VISION/MISSION/BELIEF STATEMENTSossip.dadeschools.net/sip/08-09/pdf/0721.pdf · • The Extended Foreign Language Program provides classroom instruction in both English and Spanish

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: GEORGE W. CARVER ELEMENTARY

SCHOOL

District Name: Dade

Principal: Dr. Cheryl E. Johnson

SAC Chair: Dr. Carlos A. Insignares

Superintendent: Alberto M. Carvallo

Date of School Board Approval: December 1, 2008

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 Education 325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTS Note: Required for Title I

SCHOOL PROFILE DEMOGRAPHICS

VISION: We, the faculty of G. W. Carver Elementary School, in order to meet the challenges of today and the

future, commit ourselves to multicultural global awareness. We hope to attain this by emphasizing cultural

sensitivity toward our differences and similarities, consequently, forming a unified student body by setting

positive future goals. In addition, we hope to make our students more marketable in today's competitive

workforce through the infusion of our Italian, Spanish, and English language programs. We strive to establish

a strong culture of professionalism among teachers, administrators, and support staff.

MISSION: The G. W. Carver Elementary School family believes that to accomplish our vision, our mission is

to: provide an atmosphere conducive to learning, personal growth, and the promotion of good citizenship;

enable all students to become leaders, regardless of ethnicity, race, religion, or social standing; help our

students thrive within our expanding multicultural environment; establish communication; and monitor

expectations and outcomes through the collaborative efforts of all stakeholders.

School Facility:

G. W. Carver Elementary School is located in the historic Bahamian pioneer community of Coconut Grove in

Florida. It has been serving the needs of the community since 1924. The school is located on two acres at

238 Grand Ave. The school is currently going through renovation preserving its historical architecture. A new

media center was built housing individual computer stations and our media production room.

School Community Description:

Page 1 of 252008-2009 Florida School Improvement Plan (Print-View)

10/20/2008http://www.flbsi.org/0809_sip_template/Public/print.aspx?uid=130721

The area is predominantly composed of Hispanic families from a lower to middle socio-economic level. The

school educates 483 children in kindergarten through fifth grade. The student body is 51 percent Hispanic,

12 percent White, 33 percent Black, and four percent Other. The student mobility rate is four percent. Our

current school community partners include McDonald's, Washington Mutual, City of Coral Gables, and The

Coral Gables Fire Department.

Student Population:

Currently, nine percent of the students are English Language Learners (ELL), which consists of 12 Level 1

students, seven Level 2 students, nine Level 3 students, and 18 Level 4 students. Sixty-four percent of the

students qualify to receive free or reduced lunch. Additionally, eight percent of the students receive Special

Services (SPED), which consists of three students diagnosed with Emotional and Behavioral Disorders (EBD),

35 students diagnosed with Specific Learning Disabilities (SLD), seven students participate in Speech and/or

Language Impaired program, five students are categorized as Other Health Impaired, and 47 students

participate in the Gifted program. Our targeted NCLB subgroups include: Black and Economically

Disadvantaged.

Sixty-eight percent of the third through fifth graders met high standards in Reading, 69% of the same

students met high standards in Mathematics, 81% of the fourth graders met high standards in Writing, and

53% of the fifth graders met high standards in science. Sixty-one percent of the students are making

learning gains in reading including 51% of the students in the lowest 25th percentile making adequate

progress. Sixty-six percent of the students are making learning gains in Mathematics including 66% of the

students in the lowest 25th percentile making adequeate progress. Eighty-one percent of the students are

meeting high standards in Writing and 53% of the fifth graders are meeting high standards in Science. There

is currently a 4% mobility rate. Student enrollment is controlled by the school's participation in the District's

Control Choice Program which assigns students in grades kindergarten through fifth grade based on space

availability, proximity, parental choice, and random selection.

Teacher Population:

The staff of G.W. Carver Elementary school is committed to providing all students in the community with a

positive learning environment. The staff includes 50 full-time staff and two administrators with a

demographic breakdown of 15% Black non-Hispanic, 28% White non-Hispanic, and 58% Hispanic. The

average number of years teachers employed in our school have taught in Florida is nine years. Thirty-one

percent of teachers earned master’s degrees and five percent of teachers earned Specialist’s degrees.

Furthermore, eight percent of the our teachers are National Board Certified.

Class Size:

The average teacher to student ratio is 20:1. Class size averages include: 18 students in kindergarten, 17

students in first grade, 18 students in second grade, and 22 students in third through fifth grade.

Attendance Rate:

The attendance rate for G.W. Carver Elementary School is 95.48%

Retention rate at G.W. Carver Elementary School is 2% and the promotion rate is 98%.

Feeder Pattern:



SCHOOL MATCH Note: Required for all Assistance Plus Schools

G.W. Carver Elementary is part of the Coral Gables Feeder Pattern, the largest feeder pattern in the South

Central Regional Center. There are 19 schools in the Coral Gables Feeder Pattern, including, one alternative

school, one adult educational center, one K-8 center, two high schools, three middle schools, and eleven

elementary schools. Students who attend the school transition to Ponce de Leon Middle School (6th through

8th grade) or apply to Magnet Programs in the area including G.W. Carver Middle School (6th through 8th

grade).

Special Programs:

• The SPED Program at the school consists of one pull-out resource classroom that services students with

Learning Disabilities in both Reading and Mathematics and Inclusion in two grades: third and fifth.

• The Extended Foreign Language Program provides classroom instruction in both English and Spanish for

students in kindergarten through fifth grade.

• Our Italian Studies Program provides students with one hour of Italian instruction a day.

• Our Gifted program services students in both Reading and Language Arts for two hours a day.

• The Reading First Program focuses on putting proven methods of early reading instruction in the classroom.

• After school tutorial programs are offered for students in Reading and Mathematics. Tutoring will also be

available for all ELL students.

• The after school Science, Engineering, Communication, Mathematics Enhancement Program (SECME)

provides enrichment activities focusing on the standards taught within the regular curriculum.

Unique Aspects:

• The school received the Bronze Award for their participation in the William J. Clinton Foundation and the

Alliance for a Healthier Generation Healthy Schools Program.

• Kids and the Power of Work (KAPOW) embeds job readiness skills into the curriculum by bringing members

from the community into the classrooms.

Grants and Title 1 School Status

• The Reading First Program supports the application of scientifically based reading research (and the proven

instructional and assessment tools consistent with this research) to ensure that proven methods are used

throughout early reading instruction.

• The school is striving to implement a healthier and more active lifestyle into their everyday schedules by

hosting a walk-a-thon, encouraging faculty participation in various community runs, and by fostering

healthier eating habits.

Title 1 School Status:

G.W. Carver Elementary School does not participate in the Title 1 program.



QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Recruitment/Retention of Highly Qualified Teachers


No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


School Wide Improvement Model


NCLB Public School Choice


No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable



Teacher Mentoring


No Attached Teacher Mentoring List

Extended Learning Opportunities


SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable



Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable

Not Applicable



GOALS

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

*Needs Assessment: Needs Assessment: An assessment of data reveals that 68% of students in grades three through five met high standards, 65% of students are making learning gains, and 51% of students scoring the in the lowest 25th percentile are making learning gains. Only 46% of the Economically Disadvantages subgroup and 41% of the Black subgroup scored at or above grade level whereas the total of all subgroups identified in the No Child Left Behind (NCLB) requirements scored at 62% state proficiency level. Furthermore data reveal that 45% of third graders, 43% of fourth graders and 29% of fifth graders performed at Levels 1 and 2 on the 2008 FCAT Reading Assessment. In addition, students in grade 3 need assistance in the content clusters of Comparisons and Reference and Research. Students in fourth grade need assistance in the content clusters of Main Idea and Reference and Research. Lastly, students in grade 5 need assistance in the content clusters of Words and Phrases and Reference and Research.

*Objective: Given instruction based on the Sunshine State Standards, students in grades three through five will maintain or improve their reading skills as evidenced by an increase of 5 percentage point of students scoring at FCAT Achievement Level 3 or higher on the 2009 administration of the FCAT Reading Test.

*Strategies: Monitor and implement the Comprehensive Research Based Reading Plan. Implement a school wide Accelerated Reader Program, the “Riding the Wave of Success” AR Reading Program providing a slew of student incentives that include: book prizes, passes to school events, and a special end of the year picnic. Implement reading incentive programs which may include Sunshine State Young Readers Award, Book It, and Publix Touchdown for reading. Utilize district recommended FCAT Vocabulary and Informational Text to improve reading comprehension skills. Provide and monitor fluid small group instruction and tutoring to students including those scoring in Achievement Levels 1 and 2 on the FCAT, Tier 1 and 2 students in an effort to decrease the number of students scoring in these levels. Utilize technology related resources like interactive websites to support the instructional delivery of the curriculum through independent and small group activities. Conduct grade level meetings to assess and evaluate student performance based on the Sunshine State Standards, and develop lessons in reading, including differentiated instruction, which address these needs.

*Evaluation: Scores on the 2009 FCAT Reading Assessment will determine objective success. However, DIBELS results, SAT-10 results, Star Summary Report, Student Folders, Professional Development Logs, and PACES/IPEGS Evaluations will also indicate progress.

*Evidence-based Program(s):

Houghton-Mifflin Reading Series, Voyager Passport, FCAT Explorer, and Riverdeep

*Professional Development:

August: Data Analysis, September: Star & Accelerated Reader, October: Teacher Led Center Training, November: FCAT Explorer, December: Comprehension Training, January: Using the FCAT Task Cards/SAT Task Cards within the



Curriculum, February: Literacy Strategies to Motivate Learners

*Objective: Given instruction based on the Sunshine State Standards, Economically Disadvantaged students will improve as evidenced by 65% of students meeting FCAT achievement level 3 or above on the 2009 FCAT administration. Given instruction based on the Sunshine State Standards, the Black students will improve as evidenced by 65% of students meeting FCAT achievement level 3 or above on the 2009 FCAT administration.

*Strategies: Provide and monitor fluid small group instruction and tutoring to students including those scoring in Achievement Levels 1 and 2 on the FCAT, Tier 1 and 2 students, and a special focus for students in the Black and Economically Disadvantaged subgroup in an effort to decrease the number of students scoring in these levels. Place students on Progress Monitoring Plans (PMP’s) if needed to monitor progress and implement appropriate strategies to support academic acceleration. Monitor and implement the Comprehensive Research Based Reading Plan. Utilize technology resources including Riverdeep and FCAT Explorer to support the instructional delivery of the curriculum through independent and small group activities. Implement a school wide Accelerated Reader Program, the “Riding the Wave of Success” AR Reading Program providing a slew of student incentives that include: book prizes, passes to school events, and a special end of the year picnic. Implement reading incentive programs which may include Sunshine State Young Readers Award, Book It, and Publix Touchdown for reading. Utilize district recommended FCAT Vocabulary and Informational Text to improve reading comprehension skills. Conduct grade level meetings to assess and evaluate student performance based on the Sunshine State Standards. Within the grade level, develop lessons in reading including differentiated instruction which address these needs.

*Evaluation: Scores on the 2009 FCAT Reading Assessment will determine objective success. However, DIBELS results, SAT-10 results, Star Summary Report, Student Folders, Professional Development Logs, and PACES and IPEGS Evaluations will also indicate progress.


Houghton-Mifflin Reading Series; Voyager Passport, FCAT Explorer, and Riverdeep


August: Data Analysis September: Star & Accelerated Reader October: Teacher Led Center Training November: FCAT Explorer December: Comprehension Training January: Using the FCAT Task Cards/SAT Task Cards within the Curriculum February: Literacy Strategies to Motivate Learners

Budget:

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

Description of Resources Funding SourceAvailable

Amount

Houghton Mifflin Reading Series, Voyager Passport

District $0.00



Total: $0.00

Technology


Amount

Houghton Mifflin Reading Series On-Line, Voyager Passport, FCAT Explorer, Riverdeep

District $0.00

Total: $0.00



Amount

District/Region curriculum Specialist, Shool-based Training (Teachers)

District, Region, School $0.00

Total: $0.00

Other


Amount

No Data No Data $0.00

Total: $0.00

Final Total: $0.00

*Non-Highly Qualified Instructors:

End of Reading Goal

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

*Needs Assessment: An assessment of the data reveals that 69% of the students are meeting high standards,66% of the students are making learning gains, and 66% of the lowest 25% are making learning gains. However, only 48% of the Economically Disadvantaged subgroup and 40% of the Black subgroup scored at or above grade level. Furthermore, data reveals that 41% of third graders, 43% of fourth graders, and 34% of fifth graders scored a Level 1 or 2 on the 2008 FCAT Mathematics Assessment. Students in third grade need additional assistance in the Algebraic Thinking Content Cluster. Students in fourth and fifth grade need additional assistance in the Number Sense Content Cluster.

*Objective: Given instruction using the Sunshine State Standards, students in grades three through five will improve their mathematics skills as evidenced by 68% scoring at FCAT Level 3 or higher on the 2009 administration of the FCAT Mathematics Test.

*Strategies: Utilize the State adopted mathematics series, Grade Level Expectations, district curriculum pacing guides and focus calendars. Incorporate performance based activities utilizing manipulative materials, problem solving, technology, and critical thinking for all grades. Implement during and after school tutorial programs to address areas of weakness in Mathematics using a diagnostic approach for students third through fifth grade.



Participate in SECME activities and implement SECME strategies at all grade levels. Provide individualized and small group instruction weekly.

*Evaluation: Scores on the 2009 FCAT Mathematics Assessment will determine objective success. However SAT-10 results student folders, professional development logs, and PACES and IPEGS evaluations will also indicate progress.


Harcourt Brace Mathematic series, FCAT Explorer, and Riverdeep


August: Data Analysis September: Real World Math October: Riverdeep November: FCAT Explorer December: Technology Support with interactive Mathematic Websites. January: Using FCAT task cards within the curriculum. February: Test Taking Skills

*Objective: Given instruction using the Sunshine State Standards, Black and Economically Disadvantaged students in grades three through five will improve their mathematics skills as evidenced by 68% scoring at FCAT Level 3 or higher on the 2009 administration of the FCAT Mathematics Test.

*Strategies: Utilize the Harcourt Brace Mathematic Series, The Sunshine State Standards, The Disctrict Curriculum Pacing Guides, and Focus Calanders. Incorporate performance based activities utilizing manipulative materials, problem solving, technology, and critical thinking for all grades, with a special focus on Economically Disadvantaged and Black Students. Implement during and after school tutorial programs to address areas of weakness in Mathematics using a diagnostic approach for students third through fifth grade and with a special focus on Economically Disadvantaged and Black Students. Participate in SECME activities and implement SECME strategies at all grade levels. Provide individualized and small group instruction weekly for Economically Disadvantaged and Black students.

*Evaluation: Scores on the 2009 FCAT Mathematic Assessment will determine objective success. However, SAT-10 results, student folders, professional development logs, and PACES/IPEGS Evaluation will indicate progress.


Harcourt Brace Mathematics Series, FCAT Explorer, and Riverdeep


August: Data Analysis September: Real World Math October: Riverdeep November: FCAT Explorer December: Techonology Support with Mathematics websites January: Using FCAT Task Cards within the curriculum February: Test Taking skills

Budget:



Amount

Harcourt Brace Mathematics Series District $0.00

Total: $0.00



Technology


Amount

Harcourt Brace Math Series On-Line, FCAT Explorer

District $0.00

Total: $0.00



Amount

District/Region Curriculum Specialists, School-Based Trainings (Teachers)


Total: $0.00

Other


Amount


Total: $0.00

Final Total: $0.00


End of Mathematics Goal

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

*Needs Assessment: An assessment of data reveals that 81% of students in grade 4 have met high standards in Writing on the 2008 FCAT Writing + Test. Further data reveal that students need additional assistance on their narrative writing skills.

*Objective: Given instruction based on the Sunshine State Standards, students in grade 4 will improve their writing skills as evidenced by 82% scoring at FCAT Achievement Level 3.5 or higher on the 2009 Administration of the FCAT Writing + Test.

*Strategies: Model writing lessons that provide teachers with strategies and resources to be used in the writing process across the curriculum. Monitor writing test results to identify low performing students. Use test results to develop conventions in students' writing. Utilize the Houghton Mifflin Reading and Writing Workshop to enhance and focus on the writing process. Implement culminating activities to include main ideas, focus, conventions, support and organization. Provide teachers with professional development institutes and inservices for Writing+ requirements.

*Evaluation: The 2009 Florida Comprehensive Assessment Test (FCAT) Writing Progress will be used to evaluate the objectives by the administration of the districts pre/post writing test and ongoing prompt response and analysis.

*Evidence-based Houghton Mifflin Reading Series



Program(s): Project CRISS (Creating Independence Through Student-owned Strategies)


August – Data Analysis September – FCAT Writing+ Process October - Connecting Vocabulary to Writing November – Understanding the FCAT Writing+ Rubric December – Differentiating Expository and Narrative Writing January – FCAT Writing+ Peer Editing February – FCAT Pre and Post Data Analysis

Budget:



Amount

Hougton Mifflin Reading Series District $0.00

Total: $0.00

Technology


Amount

Houghton Mifflin Reading Series On-Line, FCAT Explorer, Voyager Passport

District $0.00

Total: $0.00



Amount

District/Region Curriculum Specialists, School-Based Trainings (Teacher)

district, Region, School $0.00

Total: $0.00

Other


Amount


Total: $0.00

Final Total: $0.00

End of Writing Goal

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

*Needs Assessment: An assessment of data reveal that 53% of students in grade five met high standards on the 2008 FCAT Science Assessment. Further data analysis reveals that students in grade five need additional assistance in the content cluster of Earth and Space Science.

*Objective: Given instruction based on the Sunshine State Standards, students in grade five will increase their science skills as evidenced by an increase of ten percentage point of students scoring at FCAT Achievement Level 3 or higher on the 2009 administration of the FCAT Science Assessment.



*Strategies: Utilize the Scott Foresman Science Series, K-12 District Science Plan, Sunshine State Standards, curriculum pacing guides, focus calendars, and Full Option Science System (FOSS). Conduct an annual Science Fair for all students, including individual projects from third to fifth grade students. Conduct a parent workshop to review the Scientific Method and the criteria for participation in the Science Fair. Develop lessons in science and hands-on activities incorporating all content areas with special emphasis in the content cluster of Earth and Space Science.

*Evaluation: Scores on the 2009 FCAT Science Assessment will determine objective success. However, weekly assessments, unit tests, student folders, professional development logs, and PACES/IPEG evaluations will also indicate progress.


Scott Foresman Science Series and Full Option Science Systems (FOSS)


August-FCAT Results/ SPI/Data analysis September-Science Content Strands and Clusters October- Updated Science Pacing Guides November- Review FCAT Science Test Item Specifications December-Inquiry Approach to Science January-Extending Science Vocabulary February-Integrating Science and Mathematics

Budget:



Amount

Scott Foresman Science Series District $0.00

Total: $0.00

Technology


Amount

FCAT Explorer, Scott Foresman Science Series

District $0.00

Total: $0.00



Amount

District/Region Curriculum specialist, School-Based Trainings (Teacher)


Total: $0.00

Other


Amount


Total: $0.00

Final Total: $0.00


End of Science Goal



Goal: Parental Involvement *Note: Required for Title I

*Needs Assessment: An analysis of school volunteer trends at G.W. Carver Elementary reveals that school volunteer enrollment increased three percentage points as evidenced through the school volunteer sign-in logs. Further analysis of the data reveals the need for continued recruitment of volunteers as an ongoing yearly process.

*Objective: Given schoolwide focus on the importance of school volunteers, parental roles as school volunteers will be emphasized as evidenced by an increase of two percentage points in the number of parents actively engaged in volunteer activities as documented in the District School Volunteer List and Volunteer Logs during the 2008-2009 school year as compared to the 2007-2008 school year.

*Strategies: Provide academic information and school activity information for parents attending our annual Parent Teacher Association meetings. Provide parents with volunteer applications and volunteer protocols, procedures and individual volunteer log at the beginning of all volunteer training sessions. Provide access to Parent Resource Center located in the Media Center after each workshop. Provide FCAT parent workshop in grades three, four and five. Conduct parent meetings that will be useful and informative to better assist their child with academic requirements. Conduct an Open House providing a Resource Fair and classroom teacher presentations. Disseminate information regarding Parent Academy Classes throughout the school year.

*Evaluation: 2008-2009 District School Volunteer List and Volunteer Logs as compared to the 2007-2008 school year will determine objective success. Workshop Attendance Rosters, Parent Teacher Association Membership Roster, and the EESAC Attendance Roster will also determine progress.


National Parent Teacher Association (PTA) Standards for Parent/Family Involvement and the 8 Step Continuous Improvement Model


Monthly PTA Meetings information dissemination (August: Volunteer Workshop, September: Open House Support, October: Fundraising, November: Community Involvement, December: Winter Break Curriculum Support, January: FCAT Support, February: Fifth Grade Support) Provide training and orientation to parent volunteers regarding the district’s board rule on the School Volunteer Program Policies and procedures and the registration form and the EESAC Agendas/Meetings.

Budget:



Amount

National Standards for Parent and Family Involvement Programs

National PTA $0.00

Total: $0.00



Technology


Amount

Parent Portal, Parent Academy District $0.00

Total: $0.00



Amount

Parent Academy, School-Based Volunteer Trainings

District, School $0.00

Total: $0.00

Other


Amount


Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment Needs Assessment: G. W. Carver Elementary School ranks at 37 percentil statewide in the ROI index of

cost effectiveness of its programs.

Objective: The most recent data supplied by the Florida Department of Education indicates that in 2006 - 2007 G. W. Carver Elementary ranked in the 55 percent on the state of Florida ROI index. G. W. Carver Elementary's ROI will increase by 1 percentage point to the 56th percentile on the State of Florida ROI index.

Strategies: 1. Collaborate with the district on additional resource allocations. 2. Inform school stakeholders about the use of financial resources in relation to school programs by participating in a school Budget and Finance Inservice during an EESAC meeting. 3. Consider shared use of facilities and/or partnering with community agencies. 4. Continue to inform school stakeholders on the return provided by their investment. 5. Consider a reconfiguration of existing resources and/or take advvantage of a broader resource base including Dade Partners, private foundations, and volunteer networks.

Evaluation: Carver Elementary will improve by 1 percentage point to the 56th percentile on the State of Florida ROI index on the next State of Florida ROI index publication.

End of Return on Investment Goal



ADDITIONAL GOALS No Additional Goals were submitted for this school



FINAL BUDGET


Goal Description of Resources Funding SourceAvailable

Amount

ReadingHoughton Mifflin Reading Series, Voyager Passport

District $0.00

MathematicsHarcourt Brace Mathematics Series

District $0.00

Writing Hougton Mifflin Reading Series District $0.00

Science Scott Foresman Science Series District $0.00

Parental InvolvementNational Standards for Parent and Family Involvement Programs

National PTA $0.00

Total: $0.00

Technology


Amount

Reading

Houghton Mifflin Reading Series On-Line, Voyager Passport, FCAT Explorer, Riverdeep

District $0.00

MathematicsHarcourt Brace Math Series On-Line, FCAT Explorer

District $0.00

WritingHoughton Mifflin Reading Series On-Line, FCAT Explorer, Voyager Passport

District $0.00

ScienceFCAT Explorer, Scott Foresman Science Series

District $0.00

Parental Involvement Parent Portal, Parent Academy District $0.00

Total: $0.00



Amount

ReadingDistrict/Region curriculum Specialist, Shool-based Training (Teachers)


MathematicsDistrict/Region Curriculum Specialists, School-Based Trainings (Teachers)


WritingDistrict/Region Curriculum Specialists, School-Based Trainings (Teacher)

district, Region, School $0.00

ScienceDistrict/Region Curriculum specialist, School-Based Trainings (Teacher)


Parental InvolvementParent Academy, School-Based Volunteer Trainings

District, School $0.00

Total: $0.00

Other



SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal

and an appropriately balanced number of teachers, education support employees, students (for middle, junior high

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.

SAC Involvement

SAC Members


Amount

No Data No Data No Data $0.00

Total: $0.00

Final Total: $0.00

Yes. Agree with the above statement.

The School Advisory Council (SAC) at G.W. Carver Elementary School is dedicated to promoting an

environment that supports the school's goals for the improvement of student performance. SAC is

compromised of faculty, administration, parents, students, and community members that are actively

involved in the development and the implementation of the School Improvement Plan (SIP). Monthly

meetings are held to discuss budget, staff development, instructional focus, technology, personnel issues,

student and support services, school safety, parental invovlement, supplementary resource materials,

student recognition awards and other matters of resource allocation.

Members

1) Dr. Cheryl E. Johnson, Principal

2) Dr. Carlos A. Insignares, SAC Chair

3) Gabriel Cruz, Student

4) Veronica Gonzalez, Student

5) Maty Gonzalez, Teacher

6) Tarcia Black, Teacher

7) Isabel Blanco, Business Member

8) Lori Ford, Parent



IMPLEMENTATION EVALUATION

9) Karem Lulo, Parent

10) Gastao de Figueroa, Parent

11) Kristi Poole, Parent

12) Virginia Ariemma, Parent

13) Teresita Bermudez, Parent

14) Nicole Denil, Parent

15) Robert Mallens, Parent

16) Susan Molfetto, School Support Personnel

17) Marlon Zuniga, Union Steward

Educational Excellence School Advisory Council (EESAC) committee will receive on-ongoing reports on the

status of the implementation of the School Improvement Plan (SIP). A mid-year review of the

implementation of the current SIP will be conducted in order to assess where resources need to be targeted

for the remainder of the school year. Additionally, a progress assessment meeting will be scheduled at the

end of the school year. In attendance will be the school principal, the EESAC chairperson, the United Teacher

of Dade steward, on EESAC parent representative, the EESAC community/business representative, and the

EESAC student representative (as applicable). At the meeting, the EESAC makes a presentation of findings.

Included in this presentation are data elements that identify the Strengths and Opportunities for

Improvement (OFIs) of the school. These results provide guidance for the future direction of the school are

included, as appropriate, as objectives and strategies in next year's SIP. Staff at G. W. Carver Elementary

School will review the status of SIP objectives and will collaborate with the ESSAC to determine how student

achievement will be addressed next school year.



REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and

all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

Reading Baseline

Data

Mathematics Baseline

Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%

Mastery%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0

Name of Assessment Used


Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data



%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

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Reading Baseline

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Data

Writing Baseline

Data

Science Baseline

DataBaseline

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% Mastery

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% Mastery

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Reading Baseline

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Writing Baseline

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Science Baseline

DataBaseline

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% Mastery

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Baseline data aggregated at school level

End of Baseline Data Report

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Reading Baseline

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Writing Baseline

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Science Baseline

DataBaseline

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% Mastery

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Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted



AYP DATA

SCHOOL GRADE DATA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade GEORGE W. CARVER ELEMENTARY SCHOOL 0721

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

Read: 266 Math: 266

2007-2008 School Grade1:

B 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.

Group

Reading Tested 95% of the students?

Math Tested 95% of the students?

58% scoring at or above grade level in Reading?

62% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

Safe Harbor Reading

Percent of Students below grade level in Math

Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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

TOTAL4 100 Y 100 Y 62 Y 62 Y 92 Y NA 35 38 NA 38 38 NA 66 NA 60 NA

WHITE 100 Y 100 Y NA NA NA NA NA 11 NA NA NA

BLACK 99 Y 99 Y 41 N 40 N NA NA 60 59 N 64 60 N 54 N 46 N

HISPANIC 100 Y 100 Y 69 Y 68 Y 93 Y NA 28 31 NA 30 32 NA 72 NA 68 NA

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED

100 Y 100 Y 46 N 48 N 88 N NA 48 54 N 53 52 N 56 N 52 N

ENGLISH LANGUAGE LEARNERS

97 Y 97 Y NA NA NA NA NA NA NA NA

STUDENTS WITH DISABILITIES

98 Y 98 Y NA NA NA NA NA 82 NA NA NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade GEORGE W. CARVER ELEMENTARY SCHOOL 0721


Read: 285 Math: 285


B Did the School make Adequate Yearly Progress?

NO



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

Group








Safe Harbor Reading


Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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

TOTAL4 100 Y 100 Y 65 Y 62 Y 91 Y NA 31 26 NA 35 38 NA 59 NA 59 NA

WHITE 100 Y 100 Y 89 Y 89 Y NA NA 16 NA 13 11 NA 81 NA 70 NA

BLACK 100 Y 100 Y 40 N 36 N 83 NA NA 52 51 N 64 64 N 38 N 45 N

HISPANIC 100 Y 100 Y 72 Y 70 Y 91 Y NA 26 19 NA 28 30 NA 64 NA 64 NA

ASIAN NA NA NA NA NA NA NA 25 NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA NA NA


100 Y 100 Y 52 Y 47 N 85 Y NA 50 41 NA 55 53 N 48 NA 51 N


NA NA NA NA NA NA NA 50 NA NA NA


100 Y 100 Y 32 N 18 N NA NA 64 NA 68 82 N 32 N 25 N



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2Dade GEORGE W. CARVER ELEMENTARY SCHOOL 0721


Read: 292 Math: 292


A Did the School make Adequate Yearly Progress? 5

PRO



Group








Safe Harbor Reading


Safe Harbor Math

2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N

TOTAL4 100 Y 100 Y 69 Y 65 Y 91 Y NA 30 31 NA 34 35 NA

WHITE 100 Y 100 Y 87 Y 87 Y NA NA 17 13 NA 23 13 NA

BLACK 100 Y 100 Y 49 Y 36 N 83 NA NA 51 51 NA 57 64 N

HISPANIC 100 Y 100 Y 73 Y 72 Y 91 NA NA 26 27 NA 27 28 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA


100 Y 100 Y 51 Y 45 N 85 N NA 44 49 NA 47 55 N


100 Y 100 Y NA NA NA NA NA 44 NA


100 Y 100 Y 41 NA 32 NA NA NA NA 61 68 NA

Dade School District GEORGE W. CARVER ELEMENTARY SCHOOL 2007-2008

Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

68% 69% 81% 53% 271

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

65% 66% 131

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?

51% (YES) 66% (YES) 117 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 519 Percent Tested = 99% Percent of eligible students tested

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


Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT 71% 71% 96% 53% 291

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




Reading

Math

Writing

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

74% 71% 90% 235 Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.

% of Students Making Learning Gains

67% 69% 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?

67% (YES) 67 Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .

Points Earned 438 Percent Tested = 100% Percent of eligible students tested

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



Documents

VISION/MISSION/BELIEF STATEMENTSossip.dadeschools.net/sip/08-09/pdf/0721.pdf · • The Extended Foreign Language Program provides classroom instruction in both English and Spanish