2008-2009 Florida School Improvement Plan (Print-View)ossip.dadeschools.net/sip/08-09/pdf/2741.pdf · two screening instruments used are the Early Childhood Observational System and

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: KEY BISCAYNE K-8 CENTER

District Name: Dade

Principal: SILVIA TARAFA

SAC Chair: Eneida Yanes

Superintendent: Alberto M. 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

Vision: We are committed to being a community of life-long learners and caring individuals.

We are committed to being a community of life-long learners and caring individuals. Key Biscayne K-8Center emphasizes the importance of community. In essence, the focus is on building a community oflearners, where the students’ teachers, staff members, parents, and the entire community take theresponsibility for the students’ education. Every adult who works with the students at Key Biscayne K-8Center has the highest expectations for the students and the belief that each and every child can and willrealize his or her potential. Staff members endeavor to make each child feel safe, secure, and special byproviding a nurturing environment.

Mission: We provide a nurturing, respectful, and safe environment where all students have opportunities toachieve academic excellence and attain social-emotional well-being. Key Biscayne K-8 Center is committedto developing critical thinkers and life-long learners who make responsible decisions and embrace globalcitizenship.

The mission statement developed for the school focuses on building a community of learners andaddressing each child’s unique intellectual and affective needs through innovative, dynamic, and relevantapproaches to teaching and learning. Students are immersed in a learning environment that infuses readingand writing, critical and creating thinking, problem solving, cooperative learning, research skills, andtechnology into an integrated program, which focuses in actualizing each student’s potential. Thus learningbecomes relevant, meaningful, and applicable to each student’s life. This approach affords students theopportunity to become active and responsible participants within their community by providing them thetools and skills to become life-long learners who make responsible decisions and embrace globalcitizenship.

SCHOOL PROFILE DEMOGRAPHICS

Key Biscayne K-8 Center was built in l952 and is located on six acres of land that lie on a barrier island.Currently, the elementary cafeteria has been renovated with new ceiling, lighting, painting, and kitchenfl dd ll h l d b d h d d l f

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

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floor. Additionally, the playground area is being renovated with new grass, and a pour and play surface toresolve a flooding issue. The school serves 1,106 students from the surrounding communities, with 9% ofthe student body enrolled as out of area transfers. During the 2008-2009 school year, we received forty-three No Child Left Behind (NCLB) transfers and ten Opportunity Scholarship transfers. It is in the CoralGables Feeder Pattern and serves students from pre-kindergarten through eighth grade. Our studentstransition to ninth grade at Coral Gables Senior High School. The population of the community is culturallydiverse and represents all socio-economic levels. The ethnic composition of the surrounding community is50% Hispanic, 48% White, 1.5% Asian or Other and 0.5% Black. The ethnic composition of the studentpopulation is 63% Hispanic, 31% White (Non-Hispanic), 3% Black, and 3% other. The student enrollmentthat qualifies for free or reduced lunch is 9%. Presently, we have 18.6 class size average in Pre-kindergarten through third grade and 22.3 in fourth through eighth grade. The percentage of studentattendance for the 2007-2008 school year was 96.14. The retention rate was 1.09% and the promotionrate was 98.9% for the 2008-2009 school year. The community is environmentally conscious, and manyof the community members have professional careers. The business leaders in the community aresupportive of the Key Biscayne K-8 Center. We have established partnerships with Bank United, U.S.Century Bank, Fortune Realty, Islander News, School of Martial Arts, Winn Dixie, Starbucks, and Domino'sPizza. Under the State of Florida’s A+ Plan, Key Biscayne K-8 Center has achieved Adequately YearlyProgress since 2003, and has been an A school for the past eight years; therefore, meeting therequirements to earn an A school grade. On the FCAT 2008 administration, 83% of our total studentpopulation scored FCAT Levels three through five, and 10% of our students scored an FCAT Level 2, and7% of our students scored an FCAT Level 1. In 2007 the U.S. Department of Education ranked KeyBiscayne K-8 Center as the number three combination school in the State of Florida and in 2006 it wasdesignated a Blue Ribbon School. The school has also achieved district recognition as one of the schools inthe South Central Regional Center attaining the highest learning gains.

Key Biscayne K-8 Center provides various extended learning opportunity models to meet the needs of ourstudents. Thirteen percent of our students are in the Gifted program, 7% are in the Special Education(SPED) program, and 16% are English Language Learners (ELL). The Inclusion program enables SPEDstudents to remain in the regular classroom with the regular classroom teacher and the SPED teacherworking collaboratively to help these students attain desired levels of achievement. The Resource classsizes average is no more than eight students in a classroom. The Extended Foreign Language (EFL)program implemented in grades K-5 for the 2008-2009 school year allows students, both fluent and non-fluent speakers, to improve and extend their reading and language abilities to better prepare them tofunction in our multilingual, multicultural society. In addition to the Advanced Academic courses of theGifted program, middle school offers Advanced Language Arts, Mathematics, Science, and U.S. Historyclasses to further develop and challenge those students performing at high levels of achievement. Forlower performing students, middle school offers Intensive Reading and Mathematics classes. Additionally,tutorial programs, such as the Early Bird, during, and After School classes for elementary and middle schoolstudents, help address deficiencies by extending students’ learning opportunities and helping them build thenecessary skills and concepts to achieve desired levels of performance.

Of the teaching staff, Key Biscayne K-8 Center employs 103 full-time and 20 part-time staff members.Currently, there are no vacancies and all but one teacher have been retained for the 2008-2009 schoolyear. The breakdown of full-time staff is as follows: 3 administrators, 2 guidance counselors, 1 TrustCounselor, 1 reading coach, 1 speech therapist, 1 media specialist, 1 microsystems technician, 7 custodial,6 clerical, 3 (one-on-one) paraprofessionals, 1 cafeteria manager, 11 exceptional education teachers, 16special area teachers, and 49 classroom teachers. The breakdown of part-time staff is as follows: 6classroom paraprofessionals, 3 custodians, 5 cafeteria workers, 1 cafeteria monitor, 2 security monitors,1 clerical, 1 social worker, and 1 teacher. Key Biscayne K-8 Center’s faculty demographics may bedescribed at thirty-five percent White (Non-Hispanic), fifteen percent Black (Non-Hispanic), and fiftypercent Hispanic. Thirty-eight percent of our staff holds a Master's degree, 2% hold a specialist degree, 1%holds a doctoral degree, and 8% of our full-time teachers have National Board Certification.

The educational program at Key Biscayne K-8 Center fosters a nurturing, respectful, and safe environmentwhere all students have opportunities to achieve academic excellence and attain social-emotional well-being. The administration and staff at this school have high expectations for student achievement. Theschool follows the K-12 Comprehensive Research-based Reading Plan (CRRP), the ComprehensiveMathematics and Science Plan and the Competency Based Curriculum (CBC), supplementing these withtheir own innovative programs. An Exceptional Student Education Program is offered to students who have



their own innovative programs. An Exceptional Student Education Program is offered to students who havemet the criteria. In addition, the Center for Academically Talented Students (CATS), our gifted contentbased program, incorporates critical thinking, higher-order skills, and creative activities that promotehorizontal as well as vertical growth. We offer an Extented Foreign Language Program (EFL) to studentswho are interested in becoming bilingual/biliterate. A recent $2,000 grant awarded is the Healthy SchoolsProgram, which supports schools with starter resources needed to implement and sustain a healthierschool environment with the goal to halt the increase of childhood obesity. Additionally, The Rotary Club ofKey Biscayne has awarded our school a $1,000 grant towards our technology fund to help increase thedevelopment and enhancement of learning opportunities through the use of technology; specifically, thepurchase of a Promethean board. Key Biscayne K-8 Center and the Parent Teacher Association (PTA)continue to join efforts to provide a myriad of activities, workshops, and volunteer programs to supportour educational programs.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

N/A

Recruitment/Retention of Highly Qualified Teachers


N/A

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


N/A

School Wide Improvement Model


N/A

NCLB Public School Choice




N/A

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


Key Biscayne K-8 Center addresses the need to assist students and parents in the transition from earlychildhood programs and the elementary grades through various modes. In an effort to increasecommunication and expectations between parents and school, our school hosts the "Pre-K andKindergarten Meet and Greet" during the spring. Information about this upcoming event is posted aroundthe school, sent home in the Wednesday Communicator, announced through Connect-Ed, and published inthe local newspaper, The Islander News, in order to inform all prospective parents. Additionally, at thebeginning of the school year, our school hosts our annual Open House, Parent Resource Fair, and PTAmeeting. During the school year, parents also have the opportunity to attend Parent/Teacher Conferences.As required by the state, all Kindergarten teachers are trained and administer the Florida KindergartenReadiness Screener (FLKRS) to obtain information about each individual student's readiness for school. Thetwo screening instruments used are the Early Childhood Observational System and the Dynamic Indicatorsof Basic Early Literacy Skills (DIBELS). The results of this screening provide valuable information to parentsand teachers in developing lessons plans to meet each child's individual needs. Voyager Passport is theprogram implemented at the school designed to meet the needs of students who show an inability todemonstrate fluency on critical measures that assess the five essential components of reading: phonemicawareness, phonics, fluency, vocabulary, and comprehension. Implementation of strategies and evaluationof plan is monitored through scheduled Leadership/Literacy Team meetings with teachers, grade levelchairs, Reading Coach, and administrators. Key Biscayne’s Pre - K program is a VPK and fee supportedprogram. Our program is taught by a certified teacher and paraprofessional. The District is implementingthe Houghton Mifflin Reading Program for pre-kindergarten students. Additional resources to support thecurriculum are allocated by the Principal from the school’s general 02 fund. Our school’s PTA is also astrong supporter in assisting with the transition of our preschool children and parents to the elementaryschool programs.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


N/A

No Attached Teacher Mentoring List

Extended Learning Opportunities


N/A

SCHOOLS GRADED C OR BELOW

Professional Development



N/A

Disaggregated Data

N/A

Informal and Formal Assessments

N/A

Alternative Instructional Delivery Methods

N/A

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Different Innovative Approaches to Instruction can be found in the SIP under “strategies” for each goal.

Responsibility of Teaching Reading for Every Teacher

Responsibility of Teaching Reading for Every Teacher can be found in the SIP under reading goal“strategies” and “professional development.”

Quality Professional Development for Teachers and Leaders

Quality Professional Development for Teachers and Leaders can be found in the SIP under “ProfessionalDevelopment” for each goal.

Small Learning Communities (SLC)

Small Learning Communities is evidenced through the utilization of grade level teams and departmentalcollaboration.

Intensive Intervention in Reading and Mathematics

Intensive Intervention in Reading and Mathematics can be located in the SIP under reading andmathematics goal “strategies.”

Parental Access and Support

Parental Access and Support can be found in the SIP under the parental involvement section.

Applied and Integrated Courses

Applied and Integrated Courses is evidenced throughout grade levels by aligning core instruction to meetcommon curricular goals.

Course Choice Based on Student Goals / Interests / Talent

Course Choice Based on Student Goals/ Interests/ Talent is evidenced through students choosing electivecourses targeting the arts, technology, and foreign language.



Master Schedules Based on Student Needs

Master Schedule based on Student Needs is developed based on the analysis of 2008 FCAT data resultsthat determine student academic needs.

Academic and Career Planning

Academic and Career Planning is addressed through Social Studies classes throughout the school year in allgrades. Student Services ensures a wide range of exposure to and preparation for high school andcollegiate programs.

GOALS

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

*Needs Assessment: Results of the 2008 FCAT Reading Test indicate that 90% of students in gradesthree through eight have met the State required mastery level, 71% of studentshave made annual learning gains, and 70% of students scoring in the lowest25% have made learning gains in Reading. Acccording to Adequate YearlyProgress (AYP) data, all subgroups scored 67% or higher proficiency in the areaof Reading, thereby meeting No Child Left Behind (NCLB) required targets.

Our analysis of student performance on the 2008 FCAT Reading subtest dataindicates that the weakest content cluster in third grade is Comparisons at 70%;fourth grade is Words/Phrases at 71%; fifth grade is Reference/Research at60%; sixth grade is Words/Phrases at 73%; seventh grade isReference/Research at 71%; and eighth grade is Reference/Research at 69%.The strongest content cluster in third grade is Reference/Research at 80%;fourth grade is Main Idea/Purpose at 79%; fifth grade is Comparisons at 79%;sixth grade is Reference/Research at 80%; seventh grade is Comparisons at82%; and eighth grade is Main Idea/Purpose at 79%.

*Objective: Given instruction based on the Sunshine State Standards, students in gradesthree through eight will improve their reading skills as evidenced by 92% ofstudents scoring at Achievement Level 3 or higher on the 2009 FCAT ReadingTest.

*Strategies: • Implement Sunshine State Standards (SSS) and Reading Standards Instructional Procedures during Reading/Language Arts block to align instruction. • Provide advanced Language Arts curriculum infusing Advanced Placement Reading and analytical strategies to all students. • Continue implementation of Accelerated Reader Program for 1st - 8th grade to monitor student progress and independent reading as evidenced by computer generated reports. • Provide evidenced-based professional development opportunities including mentoring, modeling of lessons, and monitoring effective literacy instruction to staff. • Administer Baseline Assessments and Progress Monitoring Tests in order to adjust instructional focus and meet students’ needs. • Utilize the Florida’s Continuous Improvement Model (FCIM) to examine disaggregated test data of all subgroups to adjust classroom instruction accordingly. • Conduct grade/department/data analysis team meetings to analyze data and make instructional modifications as needed.



• Implement Intensive Reading class and small group reading intervention program for FCAT Achievement Levels 1 and 2, including Special Education (SPED) and English Language Learners (ELL) students. • Provide Tutorial Program for students scoring SAT lowest quartile, FCAT Achievement Levels 1 & 2, and/or not making adequate grade level progress. • Continue to utilize computer-assisted instruction such as Riverdeep and FCAT Explorer to reinforce and enrich Sunshine State Standards (SSS).

*Evaluation: 2009 Standford Achievement Test (SAT); 2009 Florida Comprehensive Assessment Test (FCAT); In-house pre and post test; District Interim Assessments in Reading; Reading Baseline Benchmark Assessment; DIBELS Screening and Progress Monitoring; FORF and CELLA Progress Monitoring Assessments; DAR Diagnostic Assessment in Reading Professional Assessment Comprehensive Evaluation System (PACES) Instructional Performance Evaluation and Growth System (IPEGS)

*Evidence-basedProgram(s):

Houghton Mifflin; Holt, Rinehart, and Winston, a Harcourt Reading Program;Voyager Passport; Voyager Passport Journeys; FCAT Explorer; Riverdeep

*ProfessionalDevelopment:

August: IPEGS; New Reading Program (Pre-K) September: IPEGS; Voyager; Seminars – Dual Language Program; ElementaryReading Block; Reading Coaches’ Meeting; Differentiating Instruction for StudentAchievement October: IPEGS; Reading Comprehension; Riverdeep; Impact; Fall 2008Symposium; Promethean Activity Board Training; Conscious Discipline; ReadingCoaches’ Meeting November: IPEGS; Conscious Discipline; Reading Coaches’ Meeting; ESOLStrategies December: IPEGS; Conscious Discipline; Reading Vocabulary January: IPEGS; Conscious Discipline; Reading Coaches’ Meeting February: IPEGS; Conscious Discipline March: IPEGS; Conscious Discipline April: IPEGS; Conscious Discipline; Reading Coaches’ Meeting May: IPEGS; Conscious Discipline

Budget:

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

Description of Resources Funding Source AvailableAmount

Voyager District $24,786.00

Total: $24,786.00

Technology


Promethean Board and LCD Projector Grant/PTA $1,920.00

LCD Projector Grant/PTA $645.00

Total: $2,565.00


Description of Resources Funding SourceAvailableAmount

Dade Reading Council Workshop PTA $130.00

Total: $130.00

Other

Description of Resources Funding SourceAvailable



Description of Resources Funding Source Amount

Accelerated Reader Program licenserenewal

EESAC $4,912.00

Binding Machine materials $0.00

Substitute Funding School Fund $2,000.00

Total: $6,912.00

Final Total: $34,393.00

*Non-Highly QualifiedInstructors:

End of Reading Goal

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

*Needs Assessment: Results of the 2008 FCAT Mathematics Test indicate that 89% of students ingrades three through eight have met the state required mastery level, 78% ofstudents made learning gains, and 71% of students scoring in the lowest 25%have made learning gains. Acccording to Adequate Yearly Progress (AYP) data, allsubgroups scored 74% or higher proficiency in the area of Mathematics, therebymeeting No Child Left Behind (NCLB) required targets.

Our analysis of student performance on the 2008 FCAT Mathematics subtestdata indicates that the weakest content clusters in third grade are AlgebraicThinking at 67%, fourth grade are Geometry and Algebraic Thinking at 71%; fifthgrade is Number Sense and Geometry at 69%, six grade are Number Sense andMeasurement at 56%; seventh grade is Geometry at 63%; and eighth grade isGeometry at 58%. The strongest content clusters in third grade are NumberSense and Measurement at 75%, fourth grade is Data Analysis at 86%; fifthgrade is Data Analysis at 75%, six grade are Geometry and Data Analysis at78%; seventh grade is Data Analysis at 78%; and eighth grade is Number Sense at 83%.

*Objective: Given instruction based on the Sunshine State Standards, students in gradesthree through eight will improve their mathematics performance as evidenced by92% of students scoring at Achievement Level 3 or higher on the 2009 FCATMathematics Test.

*Strategies: • Implement Sunshine State Standards (SSS) and Standards Instructional Procedures during Mathematics block to align instruction. • Provide advanced Mathematics curriculum infusing Advanced PlacementMathematics and analytical strategies to all students. • Ptovide Intensive Math course for FCAT Level 1 and 2 students in sixth througheighth grade. • Implement FCAT Wednesday (6th – 8th grade) in order to target specific mathstrands, skills and concepts. •Incorporate FCAT Math task cards into the daily lessons to maintain andaccelerate the number of students scoring level 3 or higher on the FloridaComprehensive Assessment Test (FCAT). • Incorporate basic math skills into Science Lab. • Implement Tutorial Program/Math Club for FCAT Achievement Levels 1, 2, & 3students, including SPED and ELL students. • Conduct grade/department/data analysis team meetings to analyze data andmake instructional modifications as needed. • Examine assessment reports and disaggregated test data of all subgroups to impact classroom instruction. • Utilize the Florida’s Continuous Improvement Model (FCIM) to examinedisaggregated test data of all subgroups to adjust classroom instructionaccordingly.



*Evaluation: 2009 Standford Achievement Test (SAT); 2009 Florida Comprehensive Assessment Test (FCAT); In-house pre and post test; District Interim Assessments in Mathematics; Mathematics Baseline Benchmark Assessments; Professional Assessment Comprehensive Evaluation System (PACES); Instructional Performance Evaluation and Growth System (IPEGS);


Elementary: Scott Foresman Mathematics Program; Middle School: Prentice Hall Mathematics Program; Intensive Mathematics: Prentice Hall Mathematics Program; Advanced Mathematics: Glencoe Mathematics Program; Supplemental Mathematics Programs: Riverdeep and FCAT Explorer;


August: IPEGS September: IPEGS; Achieving Standards in Mathematics; DifferentiatingInstruction for Student Achievement; Mathematics Leadership Institute October: IPEGS; Reading Coaches’ Meeting; Riverdeep; Mathematics; Impact;Promethean Activity Board Training; Conscious Discipline November: IPEGS; Conscious Discipline; Mathematics Dialogue; Algebra andGeometry December: IPEGS; Conscious Discipline; Algebraic Thinking; Algebraic Success;Mathematics Dialogue January: IPEGS; Conscious Discipline February: IPEGS; Conscious Discipline March: IPEGS; Conscious Discipline April: IPEGS; Conscious Discipline May: IPEGS; Conscious Discipline; Mathematics Dialogue

Budget:



Prentice Hall Geometry Books Textbook Fund $1,231.00

Total: $1,231.00

Technology


Promethean Board PTA Donation $1,920.00

LCD Projectors Book Fair Profit $645.00

Total: $2,565.00



No Data No Data $0.00

Total: $0.00

Other


Substitute Funding School Funds $2,000.00

Total: $2,000.00



End of Mathematics Goal



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

*Needs Assessment: Results of the 2008 Florida Comprehensive Assessment Test (FCAT) Writing+Test indicate that 99% of students in grades four and eight met state standardsin writing. Results of the 2008 FCAT Writing+ Test indicate that 84% of studentsin grade four met state mastery at 4.0 and above. Results of the 2008 FCATWriting+ Test indicate that 95% of students in grade eight met state mastery at4.0 and above. Our analysis of student performance on the 2008 Writing+ Testindicates that 85% of fourth grade students met state mastery at 4.0 and aboveon narrative writing; 84% of fourth grade students met state mastery at 4.0 andabove on expository writing; 94% of eighth grade students met state masteryat 4.0 and above on expository writing; and 95% of eighth grade students metstate mastery at 4.0 and above on persuasive writing.

*Objective: Given instruction based on the Sunshine State Standards, students in grade fourand eighth will maintain or improve their writing skills as evidenced by 99% ofstudents meeting state mastery on the 2009 Florida ComprehensiveAssessment (FCAT) Writing+ Test.

*Strategies: • Implement 30 minutes of daily writing instruction outside of the 90 minuteReading/Language Arts block as evidenced by weekly lesson plans. • Administer and analyze District’s Writing pre test/post test. • Provide small-group/whole group writing instruction. • Implement monthly Writing Workshop for eighth grade students • Implement strategies and activities to help strengthen students’ use of focus,organization, support, and conventions. • Instruct students on how FCAT writing essays are scored by exposing them tothe FCAT Writing rubric resulting in teacher, self, and peer assessments ofstudent work samples. • Produce a variety of monthly writing genres as evidenced by weeklyinstructional lesson plans and writing folders. • Utilize expository and narrative writing samples to assess students' progressand modify instructional strategies as needed. • Provide opportunities for conferencing with students about selected pieces ofwriting. • Implement the writing process to publish a piece of writing in grades K-5. • Implement Writing Workshop for eighth grade students. • Provide teachers with professional development opportunities in WritingCurriculum and Instruction.

*Evaluation: 2009 FCAT Writing+ Test; District Writing Pre and Post Tests; Monthly Writing Samples; Professional Assessment Comprehensive Evaluation System (PACES); Instructional Performance Evaluation and Growth System (IPEGS)


Core Program: Houghton Mifflin Reading Program; Supplemental Programs: Project Beginning Emergent Awareness in Reading(BEAR), Open Minds with Literacy (OWL), andDeveloping Reading and Writing(DRAW)


August: IPEGS September: IPEGS; Elementary Reading Block October: IPEGS; Impact; Promethean Activity Board Training; Effective WritingWorkshop; Conscious Discipline November: IPEGS; Conscious Discipline; Reading Coaches’ Meeting; ESOLStrategies; Effective Writing Strategies December: IPEGS; Conscious Discipline January: IPEGS; Conscious Discipline; Reading Coaches’ Meeting February: IPEGS; Conscious Discipline March: IPEGS; Conscious Discipline April: IPEGS; Conscious Discipline; Reading Coaches’ Meeting May: IPEGS; Conscious Discipline June: Zelda Glazer Writing Institute



Budget:



Books Mechanically Inclined Book Fair Profits $65.00

Total: $65.00

Technology



Total: $1,920.00




Total: $0.00

Other


Substitute Funding School Fund $2,000.00

Total: $2,000.00


End of Writing Goal

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

*Needs Assessment: Results of the 2008 FCAT Science Test indicate that 73% of students in gradesfive through eight have scored at the State required mastery level. Scores of the2008 FCAT Science Test indicate indicates that 67% of students in grade fivescored FCAT Achievement Levels 3 and above, and 66% of students in gradeeight scored FCAT Achievement Levels 3 and above. An analysis of students'performance on the 2008 FCAT Science subtest data indicates that the strongeststrand for students in fifth grade is Life/Environmental at 69% and in eighth gradeare Physical/Chemical and Life/Environment at 69%. The focus will be on theweakest strands: Earth/Space Science in fifth grade scoring 64% andEarth/Space and Scientific Thinking in eighth grade scoring at 64%.

*Objective: Given instruction using the Sunshine State Standards, students in grade five willimprove their science skills as evidenced by 77% of students meeting FCAT Level3 and above on the 2009 FCAT administration.

Given instruction using the Sunshine State Standards, students in grade eight willimprove their science skills as evidenced by 76% of students meeting FCAT Level3 and above on the 2009 FCAT administration.

*Strategies: • Participate in grade level appropriate, school wide Science Fair. • Implement classroom science labs correlated to the SSS benchmarks for allgrades (K-8). • Implement curriculum pacing guides which align skills, textbooks, and resourcesto the Sunshine State Standards (SSS) and Grade Level Expectations (GLE). • Provide Advanced Science curriculum for middle school students. • Implement critical thinking and problem-solving skills/activities.



• Offer after-school science club for elementary and middle school students. • Participation in annual Fairchild Challenge, standards-based, environmentaleducation outreach program of Fairchild Tropical Botanic Garden. • Implement use of supplemental instructional materials; such as, sciencemagazines in middle school to develop vocabulary and critical thinking skills. • Implement ecosystem studies with a focus on coral reefs for sixth grade,Everglades for seventh grade and mangroves for eighth grade. • Collaborate with PTA to provide in-house field experiences through ScienceEnrichment Program utilizing scientific institutions in the community.

*Evaluation: 2009 FCAT Science Test; District Interim Assessments in Science; Science Baseline Benchmark Assessments; On-going observations/checklists; Performance-based Assessments; Science Fair Research Projects; Professional Assessment Comprehensive Evaluation System (PACES); Instructional Performance Evaluation and Growth System (IPEGS)


Elementary: Scott Foresman Program; Middle School: Glencoe Science Program; Advanced Science: Holt Earth Science; Supplemental Science Programs: FOSS Kits; FCAT Explorer


August: IPEGS September: IPEGS; Science Fair – Science & Engineering Competitions; FairchildChallenge; Dream in Green October: IPEGS; Impact; Physical Science; Scott Foresman Science ContentPedagogy: Physical Science; K-12 Science Content and Pedagogy; Promethean Activity Board Training; ConsciousDiscipline; Preparing Your Students for the Science Fair November: IPEGS; Conscious Discipline; Scott Foresman Science ContentPedagogy: Earth/Space Science; K-12 Science Content and Pedagogy Literacyand the 5 E Model ; District Professional Development: Science LeadershipInstitute December: IPEGS; Conscious Discipline; Scott Foresman Science ContentPedagogy: Life Science; K-12 Science Building Science Content and Capacity January: IPEGS; Conscious Discipline; Scott Foresman Science ContentPedagogy: Life Science; K- 12 Science Content and Pedagogy February: IPEGS; Conscious Discipline; District Professional Development March: IPEGS; Conscious Discipline April: IPEGS; Conscious Discipline; Preparation for Grade Five 2009 – 2010 May: IPEGS; Conscious Discipline; K – 12 Science Content and Pedagogy

Budget:



FCAT Science Workbooks PTA Donation $0.00

Science Weekly Reader PTA Donation $0.00

Total: $0.00

Technology



Total: $1,275.00




Total: $0.00

Other




Lab Materials PTA $5,000.00

Total: $5,000.00



End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Parental involvement at Key Biscayne K-8 Center is high with currently 47% ofparents being members of our Parent Teacher Association (PTA). Over 75% ofparents attend Open House and other family evening functions as evidenced by2007-2008 participation rosters. The 2007-2008 parental involvement goal wasmet by offering five bi-monthly parent workshops during the 2007-2008 schoolyear. Informal surveys and discussions conducted at PTA and EducationalExcellence School (EESAC) meetings demonstrate a need to continue to provideparent-centered activities to keep parents better informed of the availableresources to help increase academic achievement.

*Objective: Given the school-wide commitment to engage parents in the educationalprocess, an emphasis on parental involvement will be evidenced by the schoolproviding five bi-monthly parent workshops during the 2008-2009 school year.

*Strategies: • Conduct a Parent Resource Fair to inform parents of available programs. • Utilize PTA newsletter, Wednesday Communicator, and monthly calendar todisseminate important information regarding school issues and scheduledworkshops. • Conduct Early Release Parent/Teacher Conferences during the semester. • Maintain and update a School/PTA web page with opportunities for parents tobecome informed and communicate via e-mail. • Identify resources within the school and community to schedule guest speakersand workshops accordingly • Conduct needs assessment through series of discussions at PTA, EESAC, andconversational meetings. • Promote the Parent Resource Room for parents to request assistance andaccess school information. • Conduct parent workshops on topics such as FCAT Writing skills, FCAT Readingskills, and FCAT Mathematics skills, strategies, and organizational and study skillsto help parents gain understanding and better support their child in theeducational and testing process. • Conduct a parent workshop on science fair projects so parents can betterunderstand and assist their child with this process.

*Evaluation: Participation roster for Parent Workshops and meetings offered.


Elementary: Houghton Mifflin Reading Program; Middle: Holt, Rinehart, and Winston Reading Program; Elementary: Scott Foresman Mathematics Program; Middle: Prentice Hall Mathematics Program; Riverdeep; FCAT Explorer


FCAT Parent Workshops Parental Portal In-house Parenting Workshops provided by Student Services Guest Speakers/Parent Workshops provided by Key Biscayne's PrincipalsCoalition for the Good of the Children

Budget:






Total: $0.00

Technology


LCD Projector School Budget $670.00

Total: $670.00



Parent Workshop Materials School Fund $200.00

Total: $200.00

Other



Total: $0.00

Final Total: $870.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: Under the State of Florida’s A+ Plan, Key Biscayne K-8 Center met therequirements to earn an A school grade and also met Adequate Yearly Progress(AYP) for the 2007-2008 school year. Seventy percent of struggling studentsmade a year’s worth of progress in reading and seventy-one percent ofstruggling students made a year’s worth of progress in mathematics. The mostrecent data supplied from the Florida Department of Education (FLDOE) indicatesthat in 2006-2007, Key Biscayne K-8 Center ranked 76th percentile on the Stateof Florida ROI index.

Objective: Key Biscayne K-8 Center will improve its ranking on the State of Florida ROIindex publication from the 76th percentile in 2006-2007 to the 80th percentile asevidenced on the next publication of the index.

Strategies: • Increase participation in programs provided by the State and District, such asFCAT Explorer and Riverdeep. • Provide Professional Development on Data Analysis to better use student datato find effective educational strategies that fit the needs of students and staff. • Provide strategies to parents for their students' academic improvement. • Increase partnerships with community agencies. • Reallocate existing resources or taking advantage of a broader resource base(e.g., private foundations, volunteer networks).

Evaluation: Florida ROI Index Publication

End of Return on Investment Goal

ADDITIONAL GOALSNo Additional Goals were submitted for this school



FINAL BUDGET


Goal Description of Resources Funding SourceAvailableAmount

Reading Voyager District $24,786.00

Mathematics Prentice Hall Geometry Books Textbook Fund $1,231.00

Writing Books Mechanically Inclined Book Fair Profits $65.00

Science FCAT Science Workbooks PTA Donation $0.00

Science Science Weekly Reader PTA Donation $0.00

Total: $26,082.00

Technology

Goal Description of Resources Funding Source AvailableAmount

Reading Promethean Board and LCDProjector

Grant/PTA $1,920.00

Reading LCD Projector Grant/PTA $645.00

Mathematics Promethean Board PTA Donation $1,920.00

Mathematics LCD Projectors Book Fair Profit $645.00

Writing Promethean Board PTA Donation $1,920.00

Science Promethean Board PTA Donation $1,275.00

Parental Involvement LCD Projector School Budget $670.00

Total: $8,995.00



ReadingDade Reading CouncilWorkshop PTA $130.00

Parental Involvement Parent Workshop Materials School Fund $200.00

Total: $330.00

Other


Reading Accelerated Reader Programlicense renewal

EESAC $4,912.00

Reading Binding Machine materials $0.00

Reading Substitute Funding School Fund $2,000.00

Mathematics Substitute Funding School Funds $2,000.00

Writing Substitute Funding School Fund $2,000.00

Science Lab Materials PTA $5,000.00

Total: $15,912.00


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 the



ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The School Advisory Council (SAC) at Key Biscayne K-8 Center fosters an environment of professionalcollaboration among all stakeholders to help create a learning environment that supports the school’svision and mission. The Council accomplishes this by collaborating with site leadership and council membersthrough the forum of monthly meetings where the progress of the SIP goals are analyzed, availableresources are discussed which will facilitate achievement of our goals, and recommendations are madeunder the umbrella of the Continuous Improvement Model.

SAC Members

Members

1) Silvia P. Tarafa, Principal

2) Eneida Yanes, SAC Chair

3) Myles Hayward, Student

4) Rodolfo Martinez-Don, Student

5) Maria Babani, Teacher

6) Maria Bonachea, Teacher

7) Preston Pratt, Teacher

8) Isabel Teurbe-Tolon, Teacher

9) Ana Brennan, Teacher

10) Conchita Caserta, Business Member

11) Tammy Mullen-Garcia, Business Member

12) Eric Lang, Business Member

13) Camilla Tonini, Parent

14) Phillip Meagher, Parent

15) Ricardo Santos, Parent

16) Brett Graff, Parent

17) Jovita Burgaz, Parent

18) Maria Cruz, School Support Personnel

19) Gelsey Barge, School Support Personnel



20) Kendric Nixon, Union Steward

IMPLEMENTATION EVALUATION

EESAC members meet to review, discuss, and approve the goals and strategies for each new school year.To ensure ongoing and final evaluation of a successful implementation of the school improvement plan andother school improvement efforts, EESAC periodically addresses and reviews the SIPs goals asdocumented in EESAC agendas and minutes. At the end of the school year, EESAC members once againmeet to review end-of-year data, goals, and strategies. Recommendations and suggestions areaddressed. EESAC concludes the year with a final review and approval of the End-of-Year SIP report.

REPORTING

Baseline Data Report

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

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0





ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



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

Name ofAssessment



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade KEY BISCAYNE K-8 CENTER 2741Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 700Math: 700

2007-2008 School Grade1:

A Did the Schoolmake AdequateYearly Progress?

YES

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

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

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

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 100 Y 100 Y 83 Y 84 Y Y NA 15 17 NA 13 16 NA 78 NA 84 NA

WHITE 100 Y 100 Y 86 Y 88 Y Y NA 10 14 NA 11 12 NA 80 NA 86 NA BLACK 100 Y 100 Y NA NA NA NA NA NA NA NA HISPANIC 100 Y 100 Y 84 Y 83 Y Y NA 17 16 NA 12 17 NA 77 NA 83 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y NA NA NA NA NA NA NA NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 67 Y 74 Y Y NA 24 33 NA 19 26 NA 78 NA 86 NA

STUDENTS WITHDISABILITIES 100 Y 100 Y NA NA NA NA NA NA NA NA

Used


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted

End of Baseline Data Report

AYP DATA



2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade KEY BISCAYNE K-8 CENTER 2741Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 692Math: 692


A Did the Schoolmake AdequateYearly Progress?

YES


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

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

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 100 Y 100 Y 85 Y 87 Y Y NA 16 16 NA 14 13 NA 76 NA 82 NA

WHITE 100 Y 100 Y 90 Y 89 Y Y NA 10 10 NA 11 11 NA 78 NA 88 NA BLACK 100 Y 100 Y NA NA NA NA NA 39 NA NA NA HISPANIC 99 Y 99 Y 83 Y 88 Y Y NA 17 18 NA 13 12 NA 77 NA 80 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y NA NA Y NA NA 37 NA NA NA


99 Y 99 Y 76 Y 81 Y Y NA 30 28 NA 16 19 NA 78 NA 81 NA

STUDENTS WITHDISABILITIES 98 Y 98 Y NA NA NA NA NA 45 NA NA NA

2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade KEY BISCAYNE K-8 CENTER2741

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

Read: 689Math: 689


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 86 Y 86 Y Y NA 20 14 NA 15 14 NA

WHITE 100 Y 100 Y 91 Y 89 Y NA NA 11 9 NA 7 11 NABLACK 100 Y 100 Y 70 NA 61 NA NA NA NA 43 39 NAHISPANIC 100 Y 100 Y 84 Y 87 Y NA NA 21 16 NA 16 13 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 70 NA 63 NA Y NA NA 45 37 NA


100 Y 100 Y 75 Y 84 Y 93 NA NA 34 25 NA 23 16 NA

STUDENTS WITHDISABILITIES 99 Y 99 Y 56 NA 55 NA NA NA NA 52 45 NA

SCHOOL GRADE DATA



Dade School DistrictKEY BISCAYNE K-8 CENTER2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 90% 89% 99% 73% 351

Writing and Science: Takes into account the %scoring 3.5 and above on Writing and the %scoring 3 and above on Science. Sometimes theDistrict writing and/or science average issubstituted for the writing and/or sciencecomponent.

% of Students MakingLearning Gains 71% 78% 149

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

Adequate Progress ofLowest 25% in the School? 70% (YES) 71% (YES) 141

Adequate Progress based on gains of lowest25% of students in reading and math. Yes, if 50%or more make gains in both reading and math.

% of 11th and 12th gradersmeeting the graduationrequirement on the FCATretake

NA If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 641 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

% Meeting High Standards(FCAT Level 3 and Above) 90% 90% 99% 63% 342

Writing and Science: Takes into account the %scoring 3.5 and above on Writing and the %scoring 3 and above on Science. Sometimes theDistrict writing and/or science average issubstituted for the writing and/or sciencecomponent.



Adequate Progress ofLowest 25% in the School? 70% (YES) 83% (YES) 153

Adequate Progress based on gains of lowest25% of students in reading and math. Yes, if 50%or more make gains in both reading and math.

% of 11th and 12th gradersmeeting the graduationrequirement on the FCATretake

NA If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 648 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

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 90% 89% 98% 277

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



Adequate Progress of Lowest25% in the School? 83% (YES) 83 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 514 Percent Tested = 100% Percent of eligible students tested

School Grade A 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/2741.pdf · two screening instruments used are the Early Childhood Observational System and