Accreditation Report. Dr. Gilbert L. Porter Elementary

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1 Miami-Dade County Public Schools Mr. Raul J. Gutierrez, Principal SW 112th St Miami, FL Document Generated On April 21, 2014

2 TABLE OF CONTENTS Executive Summary Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6 Self Assessment with Early Learning Introduction 8 Standard 1: Purpose and Direction 9 Standard 2: Governance and Leadership 11 Standard 3: Teaching and Assessing for Learning 14 Standard 4: Resources and Support Systems 21 Standard 5: Using Results for Continuous Improvement 25 Early Learning Standard 4: Resources and Support Systems 28 Report Summary 39 Stakeholder Feedback Diagnostic Introduction 41 Stakeholder Feedback Data 42

3 Evaluative Criteria and Rubrics 43 Areas of Notable Achievement 44 Areas in Need of Improvement 46 Report Summary 48 Student Performance Diagnostic Introduction 50 Student Performance Data 51 Evaluative Criteria and Rubrics 52 Areas of Notable Achievement 53 Areas in Need of Improvement 56 Report Summary 58 AdvancED Assurances Introduction 60 AdvancED Assurances 61

4 Executive Summary SY Page 1

5 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY Page 2

6 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? is an urban city school in the southeastern section of Florida. The community breakdown is: majority Hispanic, follwed by White, with the minority of the population being African American and Asian. The elementary school is a pre-kindergarten through fifth grade school. The total school population consists of 784 students in The ethnic racial background of the student population is 83.5 percent Hispanic, 7.7 percent White, 3.9 percent Black, and 4.9 percent Asian/Indian/Multicultural. Of this population, 24 percent are English Language Learners (ELL) and 44 percent receive free or reduced lunch. Additionally, 18 percent of the populations are students with disabilities (SWD). The ethnic racial background of the teachers is: majority Hispanic, followed by White, African-American and Asian. During the past three years, our SWD population has grown as we have become an Autistic Student Center (ASD), where we house 5 fulltime units, and 44 percent of the ASD students are on modified curriculum. Pre-Kindergarten and Kindergarten are housed at the Primary Learning Center (PLC), which is adjacent to the main campus, where students in grades 1-5 are housed. The school consists of 58 classroom teachers; 100% receiving effective rating or higher, 87% Highly Qualified (HQT), 74% ESOL endorsed, 5% reading endorsed, 39% with advanced degrees, 5% National Board Certified, 64% with 15 or more years of experience. SY Page 3

7 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. School's Principal/Assistant Principal provide a common vision for the school. This vision includes the implementation of a systematic plan of action that consists of input from all stakeholders. The plan includes learning objectives, measurable goals, quantitative/qualitative benchmarks, best practices, and other strategies that support the overall foundational use of data-based decision-making. In addition, the plan ensures that the school-based team is implementing RtI objectives with fidelity. Lastly, the plan facilitates implementation of intervention support and documentation ensures appropriate professional development to support remediation strategies. Moreover, our school is a Science, Technology, Engineering, and Mathematics (STEM) school. Hands-on activities allow students to design and develop science and engineering projects which increase scientific thinking. Inquiry-based activities allow for testing of hypothesis, data analysis, explanation of variables and experimental design. All of our classrooms have computer/projector capabilities and several other classrooms have been retrofitted with SMARTBoards or Mimeo devices, which are all highly interactive, engaging and productive educational experiences. School envisions every child to be a lifelong learner who is a responsible, productive, and caring citizen. It is our mission to create an environment that focuses on the child's strengths, to motivate parents, teachers, administrators, and noninstructional personnel to believe that, in "The School of Discovery," all children are allowed to explore the depths of their potential; and to create an environment for learning where every child succeeds. Students with Disabilities (SWD) are placed in the least restrictive setting based on their Individual Educational Plans (IEP). Students who are on a modified curriculum are taught in a self-contained classroom with highly qualified teachers. Those who are on a standard curriculum are either serviced in a resource setting for Reading/Language Arts and/or Mathematics, or in a general education classroom with a Special Education Teacher (SPED) offering consultation support to the general education teacher. SY Page 4

8 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. We continue to work diligently on improving student achievement through our pull out intervention programs in reading and math. Students are pulled out from grades K-5 during their special area classes; at which time, a certified teacher works in small groups on targeted skills using the Wonderworks Intervention Program. Several teachers voluntarily hold before school tutoring sessions, where students utilize the Success Maker Program to reinforce reading and/or mathematics. The Accelerated Reader (AR) program is in place for students in grades Kindergarten through fifth grade. Students read books at their designated reading level, and then take a comprehension/vocabulary test to determine level of understanding. Prizes are issued monthly to those who meet their goals. The following are award and recognition programs our school participates in: The District Science Fair, Hispanic Heritage, Black History Oratorical Contest, Cuba Nostalgia, PTA Reflections, Miami-Dade County Honors Orchestra and Dan Marino Walkabout for Autism Awareness. School was awarded monetarily by "Reading Plus" during the school year for achieving the third highest amount of passages read district wide. The top three readers in the school were awarded with gift cards. The Dan Marino Foundation awarded School with $ due to participation in the 2013 Dan Marino WalkAbout for Autism. The money was used to purchase additional technology devices to enhance teaching and learning within the (Autistic Spectrum Disorder) ASD program. Areas of Improvement: Efforts are being made to increase the number of STEM (Science, Technology, Engineering, Mathematics) related experiences provided for students. Field Trips are planned strategically to provide students with additional hands-on Science involvement. Parent Participation is being targeted during the school year. Communication has been increased as grade level newsletters provide parents with details of monthly curriculum updates. Many teachers are communicating with parents via . The School Web site is updated frequently to ensure parents are kept up to date with school happenings. With Social Media taking center stage, it is the goal for teachers to begin communicating online more consistently through Teacher/Classroom web sites. SY Page 5

9 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. School provides an After School Care Program for all students in grades Pre- K through 5th grade including our SPED students, many of which are in our Self-Contained Autistic Program. The After School Care program gives all students the opportunity to enroll in a Homework Help class that facilitates assistance from a certified teacher Monday through Thursday for an additional hour. A hands on Science lab/class prepares students for District Science Fair project. Science Camps are taking place quarterly for grades four and five and labs are based on data from District Interim Assessments. The last quarter, includes students in grade three as well. We are proud participants of the KAPOW, Kids and the Power of Work, program which is strongly supported by our School Board and community. Students in grade five have guest speakers and travel to various hands-on field trip experiences to provide them with school to career opportunities. Each year, all students are active participants in an annual Career Day. Community members come and share their work experience with students and provide them with up to date information on various careers. We participate in "Red Ribbon Week" as well as Hispanic Heritage, Black History and Woman's History Month activities. We offer an after school choral program, as well as an orchestra program, for those students who are selected through an audition. Grade level field trips are provided for all students, including those in our Autistic Units. Field trips are geared around our SIP, School Improvement Plan, goals and always have a strong educational component. SY Page 6

10 Self Assessment with Early Learning SY Page 7

11 Introduction AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential component of the preparation process for the institution's External Review. SY Page 8

12 Standard 1: Purpose and Direction The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Overall Rating: The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. Minutes from meetings related to development of the school's purpose Level 3 The school's process for review, revision, and communication of the purpose statement is documented. The process is formalized and implemented on a regular schedule. The process includes participation by representatives from all stakeholder groups. The purpose statement focuses on student success. Examples of communications to stakeholders about the school's purpose (i.e. website, newsletters, annual report, student handbook) Parent Handbook 1.2 The school's leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills. Agendas and/or minutes that reference a commitment to the components of the school's statement of purpose Survey results Commitment to shared values and beliefs about teaching and learning is clearly evident in documentation and decision making. This commitment is always reflected in communication among leaders and staff. Challenging educational programs and equitable learning experiences are implemented in a measurable way so that all students achieve learning, thinking, and life skills necessary for success. Evidence indicates a strong commitment to instructional practices that include active student engagement, a focus on depth of understanding, and the application of knowledge and skills. School leadership and staff hold one another accountable to high expectations for professional practice. The school's statement of purpose Faculty Professional Development, Grade Level Meetings/Trainings, SBLT (School-Based Leadership Team) Agendas SY Page 9

13 1.3 The school's leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning. The school data profile Agenda, minutes from continuous improvement planning meetings School leaders require the use of a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups work collaboratively and consistently in authentic and meaningful ways that build and sustain ownership of the school's purpose and direction. School personnel systematically maintain, use, and communicate a profile with current and comprehensive data on student and school performance. The profile contains thorough analyses of a broad range of data used to identify goals for the improvement of achievement and instruction that are aligned with the school's purpose. All improvement goals have measurable performance targets. The process includes action planning that identifies measurable objectives, strategies, activities, resources, and timelines for achieving all improvement goals. School personnel hold one another accountable for and evaluate the overall quality of the implementation of all interventions and strategies. The process is reviewed and evaluated regularly. Documentation that the process is implemented with fidelity and yields improved student achievement and instruction is available and communicated to stakeholders. Communication plan and artifacts that show twoway communication to staff and stakeholders The school continuous improvement plan Data is used to develop programs and learning experiences Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence the External Review team members may be interested in reviewing. The school is committed to working as a team in order to keep all stakeholder groups involved, not only in the learning process, but also in the development of an action plan which leads to meeting our set goals. Our mission statement is posted in every classroom as well as common areas throughout the building, and is posted in our faculty handbook, parent handbook, student handbook, as well as on our web site. The mission statement states that all children are allowed to explore the depths of their potential as they learn through discovery. The School Improvement Plan (SIP) is written collaboratively and is reviewed with all faculty members, as well as with the members of EESAC. The Leadership Team works closely with the administration to ensure that the SIP is being implemented with fidelity and that goals are tweaked as needed according to quarterly data from District Interim Assessments. The school maintains and communicates its purpose and expectations to all stakeholder groups, however, a concrete plan needs to be in place so that the process in which the mission statement is reviewed, revised and communicated can be defined. SY Page 10

14 Standard 2: Governance and Leadership The school operates under governance and leadership that promote and support student performance and school effectiveness. Overall Rating: The governing body establishes policies and supports practices that ensure effective administration of the school. Student handbooks Governing body policies, procedures, and practices Policies and practices clearly and directly support the school's purpose and direction and the effective operation of the school. Policies and practices require and have mechanisms in place for monitoring effective instruction and assessment that produce equitable and challenging learning experiences for all students. There are policies and practices requiring and giving direction for professional growth of all staff. Policies and practices provide clear requirements, direction for, and oversight of fiscal management. Staff handbooks Communications to stakeholder about policy revisions School handbooks Faculty Handbook 2.2 The governing body operates responsibly and functions effectively. Governing body minutes relating to training Level 3 The governing body has a process to ensure that its decisions and actions are in accordance with defined roles and responsibilities, a code of ethics, and free of conflict of interest. Governing body members participate in a systematic, formal professional development process regarding the roles and responsibilities of the governing body and its individual members. The governing body complies with all policies, procedures, laws, and regulations and functions as a cohesive unit. Communication plan to inform all staff on code of ethics, responsibilities, conflict of interest List of assigned staff for compliance Proof of legal counsel Assurances, certifications Governing body training plan Findings of internal and external reviews of compliance with laws, regulations, and policies Communications about program regulations Historical compliance data Governing body policies on roles and responsibilities, conflict of interest Governing code of ethics SY Page 11

15 2.3 The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. Roles and responsibilities of school leadership School improvement plan developed by the school The governing body consistently protects, supports, and respects the autonomy of school leadership to accomplish goals for achievement and instruction and to manage day-to-day operations of the school. The governing body maintains a clear distinction between its roles and responsibilities and those of school leadership. Stakeholder input and feedback Maintenance of consistent academic oversight, planning, and resource allocation Communications regarding board actions Survey results regarding functions of the governing body Agendas and minutes of meetings 2.4 Leadership and staff foster a culture consistent with the school's purpose and direction. Examples of collaboration and shared leadership Leaders and staff deliberately and consistently align their decisions and actions toward continuous improvement to achieve the school's purpose. They encourage, support, and expect all students to be held to high standards in all courses of study. All stakeholders are collectively accountable for student learning. School leaders actively and consistently support and encourage innovation, collaboration, shared leadership, and rigorous professional growth. The culture is characterized by collaboration and a sense of community among all stakeholders. Survey results Examples of decisions aligned with the school's statement of purpose Examples of decisions in support of the school's continuous improvement plan 2.5 Leadership engages stakeholders effectively in support of the school's purpose and direction. Minutes from meetings with stakeholders Level 3 Leaders communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders. School leaders' efforts result in measurable, active stakeholder participation; engagement in the school; a sense of community; and ownership. Copies of surveys or screen shots from online surveys Survey responses Involvement of stakeholders in a school improvement plan Communication plan SY Page 12

16 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice and student success. Examples of professional development offerings and plans tied specifically to the results from supervision and evaluation The primary focus of the criteria and processes of supervision and evaluation is improving professional practice and ensuring student success. Supervision and evaluation processes are consistently and regularly implemented. The results of the supervision and evaluation processes are analyzed carefully and used to monitor and effectively adjust professional practice and ensure student learning. Governing body policy on supervision and evaluation Supervision and evaluation documents with criteria for improving professional practice and student success noted Job specific criteria Representative supervision and evaluation reports Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence the External Review team members may be interested in reviewing. The school operates under the District's governance, and the policies and practices directly support the school's mission of equipping students to be successful learners. In addition to the District Guidelines that are set in place, digital Faculty Handbooks are issued annually with current policies and practices. Handbooks are issued to students and their parents and are updated as needed to reflect modifications based on stakeholder needs. school consistently informs parents of the school's mission and purpose through a variety of communication measures such as: NIT Connect-Ed Phone Messages, monthly calendars, parent newsletters, parent workshops, school website, EESAC and PTA events. Leaders and staff rely on the feedback from all stakeholder groups to ensure that decisions and actions are aligned toward the continuous improvement to achieve the school's purpose. Indicator 2.2 displays a need for faculty training in the area of "Policies, Procedures and Laws." Faculty needs to be made aware of "Policies, Procedures and Laws," as applicable. Weekly briefings related to such topics need to be shared with entire faculty routinely. As referenced in indicator 2.5 more emphasis needs to be placed on including all stakeholders in the school's purpose. Parents and staff need to be included in decision making in relation to the direction the school is moving. Additional parent involvement activities need to be planned with a curricular focus. SY Page 13

17 Standard 3: Teaching and Assessing for Learning The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Overall Rating: The school's curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. Lesson plans Learning expectations for different courses Posted learning objectives Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills, and life skills that align with the school's purpose. Evidence clearly indicates curriculum and learning experiences prepare students for success at the next level. Like courses/classes have the same high learning expectations. Learning activities are individualized for each student in a way that supports achievement of expectations. Representative samples of student work across courses Course schedules Course descriptions Descriptions of instructional techniques Writing Portfolios 3.2 Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. Curriculum guides A description of the systematic review process for curriculum, instruction, and assessment Using data from multiple assessments of student learning and an examination of professional practice, school personnel systematically monitor and adjust curriculum, instruction, and assessment to ensure vertical and horizontal alignment and alignment with the school's goals for achievement and instruction and statement of purpose. There is a systematic, collaborative process in place to ensure alignment each time curriculum, instruction, and/or assessments are reviewed or revised. The continuous improvement process has clear guidelines to ensure that vertical and horizontal alignment as well as alignment with the school's purpose are maintained and enhanced in curriculum, instruction, and assessment. Common assessments Products scope and sequence, curriculum maps Lesson plans aligned to the curriculum Common Grade Level Planning SY Page 14

18 3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. Teacher evaluation criteria Agenda items addressing these strategies Level 3 Teachers plan and use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary. Teachers use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines, and use technologies as instructional resources and learning tools. Professional development focused on these strategies Authentic assessments Examples of teacher use of technology as an instructional resource Examples of student use of technology as a learning tool Student work demonstrating the application of knowledge Findings from supervisor walk-thrus and observations Surveys results Interdisciplinary projects RTI Intervention lab, Weekly technology rotation for Intervention as well as enrichment 3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. Curriculum maps Supervision and evaluation procedures Level 3 School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school's values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning, and 4) use content-specific standards of professional practice. Peer or mentoring opportunities and interactions Recognition of teachers with regard to these practices Surveys results Examples of improvements to instructional practices resulting from the evaluation process Administrative classroom observation protocols and logs Routine administrative walk-throughs SY Page 15

19 3.5 Teachers participate in collaborative learning communities to improve instruction and student learning. Examples of cross curricular projects, interdisciplinary instruction, and classroom action research project All members of the school staff participate in collaborative learning communities that meet both informally and formally on a regular schedule. Frequent collaboration occurs across grade levels and content areas. Staff members implement a formal process that promotes productive discussion about student learning. Learning from, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams, and peer coaching are a part of the daily routine of school staff members. School personnel can clearly link collaboration to improvement results in instructional practice and student performance. Agendas and minutes of collaborative learning committees Calendar/schedule of learning community meetings Sharing of Best Practices 3.6 Teachers implement the school's instructional process in support of student learning. Examples of learning expectations and standards of performance Level 3 All teachers use an instructional process that informs students of learning expectations and standards of performance. Exemplars are often provided to guide and inform students. The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. The process provides students with specific and timely feedback about their learning. Survey results Examples of assessments that prompted modification in instruction Samples of exemplars used to guide and inform student learning Writing Exemplars, Data Chats, Pacing Guides, District Pacing Guides 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the school's values and beliefs about teaching and learning. Records of meetings and walk thrus/feedback sessions Level 3 School personnel are engaged in mentoring, coaching, and induction programs that are consistent with the school's values and beliefs about teaching, learning, and the conditions that support learning. These programs set expectations for all school personnel and include measures of performance. Personnel manuals with information related to new hires including mentoring, coaching, and induction practices MINT Program, A Year at a Glance, District Level/ School Level Professional Development SY Page 16

20 3.8 The school engages families in meaningful ways in their children's education and keeps Programs that engage families in meaningful ways in their children's education are designed and Volunteer program with variety of options for participation Level 3 them informed of their children's implemented. School personnel regularly learning progress. inform families of their children's learning List of varied activities progress. and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days Calendar outlining when and how families are provided information on child's progress SPOT Success, School Honor Roll Assemblies, Science Family Night, PTA Reflections program, After- School Homework Help 3.9 The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student's educational experience. List of students matched to adult advocate Curriculum and activities of formal adult advocate structure School personnel participate in a structure that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student and related adults. All students participate in the structure. The structure allows the school employee to gain significant insight into and serve as an advocate for the student's needs regarding learning skills, thinking skills, and life skills. Master schedule with time for formal adult advocate structure Description of formal adult advocate structures Students have Homeroom Teacher, SPED students are assigned to a Teacher of SPED, Students in Gifted program are assigned to Teacher of Gifted, Guest Readers, RTI Teacher that works daily with struggling students, Daily PTA volunteers SY Page 17

21 3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. Evaluation process for grading and reporting practices All teachers consistently use common grading and reporting policies, processes, and procedures based on clearly defined criteria that represent each student's attainment of content knowledge and skills. These policies, processes, and procedures are implemented without fail across all grade levels and all courses. All stakeholders are aware of the policies, processes, and procedures. The policies, processes, and procedures are formally and regularly evaluated. Sample report cards for each grade level and for all courses Sample communications to stakeholders about grading and reporting Policies, processes, and procedures on grading and reporting Data Chats, Student Pupil Progression Plan, School Handbook 3.11 All staff members participate in a continuous program of professional learning. Results of evaluation of professional learning program. All staff members participate in a rigorous, continuous program of professional learning that is aligned with the school's purpose and direction. Professional development is based on an assessment of needs of the school and the individual. The program builds measurable capacity among all professional and support staff. The program is rigorously and systematically evaluated for effectiveness in improving instruction, student learning, and the conditions that support learning. Evaluation tools for professional learning Brief explanation of alignment between professional learning and identified needs Crosswalk between professional learning and school purpose and direction Professional Development Logs and Agendas, Professional Development Calendar SY Page 18

22 3.12 The school provides and coordinates learning support services to meet the unique learning needs of students. Survey results Level 3 School personnel use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages). School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to all students. List of learning support services and student population served by such services Training and professional learning related to research on unique characteristics of learning Data used to identify unique learning needs of students Professional Development, School-wide Data, (Students with exceptionalities varying from Special Education, Autistic Spectruma and Gifted receive instruction based on IEP or EP) Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence the External Review team members may be interested in reviewing. Curriculum and learning experiences in each class provide students with individualized instruction based on specific learning needs. Five classes house students who range in the Autistic Spectrum, and instruction is specific to their individual needs. Resource classes are in place throughout each grade level to ensure that those students who need additional academic support are taught in a small setting with strategic plans. A Response to Intervention (RTI) lab meets the needs of students who are in need of additional curriculum support in the area of reading. Students in the gifted program, receive instruction in the areas of Science, Mathematics and Social Studies with a teacher who is certified to teach gifted strategies. Curriculum and learning experiences prepare students for success at the next level. Grade level planning takes place weekly and an action plan is in place amongst each grade level to assist those students who need additional support. Lesson Plans reflect differentiation for all learning groups. The district provides the framework for all teachers to pace instruction in preparation for state assessments. Data chats are held after each interim assessment to ensure that instruction is aligned vertically and horizontally. School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures to ensure instruction is aligned with the school's values and beliefs about teaching and learning. Teachers plan regularly as a grade level and professional development is geared toward instructional needs. Several Professional learning communities meet both informally and formally on a regular basis, however, the school is in the process of expanding this practice to allow teachers to mentor, coach and induct new programs that are consistent with the school's values. Technology has been infused throughout the school and all teachers are utilizing online resources throughout the course of instruction. Teachers build strong relationships with their students and additional support is offered from PTA volunteers, Guest Readers and the Student Services team. A variety of opportunities are provided for parents to be active participants in their child's education such as: Parent Training sessions, Open House, Family Science Night, Musical Productions, PTA sponsored family nights, After-School Care Homework Help, Science Project Help, FCAT preparation in reading and math, and Honor Roll Assemblies. All staff members participate in a continuous program of professional learning. As indicated in 3.3, teachers need to provide students with additional opportunities to apply learned knowledge. Project Based Learning needs to take place. Science Camp takes place Quarterly for grades 4 and 5 to offer additional science experiences. As indicated in 3.8, additional curricular trainings need to be planned so that all stakeholders feel they are well versed in the education of their children. As indicated in 3.12, additional support is in place for students who are deficient in the area of reading. RTI intervention takes place for SY Page 19

23 students who scored lower than 33% on FAIR assessments. ESOL levels 1 and 2 students, who are in grades 3-5, are successfully working with a Highly Qualified teacher before school on the Imagine Learning Program. ESOL levels 1 and 2 students, in grades K-2, are successfully accessing the Waterford program which addresses language acquisition skills. SY Page 20

24 Standard 4: Resources and Support Systems The school has resources and provides services that support its purpose and direction to ensure success for all students. Overall Rating: Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school's purpose, direction, and the educational program. School budgets for the last three years Survey results Clearly defined policies, processes, and procedures ensure that school leaders have access to, hire, place, and retain qualified professional and support staff. School leaders use a formal, systematic process to determine the number of personnel necessary to fill all the roles and responsibilities necessary to support the school purpose, educational programs, and continuous improvement. Sustained fiscal resources are available to fund all positions necessary to achieve the purpose and direction of the school. Policies, processes, procedures and other documentation related to the hiring, placement and retention of professional and support staff Assessments of staffing needs Documentation of highly qualified staff 4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school. Examples of efforts of school leaders to secure necessary material and fiscal resources Instructional time, material resources, and fiscal resources are focused solely on supporting the purpose and direction of the school. Instructional time is fiercely protected in policy and practice. School leaders exhaust every option to secure material and fiscal resources to meet the needs of all students. School leaders measurably demonstrate that instructional time, material resources, and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations concentrate on achieving the school's purpose and direction. Survey results School schedule Alignment of budget with school purpose and direction School calendar SY Page 21

25 4.3 The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. Records of depreciation of equipment Survey results School leaders have adopted or collaboratively created clear definitions and expectations for maintaining safety, cleanliness, and a healthy environment and they have shared these definitions and expectations with all stakeholders. All school personnel and students are accountable for maintaining these expectations. Valid measures are in place that allow for continuous tracking of these conditions. Improvement plans are developed and implemented by appropriate personnel to continuously improve these conditions. The results of improvement efforts are systematically evaluated regularly. Documentation of compliance with local and state inspections requirements Documentation of emergency procedures such as fire drills, evacuation and other emergency procedures. System for maintenance requests Maintenance schedules Safety committee responsibilities, meeting schedules, and minutes 4.4 Students and school personnel use a range of media and information resources to support the school's educational programs. Budget related to media and information resource acquisition Survey results All students and school personnel have access to an exceptional collection of media and information resources necessary to achieve the educational programs of the school. Qualified personnel in sufficient numbers are available to assist students and school personnel in learning about the tools and locations for finding and retrieving information. Data on media and information resources available to students and staff Schedule of staff availability to assist students and school personnel related to finding and retrieving information 4.5 The technology infrastructure supports the school's teaching, learning, and operational needs. Level 3 The technology infrastructure meets the teaching, learning, and operational needs of all stakeholders. School personnel develop and administer needs assessments and use the resulting data to develop and implement a technology plan to improve technology services and infrastructure. Technology plan and budget to improve technology services and infrastructure Assessments to inform development of technology plan Survey results Policies relative to technology use Two technology labs have been set up for teacher/student use SY Page 22

26 4.6 The school provides support services to meet the physical, social, and emotional needs of the student population being served. Agreements with school community agencies for student-family support Survey results Level 3 School personnel implement a process to determine the physical, social, and emotional needs of each student in the school. School personnel provide or coordinate programs to meet the needs of students as necessary. Measures of program effectiveness are in place, and school personnel use the data from these measures to evaluate all programs. Improvement plans related to these programs are designed and implemented when needed to more effectively meet the needs of students. List of support services available to students Bully Box 4.7 The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students. List of services available related to counseling, assessment, referral, educational, and career planning Level 3 School personnel implement a process to determine the counseling, assessment, referral, educational, and career planning needs of all students. School personnel provide or coordinate programs necessary to meet the needs of students whenever possible. Measures of program effectiveness are in place, and school personnel use the data from these measures to evaluate all programs. Improvement plans related to these programs are designed and implemented when needed to more effectively meet the needs of students. Budget for counseling, assessment, referral, educational and career planning Description of IEP process Description of referral process School wide Career Day, "Just Say No to Drugs Campaign," Middle School Magnet Fair Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence the External Review team members may be interested in reviewing. Our school provides comprehensive services to staff and students in accordance with our school mission statement. The District Allocation Plan and Position Control Report are used for the hiring, placement and retention of professional and support staff. Protected Instructional time is highly valued. In house activities as well as field trips are educational in nature and offered to all students regardless of their academic standing or economic status. The vision of the school is for all teachers to have all needed resources in order to be successful in the instructional arena. The master schedule is in compliance with state/district mandates. Safety, cleanliness and a healthy environment are defined by the leadership of the school as top priority. All school personnel are accountable for maintaining these expectations. A school wide arrival and dismissal plan are in place and all faculty members are assigned strategic responsibilities to guarantee supervision throughout the school site. EESAC members review the budget annually. Technology implementation is in place throughout all grade levels. Two technology labs are available to all students including those who stay for the after-school care program. A technology upgrade is projected to transpire in the upcoming months. This upgrade will provide school wide wireless access to all faculty and students. The student services department provides support to all students in the area of counseling, assessment, referrals, educational and career planning needs. A career fair is held annually, and several local agencies provide educational support throughout the school year such as a DARE Officer, Guest Readers, Middle School Articulation Representatives, and various presenters through the KAPOW program. All grades levels are taken on field trips for additional growth opportunities. As indicated in standard 4.5, stakeholders feel the technology infrastructure is not adequate to meet instructional needs. The school is slated SY Page 23

27 for an upgrade during the fiscal year. Wireless technology will be in place schoolwide. As indicated in standard 4.6, stakeholders felt additional measures need to be in place to ensure students physical, social and emotional needs are met. Morning announcements are used to facilitate "Core Value" initiatives. As indicated in standard 4.7, more emphasis needs to be placed on student services. The guidance counselor will appear routinely on morning announcements to pledge support for the district "Core Value" initiative. SY Page 24

28 Standard 5: Using Results for Continuous Improvement The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. Overall Rating: The school establishes and maintains a clearly defined and comprehensive student assessment system. Documentation or description of evaluation tools/protocols School personnel maintain and consistently use a comprehensive assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. The system ensures consistent measurement across all classrooms and courses. All assessments are proven reliable and bias free. The system is regularly and systematically evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning. Survey results Brief description of student assessment system including range of data produced from standardized and local assessments on student learning and school performance Evidence that assessments are reliable and bias free 5.2 Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions. Survey results Written protocols and procedures for data collection and analysis Systematic processes and procedures for collecting, analyzing, and applying learning from all data sources are documented and used consistently by professional and support staff. Data sources include comparison and trend data that provide a comprehensive and complete picture of student learning, instruction, the effectiveness of programs, and the conditions that support learning. All school personnel use data to design, implement, and evaluate continuous improvement plans to improve student learning, instruction, the effectiveness of programs, and organizational conditions. Examples of use of data to design, implement, and evaluate continuous improvement plans and apply learning List of data sources related to student learning, instruction, program effectiveness, and conditions that support learning SY Page 25

29 5.3 Professional and support staff are trained in the evaluation, interpretation, and use of data. Policies specific to data training All professional and support staff members are regularly and systematically assessed and trained in a rigorous, individualized professional development program related to the evaluation, interpretation, and use of data. Professional learning schedule specific to the use of data Documentation of attendance and training related to data use Survey results Training materials specific to the evaluation, interpretation, and use of data 5.4 The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. Agendas, minutes of meetings related to analysis of data Policies and procedures clearly define and describe a process for analyzing data that determine verifiable improvement in student learning including readiness for and success at the next level. Results indicate significant improvement, and school personnel systematically and consistently use these results to design, implement, and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level. Description of process for analyzing data to determine verifiable improvement in student learning Examples of use of results to evaluate continuous improvement action plans Evidence of student readiness for the next level Evidence of student growth Evidence of student success at the next level The school based Leadership Team conducts regular meetings and data is presented, analyzed and then shared with all teachers. SY Page 26

30 5.5 Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders. Leaders monitor comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals. Leaders regularly communicate results using multiple delivery methods to all stakeholder groups. Minutes of board meetings regarding achievement of student learning goals Communication plan regarding student learning, conditions that support learning, and achievement of school improvement goals to stakeholders Level 3 Sample communications to stakeholders regarding student learning, conditions that support learning, and achievement of school improvement goals Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence the External Review team members may be interested in reviewing. The school implements a comprehensive assessment system that generates a range of data about student learning. The SIP communicates to all stakeholders the goals. District Assessments are administered quarterly to all students who are on a standard diploma track. The Florida Assessments for Instruction in Reading (FAIR) is administered to students in Kindergarten through grade 2, three times a year. This assessment targets early reading skills, and includes Vocabulary and Comprehension. Students in grades 3-5 are administered the FAIR, which helps determine the FCAT success probability. The School-Based Leadership Team reviews all assessment results as a team. Data is then presented to all teachers within each grade level and teachers analyze data to differentiate classroom instruction. School, District and State comparative data is used to monitor the effectiveness of instruction amongst all grade levels. Data results of all interim assessments are presented to the EESAC, which allows for all Stakeholder groups to give input to the teaching and learning taking place. Many professional development opportunities have been and are currently available to all faculty members in the area of data driven decision making. Much of the faculty feels that additional training is needed in the area of data disaggregation. More importantly, they feel that there needs to be more emphasis placed on how the use of data directly impacts their instruction. An action plan is in place and Professional Learning Communities are being established to define the process for analyzing data that will determine verifiable improvement in student learning. As indicated in 5.5, the Leadership Team will continue to monitor and communicate to faculty data results gaged from a variety of sources. As a result, student learning groups will be rotated based on need. SY Page 27

31 Early Learning Standard 4: Resources and Support Systems The Early Learning program has resources and provides services that support its purpose and direction to ensure success for all children. Overall Rating: Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school's purpose, direction, and the educational program. Policies, processes, procedures and other documentation related to the hiring, placement, and retention of professional and support staff Clearly defined policies, processes, and procedures ensure that school leaders have access to, hire, place, and retain qualified professional and support staff. School leaders use a formal, systematic process to determine the number of personnel necessary to fill all the roles and responsibilities to support the program purpose, educational programs, and continuous improvement. Sustained fiscal resources are available to fund all positions necessary to achieve the purpose and direction of the school. Policies that require relevant and related trainings School budgets for the last three years Staff License/certification/qualifi cations Assessments of staff needs Staff compensations/benefits Personnel evaluation forms Professional and support staff/child ratios 4.2 The school employs qualified Administrators/Directors for each administrative position to support the school's purpose, direction, and the educational program. Policies, processes, procedures and other documentation related to the hiring, placement, and retention of professional and support staff Administrators/Directors have an advanced level degree or higher or an Associates Degree/credential in early childhood education, or 60 credits with a minimum of 24 credits in early childhood education, child development, or elementary education and 3 years verifiable early childhood work experience or 3 years verifiable educational administrative experience or a combination of both. A documented plan for meeting this expectation within a 2-year timeframe, or governmental documentation showing the equivalency of credentials and experience is acceptable. Stakeholder results Policies that require relevant and related trainings Staff License/certification/qualifi cations Staff compensations/benefits Personnel evaluation forms SY Page 28

32 4.3 The school employs qualified teachers for each professional teaching position to support the school's purpose, direction, and the educational program. Policies, processes, procedures and other documentation related to the hiring, placement, and retention of professional and support staff All lead teachers have an advanced level degree or higher or an Associates Degree/credential in early childhood education or 60 credits with a minimum of 24 in early childhood education, child development, or elementary education and verifiable early childhood education experience/work. A documented plan for meeting this expectation within a 2- year timeframe, or governmental documentation showing the equivalency of credentials and experience is acceptable. Stakeholder results Policies that require relevant and related trainings Incentives/recognition program/system Staff License/certification/qualifi cations Staff compensations/benefits Personnel evaluation forms 4.4 The school employs qualified assistant teachers for each position to support the school's purpose, direction, and the educational program. Policies that require relevant and related trainings All assistant teachers have a High School Diploma/GED or higher or the country's equivalent credential and meet the state/governmental requirements for staff credentials for the position and have 2 years verifiable early childhood work experience. A documented plan for meeting this expectation within a 1- year timeframe is acceptable. Incentives/recognition program/system Staff License/certification/qualifi cations Staff compensations/benefits Personnel evaluation forms SY Page 29

33 4.5 The school maintains a class-size For infants up to 12 months, the school Policies, processes, and ratio of young children to teachers that support the care and developmentally appropriate learning, growth, and development of young children. maintains a maximum group size of 6 and a maximum teacher to student ratio of 1:3. procedures and other documentation related to the hiring, placement, and retention of professional and support staff For toddlers ages 12 to 18 months, the school maintains a maximum group size of 10 and a maximum teacher to student ratio of 1:5. For young children ages 18 to 24 months, the school maintains a maximum group size of 12 and a maximum teacher to student ratio of 1:6. For young children ages 24 to 36 months, the school maintains a maximum group size of 12 and a maximum teacher to student ratio of 1:6. For young children ages 36 to 48 months, the school maintains a maximum group size of 20 and a maximum teacher to student ratio of 1:10. For young children ages 48 to 60 months, the school maintains a maximum group size of 24 and a maximum teacher to student ratio of 1:12. For Kindergarten or young children ages 60 to 72 months, the school maintains a maximum group size of 24 and a maximum teacher to student ratio of 1:12. For all age ranges of young children, the school meets state licensure requirements for group size and studentto-adult ratios. Stakeholder results Policies that require relevant and related trainings Staff compensations/benefits Personnel evaluation forms 4.6 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the early learning school. Equipment purchasing and maintenance Resource materials for training Instructional time, material resources, and fiscal resources are focused solely on supporting the purpose and direction of the school. Instructional time is fiercely protected in policy and practice. School leaders exhaust every option to secure material and fiscal resources to meet the needs of all young children. School leaders measurably demonstrate that instructional time, material resources, and fiscal resources are allocated so that all children have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations concentrate on achieving the school's purpose and direction. Examples of efforts of school leaders to secure necessary material and fiscal resources School schedule School calendar Budget for authorized expenses and activities Funding overview-public and private funders Itemed/audited budget SY Page 30

34 4.7 The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all young children and staff. School leaders have adopted or Written health and safety policies Records of depreciation of equipment collaboratively created clear definitions and expectations for maintaining safety, cleanliness, and a healthy environment and have shared these definitions and expectations with all stakeholders. All school personnel and children, as appropriate to their age and developmental growth, are accountable for maintaining these expectations. Valid measures are in place that allow for continuous tracking of these conditions. Improvement plans are developed and implemented by appropriate personnel to continuously improve these conditions. The results of improvement efforts are systematically evaluated regularly. Facilities and equipment maintenance records and schedules Documentation of compliance with local and state inspections requirements Building inspections record Updated health records Documentation of emergency procedures such as fire drills and evacuation routes System for maintenance requests 4.8 The school regularly assesses and maintains all indoor spaces The school exceeds the expectation. For example, each classroom space has Written health and safety policies to be accessible to all young its own bathroom/washing facilities, children and adults; ventilated, sinks, and access to drinking water. The Records of depreciation lighted, and temperaturecontrolled; and the spaces that primarily serve each age-group of young children have direct access to bathroom/washing facilities, sinks, and drinking water. school is temperature controlled. Some or all of the classrooms have the capability for independent temperaturecontrol. For example, the spaces for infants may be temperature controlled separately from the spaces for older age-groups of young children. of equipment Stakeholder results Facility and equipment specifications Facilities and equipment maintenance records and schedules Documentation of compliance with local and state inspections requirements Building and grounds inspections record Documentation of emergency procedures such as fire drills and evacuation routes System for maintenance requests SY Page 31

35 4.9 Each classroom/learning space has sufficient usable floor space and size to support the creativity and developmentally appropriate learning, growth, and development of young children; is highly functional for program delivery; and encourages positive staff-to-child relationships. The school exceeds the expectation. For example, classroom space exceeds the minimum state/governmental measurements per child. Classroom space enables multiple small group and individual learning activities to simultaneously occur without interruption. Arrangements are in place to ensure the safety and security of children at all times. Written health and safety policies Records of depreciation of equipment Stakeholder results Facilities and equipment maintenance records and schedules Documentation of compliance with local and state inspections requirements Building and grounds inspections record Documentation of emergency procedures such as fire drills and evacuation routes System for maintenance requests 4.10 Each classroom/learning space has furniture, equipment, and resources that are safe, clean, well maintained, adaptive, accessible, and developmentally appropriate for the age-group of young children they directly serve; are sufficient in number; and are organized in ways to support appropriate and effective implementation of the program. Stakeholder results Facility and equipment specifications Facilities and equipment maintenance records and schedules The school exceeds the expectation. For example, each classroom/learning space has substantial furniture, equipment, and resources to meet individual student needs and to support the effective implementation of the program. The furniture, equipment and resources are suitable for their purposes and conducive to access and participation by every child. Separate tables are used for eating and working. Multiple work/learning equipment is available within each classroom, i.e. tables, sand/water table, and easel. All furniture, equipment, and resources are in constant excellent repair. Documentation of compliance with local and state inspections requirements Lists of instructional concepts with supporting classroom materials System for maintenance requests SY Page 32

36 4.11 Indoor and outdoor equipment are safe, available to all young children, are developmentally appropriate for the age-group, have appropriate surfaces to support a variety of types of learning and play, and have impact material under all climbing equipment and swings. Written health and safety policies Records of depreciation of equipment Stakeholder results The school exceeds the expectation. For example, all outdoor/indoor equipment is safe, effectively organized, has hard and soft surfaces, and maintains adequate impact material under all climbing equipment and swings. All young children have access to specialized equipment that is specifically designed to support key aspects of children's development and learning. Each age-group of children has access to outdoor spaces and equipment specifically designed for that age-group. Facility and equipment specifications Facilities and equipment maintenance records and schedules Documentation of compliance with local and state inspections requirements Lists of instructional concepts with supporting classroom materials Building and grounds inspections record Documentation of emergency procedures such as fire drills and evacuation routes System for maintenance requests 4.12 Each classroom/learning space has multiple learning/interest centers that are organized for independent use by young children, that support the learning activities of the instructional program and the creativity of young children, and that are well equipped with materials supportive of the purpose of each learning/interest center. Stakeholder results System for ordering/maintaining sufficient supplies Lists of instructional concepts with supporting classroom materials The school exceeds the expectation. For example, each classroom/learning space has multiple learning/interest centers accessible and organized for independent use by all children served by that classroom/learning space and that support the current learning activities in addition to supporting young children's spontaneous exploration and creativity with experiences beyond current learning activities. Each center is well equipped for its purpose and enhanced with a variety of innovative materials. Curriculum standards, guides, expectations 4.13 Each classroom/learning space The school exceeds the expectation. Stakeholder results provides all children with safe and For example, the school provides for comfortable/cozy areas to relax, rest, or sleep that are each child's comfort. There are constant opportunities to meet each child's need System for ordering/maintaining continuously supervised by adults for relaxation, rest and/or sleep. All sufficient supplies at all times. children are supervised at all times. Lists of instructional concepts with supporting classroom materials Curriculum standards, guides, expectations SY Page 33

37 4.14 Children and school personnel use a range of interactive media and information resources that support the educational programs. Technology plan Assessment and evaluation of technology and media literacy Level 3 Children and school personnel have access to interactive media and information resources necessary to achieve the educational program's goals and objectives. Qualified personnel are available to assist children and school personnel in learning about the tools and locations for finding and retrieving information. Survey results Technology and interactive media inventory Data on media and information resources available to staff and children Examples of interactive media and technology work such as digital portfolios, educational texting, artwork, audio and video recordings, etc. Students have access to media literacy in main building. A SMARTBoard is available for all PRE-K teachers to use 4.15 The technology infrastructure supports the school's teaching, learning, and operational needs. Cyber-safety plan; policies and procedures Level 3 The technology infrastructure meets the teaching, learning, and operational needs of all stakeholders. School personnel develop assessments to collect data concerning needs and use the resulting data to develop and implement a technology plan to improve technology services and infrastructure. Assessments to inform development of technology plan Hardware and software inventory Policies relative to technology use Security of information policies The school is slated for a technoloyg infrastructure upgrade to provide schoolwide wireless access. SY Page 34

38 4.16 Each classroom/learning space has displays that are used effectively as a learning tool, are developmentally appropriate for the age-group, attractively presented, appropriate in content, portray the current learning activities, and showcase children's work and creativity. Stakeholder results System for ordering/maintaining sufficient supplies Lists of instructional concepts with supporting classroom materials The school exceeds the expectation. For example, all displays within each classroom/learning space are appropriate in content for the age-group and relate to current learning activities. The displays are located at levels where children can easily see them, are substantially child-created, and include examples of children's creative work beyond specified learning activities. All children have examples of their individual work displayed within their learning environment. Staff changes the materials for each theme/unit. Curriculum standards, guides, expectations Displays pictures/photos 4.17 The school provides support services to meet the physical, social, and emotional needs of young children that are integral to the educational program. Special classes/activities for children with disabilities Examples of child assessments Level 3 School personnel implement a process to determine the physical, social, and emotional needs of each child in the school. School personnel provide or coordinate programs to meet the needs of children as necessary. Measures of program effectiveness are in place, and school personnel use the data from these measures to evaluate all programs. Improvement plans related to these programs are designed and implemented when needed to more effectively meet the needs of young children. Example of full inclusion parent-child program Agreements with school community agencies for student-family support Intervention services referral Example of home and community interventions Assessment system for identifying children s needs Educational advocacy plan for families Lists of support services available to students SY Page 35

39 4.18 Each child receives individual personal care by staff members who consistently promote the child's general well-being, nutrition, health, and safety. Handbooks, procedures Stakeholder results The school exceeds the expectation. For example, strict sanitary conditions for diapering and toileting are easily maintained through access to sinks and surfaces that are not shared for food preparation and diapering. Resources are constantly available for sanitizing all spaces directly touched by children and adults. Each classroom has child-sized toilets and sinks and individual storage spaces for each child's personal supplies. Child-sized eating utensils and other developmentally appropriate culinary utensils are available to all children. Children have access to a well-balanced and healthy diet according to state/governmental or other widely accepted nutrition guidelines that include cultural and dietary restrictions. The school has clear policies and guidelines on the use, storage, and administration of medications. Parent/Staff communications procedures and expectations Facility/classroom design for storage space of personal items Stakeholder communication forms Health inspection records 4.19 Arrival and departure routines focus on the care and well-being of each child and encourage a daily exchange of family and school communications regarding the care, well-being, and educational progress of the child. Handbooks, procedures Stakeholder results The school exceeds the expectation. For example, each child is greeted warmly upon arrival and bid farewell upon departure by caring adults having primary responsibility for the care and education of the child. Parents/family consistently take their children into the classroom upon arrival and pick up their children from the classroom upon departure. Parents and staff communicate daily regarding the education, care and/or well-being of the child. Parent/Staff communications procedures and expectations Stakeholder communication forms Health inspection records 4.20 The school provides services that support the counseling, assessment, and educational referral needs of all students. Program evaluations School personnel implement a clearly defined and systematic process to determine the counseling, assessment, and educational referral needs of all children and their families as appropriate to the child's age and developmental level. Valid and reliable measures of program effectiveness are in place, and school personnel use the data from these measures to regularly evaluate all programs. Improvement plans related to these programs are designed and implemented to more effectively meet the needs of all young children. Lists of services available related to counseling, assessment, referral, educational, and career planning Professional development calendar Assessment plan Demographics Parent opportunity information sheets Description of referral process SY Page 36

40 4.21 All children, parents, and staff experience an environment of reciprocal respect, trust, and open communication in a fair and just way, respecting the needs and characteristics of each individual, and promoting a sense of community, belonging, ownership, and pride. The school meets the expectation. For example, most staff members create a climate of acceptance and respect of other staff and young children. Staff members are attentive and responsive to individual children. Staff members model appropriate manners and social behaviors. Behavior guidance strategies preserve the dignity of every child. Handbooks, procedures Student records indicating personal needs Statement of principles Parent/Staff communications procedures and expectations Level 3 Code of conduct Written policies on positive guidance strategies Stakeholder feedback results Stakeholder communications forms 4.22 All indoor and outdoor spaces are free from hazards and dangerous circumstances for young children and adults, and adults actively remove and resolve hazardous conditions as they may occur. Facility and equipment specifications The school exceeds the expectation. For example, procedures are in place to inspect all indoor and outdoor spaces each day to ensure all spaces are free from hazards and dangerous circumstances. Indoor and outdoor spaces for each age-group are purposefully designed and arranged for that age-group with safety in mind. Adults take immediate action to remove/prevent hazards as they may occur. All students are continuously supervised by adults at all times. Instances of hazardous conditions are exceptionally rare. Documentation of compliance with local and state inspections requirements Accident records and reports Safety handbooks, guidelines, procedures, expectations Observations of student and adult behaviors concerning safety practices Stakeholder feedback results Health inspection records Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence the External Review team members may be interested in reviewing. Early learning takes place at the Primary Learning Facility. All teachers and paraprofessionals are highly qualified. Every Pre-K classroom has a paraprofessional to meet the required Teacher to student ratio of 1:12 at all times. The ratio is lowered for children with disabilities. Needs specific Professional development is offered by the district as well as school site and available to teachers and paraprofessionals. The administrative team is highly visible and supportive of the Early Learning program. Classroom walkthroughs are conducted routinely and there is ample office, custodial and security support for all teachers. All classrooms are spacious and equipped with needed furniture and resources. The Pre-K teachers receive curriculum guidelines from the Pre-K Coalition. Pacing guides are followed to ensure students are well prepared to successfully enter Kindergarten. The Primary Learning Center has a full-time custodian assigned to the site to ensure that SY Page 37

41 the building is well-maintained and clean. Children are attending school in a safe, secure, clean environment and the building is inspected routinely by the State of Florida Department of Health. The results of these inspections are posted to all stakeholders as well as posted on the school web site for public viewing. The building is well-maintained on the inside as well as the playground area and common grounds. The playground area is safe and age appropriate. All classroom learning centers are organized and clearly labeled. Centers are well equipped with needed materials. Teachers feel that additional arts and crafts supplies are needed to make ensure that all students can participate in hands-on theme based art projects. Children take naps on mats purchased by their parents. They are supervised by an adult at all times. The school is undergoing a technology upgrade. The project will allow school wide access to wireless connectivity. All Pre-K classrooms have student computers and student's access web based instructional programs provided by the district. Waterford computers are amiable for students who are learning English as their second language. Arrival and Dismissal procedures are clearly outlined for all teachers, instructional support staff as well as parents. Every child is greeted by an adult in the parent drop-off zone and walked to the cafeteria where they are provided with a healthy breakfast at no cost to the parents. A dismissal plan of action is in place and all students are dismissed personally at the pick-up zone by their classroom teacher. A full-time guidance counselor is available to all students in the Pre-K building. Pre-K students are included in school assemblies. Our Student Services department works closely with classroom teachers to ensure that those students who are experiencing emotional, behavioral or academic deficiency are observed and services are provided based on need. The mission of School focusses on the children's strengths, so that children are allowed to explore the depths of their potential; and to create an environment for learning where every child succeeds. As indicated in 4.14, a technology plan is in place. Overhead projector devices have been placed in all kindergarten classrooms. Projection devices will be purchased for all Pre-K classrooms in the upcoming school year. Classrooms are all equipped with student computers. As indicated in 4.15, the schoolwide infrastructure has been slated for upgrade during the As indicated in 4.17, efforts will be in place to provide couseling support to students at the Primary Learning Center. As indicated in 4.21, staff indicated that they feel there needs to be a more cohesive atmosphere where a line of open communication is present. Professional Learning Communities will provide teachers the opportunity to engage in professional dialogue that will enhance student learning. SY Page 38

42 Report Summary Scores By Section Section Score Standard 1: Purpose and Direction 3.67 Standard 2: Governance and Leadership 3.67 Standard 3: Teaching and Assessing for Learning 3.5 Standard 4: Resources and Support Systems 3.57 Standard 5: Using Results for Continuous Improvement 3.8 Early Learning Standard 4: Resources and Support Systems 3.82 Sections SY Page 39

43 Stakeholder Feedback Diagnostic SY Page 40

44 Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be used in the same manner by the institution as it engages in improvement planning. SY Page 41

45 Stakeholder Feedback Data Label Assurance Response Comment Attachment 1. Did you complete the Stakeholder Feedback Data document offline and upload below? Yes Dr. Gilbert L. Porter Stakeholder Survey Report SY Page 42

46 Evaluative Criteria and Rubrics Overall Rating: 4.0 Statement or Question Response Rating 1. Questionnaire Administration All required AdvancED questionnaires were used by the institution to receive stakeholder feedback. The minimum response rate for each population was met (parent questionnaire: equal to or greater than 20%, student questionnaire(s): equal to or greater than 40%, staff questionnaire: equal to or greater than 60%). Questionnaires were administered with complete fidelity to the appropriate administrative procedures. In every instance, the stakeholders to whom these questionnaires were administered fully represented the populations served by the institution. Appropriate accommodations were provided as necessary for all participants. Statement or Question Response Rating 2. Stakeholder Feedback Results and Analysis Two or more of the stakeholder questionnaires had average item values of 4.30 or higher (on a 5.0 scale). All questionnaires had an average item value of 3.20 or above (on a 5.0 scale). Results of stakeholder feedback collected by the institution were well analyzed and clearly presented. SY Page 43

47 Areas of Notable Achievement Which area(s) indicate the overall highest level of satisfaction or approval? The stakeholder survey indicates a 4.22 on the Parent Survey. The Parent Survey indicats that parents feel that Standard 5, "Using Results for Continuous Improvement", is the highest receiving a 4.5 rating. Consistently for 3 consecutive years, it has been the highest rating on the School Climate Survey, "Parent's Section." Results indicate parents felt their child's teachers are friendly and easy to talk to. On the , 58% rated this area as Strongly Agree. On the survey, 70% Strongly Agree and on the % Strongly Agree. The Stakeholder Survey indicates a 4.39 rating on the Staff Survey. The results indicate that the majority of the staff are satisfied in the area of Standard 1, "Purpose and Direction." The staff feels the school's purpose statement clearly focuses on student success as reflected with a 4.49 score. In the area of "Using Results for Continuous Improvement", a rating of 4.53 shows that the staff feels multiple assessment measures to determine student learning and school performance are in place. The Stakeholder Survey indicates a 4.69 rating on the Elementary Student Survey. A rating of 4.96 indicates in Standard 1, "Purpose and Direction", that the principal and teachers want every student to learn. The staff responded on the School Climate Survey as "Feeling safe and secure while at school." In , 68% of the staff strongly agreed, in , 71% staff strongly agreed, and in a 50% rated this category as strongly agree and 42% rated this category as agree. The students responded on the School Climate Survey as "feeling that their teachers require that I work very hard for their grades." In , 62% Strongly Agreed with this statement in , 63% Strongly Agreed with this statement and in , 72% Strongly Agreed. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? According to the results indicated in the Stakeholder survey which was administered during the school year, students, parents and staff all indicate that the school's purpose statement is clearly defined. Parents strongly agree that their children are getting a good education at Dr. Gilbert L. Porter. The School Climate Survey reiterates that parents feel their child is getting a good education. The students indicated on the Stakeholder survey that they feel they are learning new things that will help them. In the School Climate Survey students feel strongly that their teachers are concerned about how they do in the future. The Staff responded to the Stakeholder survey and felt they are supported by the policies and practices adopted by the school board or governing body. On the School Climate Survey, the staff feel they the district administration offers concern and support. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? The Parent and Student Stakeholder Survey indicated that teacher satisfaction is extremely high. This satisfaction was solidified in the School Climate Survey as well. The school climate survey indicates that Parents gave School on overall rating of "A-". 61% of the parents that were surveyed strongly agreed with the following statement: "My child's teachers are friendly and easy to talk to." Of the students surveyed on the school climate survey, 67% strongly agreed with the comment that states "My teacher's know a lot about the subjects they teach." The overall school rating based on student results was a "B+". SY Page 44

48 According to the Staff School Survey, 56% strongly agreed that they like working at their school. The overall staff rating was "B+". Based on the results of the past 3 School Climate Surveys, the parental satisfaction rate has steadily increased in the area of "Staff responding to my needs and concerns in a reasonable period of time." The percentage rate has steadily increased from 41% Strongly Agreed to 45% Strongly Agreed. Based on the results of the past 3 School Climate Surveys, the students feel they are getting a good education at their school. In , 47% of students strongly agreed with this statement. In , 53% strongly agreed and on the survey, 63% strongly agreed with this statement. Based on the results of the past 2 years, the staff has shown that they increasingly feel that the children attending this school are receiving a good education. 87% of the staff either Agreed or Strongly Agreed with this statement on the survey as opposed to a 97% positive rating in SY Page 45

49 Areas in Need of Improvement Which area(s) indicate the overall lowest level of satisfaction or approval? The Stakeholder survey indicates that the parents, students and staff all feel the area that needs improvement is Standard 4 - Resource and Support Systems. The Parent results rated this standard as a 4.0, the staff rated this standard as a 4.3 and the students rated this standard as a 4.7. The staff indicated that there is not enough student services support in regards to counseling, referrals, educational counseling and/or career planning. This area received the lowest rating at a The Parents felt that the area that needs the most improvement is transportation. The statement that received the lowest rating was "Miami- Dade County Public Schools bus drivers provide professional and courteous service to my child." This area received a 3.32 rating. The students rated the statement "My school wants children in our school to help each other even if we are not friends" as the area that needs more attention. This statement received a 4.51 rating. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? According to the School Climate Survey in , 58% of the parents surveyed felt strongly that their child's school is kept clean and in good condition. In , results show that only 44% of parents strongly agree with this statement. According to the School Climate Survey, students were asked if their school building is kept clean and in good condition. In , 21% strongly agreed with this statement. In , this percentage rate dropped to 17% and in , the rate of students dropped to 10%. Staff also rated this same statement with dissatisfaction. In , 32% of staff members strongly agreed that the building is kept clean and in good condition. In , the percentage rate dropped to 29%, and further dropped in to 25%. The stakeholder AdvancED survey also questioned parents about their feelings in regards to cleanliness of their child's school building. Parents rated this area as a The students who were surveyed rated this area as a What are the implications for these stakeholder perceptions? Survey results indicate that the school building is not kept clean and in good condition. This statement signifies that all stakeholders feel that the cleanliness of the school has declined. The custodial staff has been revamped. The administrative team has worked diligently to rectify this problem. Close supervision and training has been provided. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? The Parent and Student Stakeholder Survey indicates that the cleanliness of the school needs improvement. Parents rated it a 4.33 and students rated it a The lack of cleanliness was also evident in the School Climate Survey. Based on the results of the past 3 School Climate Surveys, the cleanliness of our school has steadily declined. It has declined from 53% strongly agreeing to, "My child's school is kept clean and in SY Page 46

50 good condition," in to 44% agreeing in on the Parent Form. On the Student Form, it declined from 21% in to 10% in On the staff form, it declined from 32% in to 25% in Both surveys indicate the building needs to be more thoroughly cleaned. SY Page 47

51 Report Summary Scores By Section Section Score Evaluative Criteria and Rubrics 4 Sections SY Page 48

52 Student Performance Diagnostic SY Page 49

53 Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning. SY Page 50

54 Student Performance Data Label Assurance Response Comment Attachment 1. Did you complete the Student Performance Yes Student Data document offline and upload below? Performance Data SY Page 51

55 Evaluative Criteria and Rubrics Overall Rating: 3.0 Statement or Question Response Rating 1. Assessment Quality The array of assessment devices used by the institution to determine students' performances is sufficiently aligned so that valid inferences can be reached regarding students' status with respect to the entire set of curricular aims regarded as high-priority, must accomplish, instructional targets. The documentation provided in support of this alignment is persuasive. All of the assessments used are accompanied by evidence demonstrating that they satisfy accepted technical requirements such as validity, reliability, absence of bias, and instructional sensitivity. Statement or Question Response Rating 2. Test Administration All the assessments used by the institution to determine students' performances, whether externally acquired or internally developed, have been administered with complete fidelity to the administrative procedures appropriate for each assessment. In every instance, the students to whom these assessments were administered are accurately representative of the students served by the institution. Appropriate accommodations have been provided for all assessments so that valid inferences can be made about all students' status with respect to all of the institution's targeted curricular outcomes. Statement or Question Response Rating 3. Quality of Learning Evidence of student learning promoted by the institution is acceptably analyzed and presented with reasonable clarity. In comparison to institutions functioning in a similar educational context, students' status, improvement, and/or growth evidence indicates that the level of student learning is at or above what would otherwise be expected. Level 3 Statement or Question Response Rating 4. Equity of Learning Evidence of student learning indicates achievement gaps exist among subpopulations of students, and that minimal or no change has occurred in these achievement gaps. Level 1 SY Page 52

56 Areas of Notable Achievement Which area(s) are above the expected levels of performance? In the areas of Reading, and Mathematics, the percentage of students making learning gains >= 50%, was met during the following assessment dates: , , and The FCAT 2.0 assessment, shows that the annual Target goal of 71% in the area of Reading was met, and the target goal of 72% was met in the area of Mathematics. Describe the area(s) that show a positive trend in performance. READING: As evidenced by FCAT results, the Hispanic subgroup has shown a steady increase in Student Performance. In , 61% of the students in the Hispanic subgroup were proficient. In , 73% were proficient and in % met proficiency. ELL learners have shown a steady increase from 43% proficiency on the assessment. In , the rate of proficiency increased to 61%, and in , 65% of the students in this subgroup were proficient. The SWD subgroup has shown an increase. In , 22% were achieving at a proficient rate. In , the rate of proficiency in this area increased to 37%, and on the assessment, 40% of students in the SWD subgroup were proficient. The ED subgroup also showed a steady increase. In , 59% were proficient and on the assessment, 66% were found to be proficient on the FCAT assessment. MATHEMATICS: The Hispanic subgroup has shown a steady increase in Student Performance in the area of Mathematics. On the and FCAT Assessment, 65% of the students in the Hispanic subgroup were proficient, and in % met proficiency. ELL learners have shown a steady increase from 49% proficiency on the Mathematics FCAT assessment. In , the rate of proficiency in the area of Mathematics increased to 51%, and in , 69% of the students in this subgroup were proficient. The SWD subgroup has shown an increase in Mathematics. In , 33% were achieving at a proficient rate. In , the rate of proficiency in this area increased to 34%, and on the assessment, 38% of students in the SWD subgroup were proficient in the area of Mathematics. Writing: The results from the Writing FCAT 2.0 Assessment show an increase of 9% in the amount of students who were proficient. 63% of the fourth grade students were proficient. Which area(s) indicate the overall highest performance? On the FCAT 2.0 assessment, 72% of those tested were proficient on the mathematics portion. In the area of writing, 63% of the students were proficient. Which subgroup(s) show a trend toward increasing performance? SY Page 53

57 Over the course of three years, the Hispanic subgroup has shown an increase of 11% as shown on the FCAT scores from 2010 through This increase signifies that 72% of the students are proficient in the area of Reading. An 8% increase in the area of Mathematics, shows a 73% proficiency rate. Between which subgroups is the achievement gap closing? READING: On the FCAT assessment, 61% of the Hispanic subgroup performed at a proficient rate, as compared to the white subgroup which scored at 80% proficiency rate. On the assessment, the Hispanic subgroup showed a 12% increase in the area of reading, whereas the White subgroup decreased 10%. On the FCAT assessment, the Hispanic subgroup continued to show a positive trend, as results showed that 72% performed at a proficient rate. The White subgroup showed an additional 1% decrease. MATHEMATICS: On the FCAT assessment, 65% of the Hispanic subgroup were proficient. The White subgroup performed at a 72% proficiency rate. The assessment showed the same results for the Hispanic subgroup while the White subgroup increased by 8%. However, on the assessment, the Hispanic subgroup showed a positive increase of 8%, while the White subgroup showed a drastic decrease of 13%. Which of the above reported findings are consistent with findings from other data sources? Results from the CELLA (Florida Comprehensive English Language Learning Assessment) indicate that 83% of the students tested scored within the "high intermediate/ proficient" range in the area of Listening/Speaking, 64% in Reading and 64% in the area of writing. In the area of Reading, the Reading District Baseline Assessment indicate that students in Grade 3 showed a 28% proficiency rate in the area of Informational Text/Research Process, however, on the Reading District Winter Interim Assessment, scores indicate a 19% increase, as 47% of students were proficient in the area of Informational Text/Research Process. The FCAT 2.0 showed a considerable gain, as 75% of 3rd grade students were proficient in Informational Text/Research. Students in Grade 4 showed a 31% proficiency rate in the area of Reading Application on the Reading District Baseline Assessment, whereas a 28% gain was made on the Reading District Winter Interim Assessment in the area of Reading Application. The FCAT 2.0 showed a consistent increase, as 75% of 4th grade students were proficient in the area of Reading Application. Grade 5 showed a 61% proficiency rate in the area of Vocabulary on the District Baseline Assessment, and increased 4% on the District Winter Interim Assessment. The FCAT 2.0 showed a considerable increase in the area of Vocabulary, as 70% scored a proficient rating. In the area of Mathematics, students in grade 3 showed difficulty on the District Baseline Assessment in the area of Number Operations, Problems and Statistics with a 3% overall proficiency rate. The District Winter Interim Assessment, showed a 27% gain in the area of Number Operations, Problems and Statistics. The FCAT 2.0 showed an 81% proficiency rate in the same area. Students in grade 3 showed deficiency in the area of Number: Base Ten and Fractions, as only 7% were at a proficient rate, however, on the Winter Interim Assessment, results indicate that 36% were proficient in the area of Number: Base Ten and Fractions. On the FCAT 2.0 students showed an 80% proficiency rate in the area of Number: Fractions. Students in Grade 5 showed a significant deficiency in the area of Expressions, Equations, & Statistics on the District Baseline Assessment, as only 4% were proficient. The Winter Interim Assessment showed a significant gain in the area of Expressions, Equations, & Statistics as 38% were proficient. On the FCAT 2.0, students in grade 5 showed a 70% proficiency rate in the same SY Page 54

58 area. SY Page 55

59 Areas in Need of Improvement Which area(s) are below the expected levels of performance? READING: 67% of students made learning gains on the FCAT 2.0 which shows a decline by 12% from the previous year. In , only 68% of those in the lowest 25% made learning gains, as opposed to the prior year, where 79% made learning gains. Describe the area(s) that show a negative trend in performance. The FCAT 2.0 Science results show a significant decrease in student proficiency. In , 69% received a proficient rating, as opposed to the results, which show that only 50% were proficient. Which area(s) indicate the overall lowest performance? The students who were in fifth grade during the school year, scored 73% proficiency in the area of reading on the FCAT Reading Assessment. However, on the FCAT 2.0 assessment, those same students dropped to a 64% proficiency rate. In the area of mathematics, these same students dropped from 75% proficiency in fourth grade to only 57% scoring proficient on the fifth grade math assessment. The SWD subgroup scored a 22% proficiency rate in the area of reading on the FCAT 2.0. The same subgroup showed an increase of 13% on the FCAT 2.0. On the FCAT 2.0, the SWD subgroup were at a 40% proficiency rate. Even with the gradual increase, the SWD subgroup still scores far below all the subgroups. Which subgroup(s) show a trend toward decreasing performance? READING: Students in the Black subgroup showed a decrease in the area of reading during the FCAT administration. During the school year, 67% of the students in this subgroup were proficient in the area of reading, as opposed to the results on the reading assessment, which show that only 57% scored a proficient rating. This 10% decrease shows that additional emphasis needs to be placed on students in the Black subgroup. Differentiated instruction in the area of reading will allow all students additional support. MATHEMATICS: Students in the White subgroup showed a decrease in the area of mathematics during the FCAT administration. During the school year, 80% of the students in this subgroup were proficient, as opposed to the results on the , which show that only 67% scored a proficient rating. Students in the Black subgroup also showed a decline. In , students in the Black subgroup scored at a 67% proficiency rate, whereas in , only 52% of students in this subgroup scored proficient. SY Page 56

60 Between which subgroups is the achievement gap becoming greater? The White subgroup has shown a decline in proficiency level in the areas of Reading and Mathematics over the past two FCAT 2.0 assessments. There is an 11% decline in Reading and a 5% decline in Mathematics since the assessment. The Black subgroup has shown a 6% decline in the area of Reading and a 4% decline in the area of Mathematics since the FCAT 2.0 administration. Which of the above reported findings are consistent with findings from other data sources? On the FCAT 2.0 Science Assessment, 69% of 5th grade students were proficient. The overall district average was 49%. However on the 2012 FCAT Science Assessment, results show a decline of 19%. The Science Winter Interim Assessment administered in showed that only 48% scored a proficient rating. The areas of greatest concern were in the "Nature of Science" and "Life Science." Additional hands on science experiments have been provided to all students in grades 4 and 5. The Mathematics District Winter Interim Assessment showed that students in grade 3 were deficient in the area of Number: Fractions, as only 48% of students tested were proficient. On the FCAT 2013 assessment, 3rd grade students showed a significant improvement in the area of Number: Fractions, as 70% were proficient in this area. The Math District Winter Interim Assessment showed that students in grade 4 were deficient in the area of Number: Base Ten and Fractions as only 55% scored a proficient rating. On the FCAT , students in grade 4 scored an 80% proficiency rate in the area of Number: Base Ten and Fractions. The Mathematics District Winter Interim Assessment only 47% of the 5th grade were proficient in the area of Number: Base Ten and Fractions. On the FCAT 2012, a 64% proficiency rate was achieved by 5th grade students in the area of Number: Base Ten and Fractions. On the FCAT 2012, the same students only improved 9%, as only 59% of the students tested were proficient in the area of the Number: Base Ten and Fractions. SY Page 57

61 Report Summary Scores By Section Section Score Evaluative Criteria and Rubrics 3 Sections SY Page 58

62 AdvancED Assurances SY Page 59

63 Introduction AdvancED Policies and Procedures outline certain requirements that all institutions must meet in order to be in compliance. Institutions are required to verify whether or not they meet these requirements by answering a series of questions and in some cases, attaching evidence for review. By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not meet each of the Assurances for Accreditation. SY Page 60

64 AdvancED Assurances Label Assurance Response Comment Attachment 1. The institution has read, understands, and complies with the AdvancED Policies and Procedures. Yes Label Assurance Response Comment Attachment 2. The institution has reported all substantive changes in the institution that affect the scope and/or have an impact on the institution's ability to meet the AdvancED standards and policies. Such changes include, but are not limited to: - Restructuring (merging, opening, or closing) of the institution or institution(s) within its jurisdiction - Mission and purpose of the institution - Governance structure of the institution, including changing to a charter school/school system, being the subject of a state takeover, or a change in ownership - Grade levels served by the institution - Staffing, including administrative and other non-teaching professionals personnel - Available facilities, including upkeep and maintenance - Level of funding - School day or school year - Establishment of an additional location geographically apart from the main campus - Student population that causes program or staffing modification(s) - Available programs, including fine arts, practical arts and student activities Yes Label Assurance Response Comment Attachment 3. The institution implements a written security and crisis management plan which includes emergency evacuation procedures and appropriate training for stakeholders. Attach the security and crisis management plan. (optional) Yes Label Assurance Response Comment Attachment 4. The institution monitors all financial transactions Yes through a recognized, regularly audited accounting system. Label Assurance Response Comment Attachment 5. The institution engages in a continuous improvement process and implements an improvement plan. Attach the improvement plan if the plan is not located in AdvancED's Adaptive System of School Improvement Support Tools (ASSIST). Yes Dr. Gilbert L. Porter Elementary SIP SY Page 61