READINGossip.dadeschools.net/midyearreport/1681.pdf · 2009. 2. 19. · mastery. Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students. What

Lillie C. Evans Elementary School

# 1681

Region Center: North Central

Principal: Reginald H. Johnson

Contact Phone Number: 305-691-4973

School Name:

Work Location Number:

Charter School: No

Page 1 of 12# 1681 Lillie C. Evans Elementary School

Strategy 1 - On-going






Strategy 7 - No Progress

READING

1.

A comparison of a previously implemented District Baseline Reading Assessment administered in August 2008 and a 2007 released FCAT Mid-Year Reading Assessment administered at the end of December 2008, indicates that the average score for third, fourth, and sixth graders increased as follows: The third grade average score increased from 48% to 52%, an increase of four percentage points, the fourth grade average score increased from 50% to 56%, an increase of six percentage points, the sixth grade average score increased from 55% to 63%, an increase of eight percentage points. The fifth grade average score decreased from 78% to 62% a decrease of 16 percentage points. Level 1 and Level 2 students in grades three through six demonstrated an average gain or loss in average percentage points in reading as demonstrated by a comparison of a baseline previously issued District Assessment administered in September 2008 and a mid-year previously issued District Assessment in December 2008..Grade three - loss of two percentage points, grade four - loss of six percentage points, grade five - loss of four percentage points, and grade six - a gain of three percentage points. The following gains or losses by grades, per students, in reading were made based on the average scores received by a comparison baseline and mid-year assessments.•Vocabulary - grade 3: from 55% to 55%; grade 4: from 52% to 56%; grade 5: 65% to 62%; grade 6: 72% to 63%.•Main Idea - grade 3: from 53% to 53%; grade 4: from 46% to 67%; grade 5: 67% to 51%; grade 6: 39% to 59%.•Authors Purpose - from 56% to 56%; grade 4: from 45% to 45%; grade 5: 50% to 57%; grade 6: 52% to 73%.•Compare/Contrast - grade 3: from 48% to 48%; grade 4: from 48% to 46%; grade 5: 15% to 68%; grade 6: 53% to 59%.•Multiple Representation - grade 3: from 52% to 51%; grade 4: from 67% to 78%; grade 5: 50% to 65%; grade 6: 49% to 37%.•Plot Development - grade 3: from 48% to 47%; grade 4: from 47% to 55%; grade 5: 52% to 49%; grade 6: 51% to 49%.•Similarities/Differences - grade 3: from 46% to 46%; grade 4: from 43% to 52%; grade 5: 57% to 76%; grade 6: 67% to 65%.•Cause and Effect - grade 3: from 54% to 54%; grade 4: from 50% to 54%; grade 5: 62% to 62%; grade 6: 50% to 59%.

2.

The following are the strategies that are being used in all grade levels that have contributed to increases in student improvement: •Daily use of technology programs, such as Successmaker & Voyager Ticket to Read. •Fidelity to the Comprehensive Reading Plan in using the Houghton Mifflin reading series. •The use of data and the data debriefing protocol to make modifications in instruction. •Common grade level planning time to ensure consistency in reading instruction. •Participation in the before school, sixty minute tutorial program and Saturday Academy. •The use of the Voyager Passport Program as an in-school intervention with retained and struggling readers (Levels 1 and 2 students). • The use of the Ready Schools protocols for developmentally appropriate practices.

3.

The following strategies and changes will be implemented in all grade levels to improve instruction and to improve the effectiveness of the programs that are being implemented prior to the administration of the FCAT:•A crunch time calendar was developed and it is being implemented school-wide.• Continue to analyze the results of all Reading assessments to determine where improvements in instruction need to be made or adjusted.• Introduce weekly assessments, with a specific focus on the weekly benchmark being taught.• Continue to monitor instruction to ensure improvement in students' skills.• Increase the use of reading strategies across the curriculum.• Improve time management during the reading block.

Strategies

Narrative

Describe the gains and/or decreases in mastery that have occurred since the beginning of the school year, citing the data source used to measure these changes. (Describe assessments used to determine progress.)

Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.


•Increase articulation between reading teachers and tutors.•Increase the focus on vocabulary instruction, reference and research, and reading comprehension.•Maximize the effectiveness of small group differentiated instruction to more effectively remediate skills critical to improve reading.• Continue the Voyager Passport daily intervention program for NCLB subgroups and Level 1 and 2 students with more of an emphasis on independent reading skills.• Encourage additional fifth grade students to attend before school tutoring and Saturday Academy.

4.

The following professional development activities will take place prior to the FCAT to assist teachers in increasing student performance as demonstrated by the results of weekly reading assessments:•In addition to the District and Region sponsored professional development, the school will continue in house professional development where the Reading coaches will model and facilitate the effective implementation of differentiated instruction.•The PLC are conducted twice a month to share best practices.•The professional development will be evaluated based on the students achievement performance.•Use Ready Schools strategies to promote and improve developmentally appropriate practices.•The professional development will be evaluated based on the students achievement performance.

What additional professional development activities will be offered before the FCAT to help teachers increase student performance? How will professional development be evaluated as successfully impacting student achievement?








MATHEMATICS

1.

A comparison of a previously implemented District Baseline Mathematics Assessment administered in August 2008 and a 2007 released FCAT Mid-year Mathematics assessment indicates that the average score for third, fourth, and fifth graders increased as follows: The third grade average score increased from 38% to 50%, an increase of twelve percentage points, the fourth grade average score increased from 40% to 54%, an increase of fourteen percentage points, the fifth grade average score increased from 49% to 51%, an increase of two percentage points. The sixth grade average score decreased from 52% to 43%, a decrease of nine percentage points. Level 1 and Level 2 students in grades three through six demonstrated an average gain or loss in average percentage points in mathematics as demonstrated by a comparison of a baseline previously issued District Assessment administered in September 2008 and a mid-year previously issued District Assessment in December 2008..Grade three - gain of one percentage points, grade four - loss of five percentage points, grade five - gain of one percentage points, and grade six - a loss of nine percentage points.The following gains or losses by grades, per students, in mathematics were made based on the average scores received by a comparison baseline and mid-year assessments.•Number Sense: grade 3: from 38% to 47%; grade 4: from 48% to 51%; grade 5: 47% to 49%; grade 6: 25% to 38%.•Measurement: grade 3: from 48% to 50%; grade 4: from 63% to 65%; grade 5: 55% to 61%; grade 6: 49% to 34%.•Geometry: grade 3: from 36% to 51%; grade 4: from 70% to 75%; grade 5: 40% to 48%; grade 6: 69% to 49%.•Analysis and Probability: grade 3: from 36% to 57%; grade 4: from 43% to 51%; grade 5: 52% to 63%; grade 6: 64% to 36%.•Algebraic Thinking: grade 3: from 28% to 38%; grade 4: from 48% to 58%; grade 5: 59% to 68%; grade 6: 57% to 52%.

2.

The following strategies being used at all grade levels that have contributed to student improvement:• Departmentalization of second through sixth grade allowing for fidelity in instruction in mathematical practices and problem-solving. •Participation in the before school, sixty minute tutorial program and Saturday Academy is encouraged.• Use of the SuccessMaker Enterprise mathematics program with all third grade students and struggling fourth through sixth grade students (Levels 1 and 2).

3.

The following strategies and changes will be implemented in all grade levels to improve instruction and to improve the effectiveness of the programs that are being implemented prior to the administration of the FCAT:• A crunch time calendar was developed and it is being implemented school-wide.• Introduce weekly assessments, with a specific focus on the weekly benchmark being taught.• Intensify mathematical vocabulary instruction. • Increase the implementation of problem-solving strategies and think alouds in order to ensure improvement.• Improve articulation between tutors and mathematics teachers. •Create more hands-on mathematical opportunities. • Increase the use of math strategies across the curriculum.• Encourage additional sixth grade and Level 1 and 2 students to attend before school tutoring and Saturday Academy.

Strategies

Narrative


Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.


4.

The following professional development activities will take place prior to the FCAT to assist teachers in increasing student performance as demonstrated by the results of weekly mathematical assessments:•In addition to the District and Region sponsored professional development, the school will continue in house professional development where the Math facilitator models and assists in the effective implementation of differentiated instruction. •The Planned Learning Community are conducted twice a month to share best practices.•Use Ready Schools strategies to promote and improve developmentally appropriate practices.•The professional development will be evaluated based on the students achievement performance.









WRITING

1.

A comparison of the Baseline Writing Assessment using a previously state utilized prompt administered in September, 2008 with the Mid-Year Writing Assessment using another previously state utilized prompt administered in November, 2008, indicates that fourth grade students' writing abilities have improved. Analysis of the scores based on the Florida Writes rubric, indicate that 25% of fourth graders scored a 3.5 or above on the baseline assessment, while 60% scored a 3.5 or above on the Mid-Year assessment, an increase of 35 percentage points.

2.

The following strategies are being used at all grade levels that have contributed to student improvement:• Weekly writing assessments are being administered and graded using the Florida Writes Rubric.• Conferencing between the Writing Facilitator and the fourth grade teachers to discuss writing progress and additional effective writing strategies, based on weekly writing assessments.• Daily writing instruction and writing practice to provide immediate feedback to the students.• Daily forty minute writing instruction by the Writing Facilitator to discuss writing strategies.• Provide individual conferencing between the students and the Writing Facilitator for constant updated feedback.• Furnish students with opportunities to share their writing and receive peer constructive criticism.

3.

The following strategies and changes will be implemented to improve instruction prior to the administration of the FCAT:• Intensify the instruction of writing conventions such as grammar and sentence structure. • Intensify the instruction provided by the Writing Facilitator to five times a week for forty minutes per session. • Create small homogenous groupings of fourth grade students to address particular writing needs.• Expose students to various genres to model good writing techniques.• Increase opportunities for successful writing to increase students' confidence and self-esteem.

4.

The following professional development activities will take place prior to the FCAT to assist teachers in increasing student performance as demonstrated by the results of weekly writing assessments:•In addition to the District and Region sponsored professional development, the school will continue in house professional development where the Reading Coaches model and assist in the effective implementation of differentiated instruction. •Increase in-house professional development and support.•Use Ready Schools strategies to promote and improve developmentally appropriate practices.•Disseminate updated writing strategies provided to the Reading Coaches by the District. •The professional development will be evaluated based on the students achievement performance.

Strategies

Narrative


Describe the specific strategies or school improvement activities that have contributed to increases in student mastery.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery?









SCIENCE

1.

Analysis of the data collected indicates that the science skills of students in grade five are improving. A comparison of a previously implemented District Baseline Science Assessment administered in August 2008 and a 2007 released FCAT Mid-year Science assessment indicates that the average score for fifth graders increased. The fifth grade average score increased from 31% on the Baseline Science Assessment to 63% on the Mid-Year Science Assessment, an increase of thirty-two percentage points.

2.

The following are the strategies that are being used that have contributed to student improvement: •All fifth grade students actively participate in science activities to increase their critical thinking skills. •All fifth grade students are given the opportunity to participate in the before and after-school science club which focuses on using the scientific process. •The Science Test Item and Performance Task Specifications are used to prepare lessons that will help students understand and use scientific process skills. •The released FCAT Science assessments are used as a guide in the preparation of lessons and assessments.

3.

The following strategies and changes will be implemented to improve instruction prior to the administration of the FCAT: •Encourage increased student participation in the Science Club. •Intensify the use of science vocabulary to build student’s science background knowledge. •lncrease the use of the Scott Foresman “leveled” science readers during the reading block. •Increase opportunities for students to use “hands-on” scientific activities.

4.

The following professional development activities will take place prior to the FCAT to assist teachers in increasing student performance as demonstrated by the results of weekly science assessments: • In addition to the District and Region sponsored professional development, the school will continue in house professional development where the Science facilitator assists the third, fourth and fifth grade teachers on effective planning strategies. • Use Ready Schools strategies to promote and improve developmentally appropriate practices. • Increase intra-grade level planning among the science teachers.

Strategies

Narrative


Describe the specific strategies or school improvement activities that have contributed to increases in student mastery.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery?









PARENTAL INVOLVEMENT

Reading / Language Arts

All Subjects

Reading

Reading

Social Studies

Writing

Social Studies

9/5/2008

9/11/2008

9/29/2008

10/22/2008

10/23/2008

10/30/2008

11/26/2008

Reading Fluency & Comprehension

Reading/ Language Arts, Mathematics, Science, Writing, Music, Art, Social Studies, Drama



Cultural Awareness

Writing Skills

Significance of Thanksgiving

26

188

9

19

8

21

26

FCAT Assessments

FCAT Assessments

FCAT Math/ Science Night

Test Preparation

Test Preparation

Mathematics and Science Test Preparation

1/21/2009

2/4/2009

3/4/2009

Strategies

Activities to Date

Activities to be Offered

Subject Date Curriculum Driven Activity # of Parents Participating

Subject Date Curriculum Driven Activity








RETURN ON INVESTMENT

Strategies


GRADUATION RATE

Strengths N/A

OFIs N/A

Instructional Focus N/A

Professional Development N/A

Strategies


Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

Strategy

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

APPENDIX - (Additional Goal/Strategies)


- - -

- - -

- - -

- - -

- - -

- - -

- - -

- - -

- - -

- - -

- - -

- - -

- - -

APPENDIX - (Additional Parent Involvement Activities)

Category Subject - Date - Curriculum Driven Activity - Number of Participants

Date of EESAC meeting to review and approve SIP mid‐year Report (assure the minutes of the meeting reflect discussion and approval process): 1/28/2009

Date of EESAC meeting in which approval was given for any changes that were made in the online SIP document (assure the minutes of the meeting reflect discussion and approval process): 1/28/2009

EESAC Dates


Documents

READINGossip.dadeschools.net/midyearreport/1681.pdf · 2009. 2. 19. · mastery. Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students. What