FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …osi.dadeschools.net/sip/09-10/pdf/2661.pdf · establishes rewards and consequences and provides a system of checks and balances

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: KENSINGTON PARK ELEMENTARY SCHOOL

District Name: Dade

Principal: Genaro Navarro

SAC Chair: Cristina Cruz

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending

Last Modified on: 09-08-2009

Dr.Eric J.Smith, Commissioner

Florida Department of Education 325 West Gaines Street

Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

VISION

All students at Kensington Park Elementary will meet or exceed grade level expectations as set by State Standards through commitment to the following values: Collaboration, Cooperation, Trust, Professionalism, Pride, and Communication.

MISSION

The staff, students, parents, and community of Kensington Park Elementary School are dedicated to maximizing the potential of its learners and enhance achievement through high expectations, critical thinking skills, and cooperative learning strategies as we emphasize literacy throughout the curriculum.

Brief History and Background of the School

Kensington Park Elementary School (KPE) is located at 711 N.W. 30th Avenue and 1025 NW 30th Avenue in an urban area of the City of Miami on 3 acres in the northwest area of Miami-Dade County and services Pre-K – 5th grade . The school offers Extended Foreign Language Programs (EFL), Gifted Language Arts Programs, SWD Resource and Inclusion programs, as well as self-contained autistic units. KPE has been servicing the community for the past 60 years and while its original building was built in 1949, the latest building was inaugurated in 2006. The campus has a unique style in that we span the length of a city block, are connected by a covered pathway and have two addresses with two school location codes. During the 2007-2008 school-year our media center underwent a major renovation due to fire damage from a roofing project. This afforded our students the opportunity to begin the school year with an updated media center.

Unique School Strengths for Next Year

Earning a total of 490 accountability points on the 2009 FCAT and demonstrating increases in the areas of reading and writing accountability areas has allowed KPE to achieve the school grade of a “C”. KPE enters the next school year with renewed confidence to earn the additional 35 points to achieve an “A.” In addition, KPE improved attendance with an increase of 1%.

The school’s principal and assistant principals successfully completed the requirements of the District Leadership Initiative. The principal has been selected to serve on committees such as professional development, budget, FTE audits, retirement, and assistant lead principal. Participation in the Project Rise Program also enabled the principal, assistant principal, and leadership team to spend a week in Atlanta to attend professional development workshops. Of the two, one assistant principal was accepted to the District’s Principal Preparation Program (PPP) and will participate in professional development sessions throughout the 2009-2010 school year.

During the 2008-2009 school years, KPE received a Red Ribbon Award given by Commissioner Barreiro. In addition, the following awards were also received; 2008 United Way Student Campaign South Central Regional Center with 297% of the goal met, and Region Finalist for Teacher of the Year. The school also provides an enrichment program, specifically the Academic Excellence Program (AEP), which includes journalism and hands-on science. The Extended Foreign Language (EFL) program is offered in Kindergarten through fifth grade.

Some awards received by students were, Dade County Youth Fair 1st place in Creative Writing, Best in the Fair at Nature Center, seven 1st place awards in ELL Creative Writing, Dade County District wide Exhibition Stripes! When Lines Meet Color, one 1st Place award.

Unique School Weaknesses for Next Year

Due to budget cuts, the ability to offer extra tutoring during school hours will be jeopardized. The Title I hourly positions which enabled teachers to assist students with the pull-out and push-in intensive reading interventions will be eliminated. This will result in classroom teachers dedicating an extra half-hour daily, of intensive reading strategies for struggling students. In addition, budget cuts may also significantly reduce before and after school tutoring.

Student Demographics

KPE School serves a very diverse learning community, with approximately 368 English Language Learner (ELL) students and approximately 255 Students With Disabilities (SWD). The English Language Learner (ELL) program services students in Kindergarten through fifth grade: 47 students in ELL Level 1, 54 students in ELL Level 2, 88 students in ELL Level 3, and 179 students in ELL Level 4. The Special Education (SPED)program services students in Pre-K through fifth grade: 19 students in pre-kindergarten half day speech class, 65 students in Pre-K through fifth grade in self-contained classes, 148 students in K-5 inclusion and/or resource classes and 53 students in the gifted program. A trend that has been noted through the years has been a fluctuating trend of increase and decrease amongst the grade level groups. Utilizing data from previous years has been used to identify strengths and weaknesses in each grade level. Information has been shared with teachers, students,parents and groups will be monitored.

Student Attendance Rates

During the 2008-2009 school year, KPE improved its attendance percentage with a 1% increase (96% from 95%). KPE has exceeded the growth of the district over the years: KPE, 2006-2007: 94.97%; 2007-2008: 95.31%; 2008-2009: 95.40%; Miami-Dade District 2006-2007: 94.96%; 2007-2008:95.45%; 2008-2009: 95.51%; South Central feeder pattern, 2006-2007: 95.16%; 2007-2008:95.60%; 2008-2009: 95.83%.

Student Mobility

In 2007-2008 school year mobility was 24%. Due to the school’s surroundings being low socio-economic, many immigrants move in the area temporarily. Another cause for mobility is when parents change or lose their jobs, requiring them to move from the area.

Student Suspension Rates

KPE follows the Code of Student Conduct to address discipline. A discipline committee has been established to address the school’s behavioral needs. Best practices, rewards, and positivity have been our goal. For the past three years the suspension rates are as follows:

2008-2009 indoor was 0, outdoor 12, referred to alternative education 0 2007-2008 indoor was 0, outdoor 4, referred to alternative education 0 2006-2007 indoor was 0, outdoor 10, referred to alternative education 0

The outdoor suspension rate increased when compared to 2007-2008 because of an isolated case of a group of students that which resulted in suspension. In order to improve these rates we are implementing a school-wide discipline plan that establishes rewards and consequences and provides a system of checks and balances before a student is sent to administration. The discipline plan will follow the Assertive Discipline Model.

Student Retention Rates

KPE’s retention rate is 4.9% as compared to the district rate of 3.6% for elementary schools and 4.7% for all schools.

School wide initiatives to decrease retention rates include, but are not limited to, tutorial programs, in-house academic intervention for Tier 1 and Tier II students. Educational programs that target specific skills and monitor progress such as River Deep, FCAT Explorer, Voyager/Ticket to Read, Reading Plus, I-Station, etc.

Class Size

The population by grade level is as follows: Kindergarten: 209, 1st Grade: 212, 2nd Grade: 186, 3rd Grade: 223, 4th Grade: 178, 5th Grade: 197. For the 2008-2009 school year, PreK-3rd grade had an average of 14.83 students and grades 4th-5th had an average of 17.13 students.

An effort has been made to reduce class sizes in all subject areas and across grade levels, in an attempt to reduce discipline problems and strengthen the one-on-one relationship between students and teachers. The average class size in general education classrooms is: PreK-3rd grade: 14.83 students; 4th-5th grade: 17.13 students.

The teacher to student ratio in general education classrooms is: K-2nd grade: 1 teacher to 18 students; 3rd-5th grade: 1 teacher to 22 students. The average class size in inclusion classrooms is: K- 2nd grade: 17 students; 3rd-5th grade: 22 students.

Academic Performance of Feeder Pattern

Kensington Park is one of five elementary/K-8 center schools in the Miami Senior High Feeder Pattern. The schools are as follows: Kensington Park, a Correct II school decreased its grade from a “B” to a “C”; Shenandoah Elementary, a Correct I school, increased its grade from a “B” to an “A”; Citrus Grove Elementary, a Prevent I school, maintained its grade of a “C”; Coral Way K-8 Center maintained its grade of an “A”; Ada Merritt K-8 Center maintained its grade of an “A” and is the only elementary/K-8 school within the feeder pattern to meet AYP during the 2008-2009 school year.

Shenandoah Middle, a Correct II school, increased its grade from a “C” to a “B”; Citrus Grove Middle, a Correct II school, maintained its grade of a “C”; Miami Senior High, a Correct II school, maintained its grade of a “C”; None of our secondary schools made AYP for the 2008-2009 school year. The Feeder Pattern Principals meet periodically to discuss performance trends and review what is and is not working in the schools. It is also a forum for sharing ideas, identifying best practices and articulation practices.

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

KPE will continue its partnership with Papa John’s Pizza, which provides KPE with various awards and incentives to use with our students. One such incentive is the Winner Circle Wheels provided to the students that meet high academic achievement each grading period. Papa John’s Pizza also assists KPE and the PTA with fundraising and promotions that financially benefit KPE. Pollo Tropical is also another partner that provides KPE with incentives such as coupons to be used to promote learning and attendance.

During the 2009-2010 school year, Citizens for a Better South Florida will implement an after school enhancement/enrichment program in Science for 20 selected 3rd through 5th grade students. This hands-on program will focus on helping students improve the Science FCAT scores. Last year, Citizens for a Better South Florida provided KPE with donated trees and plants for our garden.

During the 2008-2009 school year, a team from the University of Miami Miller School of Medicine provided a new physical education program, known as Sports Play & Active Recreation Kids! (SPARK), for Kindergarten and 1st grade teachers. The team offered ample teacher instruction and workshops throughout the year on how to implement the program. SPARK focuses on student physical activity in a fun, safe manner while promoting collaborative skills for students to learn. They also promoted healthy eating habits by planting vegetable gardens and providing events after school which included healthy food options and fun recreational activities.

KPE will also continue with the Project RISE Grant which provides incentives and rewards for school educators with an innovative initiative funded through a grant from the United States Department of Education‘s Teacher Incentive Fund. For the 2009-2010 academic year, our school will be in the second year of implementation. Project RISE is designed to increase teacher and principal effectiveness in high-need schools through incentives and support, which will result in increased student achievement.

KPE collaborates with district programs and services, community agencies, and the business community in order to integrate educational services to all students. This collaboration includes:, Miami-Dade District Pre-K and Early Intervention, Exceptional Student Education, Adult Education, universities, ELL/LEP Programs, the Parent Academy, the PTS/PSTA,. These collaborative efforts will eliminate gaps in service for the ELL students, children with disabilities, migrant children, N & D children, homeless children, and migrant children. An avenue will be provided for sharing information about available services, and for helping to eliminate duplication and fragmentation within the programs. Title I personnel will, on an on-going basis, work with the appropriate staff to increase program effectiveness of the instructional program. Representatives from these agencies will meet as necessary to coordinate various services for families and children to increase student achievement.

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Genaro Navarro

Bachelors in Elementary Education, St. Thomas University/ Masters in Educational Leadership, Nova University

8 14

2008-2009: Grade: C, Reading mastery: 62%; Math mastery: 57%, Science Mastery: 39%; Writing Mastery: 70%. AYP: ELL, SWD, Hispanic, and ED students made AYP in Writing but did not make AYP in Reading or Math.

2007-2008: Grade: B, Reading Mastery 60%, Math Mastery 59%, Writing Mastery 57%, Science Mastery 41%. AYP: 72%. Hispanic, ED, ELL, and SWD did not make AYP in Reading and Math.

2006-2007: Grade: C, Reading Mastery 60%, Math Mastery 59%, Writing Mastery 69%, Science Mastery 24%. AYP: 74%. Only Hispanic Subgroup made AYP in Reading. ED, ELL, and SWD did not make AYP in Reading or Math.

2005-2006: Grade: B, Reading Mastery

68%, Math Mastery 61%, Writing Mastery 73%. AYP: 87%. Only Hispanic Subgroup made AYP in Reading and Math. ED, ELL Subgroup made AYP in Reading. SWD did not make AYP in Reading or Math.

2004-2005:

Grade: C, Reading Mastery 62%, Math Mastery 57%, Writing Mastery 80%. AYP: 90%. Hispanic, ELL, ED Subgroups made AYP in Reading and Math. SWD subgroup did not make AYP in Reading or Math.

Assis Principal Susana Suarez

Bachelors in Elementary Education and ESOL Endorsement, Nova Southeastern University; Masters of Science in Educational Leadership; Nova Southeastern University

4 4

2008-2009: Grade: C, Reading Mastery: 62%, Math mastery: 57%, Science Mastery 39%; Writing mastery: 70% AYP: ELL, SWD, Hispanic, and ED students made AYP in Writing but did not make AYP in Reading or Math.


2006-2007: Grade: C, Reading Mastery 60%, Math Mastery 59%, Writing Mastery 69%, Science Mastery 24%. AYP: 74%. Only Hispanic Subgroup made AYP in Reading. ED, ELL, and SWD did not make AYP in Reading or Math.

2005-2006: Grade: B, Reading Mastery 68%, Math Mastery 61%, Writing Mastery 73%. AYP: 87%. Only Hispanic Subgroup made AYP in Reading and Math. ED, ELL Subgroup made AYP in Reading. SWD did not make AYP in Reading or Math.

Teacher at Jane S. Roberts K-8 Center:

2004-2005: Grade: A, Reading Mastery 76%, Math Mastery 76%, Writing Mastery 87%. AYP: 100%. White, Hispanic, ELL, ED, SWD Subgroups made AYP in Reading and Math.

Assis Principal De Etra Anderson

Bachelors in Elementary Education, University of South Florida; Masters of Science School Guidance Counseling, St. Thomas University; Certification in Educational Leadership; State of Florida

2 2

2008-2009: Grade: C Reading Mastery: 62%, Math mastery: 57%, Science Mastery: 39%; Writing mastery: 70%. AYP: ELL, SWD, Hispanic, and ED students made AYP in Writing but did not make AYP in Reading or Math.


Counselor of Phyllis Wheatley Elementary

2006-2007: Grade: D, Reading Mastery 40%, Math Mastery 45%, Writing Mastery 62%, Science Mastery 9%. AYP: 82%. Black and ED made AYP in Writing. Black and ED did not make AYP in Reading or Math.

2005-2006: Grade: C, Reading Mastery 47%, Math Mastery 40%, Writing Mastery 69%. AYP: 85%. Only Black and ED Subgroup made AYP in Writing. Black and ED subgroup did not make AYP in Reading or Math.

2004-2005: Grade: D, Reading Mastery 39%, Math Mastery 38%, Writing Mastery 82%. AYP: 77%. Black and ED Subgroups made AYP in Writing. Black and ED did not make AYP in Reading or Math.

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

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

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

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading Irilis Pesi

Bachelors in Elementary Education, 1-6, Florida International University/ Masters in TESOL K-12, University of Miami

2 2

2008-2009: Grade: C, Reading Mastery: 62%,; Writing Mastery: 70% AYP: ELL, SWD, Hispanic, and ED students made AYP in writing but did not make AYP in Reading.

2007-2008: Grade: B, Reading Mastery 60%, Writing Mastery 57%, AYP: 72%. Hispanic, ED, ELL, and SWD did not make AYP in Reading.

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

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

In-House mentoring program for beginning teachers through Project RISE and National Board Certified Teachers. Meet monthly on Wednesdays to address any needs.

Del Rio On-going

Cooperative Learning Professional Learning Communities Veiga, DelRio On-going

Current Employee Referrals Principal On-going

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Maria D. Lezcano Longoria

Elementary Education

1st grade teacher

Working on courses to become highly qualified.

Xiomara RodriguezElementary Education

English As A Second Language


Marisol MedinaElementary Education

Kindergarten teacher


Concepcion BertolottiElementary Education

1st grade teacher


Natalie MollElementary Education

2nd grade teacher

Working on courses needed to become highly qualified.

Silvia J. MartinezElementary Education

English As A Second Language


Total Number of

Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of

Experience

% of Teachers with 6-14 Years of

Experience

% of Teachers with 15+ Years of

Experience

% of Teachers

with Advanced Degrees

% Highly Qualified

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

111 5 42 41 23 42 74 6 6 62

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Ms. Veiga TBA

To prepare teacher for National Board Certification Test

Monthly on Thursdays

Ms. DelRio TBA

To prepare teacher for National Board

Monthly on Tuesdays

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Certification Test

Title I, Part A

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

Title I, Part C- Migrant

N/A

Title I, Part D

N/A

Title II

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

Title III

Services are provided through the district for education materials and ELL district support services to improve the education of English Language Learners.

Title X- Homeless

N/A

Supplemental Academic Instruction (SAI)

N/A

Violence Prevention Programs

N/A

Nutrition Programs

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

Housing Programs

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

Response to Instruction/Intervention (RtI)

Parental

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

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

Informal parental surveys will be conducted to determine specific needs of our parents in order to schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our parents’ schedule as part of our goal to empower parents and build their capacity for involvement.

Complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev. 06-08) and the Title I Parental Involvement Monthly Activities Report (FM-6913 03-07), and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 1118.

Confidential “as-needed services” will be provided to any students in the school in “homeless situations” as applicable.

Additional academic and support services will be provided to students and families of the Migrant population as applicable.

Identify the school-based RtI Leadership Team.

School-based RtI Team

The school-based RtI Leadership team roles/functions are as follows:

The Principal provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and documentation ensures adequate professional development to support RtI implementation, and communicates with parents regarding school-based RtI plans and activities.

The Assistant Principals coordinate and facilitate the SST process and SST Intervention Plan. They provide support to the principal to ensure that the instructional personnel successfully implements all Rtl goals as it relates to student achievement, interventions, professional development, and all other school based decisions.

The Social Worker conducts home visits on an as needed basis and reviews the student’s background screening and provides pertinent information regarding students when needed.

The Guidance Counselors provide individual and group guidance activities, consult with teachers, and assist in the development of interventions.

The Psychologist serves as a facilitator for the SST/SDT process prior to meetings, in which he conducts a thorough review of all collected data to discuss the presence or absence of risk factors.

The Reading Coach provides data specific to students’ reading weaknesses. She provides guidance on K-12 reading plan; facilitates and supports data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data based instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans. In addition, Ms. L. Pesi develops, leads, and evaluates school core content standards and programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Furthermore, she identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk”; assists in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provides support for assessment and implementation monitoring.

The LEP Representative monitors the WLEP screen and the LEP Plan to share with teachers. Student needs are addressed through a LEP Committee to address academic, language and cultural issues that may be impacting the students’ performance or behavior in the classroom.

The Classroom Teacher provides pertinent information and work samples, curriculum based assessments, PMP documentation, and assists in the development of instruction and interventions as well as provides professional development

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

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

and teacher mentoring.

All team members review data and highlight both the positive and challenging issues impacting the student’s functioning at school and determine whether any risk factors are present. Based on the outcome of the data analysis, individualized interventions are then developed.

The Exceptional Student Education (ESE) Coordinator participates in student data collection, integrates core instructional activities and materials for students with disabilities; collaborates with general education and ESE teachers through Individual Education Plan meetings, monthly meetings, and provides support and supervision for instructional personnel.

The Technology Specialist assembles technology necessary to manage and display data, provides professional development along with technical support to teachers and staff regarding data management and display.

Student Services Personnel provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. In addition to providing interventions, school guidance counselors continue to link child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success.

The Rtl Leadership team meets once a week on Fridays with a focus on student achievement and data analysis. At the meeting we discuss all areas of curriculum and each delegate reports the latest progress monitoring statistics for their assigned area. After the delegates complete their status reporting, we will then discuss progress made or lack thereof, and determine what plan of action should be implemented for maintenance and/or improvement. There will be constant monitoring of the subgroups and all tier students in order to make necessary adjustments. The team also discusses what instructional support will be needed; what professional development will be provided; and what mentoring activities would be beneficial.

The Rtl Leadership Team develops the School Improvement Plan, which is the driving force for our school. The team conducts a needs assessment and analyzes all school data in order to make informed decisions for the enhancement of our instructional program and assures implementation in collaboration with Educational Excellence School Advisory Council (EESAC).

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

For students in grades 3rd–5th, the 2009 Spring FCAT Test data will be used to identify students in need of RtI implementation. For students in 2nd grade, the 2009 Spring Stanford Achievement Test data will be used to identify RtI implementation needs and for students in K–1st grade, FAIR assessment data will be used to identify students in need of RtI implementation.

The following technology programs will be used to address student academic needs: K-5th grade: Accelerated Reader, I-Station, Riverdeep, general population 3rd-5th grade: FCAT Explorer general population 3rd-5th grade: Reading Plus Gifted and EFL classes 3rd-5th grade: Kid Biz- Achieve 3000 ELL students 3rd-5th grade: Compass Learning Math general population

These programs will be monitored by the RTI team to ensure progress and student needs are being met. PD will be provided as needed throughout the year.

Baseline data: Progress Monitoring and Reporting Network (PMRN), Spring 2009 DIBELS, Florida Comprehensive Assessment Test (FCAT), Progress Monitoring: PMRN, Curriculum Based Measurement (CBM), FCAT Simulation Midyear: Florida Assessments for Instruction in Reading (FAIR) End of year: FAIR, FCAT Frequency of Data Days: twice a month for data analysis

Professional development (PD) will be provided during teachers’ common planning time and small sessions will occur throughout the year. Two PD sessions entitled: “RtI: Problem Solving Model: Building Consensus Implementing and Sustaining Problem-Solving/RtI” and “RtI: Challenges to Implementation Data-based Decision-making, and Supporting and Evaluating Interventions” will take place in mid-August and in October.

The RtI team will also evaluate additional staff PD needs during the weekly RtI Leadership Team meetings.

School Wide Florida’s Continuous Improvement Model

Data Disaggregation 2008-2009 FCAT Data

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

Instructional Calendar Development

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

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

Plan

Strengths: Across all grade levels, students were performing at district and state averages in Comparisons and Words/Phrases. For 3rd grade, the highest content area was Comparisons and Words/ Phrases with 55%, while 4th grade was Words/Phrases with 71%, and 5th grade was Reference/Research with 67%. Across all grade levels, students were performing at district and state averages in Geometry Content. 70% of 4th grade students met standards in Writing. 39% of 5th grade students met standards in Science. The number of students below grade level in reading has decreased by two percentage points.

Weaknesses: Across all grade levels, the lowest content area in reading is Reference/Research and Main Idea/Purpose. For 3rd grade, the lowest content area score was Reference/Research with 33%, while 4th grade was Reference/Research with 50%, and 5th grade was Words/Phrases with 50%. Across all grade levels, the lowest content area in Math is Number Sense. The lowest content area scores in 3rd grade were Number Sense, Measurement and Algebraic Thinking with 50%, while the lowest content area in 4th grade was Number Sense with 55%, and 5th grade was Data Analysis with 42%.

The process for developing, implementing, and monitoring an Instructional Focus Calendar in the various subject areas is as follows: During Professional Learning Community Meetings in August, the teachers will meet by department to analyze the Spring 2009 FCAT data and additional baseline tests administered in August to determine areas of strength and areas in need for improvement. Based on this data, Instructional Focus Calendars (IFCs) will be developed for the initial nine weeks spotlighting secondary benchmarks as the Primary benchmarks are outlined in the District’s Pacing Guide and IFC. Individualized benchmark assessments based on technology programs, such as Compass Learning and I-Station, will be administered to the students to monitor ongoing progress. Data will be collected by-weekly and analyzed. Instructional Focus Calendars for the remaining nine weeks will be developed to address areas of need for improvement.

The IFCs were created in August 2009. The IFC will be updated in September 2009 as determined by disaggregated data results from the September Baseline and October Interim Assessment.

The 2009 FCAT results, as well as the district pacing guides and the content limit test items, were utilized to develop the IFCs. Data results from the September Baseline, October and January Interim Assessments will also be utilized.

Teachers will be responsible for determining the instructional focus of whole group lessons and small group differentiated instruction.

Benchmarks were selected as indicated by students’ strengths and weaknesses, which were measured by progress on class work assignments, assessments, and data results. The duration of instruction for each Benchmark was determined by the amount of time allotted in the IFC to ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted in the IFCs, teachers will provide instruction on each Benchmark, allow the students an opportunity to practice, assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting.

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

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

Reading: Main Idea/Purpose was the least proficient strand and will be given priority focus. Writing: Narrative was the least proficient strand and will be given priority focus. Mathematics: Number Sense was the least proficient strand and will be given priority focus. Science: Scientific Thinking was the least proficient strand and will be given priority focus.

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

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

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

Once FCAT scores were released, the administration and leadership team determined student learning gains and proficient levels by teachers and adjusted the master schedule to prevent low-performing teachers from teaching the same class again.

An analysis of learning gains allowed the stronger teachers to be paired with the weaker students.

Kensington Park Offers a comprehensive Extended Foreign Language Program where they are taught in dual languages in an effort to prepare our students for a global and Multicultural society; a Gifted Program that challenges our advanced students and prepares them for our competitive work force; and a premier Autism Center to broaden our students awareness of people with special needs.

Kensington Park Elementary incorporates School to Career Initiatives by exposing our students to guest speakers, Career Day programs, Junior Achievement Day and educational field trips. Many of these activities focus on job skills and offer students’ insight into the world of work.

Direct the Instructional Focus

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

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

DO

The leadership team analyzes data and district pacing guides to create the IFC’s. Following this, the Leadership team meets with grade levels to review and revise the IFC’s. Grade level teachers will meet weekly to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments, assessment results, and computer program reports. Lesson plans will be created for differentiated instruction, providing lessons for all student levels: below mastery, at mastery, and above mastery.

Teachers will meet weekly for grade level meetings and will meet monthly during Professional Learning Communities to share best practices and resources.

Focus lessons and supplemental materials are provided by the instructional coaches for each subject area based on a review of previous assessments where students were struggling.

The focus lessons selected by the instructional coaches are aligned to the Benchmarks and standards for each subject area, covering those Benchmarks that are annually assessed on the FCAT.

The 5 to 10-minute focus lessons will be taught at the beginning of each class period.

Reading, math, and science teachers will teach the focus lesson that correlates with their subject area.

Instructional focus lessons will be monitored on a bi-weekly basis. Student mastery on interim assessments will be measured by 70% proficiency; all technology programs such as Compass learning, I Station, Achieve 3000, etc. will be required to maintain 90 minutes a week with 70% proficiency. Edusoft tests and mini-assessments based on the focus lessons will determine if the focus lessons need to be revised and/or re-taught.

Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results from focus lessons as they are re-assessed intermittently throughout the year. Proficiency of skills and benchmarks should also be evident in skills and Benchmarks that are taught as part of the whole group instruction.

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core,

CHECK

supplemental, and intensive instruction/intervention.

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

Maintenance

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

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

Monitoring

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

The following are types of ongoing formative assessments used throughout the school year to measure student progress in core, supplemental, and intensive instruction/interventions: FAIR Assessment, Weekly Cold-Read Assessments, Houghton Mifflin Reading Series Weekly Theme Tests, Accelerated Reader Tests, I-Station, Kid Biz, Reading Plus Assessments, District Writing Pre/Post Test, Monthly Writing Prompts, Harcourt Publisher Mathematics Test, Mathematics Monthly Benchmark Tests, Compass Learning Odyssey quarterly pre/post test, and Science Edusoft benchmark Monthly Tests.

Ten questions per Benchmark will be utilized for assessment purposes.

The assessments will be administered on a monthly basis.

Mastery will be set at 70% to ensure student proficiency of each benchmark.

The assessment results will be used to determine the instructional focus of whole group lessons. An Item- Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently.

Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those students earning less than 50%. Additional instruction and practice opportunities for those students earning between 50-69% will be provided and enrichment/advanced instruction to students earning 70-100% will also be offered.

Students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in project activities, hands-on activities, computer software programs, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency.

Teachers will meet weekly as a grade level and then split into content area groups.

The meetings will be facilitated by the subject area coaches and the department chairperson. A teacher will be designated to record notes from the meetings and these notes will be submitted along with the weekly agenda to the administrative staff. Members of the administrative staff will attend meetings on a rotating basis.

The Principal and Leadership Team will meet with teachers either during weekly meetings, or individually to discuss assessment results and student progress. During these meetings, lesson plans, data binders, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs. Progress Monitoring logs will also be utilized to document the process of teaching, assessing, re-teaching, and re-assessing. Special attention will be given to special needs populations such SWD, ELL students.

The instructional coaches will assist teachers with providing instruction on the focus lessons either by modeling whole group instruction or assisting the teacher in providing small group instruction. The instructional coach will facilitate small tutoring groups and monitor student progress.

Supplemental and Intensive Instruction/Interventions

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

ACT

Kensington Park Elementary implements the district mandated Houghton Mifflin Reading Program for all learners in addition to instruction of all required courses as per state requirements. There is also additional intensive reading instruction for all tier

Professional Learning Communities

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

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

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

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

Enrichment

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

Describe how students are identified for enrichment strategies.

students and a myriad of interventions before, during, and after-school in the form of tutorials.

Resources from the state adopted textbooks are designed for intensive instruction and will be utilized. Computerized programs such as I-Station, Kid-Biz, Reading Plus, Accelerated Reader, and Compass Learning in addition to Internet instructional Websites such as FCAT Explorer, River deep and Ticket to Read will also be made use of. Teachers will employ instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of instruction to students in non-mastered areas. Resources and strategies presented at professional development workshops will also be utilized. Students consistently demonstrating non-mastery will be given the opportunity to participate in tutorial sessions before, after school, or in Saturday School.

Based on administrators’ observations, teacher surveys, student performance/data analysis, and grade level meeting information, the need for professional development sessions will determined.

As a result of progress monitoring such as class work assignments, assessment results, and observations, (Through classroom teachers, instructional coaches, and administrators) certain students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions.

Students not making mastery will be offered after-school assistance via SES, as well as assistance during the Regular school day from instructional coaches, and personnel hired to provide tutorial services. Additionally all T2 students will receive an additional 30 minutes of intervention daily.

The effectiveness of the interventions will be measured by closely analyzing the on-going progress monitoring assessments such as the FAIR assessment, weekly cold reads, monthly math benchmark tests, and progress on the edusoft tests.

Students who typically exceed mastery levels participate in the school’s gifted program. Among several alternative instructional materials utilized to support acceleration and enrichment, activities will include exposing students to rich literature novels for reading. Supplemental instruction for mathematics will include hands-on manipulative and technology- based supplemental instruction. Hands-On science labs will be used to enrich instruction in science.

FCAT and SAT results, in addition to student progress in a specific course, as well as assessment results that Demonstrate consistent proficiency/mastery is used to determine placement in higher level academic programs. Teacher and parent recommendation is also taken into consideration.

Parent conferences are held with the recommending teacher, ESE Specialist, and a member of the leadership or administrative team. The parents are counseled on the expectations for the student in the higher level course, as well as their continued parental involvement.

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

Frequency of PLC Meetings Schedule (when)

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

K Yamile Navarro Weekly Tuesday 2:15-3:15 Analysis of student assessment, collaborative planning using IFC’s

1st Grade Diana Ortiz Weekly Tuesday 2:15-3:15 Analysis of student assessment, collaborative planning using IFC’s

2nd GradeLa-Shawn Hudson Weekly Friday 12:45-1:45

Analysis of student assessment, collaborative planning using IFC’s

3rd Grade Una Edwards Weekly Thursday 1:45-2:45 Analysis of student assessment, collaborative planning using IFC’s

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status Show Attached Notification of (School in Need of Improvement) SINI Status Public School Choice with Transportation (CWT) Notification Show Attached Public School Choice with Transportation (CWT) Notification Notification of (School in Need of Improvement) SINI Status Show Attached Supplemental Educational Services (SES) Notification

Pre-School Transition

Postsecondary Transition

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

4th Grade Ivonne Leon Weekly Wednesday 2:15-3:15


5th Grade Didi Carballosa Weekly Friday 10:45-11:45


2-3rd Grade Lessons Study

Vivian DelRio Vivian Veiga Weekly Wednesday 3:15-4:15

Revisit Best Writing Strategies previously taught

At Kensington Park Elementary School, all incoming kindergarten students are assessed upon entering kindergarten in order to ascertain individual and group needs and to assist in the development of instructional/intervention programs. Kensington Park Elementary School PRE-K students are evaluated using the Batelle Inventory and the Devereux Early Childhood Assessment (DECA). Kindergarten students are evaluated using the FLKRS and the DIBELS. Assessments provide a measure of program effectiveness. The classroom teachers and Reading Coach are responsible for all assessments and evaluations. Communication to parents is in the form of CONNECT-ED telephone system, letters, school website, and face to face contact with parents. Parent conferences are scheduled informally and formally by teachers. Interim progress reports of student performance are sent home as needed. Teachers and parents maintain contact via agendas and emails on a regular basis. Parents have access to student grades and school resources through the Parent Viewer and parent Portal via district website. Evaluation for VPK classes is done through the use of district guidelines.

Teachers provide an orientation at the beginning of the school year to assist parents and students in the transition into the school kindergarten environment through structured and guided activities that involve parents in the school setting and in their children's classroom. Local daycare providers in the community are identified and lines of communication are established in order to keep parents informed of expectations and to assist in identifying the needs of incoming kindergarten students.

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

N/A

PART II: EXPECTED IMPROVEMENTS

Reading Goal

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

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

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

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

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

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

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

Objective Linked to Area of Improvement

In grades 3-5, 62% of students scored a level 3 or above on the 2009 administration of the FCAT Reading Test. This represents an increase of 2% points compared to 60%, who achieved mastery in 2008.

Needs Assessment : 3rd Main Idea/Purpose & Reference/Research 4th Words/ Phrases & Reference/Research 5th Comparisons & Words/Phrases

Given instruction using the Sunshine State Standards, 72 % of students in grades 3-5 will score a level 3 or above on the 2010 administration of the FCAT Reading Test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 1. Teachers will utilize the District Pacing Guide for Reading to ensure that all SSS Benchmarks are instructed during the appropriate nine-week period and utilize an Instructional Focus Calendar (IFC) with focus on instruction to address nonfiction and informational text with special attention to secondary Benchmarks Main Idea & Reference/Research.

1.Administrators, Reading Coach

1. Administrators will be aware of grade specific IFC and monitor implementation through classroom walkthroughs.

1. FCAT/FAIR and District Interim Assessments.

2 2. The school will implement the new FAIR Assessments to monitor student progress.

2.Administrators, Reading Coach

2. Review FAIR data reports to ensure teachers are assessing students according to created schedules.

2. FAIR Assessments

3 3 Establish a bi-weekly meeting time for grade level data-chats with the Reading Coach where Reading Teachers in grades 3-5 will attend with their pacing guides, IFC’s, basal, task cards, and lesson plans. Instructional decisions will be made upon data review every two weeks.

3. Administrators, Reading Coach

3. Administrators that participates in bi-weekly meeting will conduct walkthrough to monitor.

3. District Interim Assessments, Monthly FCAT Sample Tests, Teacher Lesson Plans including 2006 standards, Differentiated Instruction Plans, Updated Data Binders



In grades 3-5, 32% of the Students With Disabilities scored level 3 or above on the 2009 administration of the FCAT Reading Test. This represents an increase of 3% points compared to 29% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 72 % of Students With Disabilities in grades 3-5 will score level 3 or above on the 2010 administration of the FCAT Reading Test.

Action StepPerson Responsible for Monitoring the

Process Used to Determine Effectiveness Evaluation Tool

Action Step of Action Step

1 1. Collaborate with SWD teachers to accommodate lessons with the use of concrete objects, pictures, graphics and or adaptive materials to assist students in connecting to text.

1. Reading Coach, ESE Program Specialist

1 Administrators will monitor implementation.

1. Teachers will track growth monthly to monitor student progress.



In grades 3-5, 48% of the English Language Learners scored level 3 or above on the 2009 administration of the FCAT Reading Test. This represents an increase of 4% points compared to 44% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 72% of the English Language Learners in grades 3-5 will score level 3 or above on the 2010 administration of the FCAT Reading Test.



Evaluation Tool

1 1. Utilize research-based technology program such as Achieve 3000 during Differentiated Instruction.

1. Reading Coach, ESOL Chairperson

1. Administrators, ESOL Chairperson will monitor usage reports and offer support as needed.

1.KidBiz (Achieve 3000) Reports to make instructional decisions about future learning.



In grades 3-5, 53% of the Economically Disadvantaged students scored level 3 or above on the 2009 administration of the FCAT Reading Test. This represents an increase of 3% points compared to50% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 72 % of the Economically Disadvantaged students in grades 3-5 will score level 3 or above on the 2010 administration of the FCAT Reading Test.



Evaluation Tool

1 1. Determine core instructional needs by reviewing ISIP I-station’s Indicators of Progress) and Florida Assessment for Instruction in Reading(FAIR) assessment data for all Economically Disadvantaged students. Plan differentiated instruction using evidence-based instruction interventions within the 90 minute block.

1. Reading Coach 1 Student progress is assessed using Imagination Station (I-Station) Continuous Progress Monitoring (CPM) every 20-25 days automatically by a computerized program I-station. Percent of students making adequate progress towards goal is calculated and reported electronically.

1. Istation data will be used to determine progress from Beginning of Year Benchmark and Continuous Progress Monitoring towards Middle of Year Benchmark and Continuous Progress Monitoring 1 towards Middle of Year Benchmark and Continuous Progress Monitoring 2 towards End of Year Benchmark and Continuous Progress Monitoring.



In grades 3-5, 55% of the Hispanics scored level 3 or above on the 2009 administration of the FCAT Reading Test. This represents an increase of 2% points compared to53% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 72 % of the Hispanic students in grades 3-5 will score level 3 or above on the 2010 administration of the FCAT reading Test.



Evaluation Tool

1 1. Student Achievement Chats will be conducted with students following assessments.

1. Classroom teachers 1. Administrators will review log for Student Achievement Chats during walkthroughs.

1. Administrators will randomly ask students how they performed on their most recent assessment to determine if data chats are successful.

Professional Development Aligned with Objective:

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

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

Teacher

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

Protocol of Data Chats

Language Arts Curriculum Support Specialists

September 2009

The coach’s log will be reviewed by the Principal and Reading Coach.

Principal, Reading Coach, District Language Arts Supervisor

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

FCAT Instructional Procedure

Reading Coach

October 2009

Focused walkthrough by the Assistant Principals to observe use of the procedure in re-teaching the monthly assessments.

Principal, Assistant Principals, Reading Coach

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

Effective Implementation of Instructional Focus Calendar

Reading Coach

August 2009

Lesson Plans, Classroom Visits

Principal, Reading Coach

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

Classroom Instruction that Works: Strategies on Summarizing and Note taking

Project RISE: National Board Certified Teachers

October 2009

Lesson implementation as evidenced by classroom visits.

Principal, Project RISE National Board Certified Teachers

Given instruction using the Sunshine State Standards, 72 % of Students With Disabilities & ELL students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

Classroom Instruction that Works: Strategies on nonlinguistic representation

Project RISE: National Board Certified Teacher

November 2009


Principal, Project RISE National Board Certified Teachers

Given instruction using the Sunshine State Standards, 72 % of Students With Disabilities in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Reading Test.

Teaching with the Brain in Mind (Book Study)

Project RISE: National Board Certified Teacher

October 2009


Principal, Project RISE National Board Certified Teacher

N/A

Budget:

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

Description of Resources Funding Source Available Amount

I-station is a comprehensive reading and intervention program developed using scientifically based reading research. It helps schools ensure their students learn to read by automating progress monitoring, individualizing instruction on the computer and in the classroom and providing district, school, class and student reports that categorize risk and show skill growth.

EESAC $6,000.00

Total: $6,000.00

Technology


Reading Plus Region Funded $3,660.00

Achieve 3000 (KidBiz) Title III $19,584.00

Total: $23,244.00

Professional Development


Substitute funds to support the training and implementation of Professional Development (PD) and Book Studies.

Project RISE Title I $4,000.00

Total: $4,000.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $33,244.00

End of Reading Goal

Mathematics Goal

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

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

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

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

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

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



In grades 3-5, 57% of students scored level 3 or above on the 2009 administration of the FCAT mathematics test. This represents a decrease of 2% points compared to 59% who achieved mastery in 2008.

Needs Assessment:

3rd & 5th decreased 23% in Measurement

3rd decreased 8% in Number Sense

5th decreased 10% in Algebraic Thinking

5th decreased 8% in Data Analysis

Given instruction using the Sunshine State Standards, 74% of students in grades 3-5 will score level 3 or above on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 1. Teachers will utilize the District Pacing Guide for Mathematics to ensure that all SSS Benchmarks are instructed during the appropriate nine-week period and utilize an Instructional Focus Calendar to support its implementation with focus on instruction to address lowest content clusters (Measurement, Number Sense, Algebraic Thinking, Data Analysis).

1.Mathematics Coach/mathematics teacher

1.Correlate pacing guide to textbook and supplemental materials

1. Baseline/Interim Assessments aligned with pacing guides

2 2. Teachers will review heavily tested benchmarks, through mini-lessons for the 2010 FCAT mathematics test beginning after the 1st nine-week period with focus on Measurement, Number Sense, Algebraic Thinking, Data Analysis.

2. Mathematics Coach /Mathematics Teacher.

2. Review packets of FCAT items will be produced and distributed by Mathematics Coach. Mini-lessons noted on teacher lesson plans.

2. Progress of students on FCAT mock/practice tests

3 3. Provide students with hands-on experiences to facilitate conceptual learning and understanding of grade-level appropriate measurement concepts and apply real-world problems.

3.Principal/ Mathematics Coach/Mathematics Teacher.

3. Analyze data reports, identify weakness and closely monitor student progress to make instructional adjustments based on data

3. District Interim Assessments, Edusoft Assessments, and Monthly FCAT Sample Tests



In grades 3-5, 30% of the Students With Disabilities achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 7% compared to 37% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 74% of Students With Disabilities in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 1. Implementation of small group instruction to target individual student needs.

1.Principal/SPED teachers

1.Ensure SPED classes will have a size of 10-15 students.

1. Progress of all students on assessments

2 2.Students use supplemental materials such as “On Target” and “Momentum Math”

2.Mathematics Coach/ SPED Teachers

2. Purchase and distribute supplemental materials such as “On Target” and “Momentum Math”.

2. Progress of all students on assessments



In grades 3-5, 49% of the English Language Learners achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents an increase of 3% compared to 46% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 74% of English Language Learners in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 1. Provide additional assistance through after school tutoring sessions (ELL Academy).

1.ESOL Chairperson, Teachers

1.Target level 1 and 2 students for after school tutoring

1.Mathematics Pre/Post Test

2 2. Utilize visual aids, such as pictures and diagrams, to help students conceptualize math problems.

2.Mathematics Coach/ESOL Chairperson, Teachers

2. Mathematics Coach will assist teachers in demonstrating use of manipulative.

2.Progress of all students on assessments

3 3. Determine core instructional needs by reviewing data reports on monthly benchmark testing.

3. Math Coach/ Teachers

3. Administration of monthly FCAT sample test to monitor growth.

3. District Interim Assessments and Monthly FCAT Sample Tests



In grades 3-5, 50% of the Economically Disadvantaged students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents an increase of 1% compared to 49% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 74% of Economically Disadvantaged students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 1. Determine core instructional needs by reviewing data reports on monthly benchmark testing.

1. Mathematics Coach/ Teachers

1. Administration of monthly FCAT sample test to monitor growth

1. District Interim Assessments and Monthly FCAT Sample Tests

2 2. Provide additional assistance through after school tutoring sessions.

2. Mathematics Coach 2. Target students for after school tutoring.

2. Mathematics Pre/Post Test



In grades 3-5, 51% of the Hispanic students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 2% compared to 53% who achieved mastery in 2008.

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



Evaluation Tool

1 1. Implement the use of ELL strategies outlined in the Hispanic students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT math test.

1. Math Coach/ELL Chairperson

1. Administrators will collaborate with the ELL Chairperson and teachers to arrive at common instructional practices and infuse walkthroughs will verify implementation.

1. Teachers will track growth monthly in order to monitor progress.




Person Responsible

for Monitoring

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

Effective implementation of the Math Curriculum Pacing Guide

Mathematics Coach

August 2009

Teacher Lesson Plans, Classroom Visits

Principal, Math Coach

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

Classroom instruction that works: Strategies on cooperative learning

Project RISE National Board Certified Teacher

November 2009

Lesson Implementation as evidenced by classroom visits.

Principal, Math Coach.

Budget:



Compass Learning Title I $2,000.00

Total: $2,000.00

Technology



Total: $0.00



Substitute funds to support the training and implementation of PD and Book Studies. Project RISE Title I $4,000.00

Total: $4,000.00

Other



Total: $0.00


End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

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

What clusters/strands showed decrease in proficiency?



Based on 2009, FCAT Science data, 31% of students achieved level 3 and above. This represents a decrease of 1% compared to 32% who achieved mastery in 2008.

Needs Assessment:

5th grade decreased 8% in Life/Environmental and 12% in Scientific Thinking.

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



Evaluation Tool

1 1. Teachers will utilize the District Pacing Guide for Science to ensure that all SSS Benchmarks are instructed during the appropriate nine-week

1. Science Teachers, Math, Science Coach

1. Monthly assessments that are directly correlated to the strands taught according to the Science SSS pacing guide.

1. Assessments aligned with pacing guides.

period and utilize an Instructional Focus calendar to support its implementation.

2 2. Utilize hands-on inquiry experiments 2 times per week using the 5E model, science stations.

2. Science Teachers, Math,Science Coach

2. The effectiveness of the hands-on activities/inquiry labs will be reflected through student achievement on monthly assessments as well as lab summary sheets.

2. Assessments aligned with pacing guides.

3 3. Conduct school-wide Science Fair to reinforce the integration of the scientific method throughout the curriculum in April 2010.

3. Science Teachers, Science Fair Committee Members, Math Science/ Coach

3. The students will show understanding of the scientific method through their final science fair projects based on the evaluation rubric adopted from the M-DCPS Science department.

3. Members of the Science Fair Committee meet in order to evaluate the projects based on the evaluation rubric. The Superior projects are exhibited throughout the school for viewing. The top 3 are submitted to the district Science Fair.




Person Responsible

for Monitoring


Effective implementation of the Science Curriculum Pacing Guide

Math/Science Coach

August 2009

Teacher Lesson Plans, classroom visits

Principal, Math/Science Coach


PLC: Success Analysis Protocol

Project Rise: National Board Certified Teacher

December 2009

Lesson implementation is evidenced by classroom visits

Principal, Project RISE National Board Certified Teacher

Budget:




Total: $0.00

Technology



Total: $0.00



Substitute funds to support the training and implementation of PD and Book Studies Project RISE Title I $4,000.00

Total: $4,000.00

Other



Total: $0.00


End of Science Goal

Writing Goal

Needs Assessment: Based on School Grade Data:

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

What clusters/strands showed decrease in proficiency?



On the 2009 administration of the FCAT Writing Test, 70% of the students in 4th grade scored at level 3.5 or above in Writing. This represents an increase of 13% points compared to 57% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 48% of students in grade 4 will achieve a 4.0 or above on the 2010 administration of the FCAT Writing Test.



Evaluation Tool

1 1. Implement the Florida Continuous Improvement Model (FCIM) by utilizing monthly writing assessment data to identify areas of deficiency and drive instruction.

1. Reading Coach 1. Follow the Florida Continuous Improvement Model by directing instructional focus (DO) through assessment and monitoring (CHECK).

1. Monthly Writing Assessment Results of monthly Expository or Narrative Prompts.

2 2. Utilize writing across the curriculum strategies to enhance writing skills of all students in grades Kindergarten- 5th

2. Reading Coach 2. Focused walkthroughs by administrators

2.Lesson plans and student work on writing assessments using rubric.

3 3. Implement use of “Write Traits Kits” to effectively improve the student’s writing skills by developing the six traits.

3. Reading Coach. 3. Administrators will monitor implementation of writing strategy.

3. Final published piece of writing including the traits/skills from the lessons




Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 48% of students in grade 4 will achieve a 4.0 or above on the 2010 administration of the FCAT Writing

Effective implementation of the Writing Curriculum Pacing Guide

Reading Coach

December 2009

Lesson implementation as evidenced by focused classroom visits.

Principal, Assistant Principals, Reading Coach


Holistic Scoring Utilizing the Six-Point Rubric and the District’s Key to Effective Writing

Reading Coach

December 2009, January 2010


Reading Coach


Using Mentor Text in Mini-Lesson Instruction

4th Grade Teacher

October 2009,


Reading Coach

Given instruction using the Sunshine State Standards, 48% of students in grade 4 will achieve a 4.0 or above on the 2010 administration of the FCAT Writing Test.

Professional Learning Communities (PLC): Leading Lesson Student of Writing with second and third grade teachers.


March 2009



Budget:



Write Traits® Classroom Kits provide a clear process and a common language for using the six traits to discuss and evaluate writing including trait-specific lessons, guidelines and writing models.

EESAC $2,481.00

Total: $2,481.00

Technology



Total: $0.00



Substitute funds to support the training and implementation of PD and PLC Project RISE Title I $4,000.00

Total: $4,000.00

Other



Total: $0.00


End of Science Goal

Parent Involvement Goal

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

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

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

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

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



Increase parent contacts Kensington Park Elementary school will increase parent contacts by 1% by June 2010.



Evaluation Tool

1 1.Offer meetings before and after school

1. Principal 1. Review parent telephone log

1.Parent attendance sign in sheet

2 2.Use Connect-ED messaging system

2. Selected school staff

2. Collect participation data 2.Title I administration, Parent Involvement Monthly School Report.

3 3. Maintain parental telephone logs and activity reports.

3. Community Involvement Specialist (CIS)

3. Tally Parental Involvement Monthly School and Activity Reports.

3. Title I administration, Parent Involvement Monthly School Report.



Increase parent involvement Kensington Park Elementary will increase the number of parent involvement activities by 1% by June 2010.



Evaluation Tool

1 1. Offer meetings During after- school

1. Principal 1. Review parent participation logs

1. Parent Attendance Agenda and sign- in sheets

2 2. Use of Conect- Ed system

2. Selected School Staff

2. Collect participation data

2. Title I Administration Parental Involvement Monthly School Report

3 3. Maintain parental participation logs and activity agendas.

3. Community Involvement Specialist (CIS)

3. Tally Parental Involvement Monthly School and Activity Reports.

3. Title I Administration Parental Involvement Monthly Activities Report




Person Responsible

for Monitoring

Technology workshops for the parents in order for them to learn how to monitor the technology based programs at home.

Reading, Math, Science Teachers October 2009

Administer Parent surveys quarterly and review results of parental needs

Administrators , Teachers

Kensington Park Elementary will increase parent involvement activity by 1% by June 2010.

Title I in Action: A Practioners Perspective!

District’s Summer Heat Training for Principals

Ongoing throughout

the 2009 – 2010 school year.

Effectiveness will be determined by the completion of parent surveys.

Selected school staff identified by the Principal; Office of Community Services and the Office of Program Evaluation.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Reading

I-station is a comprehensive reading and intervention program developed using scientifically based reading research. It helps schools ensure their students learn to read by automating progress monitoring, individualizing instruction on the computer and in the classroom and providing district, school, class and student reports that categorize risk and show skill growth.

EESAC $6,000.00

Mathematics Compass Learning Title I $2,000.00

Writing

Write Traits® Classroom Kits provide a clear process and a common language for using the six traits to discuss and evaluate writing including trait-specific lessons, guidelines and writing models.

EESAC $2,481.00

Total: $10,481.00

Technology


Reading Reading Plus Region Funded $3,660.00

Reading Achieve 3000 (KidBiz) Title III $19,584.00

Total: $23,244.00



Reading

Substitute funds to support the training and implementation of Professional Development (PD) and Book Studies.


MathematicsSubstitute funds to support the training and implementation of PD and Book Studies.


WritingSubstitute funds to support the training and implementation of PD and PLC


ScienceSubstitute funds to support the training and implementation of PD and Book Studies


Total: $16,000.00

Other


No Data No Data No Data $0.00

Total: $0.00


Intervenenmlkj Correct IInmlkji Prevent IInmlkj Correct Inmlkj Prevent Inmlkj NAnmlkj

School Advisory Council (SAC) Membership Compliance

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

Measures Being Taken to Comply with SAC Requirement

No. Disagree with the above statement.

In order to be in compliance, during the next PTSA meeting, an EESAC election will take place to increase number of parents on the EESAC committee. In addition, community members have been contacted to serve on the EESAC Committee.

Projected use of SAC Funds Amount

I-Station 6000

F-CAT Motivators for students & staff (pencils, etc.) 500

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

SAC Members

The School Advisory Council (SAC) has an important function for the success of Kensington Park Elementary School. The following are some of the functions of the SAC. • Reach out to community to obtain more partners • Organize FCAT Family Night Event • Sponsor drives to increase parent involvement • Assist the school to create and analyze school climate surveys for parents and students

Members

1) Genaro Navarro, Principal

2) Cristina Cruz, SAC Chair

3) Raul Godoy, Student

4) Didi Carballosa, Teacher

5) Aileen Bill, Teacher

6) Marva Williamson, Teacher

7) Dania Roche, Teacher

8) Claudia Lopez, Parent

9) Lanette Lopez, Parent

10) Belkis Hernandez, Parent

11) Miriam Orta, Parent

12) Odalys Batista-Moreno, Parent

13) Bill Blanton, Community Member

14) Marian Tatum, Community Member

15) Kelly Sastre, Community Member

16) Jan Paterson, School Support Personnel

17) Santrel King-Elston, Union Steward

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade KENSINGTON PARK ELEMENTARY SCHOOL 2661

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 602Math: 602

2008-2009 School Grade1:

C Did the School make Adequate Yearly Progress?

NO

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

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

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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

TOTAL4 99 Y 99 Y 55 N 51 N 74 84 Y NA 47 45 N 47 49 N 63 N 55 N

WHITE NA NA NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 99 Y 99 Y 55 N 51 N 75 85 Y NA 47 45 N 47 49 N 63 N 55 N

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 99 Y 99 Y 53 N 50 N 73 85 Y NA 50 47 N 51 50 N 62 N 53 N

ENGLISH LANGUAGE LEARNERS 99 Y 99 Y 48 N 49 N 69 77 Y NA 56 52 N 54 51 N 54 N 52 N

STUDENTS WITH DISABILITIES 99 Y 98 Y 32 N 30 N 45 65 Y NA 71 68 N 63 70 N 43 N 37 N





B Did the School make Adequate Yearly Progress?

NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 99 Y 53 N 53 N 79 74 N NA 48 47 NA 50 47 NA 63 NA 58 NA



HISPANIC 100 Y 99 Y 53 N 53 N 80 75 N NA 48 47 NA 50 47 NA 63 NA 57 NA



ECONOMICALLY DISADVANTAGED 100 Y 99 Y 50 N 49 N 80 73 N NA 50 50 NA 53 51 NA 62 NA 54 NA

ENGLISH LANGUAGE LEARNERS 100 Y 99 Y 44 N 46 N 70 69 N NA 61 56 NA 54 54 NA 58 NA 51 NA

STUDENTS WITH DISABILITIES 100 Y 98 Y 29 N 37 N 55 45 N NA 73 71 NA 84 63 NA 44 NA 46 NA





C Did the School make Adequate Yearly Progress?

NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 99 Y 99 Y 52 Y 50 N 79 79 N NA 44 45 NA 49 50 NA 51 NA 57 NA



HISPANIC 99 Y 99 Y 52 Y 50 N 79 80 Y NA 45 45 NA 49 50 NA 50 NA 57 NA



ECONOMICALLY DISADVANTAGED 99 Y 99 Y 50 N 47 N 77 80 Y NA 47 48 NA 53 53 NA 48 NA 57 NA

ENGLISH LANGUAGE LEARNERS 99 Y 99 Y 39 N 46 N 75 70 N NA 60 65 NA 52 54 NA 41 NA 55 NA

STUDENTS WITH DISABILITIES 96 Y 94 N 27 N 16 N 52 55 Y NA 64 67 NA 75 84 NA 31 NA 32 NA

Dade School DistrictKENSINGTON PARK ELEMENTARY SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

62% 57% 70% 39% 228

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

% of Students Making Learning Gains

67% 63% 130

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

1 or 2Adequate Progress of Lowest 25% in the School?

67% (YES) 65% (YES) 132

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

Points Earned 490 Percent Tested = 99% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned


60% 59% 57% 41% 217



65% 71% 136

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

Adequate Progress of Lowest 25% in the School?

66% (YES) 77% (YES) 143



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


Reading

Math

Writing

Science

GradePointsEarned


60% 59% 69% 24% 212



66% 62% 128

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

Adequate Progress of Lowest 25% in the School?

64% (YES) 71% (YES) 135



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

Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …osi.dadeschools.net/sip/09-10/pdf/2661.pdf · establishes rewards and consequences and provides a system of checks and balances