Charter School: Region Center: # 2111 Hialeah Gardens Elementary. School Name: # Work Location Number: Contact Phone Number:

Transcription

1 Charter School: Region Center: School Name: Work Location Number: Principal: No North Hialeah Gardens Elementary # 2111 Ivette BernalPino Contact Phone Number: Page 1 of 12

2 READING 1 Ongoing 2 Ongoing 3 Ongoing 4 Ongoing 5 Ongoing 6 Ongoing 7 Ongoing 8 Ongoing Narrative 1. Describe the gains and/or decreases in mastery that have occurred since the beginning of the school year, citing the data source used to measure these changes. (Describe assessments used to determine progress.) Results from the Fall Reading Interim Assessment indicate that strategies are positively affecting student achievement. The Fall Reading Interim Assessment indicates that 62.4 percent of students in third grade made satisfactory progress, 59.6 percent of students in fourth grade made satisfactory progress, and 64.3 percent of students in fifth grade made satisfactory progress. Third grade students scored highest in Words and Phrases in Context with 70.5 percentage points, fourth grade students scored highest in Comparisons and Cause/Effect with 62.1 percentage points, and fifth grade students scored highest in Main Idea, Plot, and Purpose with 73.0 percentage points. Results from the Fall Reading Interim Assessment indicate that students in third and fourth grade students scored lowest in Reference and Research with third grade scoring 53.8 percentage points and fourth grade scoring 56.1 percentage points. Fifth grade students scored lowest in Words and Phrases in Context with 54.6 percentage points. Students with Disabilities (SWD) in third grade scored highest in Reference and Research with 43.8 percentage points and lowest in Words and Phrases with 37.5 percentage points. Students with Disabilities (SWD) in fourth and fifth grade scored highest in Compare and Contrast with 61.6 and 45.8 respectively and lowest in Reference and Research with 20.8 percentage points and 12.5 percentage points respectively. English Language Learners (ELL), in third grade scored highest in Words and Phrases with 50 percentage points and lowest in Reference and Research with 12.5 percentage points. English Language Learners (ELL) in fourth grade scored highest in Main Idea/Purpose with 41.7 percentage points and lowest in Reference and Research with 25 percentage points. English Language Learners (ELL) in fifth grade scored highest in Reference and Research with 35 percentage points and lowest in Words and Phrases with 20 percentage points. FCAT Level 1 and 2 students in third grade scored highest in Words and Phrases with 46 percentage points and lowest in Main Idea/Purpose with 32 percentage points. FCAT Level 1 and 2 students in fourth grade scored highest in Reference and Research with 50 percentage points and lowest in Comparisons and Cause/Effect with 40 percentage points. FCAT Level 1 and 2 students in fifth grade scored highest in Main Idea/Purpose with 54 percentage points and scored lowest in Comparisons and Cause/Effect with 20 percentage points Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students. The specific strategies and school improvement activities used in grades kindergarten through fifth grade that have contributed to increases in student mastery are implementing "cold reads" to monitor independent reading comprehension skills, utilizing SuccessMaker Enterprise reports to monitor reading gains, intensive tutorial assistance during school hours, after school three days a week, and Saturday Academy. Following the Continuous Improvement Model (CIM), data debriefing sessions with teachers and SuccessMaker Enterprise (SME) reports are utilized to monitor student achievement. This includes Students with Disabilities (SWD), English Language Learners (ELL), and FCAT Level 1 and 2 students. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students. Following the Continuous Improvement Model (CIM), teachers in third through fifth grade will assign their students longer periods of time on Successmaker Enterprise (SME) Reading. Students in third and fourth grade need to be engaged in reading informational text and participating in research activities in order to enhance higher order thinking skills to ensure that students reach mastery of the Reference and Research benchmark. Additionally, third through fifth grade teachers are implementing the district s Success Academy Lessons as a comprehensive review of the Sunshine State Standards. To acquire independent word learning strategies, fifth grade students will be given more opportunities to read from a variety of materials. Students in third through fifth grade will also participate in intentional word building activities to enhance their vocabulary and knowledge of words and phrases to ensure that students reach mastery of the Words and Phrases in Context benchmark. Students will participate in weekly cold reads to measure student progress. Page 2 of 12

3 This includes Students with Disabilities (SWD), English Language Learners (ELL), and FCAT Level 1 and 2 students. 4. What additional professional development activities will be offered before the FCAT to help teachers increase student performance? How will professional development be evaluated as successfully impacting student achievement? Teachers will be provided additional professional development in Guided Reading, Word Study connected to Literacy Instruction, and SuccessMaker Enterprise (SME) to enable them to target necessary skills and strategies to improve student achievement in reading. The impact of the professional development activities will be measured by monitoring Accelerated Reader monthly results, monitoring monthly reading gains reports from SuccessMaker Enterprise (SME), and monitoring weekly "cold reads" results. Page 3 of 12

4 MATHEMATICS 1 Ongoing 2 Ongoing 3 Ongoing 4 Ongoing 5 Ongoing 6 Ongoing 7 Ongoing 8 Ongoing Narrative Describe the gains and/or decreases in mastery that have occurred since the beginning of the school year, citing the data source used to measure these changes. (Describe assessments used to determine progress.) Results from the Fall Mathematics Interim Assessment indicate that strategies are positively affecting student achievement. The Fall Mathematics Interim Assessment indicates that 59 percent of the students in third grade made satisfactory progress, 63 percent of the students in fourth grade made satisfactory progress, and 65 percent of the students in fifth grade made satisfactory progress. Students in third and fourth grade scored highest in Number Sense and Concepts and Operations with 64 percentage points and 69 percentage points respectively. Fifth grade students scored highest in Data Analysis and Probability with 81 percentage points. Results from the Fall Mathematics Interim Assessment indicate that students in the third grade scored lowest in Geometry and Spatial Sense with 37 percentage points, fourth grade students scored lowest in Algebraic Thinking with 52 percentage points and students in fifth grade scored lowest in Measurement with 59 percentage points. Students with Disabilities (SWD), in third grade scored highest in Geometry with 40.6 percentage points and scored lowest in Data Analysis and Probability with 14.3 percentage points. Students with Disabilities (SWD) in fourth grade scored highest in Geometry and scored lowest in Number Sense, Concepts, and Operations. Students with Disabilities (SWD) in Fifth grade scored highest in Number Sense, Concepts, and Operations and scored lowest in Geometry. English Language Learners (ELL) in third grade scored highest in Geometry with 62.5 percentage points and scored lowest in Data Analysis and Probability with 27.2 percentage points. English Language Learners (ELL) in fourth grade scored highest in Geometry with 44.2 percentage points and scored lowest in Data Analysis and Probability with 26.8 percentage points. English Language Learners (ELL) in fifth grade scored highest in Data Analysis and Probability with 45.1 percentage points and lowest in Measurement with 24.0 percentage points. FCAT Level 1 and 2 students in third grade scored highest in Data Analysis and Probability with 62.5 percentage points and lowest in Measurement with 38.2 percentage points. FCAT Level 1 and 2 students in fourth grade scored highest in Measurement with 53.1 points and lowest in Data Analysis and Probability with 35.1 percentage points. FCAT Level 1 and 2 students in fifth grade scored highest in Algebraic Thinking with 51.4 percentage points and lowest in Number Sense Concepts and Operations with 29.3 percentage points. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students. Students in kindergarten through fifth grade utilize SuccessMaker Enterprise (SME) mathematics on a daily basis. FCAT Level 1 and 2 students, English Language learners (ELL) and Students with Disabilities (SWD) who do not meet standards receive intensive tutorial assistance during the school day, after school, and on Saturdays. Teachers participate in weekly grade level meetings that result in lesson plans that reflect the District Pacing Guide for remediation and enrichment strategies. Workshops for parents are coordinated to support home learning activities including using Riverdeep and FCAT Explorer. Following the Continuous Improvement Model (CIM), data debriefing sessions with teachers and SME reports are utilized to monitor student achievement. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students. Following the Continuous Improvement Model (CIM), teachers in third through fifth grade will assign their students longer periods of time on SuccessMaker mathematics, will engage in handson mathematics activities and participate in guided mathematics. Third grade teachers will place emphasis on the Geometry and Spatial Sense benchmark, fourth grade teachers will place emphasis on the Algebraic thinking benchmark and fifth grade teachers will place emphasis on the Measurement benchmark. This includes Students with Disabilities (SWD), English Language Learners (ELL), and FCAT Level 1 and 2 students. Additionally, third through fifth grade teachers are implementing the district s Success Academy Mathematics Lessons, the 40Day Mathematics Countdown during the school day, and the 8Week Mathematics Countdown during Saturday Academy as a comprehensive review of the Sunshine State Standards. Page 4 of 12

5 4. What additional professional development activities will be offered before the FCAT to help teachers increase student performance? How will professional development be evaluated as successfully impacting student achievement? Teachers will be provided additional professional development in SuccessMaker Enterprise (SME) and handson mathematics to enable them to target necessary skills and strategies to improve student achievement in mathematics. The impact of professional development will be measured by monitoring SuccessMaker Enterprise (SME) monthly mathematics gains reports and weekly mathematics tests results. Page 5 of 12

6 WRITING 1 Ongoing 2 Ongoing 3 Ongoing 4 Ongoing 5 Completed 6 Ongoing 7 Ongoing Narrative Describe the gains and/or decreases in mastery that have occurred since the beginning of the school year, citing the data source used to measure these changes. (Describe assessments used to determine progress.) Results from the January 2009 monthly writing prompt for kindergarten through fifth grade indicate that strategies are positively affecting student achievement. Using the MiamiDade County Public School District Writing Assessment PreTest, average scores indicate an increase from 2.1 to 3.6 in Narrative writing and from 2.5 to 3.5 in Expository writing. This includes Students with Disabilities (SWD), English Language Learners (ELL), and FCAT Level 1 and 2 students. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Utilization of student journals, portfolios, administration of kindergarten through fifth grade monthly writing prompts, recognition of the Writers of the Month, and utilization of the Continuous Improvement Model (CIM) had a positive effect on student achievement. This includes Students with Disabilities (SWD), English Language Learners (ELL), and FCAT Level 1 and 2 students. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Teacher/Student conferences and small group guided writing instruction for fourth grade students not making adequate progress in Narrative and Expository writing is needed to improve student achievement in writing. Intensive tutorial assistance during school hours and after school will be implemented to address specific needs. Biweekly writing prompts will be administered to measure student progress. This includes Students with Disabilities (SWD), English Language Learners (ELL), and FCAT Level 1 and 2 students. Additionally, fourth grade teachers are implementing the district s Writing Resource Guide as a comprehensive review of the writing process. What additional professional development activities will be offered before the FCAT to help teachers increase student performance? How will professional development be evaluated as successfully impacting student achievement? Teachers will continue to receive professional development by viewing and discussing the State of Florida Writing compact disc. Biweekly writing prompts will be administered to measure student achievement. Page 6 of 12

7 SCIENCE 1 Ongoing 2 Ongoing 3 Ongoing 4 Ongoing 5 Ongoing 6 Ongoing 7 Ongoing 8 Ongoing 9 Ongoing Narrative Describe the gains and/or decreases in mastery that have occurred since the beginning of the school year, citing the data source used to measure these changes. (Describe assessments used to determine progress.) Results from the Fall Science Interim Assessment indicate that strategies are positively affecting student achievement. The Fall Science Interim Assessment results indicate that the average score for fifth grade students was 56.2 percentage points. Students in fifth grade scored highest in The Nature of Matter Strand scoring 63.3 percentage points. Students in fifth grade scored lowest in The Nature of Science Strand scoring 50.2 percentage points. Students with Disabilities (SWD) scored highest in the Life and Environmental Strand with 35.4 percentage points and lowest in the Scientific Theory Strand with 26.6 percentage points. English Language Learners (ELL), scored highest in the Life and Environmental Strand with 46.3 percentage points and lowest in the Scientific Theory Strand with 15.5 percentage points. FCAT Level 1 and 2 students scored highest in the Life and Environmental Strand and lowest in the Scientific Theory Strand with 23.5 percentage points. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. The specific strategies and school improvement activities that have contributed to increases in student mastery are implementing inquirybased science lessons, engaging students in handson science experiments and providing intensive tutorial assistance after school three days a week and on Saturdays. Additionally, following the Continuous Improvement Model (CIM), data debriefing sessions with teachers and SuccessMaker Enterprise (SME) reports are utilized to monitor student achievement. This includes Students with Disabilities (SWD), English Language Learners (ELL) and FCAT Level 1 and 2 students. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Science Process and Knowledge needs to be reviewed during science investigations for all fifth grade students. Students with noted declines in mastery levels will participate in guided science lessons. Struggling students not making adequate progress will be referred for further intervention after school and on Saturdays. Additionally, fifth grade teachers are implementing the district s Success Academy Grade 5 Enrichment Lessons and 40Day Science Countdown as a comprehensive review of the Sunshine State Standards. The changes to instruction will be measured by monitoring Success Maker Enterprise (SME) reports and weekly science tests results. This includes Students with Disabilities (SWD), English Language Learners (ELL), and FCAT Level 1 and 2 students. What additional professional development activities will be offered before the FCAT to help teachers increase student performance? How will professional development be evaluated as successfully impacting student achievement? Teachers will be provided additional professional development in handson science and SuccessMaker Enterprise (SME) science to enable them to target necessary skills and strategies to improve student achievement in the Scientific Theory Strand. The impact of the professional development will be measured by monitoring SuccessMaker Enterprise (SME) reports and weekly science tests results. Page 7 of 12

8 PARENTAL INVOLVEMENT 1 Ongoing 2 Ongoing 3 Ongoing 4 Ongoing 5 Ongoing 6 Ongoing 7 Ongoing Activities to Date Subject Date Curriculum Driven Activity Parent Resource Fair FCAT Achievement Ceremony Technology Reading Writing 9/11/2008 9/12/ /23/ /20/ /18/2008 Reading, Writing, Math, and Science Reading, Writing, Math, and Science Reading, Writing, Math and Science Reading Comprehension Narrative and Expository Writing # of Parents Participating Activities to be Offered Subject Date Curriculum Driven Activity Mathematics Science 1/22/2009 3/26/2009 Measurement Scientific Process Page 8 of 12

9 RETURN ON INVESTMENT 1 Ongoing 2 Ongoing 3 Ongoing 4 Ongoing 5 Ongoing 6 Ongoing Page 9 of 12

10 GRADUATION RATE Strengths OFIs Instructional Focus Professional Development N/A N/A N/A N/A Page 10 of 12

11 APPENDIX (Additional Goal/) Page 11 of 12

12 APPENDIX (Additional Parent Involvement Activities) Category Subject Date Curriculum Driven Activity Number of Participants EESAC Dates Date of EESAC meeting to review and approve SIP mid year Report (assure the min utes of the meeting reflect discussion and approval process): 1/27/2009 Date of EESAC meeting in which approval was given for any changes that were mad e in the online SIP document (assure the minutes of the meeting reflect discussion and approval process): 1/27/2009 Page 12 of 12