2004 – 2005

 

SCHOOL IMPROVEMENT PLAN

 

School Name:    

BRENTWOOD ELEMENTARY SCHOOL

District Name:    

Dade

Principal:    

Dr. Sharon D. Jackson

SAC Chair:     Mrs. Miriam Comer
Superintendent:     Rudolph F. Crew, Ed.D.
Date of School Board Approval:     November 17, 2004

         

 



John Winn, Commissioner of Education
Florida Board of Education
Office of the Secretary
325 West Gaines Street
Tallahassee, Florida 32399-1950		   James Warford
K-12 Chancellor
Florida Department of Education
Tallahassee, Florida 32399-0300

SCHOOL PROGRAMS

None



SCHOOL PERFORMANCE

School Performance Scale
2004 2003 2002 2001 2000 1999
C D C B D D
NCLB AYP Reports
AYP Status 2003 AYP Status 2004
           N/A

SAC COMPLIANCE

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

Measures Being Taken to Comply with SAC Requirement



VISION/MISSION/BELIEF STATEMENTS

VISION: Brentwood Elementary has established the posture that enriches our community through: The infusion of our multi-cultural heritage; the acquisition of skills whereby students will become responsible citizens who maximize their fullest potential as life-long learners; the integration of technological advancements in preparation for the world of work; and the extension of the services of the school to encompass the needs of each learner and the community.

MISSION: The mission of Brentwood Elementary is to improve the educational opportunities of our students by helping them succeed and attain grade level proficiency. An emphasis will be placed on higher-order thinking skills. Our primary goal is to promote life-long skills and opportunities for our students through the on-going efforts of the school community. In our quest for the best, Brentwood Elementary has adopted the posture that all students will achieve. Together Everyone Achieves More!



SCHOOL PROFILE DEMOGRAPHICS

Brentwood Elementary is located at 3101 Northwest 191st Street in the city of Miami Gardens. Our community consists of low to middle class families. Brentwood Elementary School is a Title I funded school and serves 958 Pre-Kindergarten through fifth grade students from the surrounding neighborhood. The mobility index is 34 percent. The racial ethnic composition of the students is 1 percent White, 92 percent African American, 6 percent Hispanic, and 1 percent other. Approximately 93 percent of the students are economically disadvantaged and qualify for free or reduced lunches. The student body includes 92 percent standard curriculum students, 2 percent Limited English Proficient students, and 6 percent Students With Disabilities. Our speciality programs include: a resource-based Gifted program, two T.E.A.M.(Teaching Enrichment Activities to Minorities) classes at each grade level that provide enrichment and accelerated learning, an after-school Academic Excellence program that provides enriched instruction, an Exceptional Student Education program for children with diagnosed exceptionalities, a Limited English Proficiency program that provides instruction in English for students who speak other languages, a Speech program for students needing remediation, and targeted classes at selected grade levels that provide diagnostic instruction through a lowered teacher/student ratio.

The two-story open-pod facility houses 42 classrooms with an adjoining state-of-the-art music and art lab. Presently, Brentwood is under construction for a Primary Learning Center and a new media center. The majority of the facility has been retro-fitted to provide Internet access to most areas of the building. Upon completion of fifth grade, students leave to attend Carol City Middle School.

Our school employs a total of 78 full-time staff members and 34 part-time staff members including one principal, one assistant principal, 57 classroom teachers, two exceptional student education teachers (including gifted), one reading leader, one media specialist, one speech teacher, two guidance counselors, one microsystems technician, four full-time paraprofessionals, five part-time paraprofessionals, four clerical employees, ten cafeteria workers, three security monitors and nine custodial service workers.


Of the teaching staff, less than 1% are teachers new to this school, with the average length of time teaching in Florida at 14 years. Eight have Masters Degrees, two have Educational Specialist degrees, one has a Doctorate degree (administrator) and one teacher has National Board Certification. Brentwood Elementary believes that our school provides a learning environment that welcomes all students and leaves no child behind.




SCHOOL DATA SUMMARY


School Accountability Report
Year Grade % Meeting High Standards in Reading % Meeting High Standards in Math % Meeting High Standards in Writing % Making Learning Gains in Reading % Making Learning Gains in Math % of Lowest 25% Making Learning Gains in Reading Percent Tested Minority Rate % Free and Reduced Lunch
2003 D 33 34 87 46 72 44 97 99 91
2002 C 32 33 73 54 79 60 96 N/A N/A
2001 B 54+ 52+ 93+ N/A N/A N/A -90 N/A N/A
2000 D 47 35 88+ N/A N/A N/A -94 N/A N/A

 

2004 AYP DATA IS FORTHCOMING


GRAPHS HAVE BEEN REMOVED DUE TO TECHNICAL ERRORS  




QUALITY STAFF

Highly Qualified Administrators
Dr. Sharon D. Jackson has experience working as a School Principal as well as a District Director for the Office of Professional Standards. She served as a principal at Phyllis Wheatley Elementary and is in her second year at Brentwood Elementary School. Dr. Jackson's leadership has resulted in a steady improvement in the academic performance of Brentwood Elementary School students. She effectively implemented a plan of action during her first year as principal that raised the school grade from a low-achieving "D" to a "C" in letter grades assigned by the Florida Department of Education.
Dr. Jackson holds certification in Elementary Education and a Ph.D. in Educational Leadership. Dr. Jackson's committment to student success is teamwork, highly qualified teachers, professional development, innovative programs and a belief that all children can succeed. She demands data-driven instruction using research-based programs. She established the co-teaching model for low-achieving third graders.



Mrs. Juanita Vazquez-Hernandez has been the Assistant Principal of Brentwood Elementary School for approximately a year and a half and in Miami-Dade County Public Schools for 12 years. Her teaching experience includes the areas of English as a Second Language and Bilingual Education. Her vast knowledge of curriculum and instruction is valuable in working collaboratively with teachers to improve student learning and achievement. Her extensive experience of programs such as Exceptional Student Education, Bilingual, and Title I is of benefit in addressing students' special needs at Brentwood. Mrs. Vazquez-Hernandez is an integral part of the "Team" that continuously strives to build a clean, safe, and orderly learning environment where students learn and teachers teach.

SCHOOL MATCH


ADDITIONAL REQUIREMENTS

Teacher Mentoring
All of Brentwood Elementary's new teachers will attend the week long Beginning Teacher Orientation provided by the District. Each of our new teachers have been assigned a Buddy to help them get acclimated to our school and to provide assistance and direction in the preparation of lesson plans, grade books, setting of long and short range goals, etc. Our grade chairs and Professional Growth Teams will ensure that each new teacher receives the appropriate professional development training necessary for their area. District Educational Specialists will be assigned to provide model lessons, discipline guides, and teaching techniques and strategies. All new teachers are trained in the use of the District e-mail, the school's reading plan, and the methods utilized to identify low performing students. Furthermore, the reading leader works closely with new teachers in order to train them in the use of school resources, the effective implementation of the Comprehensive Reading Plan and to continually expose teachers to the latest strategies and materials. New teachers also take part in weekly grade level meetings which enables them to develop strong professional relationships with more experienced teachers.

School Wide Improvement Model
Brentwood Elementary School has begun to implement the 8-Step Continuous Improvement Model (CIM), utilizing the Plan-Do-Check-Act as a school wide improvement tool. This process is comprised of an 8-step scientifically-based research program that assesses students on a regular basis for enrichment and remediation. These steps include: test scores, desegregation of data, time-line development, instructional focus, assessment, tutorials, enrichments, maintenance and monitoring of the process. The academic needs of students will be targeted using the web based Student Performance Indicators (SPI). A team of Brentwood Elementary School teachers created a scope and sequence in Reading/Language Arts aligned to the Sunshine State Standards to ensure that the instructional program maintains focus on the benchmarks assessed on the Florida Comprehensive Assessment Test. In addition, the District mathematics and science scope and sequences will be used. Ongoing assessment of student performance will be closely monitored so that instructional practices may be revised to meet the individual needs of students.

School Advisory Council
The EESAC assisted in the preparation of the School Improvement Plan relative to the following areas:
--------- Budget: The EESAC recommended the purchase of additional personnel and instructional materials as needed and as the budget allows.
--------- Training: The EESAC recommended providing the necessary inservices in order to implement reading, writing, mathematics and science strategies identified in the School Improvement Plan. The EESAC also recommended the continued support of teachers new to the school by resource personnel.
--------- Instructional Materials: The EESAC recommended the purchase of supplemental materials to facilitate instruction of District curriculum objectives. In addition, the EESAC recommended providing materials for student incentives to promote achievement on all standardized examinations.
--------- Technology: The EESAC recommended the provision of appropriate inservices to improve the usage of computers and other media to support instruction. The EESAC also recommended the use of technological software to enhance teacher’s professional growth.
--------- Staffing: The EESAC supported the reduction of the student/teacher ratio via the hiring of resource personnel. This initiative would also support targeted students in need of additional tutorial programs.
--------- Student Support Services: The EESAC supported the organization of a mediation program and the District supported Character Education Program. This initiative will enhance the student’s ability to comprehend and internalize quality character traits.
--------- Benchmarking: The EESAC recommended an Early Bird, after-school, and a Saturday School tutorial program based upon information obtained from research of similar educational institutions.

Communication with Parents
Communication with parents is an ongoing committment at Brentwood Elementary School. Brentwood communicates with parents in a variety of ways. Every effort is made to communicate with parents in the home language of the family. Notices of special events through flyers, newsletters and the marquee are posted. The on-going communication will occur between the home and the school through the use of parent/student handbook, interim progress reports, report cards, letters, flyers, parent/teacher conferences, home visits, and phone calls. School-to-home connections are fostered through newletters, calendars, Title I parent meetings, and the Brentwood web site. Parents are encouraged to utilize the Parent Outreach Center. The Reading,Writing, Science, and Math Success workshops provide parents with strategies to assist their children with homelearning and FCAT preparation. The "How To Do A Science Fair Project" and the "How Technology Helps" workshops will be offered. Once a month, the Brentwood faculty and staff participate in a "Walk and Talk". The purpose is to communicate with stakeholders in the community and to apprise them of school activities.



Extended Learning Opportunities
Brentwood Elementary School will offer a wide array of additional learning opportunities for students. Throughout the year, from approximately September through March, our school will be providing before/after school tutorial for targeted students. The tutorial sessions will take place Tuesday and Thursday for a two hour block. During the school day, tutorial programs will include Read180 for Students With Disabilities, FCAT Explorer and Riverdeep for Limited English Proficient students as well as additional targeted students. The Media Center will provide extended hours after school. To enrich students, an Academic Excellence Program will be conducted after school. The Saturday Academy is a tutorial service for students in grades 3 - 5 who fall into the lowest 25th percentile and it is offered to all of the other students in those grades as well. Fourth grade students are offered Early-Bird tutoring to prepare for FCAT Writing. The Voyager Passport Program will be used for retained third graders for an additional 60 minutes daily.

Adequate Progress Statement

 



GOALS
Goal: Reading
Goal Statement: All students will make annual learning gains sufficient to acquire the knowledge, skills, and competencies needed to master Sunshine State Standards in the area of reading.

Needs Assessment Stakeholders analyzed the 2004 test data to determine the areas of need. Scores on the 2004 FCAT Reading Test indicate that 42 percent of students reached the state required mastery level, 64 percent made learning gains, and 58 percent scoring in the lowest 25 percent made learning gains. Needs have been prioritized to align with the school vision.
Objective Given instruction using the Sunshine State Standards, students in grades three through five will improve their reading skills as evidenced by 48 percent of the students achieving a level 3 or above on the 2005 FCAT in Reading.
Strategies 1. Implement the Continuous Improvement Model (CIM) utilizing the eight-step process. 2. Assist teachers in data-driven decision-making by providing them with access to Student Performance Indicators (SPI) that will enable them to match instruction to assessment. 3. Disaggregate and analyze data from the 2004 FCAT Reading Test and quarterly assessments to identify strengths and skills for improvement. 4. Utilize computer-assisted programs in reading including Accelerated Reader (AR), S.T.A.R., Riverdeep, FCAT Simulation, Compass Learning, FCAT Explorer, BrainPop, and LeapTrack to improve reading comprehension. 5. Screen students in grade 3 who are identified as Strategic & Intensive using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and administer the Burns and Roe IRI as a diagnostic instrument. Level 1 and 2 students in grade 4 and grade 5 will be administered the IRI as a diagnostic instrument. 6. Implement the Comprehensive Reading Plan (CRP) with an intensive focus on guided reading and provide an uninterrupted daily 120-minute block of reading instruction for students in Kindergarten through fifth grade. Tier 2 students will receive an additional 30 minutes of instruction and Tier 3 students will receive an additional 60 minutes of instruction. 7. Teachers will integrate CRISS strategies during content area reading. 8. Extended Media Center hours will be provided to promote literacy.

Evaluation The 2005 FCAT in Reading will serve as the evaluative tool for this objective. The objective will be monitored through the implementation of the District-created quarterly assessments as well as informal teacher assessments. Results will be disaggregated and analyzed through the use of the District Summaries. FCAT Simulation Test Tools and Voyager Passport software will also provide reports to teachers and administrators in order to implement specific strategies to address student needs. The close monitoring of the Accelerated Reading program as well as STAR will give a linear view of the students reading level throughout the school year. Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Fox in the Box, and Burns and Roe will be administered to provide additional evaluation information. A student and parent log will be generated for the extended Media Center hours.

Research-based Programs Continuous Improvement Model; Houghton Mifflin Reading Program (K-5); Riverdeep (K-5); FCAT Explorer (5); Compass Learning; FCAT Simulation; Early Success Literature; STAR and STAR Early Literacy; Accelerated Reader; Read180; LeapTrack; Voyager Passport

Professional Development Professional development will be provided for all administrators and/or teachers to include the following training required for the implementation of the School Improvement Plan: Continuous Improvement Model (CIM); Student Performance Indicators (SPI); the Comprehensive Reading Plan (CRP); Creating Independence through Student-Owned Strategies (CRISS); assessment instruments Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Fox in a Box, Burns & Roe IRI and Reading Standards Quarterly Assessments); Project DRAW; and Best Practices.
Objective
Strategies

Evaluation

Research-based Programs

Professional Development
Objective
Strategies

Evaluation

Research-based Programs

Professional Development
Objective
Strategies

Evaluation

Research-based Programs

Professional Development
Highly Certified In-Field Instructors Brentwood Elementary's instructional staff has been certified and deemed highly qualified by the state of Florida through the state's Teacher Certification process. The following is a list of teachers by Name, Employee #, Certification, and (Teaching Assignment): Peraza, Tesy 221767, Elementary Education and Primary, (Pre-Kindergarten); Scott, Mattie 178146, Primary, Elementary Education, and ESOL, (Pre-Kindergarten); Burns, Joyce 098182, Early Childhood, Elementary Education, and ESOL, (Kindergarten); Franklin, Debra 152054, Primary, Elementary Education, and ESOL, (Kindergarten); Knowles, Tramesa 264578, Pre-K and Primary Education, (Kindergarten); Leyva, Concepcion 093298, Elementary Education, Early Childhood and Gifted, (Kindergarten); Vasquez, Frances 262359, K/Elementary Education, (Kindergarten); Echevarria, Isabel 269550, Elementary Education, (1st Grade); Ferrari, Melinda 264358, Elementary Education, (1st Grade); Skiers-Kaeiser 224262, Psychology, ESOL, Primary, Elementary Education, Varying Exceptionalities, Preschool Handicapped Endorsement, (1st Grade); Smith, Derra 237331, Elementary Education and ESOL, (1st Grade); Tate, Yvonne 097361, Early Childhood and Elementary Education, (1st Grade); Williams, Karen 236804, Elementary Education and ESOL, (1st Grade); Duerrich, Heidi 268894, Elementary Education K-6 Temporary, (2nd Grade); Hamilton, Linda 164867, Elementary Education, (2nd Grade); Lane, Tracy 258718, K/Elementary Education, (2nd Grade); Lopez, ALex 184979, Elementary Education, English, and ESOL, (2nd Grade); Vereen, Paula 155727, Elementary Education and ESOL, (2nd Grade); Walters, Icyline 259381, K/Elementary Education and ESOL, (2nd Grade); Blue, Robin 187120, Primary Education, (3rd Grade); Broderick, Tatola 259934, K/Elementary Education, (3rd Grade); Daphnis, Maxine 198344, Elementary Education, Reading, (3rd Grade); Ellis, Lark 105134, Early Childhood and Elementary Education, (3rd Grade); Lyles, Cynthia 245634, Elementary Education, PK/Primary, ESOL, (3rd Grade); Rich, David 160998, Elementary Education, (3rd Grade); Snell, Cynthia 074444, Elementary Education, (3rd Grade); Taylor-Hines, Jameica 212740, Elementary Education, (3rd Grade); Tullis, Jacquelyn 139765, K/Elementary Education, (3rd Grade); Acevedo, Olga 143784, Elementary Education, (4th Grade); Bombalier, Lissette 189034, Elementary Education, (4th Grade); Everett, Tawanna 207309, Elementary Education, (4th Grade); Jones, Jacquita 215793, Elementary Education, (4th Grade); Rodriguez, Michelle 249171, Elementary Education, (4th Grade); Fischer. Anne 106558, Elementary Education, (5th Grade); Gonzalez, Isis 247623 Elementary Education, (5th Grade); Hilll, Marchelle 238681, Elementary Education and ESOL, (5th Grade); Jackson, Carolyn 063706, Elementary Education, (5th Grade); Smith, Lolita 256687, Elementary Education, (5th Grade); Wilcox, Jacqueline 101208, Exceptional Student Education, (ESE); Zurawin, Michael 175763, Spanish, Middle Grade Math, and ESOL, (ESOL and Spanish SL);

Budget
Issues to Address Describe Resources Funding Sources Total Available Unmet
Research-based Program(s) Houghton Mifflin (A Legacy of Literacy) Voyager Passport Consumables Direct Instruction LeapTrack Textbook Services Title I Local School Funds (6010) 12000 0
Research-based Resource(s) Quick Reads DIBELS Title I Local School Funds (6010) District Funds 0 0
Total:   12000.00 00.00

Goal: Math
Goal Statement: All students will make annual learning gains sufficient to acquire the knowledge, skills, and competencies needed to master the Sunshine State Standards in the area of mathematics.

Needs Assessment The results of the 2004 FCAT Mathematics Test indicate that 35 percent of students in grades three through five have met the NCLB and state required mastery level by scoring FCAT Achievement Level 3 or higher, while 65 percent of students did not meet the national or state standards.
Objective Given instruction using the Sunshine State Standards, students in grades three through five will improve their mathematics skills as evidenced by 53 percent of students achieving a level 3 or above on the 2005 FCAT in Mathematics.
Strategies 1. Implement the Continuous Improvement Model (CIM) utilizing the eight step process. 2. Involve teachers in data-driven decision making by providing them with access to Student Performance Indicators (SPI) that will enable them to match instruction to assessment. 3. Disaggregate and analyze data from the 2004 FCAT Mathematics test to identify strengths and skills for improvement. 4. Identify students who scored at Level 1 and 2 and provide them with targeted, differentiated instruction in mathematics. 5. Utilize suggested Mathematics Long-Range Plans for Kindergarten through fifth grade. 6. Provide students with performance-based activities incorporating the use of manipulatives, problem solving, critical thinking and communication. 7. Utilize computer-assisted programs in mathematics including Riverdeep, FCAT Simulation, BrainPop, Compass Learning, and FCAT Explorer. 8. Implement a mathematics after-school and Saturday school tutorial program.

Evaluation District quarterly mathematics assessments will be used to monitor student progress and instruction. Achievement of the objective will be considered accomplished if students demonstrate increased proficiency in mathematics, as evidenced by 53 percent or more of the students achieving high standards and 53 percent or more making learning gains as documented by scores on the 2005 administration of the FCAT Mathematics subtest.

Research-based Programs Continuous Improvement Model; Scott Foresman (K-5); Riverdeep (K-5); FCAT Explorer (5); Compass Learning; FCAT Simulation

Professional Development Professional development will be provided for all teachers to include the following training required for the implementation of the School Improvement Plan: Continuous Improvement Model (CIM); Student Performance Indicators (SPI); Creating Independence through Student-Owned Strategies (CRISS); and Mathematics Standards Quarterly Assessments. In-services will be scheduled for new teachers focused on Innovative Teaching Strategies, Riverdeep, FCAT Explorer, FCAT Simulation, and using manipulatives. Teachers will receive in-services including: model lessons and Best Practices, which will be conducted by Scott Forseman-Addison-Wesley Mathematics and District staff.
Objective Given instruction using the Sunshine State Standards, African American students in grades three through five will improve their mathematics skills as evidenced by 53 percent of students achieving a level 3 or above on the 2005 FCAT in Mathematics.
Strategies 1. Implement the Continuous Improvement Model (CIM) utilizing the eight step process. 2. Involve teachers in data-driven decision making by providing them with access to Student Performance Indicators (SPI) that will enable them to match instruction to assessment. 3. Disaggregate and analyze data from the 2004 FCAT Mathematics test to identify strengths and skills for improvement. 4. Identify students who scored at Level 1 and 2 and provide them with targeted, differentiated instruction in mathematics. 5. Utilize suggested Mathematics Long-Range Plans for Kindergarten through fifth grade. 6. Provide students with performance-based activities incorporating the use of manipulatives, problem solving, critical thinking and communication. 7. Utilize computer-assisted programs in mathematics including Riverdeep, FCAT Simulation, BrainPop, Compass Learning, and FCAT Explorer. 8. Implement "Problem of the Day" to increase student proficiency in problem-solving. 9. Implement a mathematics after- school and Saturday school tutorial program. 10. Provide small group instruction and practice in test-taking strategies to students making inadequate progress in mathematics.

Evaluation District quarterly mathematics assessments will be used to monitor student progress and instruction. Achievement of the objective will be considered accomplished if African American students demonstrate increased proficiency in mathematics, as evidenced by 53 percent or more of the students achieving high standards and 53 percent or more making learning gains as documented by scores on the 2005 administration of the FCAT Mathematics subtest.

Research-based Programs Continuous Improvement Model; Scott Foresman (K-5); Riverdeep (K-5); FCAT Explorer (5); Compass Learning; FCAT Simulation

Professional Development Professional development will be provided for all teachers to include the following training required for the implementation of the School Improvement Plan: Continuous Improvement Model (CIM); Student Performance Indicators (SPI); Creating Independence through Student-Owned Strategies (CRISS); and Mathematics Standards Quarterly Assessments. In-services will be scheduled for new teachers focused on Innovative Teaching Strategies, Riverdeep, FCAT Explorer, FCAT Simulation, and using manipulatives. Teachers will receive in-services including: model lessons and Best Practices, which will be conducted by Scott Forseman-Addison-Wesley Mathematics and District staff.
Objective Given instruction using the Sunshine State Standards, Economically Disadvantaged students in grades three through five will improve their mathematics skills as evidenced by 53 percent of students achieving a level 3 or above on the 2005 FCAT in Mathematics.
Strategies 1. Implement the Continuous Improvement Model (CIM) utilizing the eight-step process. 2. Utilize Suggested Mathematics Long-Range Plans for Kindergarten through fifth grade. 3. Utilize computer-assisted programs, such as FCAT Explorer, Riverdeep, FCAT Simulation, BrainPop, and/or Compass Learning. 4. Implement a mathematics after-school and Saturday school tutorial program. 5. Provide small group instruction and practice in test-taking strategies to students making inadequate progress in mathematics. 6. Implement an uninterrupted daily 60-minute block in mathematics for grades Kindergarten through fifth grade. 7.Implement meetings of administration and teachers to analyze student achievement at the end of each grading period, involving parents of students who are not meeting grade level expectations in cooperative discourse. 8. Use Visual, Auditory, Kinestic and Tactual Strategies to model mathematic content. 9. Implement "Problem of the Day" to increase student proficiency in problem-solving. 10. Involve teachers in data-driven decision making by providing them with access to Student Performance Indicators (SPI) that will enable them to match instruction to assessment.

Evaluation District quarterly mathematics assessments will be used to monitor student progress and instruction. Achievement of the objective will be considered accomplished if Economically Disadvantaged students demonstrate increased proficiency in mathematics, as evidenced by 53 percent or more of the students achieving high standards and 53 percent or more making learning gains as documented by scores on the 2005 administration of the FCAT Mathematics subtest.

Research-based Programs Continuous Improvement Model; Scott Foresman (K-5); Riverdeep (K-5); FCAT Explorer (5); Compass Learning; FCAT Simulation

Professional Development Professional development will be provided for all teachers to include the following training required for the implementation of the School Improvement Plan: Continuous Improvement Model (CIM); Student Performance Indicators (SPI); Creating Independence through Student-Owned Strategies (CRISS); and Mathematics Standards Quarterly Assessments. In-services will be scheduled for new teachers focused on Innovative Teaching Strategies, Riverdeep, FCAT Explorer, FCAT Simulation, and using manipulatives. Teachers will receive in-services including: model lessons and Best Practices, which will be conducted by Scott Forseman-Addison-Wesley Mathematics and District staff.
Objective Given instruction using the Sunshine State Standards, Students with Disabilities (SWD) in grades three through five will improve their mathematics skills as evidenced by 53 percent of students achieving a level 3 or above on the 2005 FCAT in Mathematics.
Strategies 1. Implement the Continuous Improvement Model (CIM) utilizing the eight-step process. 2. Utilize Suggested Mathematics Long-Range Plans for Kindergarten through fifth grade. 3. Utilize computer-assisted programs, such as FCAT Explorer, Riverdeep, FCAT Simulation, BrainPop, and/or Compass Learning. 4. Implement a mathematics after-school and Saturday school tutorial program. 5. Provide small group instruction and practice in test-taking strategies to students making inadequate progress in mathematics. 6. Implement an uninterrupted daily 60-minute block in mathematics for grades Kindergarten through fifth grade. 7. Adapt methods and materials that match learning styles, strengths, and individual modalities of students with special needs. 8. Highlight key words in word problems, focus on front loading vocabulary at the beginning of each skill as well as make use of visuals and graphic organizers.

Evaluation District quarterly mathematics assessments will be used to monitor student progress and instruction. Achievement of the objective will be considered accomplished if Students with Disabilities (SWD) demonstrate increased proficiency in mathematics, as evidenced by 53 percent or more of the students achieving high standards and 53 percent or more making learning gains as documented by scores on the 2005 administration of the FCAT Mathematics subtest.

Research-based Programs Continuous Improvement Model; Scott Foresman (K-5); Riverdeep (K-5); FCAT Explorer (5); Compass Learning; FCAT Simulation

Professional Development Professional development will be provided for all teachers to include the following training required for the implementation of the School Improvement Plan: Continuous Improvement Model (CIM); Student Performance Indicators (SPI); Creating Independence through Student-Owned Strategies (CRISS); and Mathematics Standards Quarterly Assessments. In-services will be scheduled for new teachers focused on Innovative Teaching Strategies, Riverdeep, FCAT Explorer, FCAT Simulation, and using manipulatives. Teachers will receive in-services including: model lessons and Best Practices, which will be conducted by Scott Forseman-Addison-Wesley Mathematics and District staff.
Highly Certified In-Field Instructors Brentwood Elementary's instructional staff has been certified and deemed highly qualified by the state of Florida through the state's Teacher Certification process. The following is a list of teachers by Name, Employee #, Certification, and Teaching Assignment: Burns, Joyce 098182, Early Childhood, Elementary Education, and ESOL, (Kindergarten); Franklin, Debra 152054, Primary, Elementary Education, and ESOL, (Kindergarten); Knowles, Tramesa 264578, Pre-K and Primary Education, (Kindergarten); Leyva, Concepcion 093298, Elementary Education, Early Childhood and Gifted, (Kindergarten); Vasquez, Frances 262359, K/Elementary Education, (Kindergarten); Echevarria, Isabel 269550, Elementary Education, (1st Grade); Ferrari, Melinda 264358, Elementary Education, (1st Grade); Skiers-Kaeiser 224262, Psychology, ESOL, Primary, Elementary Education, Varying Exceptionalities, Preschool Handicapped Endorsement, (1stGrade); Smith, Derra 237331, Elementary Education and ESOL, (1st Grade); Tate, Yvonne 097361, Early Childhood and Elementary Education, (1st Grade); Williams, Karen 236804, Elementary Education and ESOL, (1st Grade); Duerrich, Heidi 268894, Elementary Education K-6 Temporary, (2nd Grade); Hamilton, Linda 164867, Elementary Education, (2nd Grade); Lane, Tracy 258718, K/Elementary Education, (2nd Grade); Lopez, ALex 184979, Elementary Education, English, and ESOL, (2nd Grade); Vereen, Paula 155727, Elementary Education and ESOL, (2nd Grade); Walters, Icyline 259381, K/Elementary Education and ESOL, (2nd Grade); Blue, Robin 187120, Primary Education, (3rd Grade); Broderick, Tatola 259934, K/Elementary Education, (3rd Grade); Daphnis, Maxine 198344, Elementary Education, Reading, (3rd Grade); Ellis, Lark 105134, Early Childhood and Elementary Education, (3rd Grade); Lyles, Cynthia 245634, Elementary Education, PK/Primary, ESOL, (3rd Grade); Rich, David 160998, Elementary Education, (3rd Grade); Snell, Cynthia 074444, Elementary Education, (3rd Grade); Taylor-Hines, Jameica 212740, Elementary Education, (3rd Grade); Tullis, Jacquelyn 139765, K/Elementary Education, (3rd Grade); Acevedo, Olga 143784, Elementary Education, (4th Grade); Bombalier, Lissette 189034, Elementary Education, (4th Grade); Everett, Tawanna 207309, Elementary Education, (4th Grade); Jones, Jacquita 215793, Elementary Education, (4th Grade); Rodriguez, Michelle 249171, Elementary Education, (4th Grade); Fischer. Anne 106558, Elementary Education, (5th Grade); Gonzalez, Isis 247623 Elementary Education, (5th Grade); Hilll, Marchelle 238681, Elementary Education and ESOL, (5th Grade); Jackson, Carolyn 063706, Elementary Education, (5th Grade); Smith, Lolita 256687, Elementary Education, (5th Grade); Wilcox, Jacqueline 101208, Exceptional Student Education, (ESE)

Budget
Issues to Address Describe Resources Funding Sources Total Available Unmet
Research-based Program(s) Scott Foresman Mathematics Program Textbook Funds 0 0
Research-based Resource(s) 0 0
Technology Riverdeep FCAT Explorer Scott Foresman Mathematics Program District State Provided 0 0
Professional Development Educational Specialists District 0 0
Other Manipulatives supporting the Basal Math Program FCAT Supplemental Workbooks (i.e. Measuring Up, Coach, Mascot) Textbook Funds 0 0
Total:   00.00 00.00

Goal: Writing
Goal Statement: All students will make learning gains sufficient to acquire the knowledge, skills, and competencies needed to master the Sunshine State Standards in the area of writing.

Needs Assessment As per the Annual Report Card 2004, scores on the 2004 FCAT Writing Test revealed that 4 percent of the fourth grade students have not scored at the state mastery level. Scores of the 2004 FCAT Writing Test indicate that 96 percent of students in grade four have scored at the state mastery level. Scores of the 2004 Narrative Writing Test (all curriculum groups) indicate that 96 percent of students in grade four have scored 3.0 or higher. Scores of the 2004 Expository Writing Test (all curriculum groups) indicate that 96 percent of students in grade four have scored 3.0 or higher.
Objective Given instruction using the Sunshine State Standards, students in grade four will improve their writing skills as evidenced by 97 percent of the students achieving high standards on the 2005 FCAT in Writing.
Strategies 1. Implement the Continuous Improvement Model utilizing the eight-step process. 2. Disaggregate and analyze data from the 2004 FCAT Reading Test and ongoing assessments (narrative and expository) to identify areas of weaknesses in student performance to guide instructional practice. 3. Form flexible groupings whereby deficits are targeted to improve students' writing proficiency. 4. Expand tutorial programs to provide a greater focus on subgroups for NCLB. 5. Maintain a writing portfolio for each student to document growth in students' writing skills and to increase writing proficiency.6. Schedule regular writing assessments on expository and narrative prompts, using the FCAT Writing Rubric to score papers. 7. Implement an ongoing monitoring system for students identified in the SWD group to ensure ongoing, adequate progress in writing proficiency and skills set forth in alternative assessment. 8. Use results of District pre/post tests as instructional tools. 9. Provide model writing lessons and conduct professional development workshops for teachers and staff members by Reading Leader. 10. Conduct regular team meetings to discuss and address writing assessments and to plan for strengthening areas of weaknesses.

Evaluation Monthly and quarterly testing using District and in-house writing prompts will provide formative assessment that will be used to monitor on-going progress toward the objective. Achievement of the objective will be accomplished when students demonstrate increased proficiency in writing skills as evidenced by 97 percent of the students reaching the state required mastery level of 3.5 or above as documented by the 2005 FCAT Writing.

Research-based Programs Continuous Improvement Model; Houghton Mifflin Reading Series (A Legacy of Literacy); CRISS; Read180; Compass Learning

Professional Development Provide administrators and/or teachers with on-going professional development activities such as the writing process, holistic scoring, conferencing techniques, narrative and expository writing conventions, and topics that will assist them with writing strategies pertaining to the Sunshine State Standards and grade level expectations. Professional development will be given to staff members in need of scoring student-writing samples using the rubric. New teachers as well as teachers new to a grade level will attend professional development writing workshops offered through the District and/or the Reading Leader.
Highly Certified In-Field Instructors

Budget
Issues to Address Describe Resources Funding Sources Total Available Unmet
Research-based Program(s) 0 0
Research-based Resource(s) Read180 District/Access Center 0 0
Technology Read180 Compass Learning Overhead Projector District/Access Center School 0 0
Professional Development Reading Leader will provide professional development. 0 0
Other Transparencies for Overhead Vis-a-Vis Markers EESAC 0 0
Total:   00.00 00.00

Goal: Science
Goal Statement: All students will make annual learning gains sufficient to acquire the knowledge, skills, and competencies needed to master Sunshine State Standards in the area of science.

Needs Assessment Scores on the 2004 FCAT Science Test indicate that the students in fifth grade achieved a mean scaled score of 232 points in comparison to the District's scaled score of 266 points and the State scaled score of 286. The scores reflect a decrease in test scores of 6 points as compared with the 2003 test administration. The needs assessment reveals that students require intensive remediation in all science benchmarks. Results indicate that fifth grade students scored 33 percent on the Scientific Thinking subtest, while scoring 27 percent on the Earth and Space subtest. Scores on the Physical and Chemical subtest were 46 percent, while scores on the Life and Environmental subtest were 46 percent. Additional focus will be applied to all science areas in an effort to accelerate student academic achievement.
Objective Given instruction using Sunshine State Standards, students in grade five will improve their science skills as evidenced by an increase in the mean scale score to meet the District mean scale score of 266 as documented by the 2005 FCAT in Science.
Strategies 1. Implement the Continuous Improvement Model (CIM) utilizing the eight-step process. 2. Disaggregate and analyze data from the 2004 FCAT Science test to identify strengths and weaknesses. 3. Continue to implement the District's Science and Math curriculum, Bridges To Careers. 4. Implement a school-wide Science Fair, whereby all classes participate. 5. Include science instruction in the Saturday School tutorial program. 6. Administer a science pre-test of annually assessed benchmarks to students as a means of establishig baseline data and as a guide for instruction. 7. Reinforce grade appropriate science content within the language arts and reading curriculum through the use of non-fiction texts during shared and/or Guided Reading instruction. 8. Utilize BrainPop and other computer-assisted resources to reinforce and enhance science investigation and learning. 9. Incorporate CRISS strategies in science instruction.

Evaluation District-provided assessments will be used to analyze progress and redirect instruction for reinforcement and/or enrichment. Successful achievement of the objective will have been attained when students demonstrate improvement in science concepts and knowledge as evidenced by a 33 or higher point increase of the mean scaled score on the 2005 administration of the FCAT Science subtest.

Research-based Programs Continuous Improvement Model; McGraw-Hill Science Series; FOSS Kits (Full Option Science Systems)

Professional Development Professional development training will include: focus on the individual strands of science, use of technology in the classroom, and use of inquiry-based hands-on activities. Training in experimental demonstrations, concept development, and scientific thinking will also be addressed. The Science Curriculum Support Specialist will provide additional assistance in content delivery and/or strategies.
Highly Certified In-Field Instructors Brentwood Elementary's instructional staff has been certified and deemed highly qualified by the state of Florida through the state's Teacher Certification process. The following is a list of teachers by Name, Employee #, Certification, and Teaching Assignment: Burns, Joyce 098182, Early Childhood, Elementary Education, and ESOL, (Kindergarten); Franklin, Debra 152054, Primary, Elementary Education, and ESOL, (Kindergarten); Knowles, Tramesa 264578, Pre-K and Primary Education, (Kindergarten); Leyva, Concepcion 093298, Elementary Education, Early Childhood and Gifted, (Kindergarten); Vasquez, Frances 262359, K/Elementary Education, (Kindergarten); Echevarria, Isabel 269550, Elementary Education, (1st Grade); Ferrari, Melinda 264358, Elementary Education, (1st Grade); Skiers-Kaeiser 224262, Psychology, ESOL, Primary, Elementary Education, Varying Exceptionalities, Preschool Handicapped Endorsement, (1st Grade); Smith, Derra 237331, Elementary Education and ESOL, (1st Grade); Tate, Yvonne 097361, Early Childhood and Elementary Education, (1st Grade); Williams, Karen 236804, Elementary Education and ESOL, (1st Grade); Duerrich, Heidi 268894, Elementary Education K-6 Temporary, (2nd Grade); Hamilton, Linda 164867, Elementary Education, (2nd Grade); Lane, Tracy 258718, K/Elementary Education, (2nd Grade); Lopez, ALex 184979, Elementary Education, English, and ESOL, (2nd Grade); Vereen, Paula 155727, Elementary Education and ESOL, (2nd Grade); Walters, Icyline 259381, K/Elementary Education and ESOL, (2nd Grade); Blue, Robin 187120, Primary Education, (3rd Grade); Broderick, Tatola 259934, K/Elementary Education, (3rd Grade); Daphnis, Maxine 198344, Elementary Education, Reading, (3rd Grade); Ellis, Lark 105134, Early Childhood and Elementary Education, (3rd Grade); Lyles, Cynthia 245634, Elementary Education, PK/Primary, ESOL, (3rd Grade); Rich, David 160998, Elementary Education, (3rd Grade); Snell, Cynthia 074444, Elementary Education, (3rd Grade); Taylor-Hines, Jameica 212740, Elementary Education, (3rd Grade); Tullis, Jacquelyn 139765, K/Elementary Education, (3rd Grade); Acevedo, Olga 143784, Elementary Education, (4th Grade); Bombalier, Lissette 189034, Elementary Education, (4th Grade); Everett, Tawanna 207309, Elementary Education, (4th Grade); Jones, Jacquita 215793, Elementary Education, (4th Grade); Rodriguez, Michelle 249171, Elementary Education, (4th Grade); Fischer. Anne 106558, Elementary Education, (5th Grade); Gonzalez, Isis 247623 Elementary Education, (5th Grade); Hilll, Marchelle 238681, Elementary Education and ESOL, (5th Grade); Jackson, Carolyn 063706, Elementary Education, (5th Grade); Smith, Lolita 256687, Elementary Education, (5th Grade); Wilcox, Jacqueline 101208, Exceptional Student Education, (ESE);

Budget
Issues to Address Describe Resources Funding Sources Total Available Unmet
Research-based Program(s) McGraw-Hill Science Series School Textbook Allocationt 0 0
Research-based Resource(s) FOSS Kits School Funds 0 0
Technology Riverdeep BrainPop EESAC 800 0
Professional Development 0 0
Other 0 0
Total:   800.00 00.00

Goal: Parental Involvement
Goal Statement: Brentwood Elementary School's faculty and staff will increase parental involvement in the educational process through effective communication and recognition of parent effort.

Needs Assessment The 2003 -2004 Parental Involvement Rosters indicated that 15 percent of Brentwood parents/guardians were involved in parenting classes, academic in-services which assisted parents in aiding their children to maximize their potential, and other school-based activities.
Objective Given the need to establish a link with the home and the school and in order to obtain increased parental support in the efforts of improving academic achievement of students, parental involvement will increase by 15 percentage points over that documented during the 2003 -2004 school year.
Strategies 1. Administration, faculty, parent representatives, and community-based organizations will combine efforts in surveying parent's needs, prioritizing the areas of greatest concerns, and planning activities to address those needs. 2. Plan and deliver workshops and seminars to empower parents with the skills needed to assist students with home learning activities and school and state educational expectations. Distribute “What Your Child Should Know” at Open House to increase parental awareness of curriculum standards. 3. Provide and maintain a parent resource center with instructional materials for checkout and use at home. 4. Maintain and monitor an on-going channel of communication (in students’ home language) between the home and the school through the use of student progress reports, report cards, letters, informational flyers, school newsletters, website, parent/teacher conferences, home visits, calendars, and attendance logs. 5. Include parents’ active participation in decision-making groups such as the PTA and Educational Excellence School Advisory Council (EESAC), and facilitate special “Family Night” activities such as Open House, Title I Parent Orientation, Mathematics/Science Family Night, Technology workshops, etc. 6. Invite parents to participate in our volunteer program to help students reinforce skills. 7. Parent meetings, workshops, and events will be held on various days and times to accommodate parent and family schedules. 8. Employ the school counselors to assist in home-school communication and provide parents with community resources, when necessary.

Evaluation Workshop attendance rosters, family involvement meeting records, Open House attendance documentation, Community Involvement Specialists’ records, PTA membership, and EESAC attendance will evaluate this objective.

Research-based Programs The National P.T.A. Standards for Parental Involvement

Professional Development Promote parental involvement by providing continuous workshops that directly addresses student academic achievement. In addition, the school will offer workshops in reinforcing the Sunshine State Standards. Possible topics are: Family Mathematics, Hands-on Science, and Helpful Tips for Homelearing.
Budget
Issues to Address Describe Resources Funding Sources Total Available Unmet
Research-based Program(s) 0 0
Research-based Resource(s) Instructional Support Materials Title One Funds 0 0
Technology Voyager Passport District 0 0
Professional Development 0 0
Other Community Involvement Specialist Parent Involvement Materials Title I Funds Title I Funds 0 0
Total:   00.00 00.00

 

FINAL BUDGET
Issues to Address Describe Resources Funding Sources Total Amount Available Unmet
Research-based Program(s) Houghton Mifflin (A Legacy of Literacy)
Voyager Passport
Consumables
Direct Instruction
LeapTrack
Scott Foresman Mathematics Program

McGraw-Hill Science Series

 Textbook Services
Title I Local School Funds (6010)
Textbook Funds

School Textbook Allocationt

 12000.00 00.00
Research-based Resource(s) Quick Reads
DIBELS


Read180
FOSS Kits
Instructional Support Materials
Title I Local School Funds (6010)
District Funds


District/Access Center
School Funds
Title One Funds
00.00 00.00
Technology Riverdeep
FCAT Explorer
Scott Foresman Mathematics Program
Read180
Compass Learning
Overhead Projector
Riverdeep
BrainPop
Voyager Passport
 District
State Provided
District/Access Center
School
EESAC
District
 800.00 00.00
Professional Development Educational Specialists
Reading Leader will provide professional development.


 District



 00.00 00.00
Other Manipulatives supporting the Basal Math Program
FCAT Supplemental Workbooks (i.e. Measuring Up, Coach, Mascot)
Transparencies for Overhead
Vis-a-Vis Markers

Community Involvement Specialist
Parent Involvement Materials
 Textbook Funds
EESAC

Title I Funds

Title I Funds
 00.00 00.00
.    Total:   12800.00 00.00

Members Signature

1) Sharon D. Jackson , Principal ________________________________________
2) Miriam Comer , SAC Chair ________________________________________
3) Lori Margolin , Teacher ________________________________________
4) Jacquelyn Bryan , School Support Personnel ________________________________________
5) Todd Browning , Business Members ________________________________________
6) Debra Joyce , Parent ________________________________________
7) Alicia Lightbourne , Parent ________________________________________
8) Moya Francis , Parent ________________________________________
9) Nneka James , Parent ________________________________________
10) Emanuel E. Smith , Teacher ________________________________________
11) Helen Smith-Carelli , Teacher ________________________________________
12) Olga Acevedo , Teacher ________________________________________
13) Cynthia Snell , Teacher ________________________________________
14) Lissette Bombalier , Teacher ________________________________________
15) Geraldine Nesmith , School Support Personnel ________________________________________
16) Sonja Denson , Parent ________________________________________
17) Marylou Wallace , Parent ________________________________________
18) Amber Spicer , Student ________________________________________
19) Christina Stafford , Student ________________________________________
20) Claris Billups , Parent ________________________________________
21) Luz Barros , Parent ________________________________________