READING - Miami-Dade County Public Schoolsossip.dadeschools.net/MidYearReport/4801.pdf ·...

GKE Sabal Palm Elementary

# 4801

Region Center: North

Principal: Susan Renick-Blount

Contact Phone Number: 305-651-2411

School Name:

Work Location Number:

Charter School: No

of 13# 4801 GKE Sabal Palm Elementary

Strategy 1 - On-going









READING

1.

The DIBELS, Miami-Dade County Public Schools Fall and Winter Interim Tests, and School Wide pre/progress/post monitoring tests are the data sources used to monitor students progress in reading at GKE Sabal Palm Elementary. To date the only tests not yet given are the School Wide Progress Benchmark Assessment Test, which is scheduled for January 30, 2009; the DIBELS, which is scheduled for January 27, 2009; and the CELLA which is only given in the Spring each school year.

Students in grades three through five increased their performance in reading by seven percentage points (+7%) as evidenced by comparing the baseline data to the mid year data on the Fall and Winter District Interim Assessments. Third grade students showed an increase of two percentage points (+2%.) These students increased from 58% on the Fall District Interim Assessment to 60% on the Winter District Interim Assessment. Fourth grade students showed an increase of nine percentage points (+9%.) Students in fourth grade showed an increase of 52% to 61% from the Fall District Interim Assessment when compared to the Winter District Interim Assessment. However, a decline of four percentage points (-4%) was evident when fifth grade students' scores on the Fall District Assessment were compared to the scores on the Winter District Interim Assessment. The scores showed a drop from 61% to 57%. The English Language Learners (ELL) AYP Subgroup remained the same at 55%. The Economically Disadvantaged AYP Subgroup increased mastery performance at Level 3 or above by one percentage point (+1%) from 57% to 58%.

Third grade students have shown reading gains this school year in the following benchmarks: Vocabulary, Main Idea, Author's Purpose, Plot Development, Similarities and Differences, and Cause and Effect. However, third grade students failed to show gains in the benchmarks of Compare and Contrast and Reference and Research. Additional areas of concern continue to be the benchmarks of Compare and Contrast and Reference and Research as these benchmarks are more difficult for third grade students as evidenced by their scores which are below the norm of Gertrude K. Edelman Sabal Palm third grader's standard scores.

Fourth grade general population students showed reading gains as evidenced by the comparisons of the Fall and Winter District Interim Assessments in the benchmarks of Vocabulary, Main Idea, Author's Purpose, Compare and Contrast, Plot Development, ad Cause and Effect. They exhibited no gains in reading in the benchmarks of Reference and Research and Similarities and Differences. Fifth grade students showed an overall decline in the area of reading. However, fifth grade students showed mastery in the benchmarks of Vocabulary, Main Idea, Compare and Contrast, Similarities and Differences and Cause and Effect. Comparatively, lack of mastery was evident by the drop in the benchmarks of Author's Purpose, Reference and Research, and Plot Development. This drop in the scores of certain benchmarks was significant enough to cause an overall drop in the average reading scores of minus four percentage points (-4%.)

2.

Strategies and school improvement activities that have contributed to an increase in student mastery on the benchmarks pertaining to reading are: - Disaggregating and analyzing data from the 2008 FCAT Reading Assessment and developing instructional focus calendars for reading by grade levels. - Utilizing Computer Lab Instructional Staff and computer programs in the classrooms such as Reader/STAR, Reading Plus, FCAT Explorer, and Learning Today. - Implementing the Comprehensive Research-Based Reading Plan (CRRP) with intensive focus on teaching the Core Reading Program (Houghton-Mifflin) with fidelity in Kindergarten through fifth grade. - Offering staff development to teachers to increase their knowledge of Pacing Guides, Best Practices, and data driven instruction. - Conducting on-going grade level instructional meetings with Reading Coach, administrative and leadership teams. - Implementing tutorials two to three times per week for students scoring as limited or insufficient on the Fall District Interim Reading Test. Additional strategies were implemented for all third grade students, only in the area of reading instruction. One of the strategies included after school tutorials three days per week. This was provided for all third graders to increase comprehension

Strategies

Narrative

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

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


by utilizing the Voyager Program. Another strategy implemented in the third grade only was an additional thirty minutes of small group reading instruction each day which was added to the regular schedule. This instruction was in addition to the required ninety minutes of uninterrupted reading instructional time. Third grade students were also provided priority scheduling in the Gertrude K. Edelman Sabal Palm Computer Lab with specialized staff. Tier 2 and Tier 3 students were given additional intensive small group reading instruction throughout the school day for one hour through a pull out model. These additional strategies contributed significantly to the overall increase in the reading scores of third grade students from the beginning of the school year to date. Gertrude K. Edelman Sabal Palm's Level 1 and 2 students were ability grouped with two classes in grade four and two classes in grade five to provide a smaller pupil/teacher ratio. Students in these classes only were afforded after school tutoring three days per week during the first semester until December 17, 2008. In addition to after school tutoring for Level 1 and 2 students, English Language Learners (ELL) participated in after school tutoring three days per week. This was funded through a grant from the Department of Bilingual Education. After school tutoring for this group of students was offered from September 15, 2008 through January 12, 2009. Strategies contributing to the enrichments of the Florida Continuous Improvement Model (CIM) are the individual CIM binders kept by each teacher which are tabbed by categories, (data, progress, etc.), the continuation of weekly Grade Level Meetings with common planning time provided to teachers, Instructional Focus Calendars developed by grade level teachers at the beginning of the school year and adjusted as major tests, such as the Fall and Winter District Interim Assessments were given. Specifically, fourth grade and fifth grade students have been grouped for science, writing, and mathematics according to progress or lack of progress on exams and major school wide tests. Groups are fluid and change with the needs of individual students as evidenced by tests, exams, and assessment scores.

3.

Fifth grade students demonstrated a decrease of four percentage points (-4%) on the Winter District Interim Reading Assessment given in January compared to the Fall District Interim Reading Assessment given in October (61% to 57%). Academic adjustments have been made by scheduling additional tutoring after school. Fifth grade students who scored Limited or Insufficient on the Winter District Interim Reading Assessment were placed in tutoring effective January 12, 2009 twice a week. Levels 1 and 2 ELL and Economically Disadvantaged students are also being provided with individual and/or small group tutoring by benchmarks throughout the day. This program is called "No Breaks Tutoring" and is provided by fifth grade teachers who volunteer to tutor during their planning time.

4.

Data shows additional professional development will be offered in the area of Reference and Research for grades three through five as evidenced by the low scores on the Winter District Interim Reading Assessment. Teachers will receive additional coaching in reading from the Reading Coach. Student achievement will be evaluated by mastery performance of Level 3 or above on the 2009 FCAT Reading Assessment.

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

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


Strategy 1 - Completed






MATHEMATICS

1.

The Miami-Dade County Public Schools Fall and Winter Interim Mathematics Assessments and school wide pre/progress/post monitoring assessments are the data sources used to monitor students progress in mathematics at Gertrude K. Edelman Sabal Palm Elementary. To date the only assessment not yet given is the School wide Progress Benchmarks Assessment which is scheduled for January 30, 2009.

Students in grades three through five decreased their performance in mathematics by nine percentage points (-9%) as evidenced by comparing the baseline data to the mid-year data on the Fall and Winter District Mathematics Interim Assessments. Third grade students demonstrated a decrease of ten percentage points (-10%). These students decreased from 59% on the Fall District Mathematics Assessment to 49% on the Winter District Mathematics Assessment. Fourth grade students demonstrated a decrease of six percentage points (-6%). Fourth grade students decreased from 59% on the Winter District Mathematics Assessment to 53% on the Fall District Mathematics Assessment. Fifth grade students demonstrated a decrease of twelve percentage points (-12%). Fifth grade decreased from 60% on the Fall District Mathematics Assessment to 48% on the Winter District Mathematics Assessment.

The English Language Learners (ELL) AYP Subgroup increased mastery performance of Level 3 or above by five percentage points (+5%) from 50% to 55%. The Economically Disadvantaged AYP Subgroup increased mastery performance at Level 3 or above by three percentage points (+3%) from 54% to 57%.

Third grade students including ELL and Economically Disadvantaged AYP Subgroups demonstrated a decrease in mathematics with the following strands: Number Sense, Geometry, and Algebraic Thinking. However, third grade students demonstrated gains in mathematics with the following strands: Data Analysis and Probability. Another area of concern continues to be the strand of Measurement. This strand is more difficult for third grade students as evidenced by scores below the norm at Gertrude K. Edelman Sabal Palm grade three standard scores.

Fourth grade students including ELL and Economically Disadvantaged students demonstrated a decrease in mathematics with the following strands: Measurement, Geometry, and Data Analysis and Probability. Fourth grade students demonstrated gains in mathematics with the following strands: Number Sense, Concepts, and Operations.

Fifth grade students including ELL and Economically Disadvantaged students demonstrated a decrease in mathematics with the following strands: Number Sense and Measurement. However, fifth grade students demonstrated gains in the areas of Geometry, Algebraic Thinking, and Data Analysis and Probability.

2.

Strategies and school improvement activities that have contributed to an increase in student mastery on the benchmarks pertaining to mathematics are: - Disaggregating and analyzing data from the 2008 FCAT Mathematics Assessment - Developing instructional focus calendars for mathematics by grade levels- Utilizing computer lab instructional staff and computer programs in the classrooms such as FCAT Explorer, Learning Today and Gizmos. - Teachers attended staff development to increase their knowledge of Pacing Guides, Best Practices, and data driven instruction. - Conducted on-going grade level instructional meetings with Mathematics Liaison, Administrative and Leadership Teams. - Implementing additional tutorials two to three times per week for students scoring Limited or Insufficient on the Winter District Interim Mathematics Assessment.

Strategies

Narrative


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


These additional strategies will contribute significantly to the 2009 FCAT Mathematics Assessment.

Gertrude K. Edelman Sabal Palm's Level 1 and 2 students were ability grouped with two classes in grade four and two classes in grade five to provide a smaller pupil/teacher ratio. Students in these classes were afforded after school tutoringthree days per week during the first semester until December 17, 2008. In addition to after school tutoring for Level 1 and 2 students, English Language Learners (ELL) participated in after school tutoring three days per week. This was funded through a grant from the Department of Bilingual Education. After school tutoring for this group of students was offered from September 15, 2008 through January 12, 2009.

Strategies contributing to the enrichments of the Florida Continuous Improvement Model (CIM) are the individual CIM binders kept by each teacher which are tabbed by categories, (data, progress, etc.), - Continuation of weekly Grade Level Meetings with common planning time provided to teachers, - Instructional Focus Calendars developed by grade level teachers at the beginning of the school year and adjusted as major tests, such as the Fall and Winter District Interim Assessments.

Specifically, fourth grade and fifth grade students have been grouped for science, writing, and mathematics according to progress or lack of progress on exams and major school wide tests. Groups are fluid and change with the needs of individual students as evidenced by tests, exams, and assessment scores.

3.

Students in grades three, four and five including ELL and Economically Disadvantaged students demonstrated an overall decrease of nine percentage points (-9%) on the Winter District Interim Mathematics Assessment given in January compared to the Fall District Interim Mathematics Assessment given in October (59% to 50%). Academic adjustments have been made by scheduling additional tutoring after school. Students in grade three through five who scored Limited or Insufficient on the Winter District Interim Mathematics Assessment were placed in tutoring effective January 12, 2009 twice a week. Level 1 and 2 students are also being provided with individual and/or small group tutoring by benchmarks throughout the day. This program is called "No Breaks Tutoring" and is provided by fourth and fifth grade teachers who volunteer to tutor during their planning time.

4.

Data shows additional professional development will be offered in the area of Measurement, Data Analysis and Number Sense for grades three through five as evidenced by the low scores on the Winter District Interim Mathematics Assessment. Teachers will receive additional coaching in mathematics from the Mathematics Liaison. Student achievement will be evaluated by mastery performance of Level 3 or above on the 2009 FCAT Mathematics Assessment.

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











WRITING

1.

The 2008-2009 baseline assessment data showed that none (0%) of our students scored a 3.5 or above on the narrative or expository test. The mid-year assessment indicated that 50% of our students scored a 3.5 or above on the narrative or expository test. That shows a 50 percentage point increase on their writing performance.

2.

The specific strategies and school improvement activities that have contributed to increases in student mastery in the area of writing include the School-Wide usage of modeling to teach the writing process as well as monthly writing prompts to assure students progress and increase their writing skills.

In third grade, general education students benefited from their teachers attendance at workshops to expand their knowledge of the writing process and best practices in the area of writing. Students utilize graphic organizers to assist them in organizing their thoughts prior to drafting. Monthly writing prompts are also used to assess the students writing skills.

In fourth grade, general education teachers and students benefit from coaching, modeling, and frequent discussions with the coaches regarding the students' writing. Additionally, on-going progress monitoring assures that students are progressing, and if not, their needs are addressed in order to facilitate increases in their writing performance. An instructional focus that vacillates between the two types of writing assures that students are exposed to many opportunities to write for a variety of purposes and topics. Read-pair-share and other critiquing as well as editing activities are employed by students with the teacher serving as a facilitator. We had a fourth grade writing simulation to prepare the students for the FCAT Writing Test.

In fifth grade, general education teachers and students benefit from meeting with the coaches to discuss student work samples and analyze them to facilitate instructional planning. An emphasis on identifying the topic and determining which instructional strategy to utilize in order to fully address the topic is a priority in this grade level.

Strategies contributing to the enrichments of the Florida Continuous Improvement Model (CIM) are the individual CIM binders kept by each teacher which are tabbed by categories (data, progress, etc.), the continuation of weekly Grade Level Meetings with common planning time provided to teachers, and Instructional Focus Calendars developed by grade level teachers at the beginning of the school year and adjusted for major tests, such as the Fall and Winter District Interim Assessments.

3.

At GKE Sabal Palm Elementary School there has been an overall increase in students' performance so the continuation of instructional practices in place will continue. Furthermore, GKE Sabal Palm will increase students' performance by offering after school tutoring to select students beginning in January. Writing groups were formulated based on the students simulation test. Also, student-teacher workshops were given to individual ability grouped students to help increase their writing scores.

4.

Strategies

Narrative


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

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



An additional writing workshop will be offered to the teachers in elaboration and vivid verbs. Student achievement will be evaluated by receiving a score of 3.5 or above on the 2009 FCAT Writing Assessment.











SCIENCE

1.

At Gertrude K. Edelman Sabal Palm Elementary School students in grade five increased their performance in Science as evidenced by comparing the baseline data on the Fall District Interim Science Assessment with the baseline data on the Winter District Interim Assessment. Students in grade five increased the percent of students scoring at mastery level from 51% to 58% resulting in an increase by seven percentage points (+7%). The English Language Learners (ELL) AYP Subgroup increased mastery performance of Level 3 or above by one percentage point (+1%) from 49% to 50%. The Economically Disadvantage AYP Subgroup increased mastery performance at Level 3 or above by seven percentage points (+7%) from 49% to 56%. In the area that was represented in both the Fall and the Winter District Interim Assessments, students in grade five demonstrated gains in scientific knowledge in the area of Nature of Science. Fifth grade students increased in this area nine percentage points (+9%) from an overall average of 46% to an overall average of 55%. Gertrude K. Edelman Sabal Palm did not demonstrate Scientific Knowledge gains in the areas of Energy. A decrease of six percentage points (-6%) was evidenced when comparing the Fall District Interim and the Winter District Interim Science Assessment. Fifth grade decreased from an overall average of 60% to an overall average of 54%.

2.

Periodic assessments are used to monitor students performance and to drive instruction. Weekly science experiments are prepared for fifth grade teachers and delivered to their classrooms with all the necessary items in order for teachers to implement hands on experiments to ensure that students understand the scientific process. Experiments are aligned with the eight science strands. Additionally, all fifth grade students participated in the Science Fair. Their science boards were selected for District Wide competition. All fifth grade teachers have Smartboards in their classrooms and have been trained in Gizmo science concepts. Strategies contributing to the enrichments of the Florida Continuous Improvement Model (CIM) are the individual CIM binders kept by each teacher which are tabbed by categories (data, progress, etc.), the continuation of weekly Grade Level Meetings with common planning time provided to teachers, and Instructional Focus Calendars developed by grade level teachers at the beginning of the school year and adjusted for major tests, such as the Fall and Winter District Interim Assessments.

3.

After school tutoring groups were implemented for students who scored between 50% to 69% on the Winter District Interim Assessment. There will be an emphasis on Energy to ensure that fifth grade students show an increase in this area of science.

4.

Data shows additional professional development will be offered in the area of Energy. A decrease in this science strand is evidenced by the scores on the Winter District Interim Science Assessment. Student achievement will be evaluated by mastery performance on the 2009 FCAT Science Assessment.

Strategies

Narrative


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

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









PARENTAL INVOLVEMENT

Curriculum

Science

Curriculum

Reading / Math

Reading / Math

Social Studies

Reading / Math

8/14/2008

9/5/2008

9/9/2008

9/9/2008

9/9/2008

9/9/2008

10/15/2008

Pre-K and KG Orientation

Blood Drive

Title I Orientation Meeting

P.T.A Meeting

Class Room Open House

Boy Scouts Orientation

Bilingual Parent Outreach Program

56

9

143

97

534

33

13

Reading / Math

Reading / Math

Reading / Math

Bilingual Parent Outreach Program

Parent Academy

Parent Academy

1/21/2009

2/9/2009

4/1/2009

Strategies

Activities to Date

Activities to be Offered

Subject Date Curriculum Driven Activity # of Parents Participating

Subject Date Curriculum Driven Activity






RETURN ON INVESTMENT

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GRADUATION RATE

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Professional Development n/a

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APPENDIX - (Additional Goal/Strategies)


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Reading - 10/15/2008 - Reading to Success - 13

Reading / Math - 10/15/2008 - P.T.A Meeting - 9

Social Studies - 11/11/2008 - Bullying - 16


Reading / Math - 11/19/2008 - Bilingual Outreach Program - 16

Reading / Math - 11/25/2008 - 1st and 2nd grade Honor Roll - 43

Reading / Math - 11/25/2008 - 3rd-5th grade Honor Roll - 32

Social Studies - 11/25/2008 - Thanksgiving Baskets - 9

Social Studies - 12/9/2008 - 5th Grade Dare Graduation - 20

Science - 12/16/2008 - Blood Drive - 12

Social Studies - 12/16/2008 - Holiday Show - 32


Reading / Math - 1/21/2009 - Bilingual Outreach Program - 14

APPENDIX - (Additional Parent Involvement Activities)

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

Date of EESAC meeting to review and approve SIP mid‐year Report (assure the minutes of the meeting reflect discussion and approval process): 1/29/2009

Date of EESAC meeting in which approval was given for any changes that were made in the online SIP document (assure the minutes of the meeting reflect discussion and approval process): 1/29/2009

EESAC Dates


READING - Miami-Dade County Public Schoolsossip.dadeschools.net/MidYearReport/4801.pdf ·...

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