sunshine State Standards Benchmarks comprise a population

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: NORWOOD ELEMENTARY SCHOOL

District Name: Dade

Principal: Frances Daddario

SAC Chair: Yashyawa Joseph

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending 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 vision of Norwood Elementary School is to create a learning climate where students, teachers,parents, community members and administrators feel welcome and confident. These stakeholders will beable to access and utilize technology to enhance teaching and learning which will result in improvedacademic achievement and narrowing of the achievement gap. Therefore, students will be prepared tocompete in an ever-changing global society.

The mission of Norwood Elementary School is to provide an environment which will prepare all students tobe academically, socially, and physically successful in meeting the challenges of a multi-cultural societythrough technology, appropriate instructional strategies, self-discipline, and community support.

SCHOOL PROFILE DEMOGRAPHICS

Facility/ Community Norwood Elementary School was constructed in 1969 and is currently thirty-nine years old. The school issituated on five acres in the northern part of Miami-Dade County in a predominately middle class African-American community within the Norland Feeder Pattern. The Norland Feeder Pattern consists of eightelementary schools, three middle schools, and one high school. Thirteen years ago, an addition was addedto the already existing school site to accommodate the needs of our special education population. Thisyear a new Physical Education shed and sheltered hard court were added to the facility.

Student Demographics Norwood services approximately 427 general education students, and 70 special education students,totaling 497 students with varying learning abilities ranging from gifted to autistic and profoundly mentallyhandicapped. The ethnic backgrounds of these students are: 91% African-American, 5% Hispanic, 2%White Non-Hispanic, and 2% Asian/Indian Multiracial. Of these, 83% receive free or reduced meal benefits.

Norwood provides traditional instruction utilizing technology to enhance learning. Student learning isevidenced by Norwood’s earning of an "A" for three consecutive years as reflected in the school grade.Norwood students who are at high risk on the Sunshine State Standards Benchmarks comprise a

l f 23% l d 2% l h d 6%

10/21/2008 2008-2009 Florida School Improveme…

http://www.flbsi.org/0809_sip_templ… 1/24

population of: 23% scoring a Level 1 in Reading, 12% scoring a Level 1 in Mathematics, and 16% scoring aLevel 1 in Science. Students at moderate risk on the Sunshine State Standards Benchmarks comprise apopulation of: 15% scoring a Level 2 in Reading, 17% scoring a Level 2 in Mathematics, and 41% scoring aLevel 2 in Science. Special attention is needed in our Students With Disabilities (SWD) subgroup, the onlysubgroup not in compliance with No Child Left Behind (NCLB).

Teacher Demographics Norwood Elementary School's leadership team consists of the principal, assistant principal, reading coach,EESAC chair, UTD Steward, program specialist, and grade-level chairpersons. Norwood employs a total of88 full-time and 19 part-time staff members. On this faculty, 64% have Bachelor’s degrees, 34% of theinstructional personnel have Master’s degrees, and 2% have Specialist degrees, thus comprising 100% ofthe faculty. Norwood Elementary School’s faculty and staff is comprised of 107 employees; 32% WhiteNon-Hispanic, 56% Black, 11% Hispanic, and 1% other. Of the 107 faculty and staff members, 16% aremale and 84% are female.

Class size On average, each class in the general education population from grades Kindergarten through third gradecontains 17:1 students, whereas in fourth through fifth grades class size averages 21:1 students. In ourSpecial Education population, class size averages 8 students to each teacher.

Attendance Staff attendance has continued to improve and is now 96.35%. Students' attendance of 96.20% exceedsthe district average of 95.38%.

Promotion/Retention Rate The retention rate at this school is 5.5% of the total population, primarily in the third grade resulting a94.5% promotion rate. When compared to the district retention rate of 5.7% it becomes apparent thatNorwood Elementary School has a greater success rate than the district wide average.

Feeder Pattern Students promoted from Norwood's fifth grade will attend Norland Middle School, Parkway Middle School,or Andover Middle School.

School Community Relations Norwood encourages school involvement through our community partners such as; The Miami Dolphinswho honor our Student of the Week, the Florida Marlins who routinely donate tickets to baseball games forour students, Invest In Our Children, a non-profit organization, Wal-Mart, The Children’s Trust, Children'sPsychiatric Services, Chili's Restaurants, Boomers, Popeye’s Chicken, Muvico Theaters, Sharp BusinessSolutions of South Florida, Educational Development Associates, Lessons for Life, Scholastic, the City ofMiami Gardens, Ives Estate Crime Watch, and Zeta Phi Beta Sorority, Inc. provide incentives or services forvarious initiatives.

Special Programs Norwood receives funds from Title I which are used school-wide to supplement academic programs,purchase computers, and fund after-school tutoring. Additionally, Norwood has an Academic ExcellenceProgram that has produced a winning and nationally recognized Chess Team. Finally, Norwood has enjoyedthe expansion of its gifted program. This program began with one teacher that taught Norwood, Norland,and Parkway Elementary Schools gifted students. Now there are enough students identified at Norwoodthat we generate two units serving only Norwood students.

Unique Aspects: Strengths As a triple “A” school, Norwood has many strengths. To begin with, coaching and mentoring of teachersnew to the school and to the grade level has been effective in assuring the high quality of teachers atNorwood. Additionally, motivational activities and consistent monitoring of progress has been an integralpart of our school culture. Using data to monitor student progress is one of our most important strengthscombined with data chats that enable the leadership team to develop action plans which propel ourstudents to reach higher levels of achievement. Moreover, modeling and discussion of best practices hasbeen a powerful instructional tool for teachers. Professional development provided by the district andconsultants have also proven to be a valuable resource. Furthermore, the school’s ability to establish and



consultants have also proven to be a valuable resource. Furthermore, the school’s ability to establish andfoster relationships with local businesses is a strength. Finally, Norwood’s commitment to updatetechnology, should funds become available, is a strength that facilitates both teaching and learning.

Unique Aspects: Areas of Concern However, as with any school there are always areas of concern. The SWD subgroup at NorwoodElementary School has difficulty meeting the access points of the Sunshine State Standards as evidencedby their performance on the Alternate Assessment. Monetary issues are another concern. In generaleducation, curriculum concerns are variant depending on the grade level. Norwood provides a balancedcurriculum resulting in little variance of results on the content clusters. However, the lowest scoringstandard in reading for third grade was Comparison whereas Reference and Research skills were identifiedin fourth and fifth grades. The lowest scoring standard in mathematics were: in third grade Measurement,in fourth grade Geometry and Algebraic Thinking, and in fifth grade Number Sense. In science, Earth/SpaceScience was the lowest scoring standard.

Grants Norwood could not do all that it does successfully without funding. Our students have benefited from theDell TechKnow grant, IDEA grant, and inclusion grants. We are also benefiting from Title I funding.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Frances A. Daddario, principal has been the leader of Norwood Elementary School since 1995. During thattime she has been a nominee for Principal of the Year and was awarded CEC Administrator of the Year.Prior to her principalship, she was a second grade teacher, a learning disabilities teacher, a placementspecialist, and an assistant principal. She received her Bachelors Degree in Elementary Education fromTowson State University in Baltimore, Maryland and her Masters Degree in Specific Learning Disabilitiesfrom Nova Southeastern University in Ft. Lauderdale, Florida. Her education continued with certification inAdministration/Supervision from Nova Southeastern University. Under her leadership the school hasexperienced many successes. She established a prekindergarten class for the general education population,which was desired by the community. Another dream that she accomplished was the formation of a giftedprogram which is now in its fifth year of operation. Additionally, she moved the school from a triple “D” toa triple “A” according to the Florida A+ Plan. According to the NCLB legislation, Norwood has successfullymet all adequate yearly progress (AYP) criteria except for the SWD sbugroup in reading and mathematicsdue to the large population of low incidence students. She has been awarded grants to providesupplemental instruction for the Norwood Elementary School students. For several years she was awardedand managed a grant that provided extended day tutorial services in the eleven schools that thencomprised the Norland Feeder Pattern. Furthermore, Ms. Frances A. Daddario has conducted workshopsfor her colleagues entitled, “No Excuses”. During these trainings she reviews the success of other schoolsas well as her own. She has the participants take on her motto of, “No Excuses” as they apply it to theirown situation. Ms. Daddario has also served as a mentor to her peers, who continually contact her forassistance in running their schools. Ms. Daddario was at the helm of Norwood’s ship when students beganlearning to play chess and now those same students are consistently winning Chess tournaments.Norwood students have also won the Math Bowl and the Publish-A-Book Contest during her tenure.

Ms. Collette Richardson has twenty-six years of experience as an educator of which she has served as an



Ms. Collette Richardson has twenty-six years of experience as an educator of which she has served as anadministrator for twelve years. To achieve this status she obtained a Bachelors from Clark-AtlantaUniverstiy and then persued a Masters in Elementary Education from Nova Southeastern University. Shethen obtained certification in Educational Leadership from Nova Southeastern University. She served as afifth and sixth grade teacher at Silver Bluff Elementary and sixth grade teacher at Rainbow ParkElementary. Ms. Richardson was a compensatory education teacher before becoming an educationalspecialist with the Title I program. Her major responsibilities included supervising more than twentyCommunity Involvement Specialist in Region II and Region VI. She also supervised a staff of the firstSatellite Parent Educational Resource Center (SPERC)Mobile Unit. In 1999, Ms. Richardson joined the ranksof administrators as a District Supervisor for Compliance in Title I public and private schools, as well ascharter schools. She continued to monitor parental involvement and chess programs and supervised theHomeless Assistance Centers in Overtown and Homestead. In 2004, Ms. Richardson joined the staff ofNorwood Elementary School as an assistant principal. She has worked cooperatively to move Norwoodfrom a "B" to a triple "A" rating on the Florida School Recognition Program. She has implementedattendance incentives that increased the daily attendance from 95% to 96%. Moreover, approximatelyone-fourth of the students had 180 days of perfect attendance. Ms. Richardson has planned and organizedvarious school-wide initiatives and workshops such as; Parent Academy, Parent Portal, How to Keep YourHouse Safe and Florida Comprehensive Assessment Test (FCAT) Workshops. During her tenure,participation in Parent Teacher Association (PTA), school volunteers, and Dade Partners has increased. Shehas received numerous awards from Miami-Dade County Public Schools, to name a few, Volunteer Liaisonof the Year and Take Stock In Children Mentor.

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. To recruit highly qualified reading, math, and science teachers, Norwood Elementary School participates inThe Annual District-Wide Teacher's Fair. Once hired, teachers are paired with veteran teachers to mentorand lend support to new and new to Norwood teachers. Additionally, teachers are encouraged to attenddistrict workshops to enhance their skills as well as attend in-house training facilitated by administrationand the Reading Coach which helps to ease the transition and ensure proper delivery of instruction.

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Norwood Elementary School coordinates with various federal, state, and local services to help the schoolmeet state and NCLB requirements. The school will participate in the Healthy Schools Program during the2008-09 school year which is part of a federal grant initiated by the school district. The purpose of theprogram is to promote health and wellness of the staff. Furthermore, Norwood ventures to decrease theviolence in the lives of students by offering a Bullying Prevention Program, a Gun Safety program, a Walk-Safe Safety Program, Faux Paw internet safety, Drug Abuse Awareness campaign, and Child Abuse andPrevention activities. The school utilizes its school-wide Title I resources by purchasing additionalinstructional materials, supplies, hourly personnel to provide tutoring, and offering field trips to studentswho would otherwise not be able to participate. Norwood will use its eligible student's funding for



Supplemental Educational Services by providing on-site access to the state approved providers. Finally,Norwood receives IDEA funds and utilizes them to assist SWD in accessing the curriculum through assistivetechnology devices. Funds are also allocated from IDEA to provide necessary medical supplies as well asother materials and supplies deemed necessary to enhance student learning.

School Wide Improvement Model


Our school wide improvement model is The Eight Step Continuous Improvement Model. This model iscomprised of an eight step data-driven process that assesses students on a regular basis for enrichmentand remediation. These eight steps begin with data disaggregation, timeline development, projectedinstructional focus, assessment, which can either lead to tutorials or enrichment, and revised instructionalfocuses based on data, with on going monitoring to insure growth in areas of concern and maintenance ofareas already experiencing success. Student performance is monitored through the usage of a school-widespreadsheet indicating student scores on various assessments. This spreadsheet is updated asassessments are administered by the leadership team. Once results are input into the spreadsheet, it isprinted, distributed to individual teachers, and analyzed by the leadership team at grade level meetings.Individual teacher conferences are also conducted to facilitate instructional priorities.

Professional development is critical in improving student learning at Norwood Elementary School. To thisend, Norwood will provide professional development in utilizing access points to propel studentachievement in the special education population. This professional development will be facilitated by distrcitsupport specialist and provided to all special education teachers beginning in September 2008 andcontinuing throughout the year. Additiionally, Norwood will provide professional development to teacherson technological resources such as RiverDeep, Reading Plus, Ticket to Read, and VMath all provided by thevendors to our staff beginning in September and continuing through the years end. Furthermore, Norwoodwill provide professional development in the area of science, reading, writing, and math by district and in-house support persons beginning in August and continuing throughout the year. Finally, Norwood willassure that all teachers are IPEGS trained by the district this intiative began in July of 2008 and willcontinue through October of 2008 at which time it is anticipated that all teachers will be trained.

NCLB Public School Choice


Norwood Elementary School ventures to keep our parents informed of school happenings in the followingways: flyers, monthly newsletters, home visits, communication via phone and e-mail, interim progressreports, Educational Excellence School Advisory Committee (ESSAC) meetings, Parent TeacherAssociation/Parent Teacher Student Association (PTA/PTSA) meetings, parent-teacher conferences, parenttrainings at the school site, letters from administration as well as the district, advertisements on themarquee and posted at local businesses . These notifications are provided in the student’s home languageof Spanish, Haitian-Creole, or English. The school’s web site is updated to include the latest information.

All parents were informed of the school’s 2007-2008 school performance grade and adequate yearlyprogress status in a timely manner and afforded the opportunity to utilize the Schools of Choice Plan andthe Opportunity Scholarship. None of our students took advantage of this opportunity. Parents willcontinue to receive information about upcoming meetings such as: Open House, ESSAC meetings, PTAmeetings, parent trainings, science fair activities, honor roll, parent luncheons, PTA meetings, CitizenAdvisory Council meetings, Exceptional Student Education Week, and Feeder Pattern meetings.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition




Prior to transitioning into kindergarten, an orientation meeting is held for pre-kindergarten parents andstudents where kindergarten standards and expectations are reviewed and distributed. Upon enteringkindergarten in the fall students are administered the Florida Kindergarten Readiness Skills (FLKRS), theresults of which aide in determining the readiness rates of students. An analysis of this report providesinformation as to the quality and effectiveness of our Voluntary Prekindergarten program. Kindergartenteachers implement the FLKRS screening within the first two weeks of school. Parents participate inOrientation, Open House, and various other school sponsored meetings. Parents are informed of thesemeetings through flyers, newsletters, Connect-Ed messaging system, and the marquee. These efforts aresupported by the Voluntary Pre-kindergarten (VPK) and Title I programs.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Norwood Elementary School aims to assist teachers in ensuring that no child is left behind through an on-going mentoring program using PACES as the district tool to assess teachers progress. In this programnew teachers have a professional growth team where they choose a mentor and are also given anadditional mentor to provide them with support in planning and implementing high quality instruction intotheir classrooms. However, our mentoring does not end when a new teacher’s first year draws to a close.Our reading coach, Mentoring and Induction for New Teachers (MINT) facilitators, and grade levelchairpersons are also available to provide assistance. The reading coach mentors teachers new to theschool by visiting the professional's classrooms and modeling lessons. Then the mentee implements whathe/she has observed and is provided with feedback on strengths and areas in need of strengthening. TheMINT facilitators observe lessons, plan with teachers, and review data with their designated Mentee. Finallythe grade chairpersons serve as a consultant to guide new teachers on the procedures and professionalresponsibilities expected at Norwood. Under the MINT program, Roger Gitlin mentors Latressia Barnett,Teanisha Sanders, and Kia Boursiquot, Lourdes Castillo mentors Alicia Baugh and Angela Morrow,Yashyawa Joseph mentors Aisha-Safiya Allen and Thea Sheppard mentors Kimberly Smith and ChiquitaPark-Stewart. Grade-chairpersons mentor any teacher new to their grade level as does the reading coach.MINT facilitators and mentees have orientation and weekly meetings. Successful evaluations under thePACES evaluation are anticipated as a result of these endeavors.

Additionally, Ms. Daddario encourages her staff members toward attainment of their personal career goals.She has been known to mentor teachers on the technical aspects of administration. She gives themleadership experience along with her guidance. Additionally, many paraprofessionals under her supervisionand her former secretary have returned to school, earned their degree and entered into the workforce asteachers. Several teachers are in the process of earning their educational leadership degrees with theintention of pursuing an assistant principal position.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


Norwood Elementary School offers a variety of extended learning opportunities to students who score aLevel 1 or 2 on the FCAT or Florida Alternate Assessment in addition to students whom parents orteachers feel are in need of strengthening their academic skills. During the school day, our SWD participatein an inclusion model and could receive physical therapy, occupational therapy, and/or speech therapy on-site to support their development. Norwood Elementary also offers tutoring during the day and afterschool to address student’s specific needs utilizing technology as a system of support in addition to smallgroup instruction. Technological resources include FCAT Explorer, Riverdeep, ACALETICS C-D’s,BreakThrough To Literacy, Reading Plus, and Voyager Learning Systems. Small group instruction focuseson the student’s individual needs. Additionally, our students participate in the String Ensemble, Art Club,Tech team, Chorus, and Academic Excellence Program. Norwood Elementary School students are



recognized as chess champions by the Academic Excellence Program and Title I. Furthermore, ouraftercare program, YWCA provides appropriate care with individualized attention focusing on the student’sindividual needs. The YWCA staff also works in collaboration with the school by assisting students with theirhome learning and independent reading as documented in their reading logs. As a result of all theseendeavors it is anticipated that students will continue to demonstrate proficiency on the Sunshine StateStandards Assessments. Progress towards this goal will be monitored through weekly and monthlyassessments that will be charted on the school-wide database.

SCHOOLS GRADED C OR BELOW

Professional Development

n/a

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

N/A

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent



Master Schedules Based on Student Needs

Academic and Career Planning

GOALS

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

*Needs Assessment: All subgroups met AYP targets except for the students with disabilities subgroup. 57% of the lowest 25% made learning gains exceeding the requirement of 50%. 69% of students school-wide made learning gains exceeding the requirement of50%. The percent proficient held constant neither increasing nor decreasing at 67%.

Upon ananlysis of student performance, Norwood students who are at high riskon the Sunshine State Standards benchmark comprise a population of 23%scoring Level 1 in Reading, and 15% scoring a Level 2 in Reading. Norwoodprovides a balanced curriculum resulting in little variance of results on the contentclusters, however the lowest scoring standard in reading for third grade wasComparison whereas in fourth and fifth grade Reference and Research skills wereidentified.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades three through five will increase by 5percentage points on the 2009 administration of the FCAT Reading Test ascompared to the 2008 administration of the FCAT Reading Test.

*Strategies: The following strategies will be implemented and monitored during the 2008-09school year by the school's leadership team:

1. Utilize the Miami-Dade County Public School’s K-12 Comprehensive ResearchBased Reading Plan. Classroom teachers August 2008-June 2009

2. Utilize information gathered from periodic assessments to diagnose andfacilitate teacher's emphasis for instruction through professional learningcommunities. Classroom teachers, Reading Coach, Assistant Principal, PrincipalAugust 2008-June 2009

3. Provide motivational activities for reading logs, Reading Plus, and AcceleratedReader. Reading Coach, classroom teachers August 2008-June 2009

4. Provide support to teachers through staff development and on-site individualassistance from the Reading Coach. Reading Coach, Assistant Principal August2008-June 2009

5. Provide extended day program twice a week to at least the lowest 25% ofstudents. Assistant Principal January 2009-April 2009

6. Implement and monitor student progress using Houghton Mifflin ReadingSeries, Voyager Passport, DIBELS, Reading Plus, Breakthrough to Literacy andLexia Phonics Based Reading. Classroom teachers, Reading Coach, PrincipalAugust 2008-June 2009

7. Provide small group instruction to all students. Classroom teachers August2008-June 2009

8. Provide parents with a Reading Workshop based on the Sunshine State



Standards. Community Involvement Specialist, Reading Coach January 2009

9. Employ district baseline and interim assessments as major benchmarkprogress assessments. Classroom teachers August 2008-December 2008

10. Implement Instructional Focus Calendars to realign instruction based onSunshine State Standards benchmarks. Classroom teachers August 2008-June2009

11. Use custom group reports from Edusoft that monitor the progress of AYPsubgroups Level 1 and Level 2 students and students participating in differenttutorial and intervention groups. Reading Coach, classroom teachers, AssistantPrincipal, Principal September 2008-June 2009

*Evaluation: This objective will ultimately be evaluated by the scores of the 2009 FCATReading Test or the 2009 Florida Alternate Assessment. District assessments,the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), LexiaComprehensive Reading Test, as well as in-house weekly assessments willprovide formative data to monitor progress made toward achieving theobjective. Pre and post testing for tutorials will be administered to monitorprogress.

*Evidence-basedProgram(s):

Norwood utilizes Houghton Mifflin Reading Series, Voyager Passport, ReadingPlus, Breakthrough to Literacy, and Lexia's Phonics Based Reading.

*ProfessionalDevelopment:

In-services for teachers will include: • August-Reading Plus • September-Houghton Mifflin • October-Voyager • August-Accelerated Reader • August-STAR Diagnostic Reading Test • September-DIBELS • September-Breakthrough to Literacy • November-RiverDeep Reading Coach will: • On-going until June-Coach Teachers • On-going until June-Conduct demonstration lessons

*Objective: Given instruction based on the Sunshine State Standards, students withdisabilities will increase their reading skills as evidenced by 65% of studentsmeeting high standards on 2009 administration of the Florida AlternativeAssessment Report.

*Strategies: In addition to the strategies in the overall objective, the following strategies willbe used to monitor SWD during the 2008-09 school year by the school'sleadership team:

1. Provide small group instruction to students with moderate to severe disabilitieswho scored at Level 1 or 2 on the Florida Alternate Assessment. Classroomteachers August 2008-June 2009

2. Adapt strategies to include materials that match their physical capabilities,learning styles, strengths and individual modalities. Classroom teachers August2008-June 2009

3. Use visual, audio-visual, and technological devices to assist in studentscommunication and understanding of content. Classroom teachers August 2008-June 2009

4. Expand the home-school connection by including students with moderate tosevere disabilities in the home reading requirement. Classroom teachers August2008-June 2009

5. Utilize an inclusion model to provide more learning opportunities. ProgramSpecialist, classroom teachers August 2008-June 2009

6. Use in-house assessments as major benchmark progress assessments for theProfoundly Mentally Handicapped and Autistic students. Classroom teachersSeptember 2008-June 2009

7. Use Instructional Focus Calendars to realign instruction base on Access Points



identified in the Sunshine State Standards. Classroom teachers August 2008-June 2009

8. Use data analysis and debriefing protocols after every major benchmarkassessment. Program Specialist, Principal, classroom teachers September 2008-June 2009

*Evaluation: This objective will ultimately be evaluated by the scores of the 2009 FCATReading Test or the 2009 Florida Alternate Assessment. Weekly, monthly andquarterly benchmarks as well as the Brigance, Assessment and Learning Profile,and Individual Goal Sheets will provide formative assessment to monitorprogress made toward achieving the objective. Pre and post testing for tutorialswill be administered to monitor progress.


Norwood Elementary School utilizes Houghton Mifflin Reading Series, VoyagerPassport, BreakThrough to Literacy, and Reading Plus.


Special education teachers will participate in training on utilizing the (October)Access Points in the Sunshine State Standards, (October)Voyager Passport,(August)the K-12 Comprehensive Research Based Reading Plan, and(September) DIBELS. Additional in-services will be scheduled based on teachers’needs, data driven analysis, and district/Region Center initiatives.

Budget:

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

Description of Resources Funding Source AvailableAmount

Voyager Passport IDEA $1,000.00

Total: $1,000.00

Technology


No Data No Data $0.00

Total: $0.00




Total: $0.00

Other

Description of Resources Funding SourceAvailableAmount

After school tutoring Title 1 $2,000.00

Total: $2,000.00

Final Total: $3,000.00

*Non-Highly QualifiedInstructors:

Arieal Stafford, Kia Boursiquot, Teanisha Sanders are first year Special Educationteachers who have completed a year of teaching. They are certified in SpecialEducation and are working toward certification in Elementary Education. Ms.Stafford and Ms. Sanders are teaching in self-contained special educationclassrooms for autistic children. Professional development is being provided onthe access points for the Florida Sunshine State Standards Alternate Assessment.

End of Reading Goal

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



*Needs Assessment: All subgroups met AYP targets except for the students with disabilities subgroup. 62% of the lowest 25% made learning gains exceeding the requirement of 50%. 65% of students school-wide made learning gains exceeding the requirement of50%. The percent proficient decreased by two points going from 77% to 75%.

Upon analysis of student performance, Norwood students who are at high riskon the Sunshine State Standards benchmark comprise a population of 12%scoring Level 1 in Mathematics, and 17% scoring a Level 2 in Mathematics.Norwood provides a balanced curriculum resulting in little variance of results onthe content clusters, however the lowest scoring standard in mathematics forthird grade was Measurement, in fourth grade Geometry and Algebraic Thinking,and in fifth grade Number Sense.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades three through five will increase by 5percentage points on the 2009 administration of the FCAT Mathematics Test ascompared to the 2008 administration of the FCAT Mathematics Test.


1. Utilize the ACALETICS Mathematics Program that encompasses the skillsspecified in the Competency Based Curriculum and Florida Sunshine StateStandards. Classroom teachers August 2008-June 2009

2. Provide FCAT Explorer accounts to students in grades 3-5. Assistant Principal,classroom teachers September 2008- April 2009

3. Provide extended day program twice a week to at least the lowest 25% ofstudents. Assistant Principal January 2009-April 2009

4. Utilize information gathered from periodic assessments to diagnose andfacilitate teacher's emphasis for instruction. Classroom teachers August 2008-June 2009

5. Provide daily practice on the Mathematics Sunshine State Standards.Classroom teachers August 2008-June 2009

6. Assess various mathematical skills monthly. Classroom teachers August2008-June 2009

7. Provide parents with a Mathematics workshop based on the Sunshine StateStandards. Assistant Principal, Community Involvement Specialist, Classroomteachers January 2009-March 2009

8. Employ district baseline and interim assessments as major benchmarkprogress assessments. Classroom teachers August 2008- December 2008


10. Use custom group reports from Edusoft that monitor the progress of AYPsubgroups Level 1 and Level 2 students and students participating in differenttutorial and intervention groups. Assistant Principal, classroom teachersSeptember 2008-June 2009.

*Evaluation: This objective will ultimately be evaluated by the scores of the 2009 FCATMathematics Test or the 2009 Florida Alternate Assessment. Weekly, monthlyand quarterly benchmarks will provide formative assessment to monitorprogress made toward achieving the objective. Pre and post testing will beutilized to measure the impact of tutoring on student performance.

*Evidence-based Harcourt Mathematics Series



Program(s):*ProfessionalDevelopment:

Select teachers will participate in coaching and training on the ACALETICSprogram on-going until May, and in November, RiverDeep. Additional in-servicetrainings will be scheduled based on teachers’ needs, data driven analysis, anddistrict/region Center initiatives.

*Objective: Given instruction using the Sunshine State Standards and Florida AlternateAssessment, Students with Disabilities (SWD) will demonstrate an increase intheir mathematics skills as evidenced by 68 percent achieving high standards orproficiency on the 2009 administration of the FCAT Mathematics or FloridaAlternate Assessment.

*Strategies: In addition to the strategies in the overall objective, the following strategies willbe used to monitor SWD during the 2008-09 school year by the school'sleadership team:

1. Adapt strategies to include materials that match their physical capabilities,learning styles, strengths and individual modalities. Classroom teachers August2008-June 2009

2. Provide on-site individual assistance from the Program Specialist. Principal,Program Specialist August 2008-June 2009

3. Use visual, audio-visual, and technological devices to assist in students inmathematics content. Classroom teachers August 2008-June 2009

4. Provide small group instruction to students with moderate to severe disabilitieswho scored at Level 1 or 2 on the Florida Alternate Assessment. Classroomteachers August 2008-June 2009

5. Utilize an inclusion program to provide more learning opportunities. ProgramSpecialist, classroom teachers, Assistant Principal August 2008-June 2009

6. Use in-house assessments as major benchmark progress assessments for theProfoundly Mentally Handicapped and Autistic students. Classroom teachersSeptember 2008-June 2009

7. Use Instructional Focus Calendars to realign instruction base on Access Pointsidentified in the Sunshine State Standards. Classroom teachers August 2008-June 2009

8. Use data analysis and debriefing protocols after every major benchmarkassessment. Principal, Program Specialist, classroom teachers September 2008-June 2009

*Evaluation: This objective will ultimately be evaluated by the scores of the 2009 FCATMathematics Test or the 2009 Florida Alternate Assessment. Weekly, monthlyand quarterly benchmarks will provide formative assessment to monitorprogress made toward achieving the objective. Pre and post testing will beutilized to measure the impact of tutoring on student performance.


Harcourt Mathematics Series


Provide support to teachers through staff development from the ProgramSpecialist. Select teachers will participate in training in October on the AccessPoints of the Sunshine State Standards, ACALETICS program on an on-goingbasis through May, and in November, RiverDeep. Additional in-service trainingswill be scheduled based on teachers’ needs, data driven analysis, anddistrict/region Center initiatives.

Budget:





ACALETICS Title I $20,000.00

Total: $20,000.00

Technology



Total: $0.00




Total: $0.00

Other


After school tutoring Title 1 $1,000.00

Total: $1,000.00



Arieal Stafford, Kia Boursiquot, Teanisha Sanders are first year Special Educationteachers who have completed a year of teaching. They are certified in SpecialEducation and are working toward certification in Elementary Education. Ms.Stafford and Ms. Sanders are teaching in self-contained special educationprograms for autistic children. Professional development is being provided on theaccess points for the Florida Sunshine State Standards Alternate Assessment.

End of Mathematics Goal

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

*Needs Assessment: 100% of students met proficiency levels on the narrative writing prompt of theFCAT Writing test.

95% of students met proficiency levels on the expository writing prompt of theFCAT Writing test.

Thus resulting in, 97% of students meeting proficiency levels on the FCAT Writingtest exceeding last year's performance of 88% meeting proficiency levels.

*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 meeting high standards on the 2009 FCAT Writing+.


1. Provide portfolio assessment that reflects various writing samples. AssistantPrincipal, Reading Coach, Classroom Teacher September 2008- May 2009

2. Utilize Reading Coach to provide demonstrations, coaching, and in-services onthe writing process. Assistant Principal, Reading Coach August 2008-June 2009

3. Utilize information gathered from monthly writing samples to diagnose and tofacilitate the teacher's focus of instruction. Classroom teachers, Reading CoachSeptember 2008-May 2009

4. Provide parents with a Writing workshop based on the Sunshine StateStandards. Community Involvement Specialist, Reading Coach, classroom



teachers, Assistant Principal January 2009-March 2009

5. Employ district provided pre and post tests as major benchmark progressassessments. Classroom teachers September 2008-May 2009


*Evaluation: This objective will ultimately be evaluated by the scores of the 2009 FCAT WritingTest or the 2009 Florida Alternate Assessment. Weekly, and monthlybenchmarks will provide formative assessment to monitor progress madetoward achieving the objective. Pre and post testing will be utilized to measurethe impact of tutoring on student achievement.


Houghton Mifflin Reading Series


Reading Coach will provide on an on-going basis until May, coaching, modeling,and in-services on the writing process in both expository and narrative prompts.Reading Coach will assist teachers in utilizing information gathered from monthlywriting prompts to diagnose and delineate the emphasis of instruction.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Writing Goal

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

*Needs Assessment: Scores on the 2008 FCAT Science Assessment indicated that 39% of thestudents scored at or above FCAT Achievement Level 3, representing an increaseof thirteen percentage points. A need for improvement is evident in all strandshowever specific attention should be paid to the strand of Earth/Space Science



as it reflected the lowest average score of all the strands.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grade five will increase by 11 percentagepoints on the 2009 Science Test as compared to the 2008 administration of theFCAT Science Test.


1. Provide hands-on investigational activities that give students an opportunity toapply their scientific knowledge. Classroom teachers August 2008-June 2009

2. Utilize appropriate textbooks, technology, and materials provided for eachgrade level. Classroom teachers August 2008-June 2009

3. Correlate multi-media activities to science instruction through videos in themedia center. Media Specialist, classroom teachers, Assistant Principal August2008-June 2009.

4. Utilize science pacing guide to drive instruction. Classroom teachers August2008-June 2009

5. Model the science process in all classrooms to ensure students can use thescientific method. Classroom teachers August 2008-June 2009

6. Analyze monthly assessments and target areas that demonstrate a need forimprovement. Principal, classroom teachers August 2008-June 2009

7. Integrate the curriculum to include scientific concepts in various disciplines.Special area teachers, classroom teachers, Assistant Principal August 2008-June2009

8. Employ district baseline and interim assessments as major benchmarkprogress assessments. Classroom teachers August 2008-December 2008


10. Use custom group reports from Edusoft that monitor the progress of AYPsubgroups Level 1 and Level 2 students and students participating in differenttutorial and intervention groups. Principal, classroom teachers August 2008-June2009

*Evaluation: This objective will ultimately be evaluated by the scores of the 2009 FCATScience Test or the 2009 Florida Alternate Assessment. District assessments aswell as in-house weekly and monthly assessments will provide formative data tomonitor progress made toward achieving the objective.


Scott Foresman Science Textbook


Select fifth grade teachers have participated and will continue to particpate on anon-going basis until May, in district provided in-services to increase studentperformance in the area of science. The information provided at this inservice willbe diseminated to teachers in grades three through five.

Budget:




Total: $0.00



Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00


Arieal Stafford, Kia Boursiquot, Teanisha Sanders are first year Special Educationteachers who have completed a year of teaching. They are certified in SpecialEducation and are working toward certification in Elementary Education. Ms.Stafford and Ms. Sanders are teaching in self-contained special educationprograms for autistic children. Professional development is being provided on theaccess points for the Florida Sunshine State Standards Alternate Assessment.

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Research shows that there is a direct correlation between student achievementand parental involvement. Norwood is situated in a working community. With theever increasing demands on parents' time, it is difficult for parents to get involvedin school based activities. As a result, Norwood will seek to involve parentsthrough the Parent Portal provided to each parent in Miami-Dade County PublicSchools and the Norwood PTSA/PTA website.

*Objective: Given the need to establish a home-school connection to support efforts ofimproving academic achievement of students, parental involvement will increaseby 10% in 2008-2009 as evidenced by the number of parents registered toaccess the parent portal as compared to 2007-2008.


1. Utilize a Community Involvement Specialist (CIS) to reach out to parentsunable to attend school functions and provide materials and information to them.

2. Utilize flyers, newsletters, mydadeschools.net, Connect-Ed Messaging System,and the marquee to keep parents aware of school based activities.

3. Host various Parent Academies.

4. Distribute applications to promote parental volunteerism.

5. Provide parent activities at various times during the day to meet parental timeconstraints.

6. Provide materials to enhance the Parent Outreach Center.

7. Develop appropriate compacts for students based on their individual academic



needs. Reviewed compacts and obtained parental signatures.

8. Distributed a survey to ascertain parent needs.*Evaluation: This objective will be evaluated by a 10% increase in the number of parents

registering to access the parent portal provided by Miami-Dade County PublicSchools.


The National PTSA/PTA Standards for Parent and Family Involvement Programs.


The Community Involvement Specialist will participate in on-going training fromAugust through June to enhance parental involvement.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


Community Involvement Specialist-Hourly Title I $1,070.00

Total: $1,070.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the FLDOE indicated that in 2007, NorwoodElementary ranked at the 2nd percentile on the State of Florida ROI index.

Objective: Norwood Elementary School will improve its ranking on the State of Florida ROIindex publication from the 2nd percentile in 2007 to the 3rd percentile on thenext publication of the index.

Strategies: During the 2008-2009 School year, the EESAC and leadership team will:

1. Become more informed about the use of financial resources in relation toschool programs.

2. Consider reconfiguration of existing resources or taking advantage of abroader resource base, e.g. private foundations, volunteer networks.

3. Collaborate with the district on resource allocation.

4. Consider shared use of facilities, partnering with community agencies.Evaluation: On the next State of Florida ROI index publication, Norwood will show progress



toward reaching the 3rd 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 Voyager Passport IDEA $1,000.00

Mathematics ACALETICS Title I $20,000.00

Total: $21,000.00

Technology

Goal Description of Resources Funding SourceAvailableAmount

No Data No Data No Data $0.00

Total: $0.00



No Data No Data No Data $0.00

Total: $0.00

Other


Reading After school tutoring Title 1 $2,000.00

Mathematics After school tutoring Title 1 $1,000.00

Parental Involvement Community InvolvementSpecialist- Hourly Title I $1,070.00

Total: $4,070.00


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

Then primary role of the EESAC is to develop and monitor the School Improvement Plan. The EESACparticipates in the development of the budget representing $2,481.00. The council has determined thatfunds should be provided for the teachers to teach small group instruction during the day and after school,



a community involvement specialist, and supplemental materials for reading, mathematics, and science.

SAC Members

Members

1) Frances A. Daddario, Principal

2) Yashyawa Joseph, SAC Chair

3) Jazmin Felix, Student

4) Jennifer Garcia, Teacher

5) Nicole Ferguson, Teacher

6) Erica Driver, Teacher

7) Alma Chase, Teacher

8) Mike Bell, Business Member

9) Donnie Alexander, Parent

10) Karen Jackson, Parent

11) Denise Williams, Parent

12) Annette Berry, Parent

13) Lotorya Van, Parent

14) Bartt Fleming, Parent

15) Lillie Wynn-Tobler, Parent

16) Sheila Killings, School Support Personnel

17) LaVenia Mobley, Union Steward

IMPLEMENTATION EVALUATION

The School Improvement Plan is monitored by the ESSAC on a monthly basis utilizing in-houseassessments. Additionally, there is a process in place for a mid-year review at the Regional Center to makethe necessary modifications to instruction and assure continued 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

15 85 4 96 17 83 0 0 0 0

Name ofAssessmentUsed

DistrictBaselineReadingAssessment

DistrictBaselineMathematicsAssessment

Writing Pre-test

Noneadministered


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

14 86 29 71 14 86 0 0 0 0




Writing Pre-test

NoneAdministered


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

21 79 5 95 54 46 7 93 0 0




Writing Pre-test

DistrictBaselineScienceAssessment


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

% %Non- % %Non- % %Non- % %Non- % %Non-



%

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



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 Mathematics Writing Science Baseline Data



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORWOOD ELEMENTARY SCHOOL 4001Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 259Math: 259

2007-2008 School Grade1:

A Did the Schoolmake AdequateYearly Progress?

NO

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 61 Y 69 Y Y NA 35 39 NA 26 31 NA 68 NA 72 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 60 Y 69 Y Y NA 37 40 NA 28 31 NA 67 NA 73 NA HISPANIC NA NA NA NA NA NA NA NA NA 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 60 Y 69 Y Y NA 39 40 NA 27 31 NA 68 NA 73 NA

ENGLISHLANGUAGELEARNERS

NA NA NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES 98 Y 98 Y 37 N 46 N NA NA 47 63 N 44 54 N NA NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORWOOD ELEMENTARY SCHOOL 4001Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 230Math: 230


A Did the Schoolmake AdequateYearly Progress?

NO


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 96 Y 95 Y 65 Y 74 Y 92 Y NA 40 34 NA 32 26 NA 61 NA 76 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 96 Y 96 Y 63 Y 72 Y 93 Y NA 41 36 NA 32 28 NA 60 NA 75 NA HISPANIC NA NA NA NA NA NA NA 50 NA NA NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 96 Y 95 Y 61 Y 73 Y 91 Y NA 43 39 NA 34 27 NA 58 NA 75 NA


NA NA NA NA NA NA NA 50 NA NA NA

STUDENTS WITHDISABILITIES 82 N 82 N 53 Y 56 Y NA NA 33 43 NA 40 44 NA 52 NA 70 NA

Baseline Data Baseline Data Baseline Data Baseline DataBaseline Data

Subgroup(s) not making

AYP

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

SWD 100 100 10 90 100

End of Baseline Data Report

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORWOOD ELEMENTARYSCHOOL 4001

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

Read: 224Math: 224


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 64 Y 68 Y 94 92 Y NA 41 36 NA 42 32 NA

WHITE NA NA NA NA NA NA NA NABLACK 100 Y 100 Y 63 Y 68 Y 94 93 NA NA 42 37 NA 43 32 NAHISPANIC NA NA NA NA NA NA NA NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 62 Y 66 Y 91 NA NA 43 38 NA 45 34 NA


NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES 100 Y 100 Y 66 Y 60 Y NA NA 48 34 NA 51 40 NA

Dade School DistrictNORWOOD ELEMENTARY SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

67% 75% 97% 39% 278

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

69% 68% 137

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?

57% (YES) 65% (YES) 122 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 537 Percent Tested =100% Percent of eligible students tested

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

SCHOOL GRADE DATA



Dade School DistrictNORWOOD ELEMENTARY SCHOOL2006-2007

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

67% 77% 88% 26% 258

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

61% 75% 136


Adequate Progressof Lowest 25% inthe School?

58% (YES) 77% (YES) 135 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 529 Percent Tested =100% Percent of eligible students tested

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

School District

2005-2006

Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 0% 0% %

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

% of Students MakingLearning Gains 0% 0%


Adequate Progress of Lowest25% in the School? % (0) 0 Adequate Progress based on gains of lowest 25% of students .

Yes, if 50% or more make gains .Points Earned 0 Percent Tested = 0% Percent of eligible students tested

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



Documents

2008-2009 Florida School Improvement Plan (Print-View)ossip.dadeschools.net/sip/08-09/pdf/4001.pdfStudents at moderate risk on the Sunshine State Standards Benchmarks comprise a population