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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2008 – 2009 SCHOOL IMPROVEMENT PLAN
School Name: BOWMAN FOSTER ASHE ELEMENTARY
District Name: Dade
Principal: Dr. Kamela K. Patton
SAC Chair: Christina M. Albarran
Superintendent: Alberto M. Carvalho
Date of School Board Approval: Pending Board
Approval
Dr.Eric J.Smith, Commissioner Florida Department of Education
325 West Gaines Street Tallahassee, Florida 32399
Dr.Frances Haithcock, ChancellorK-12 Public Schools
Florida Department of Education 325 West Gaines Street
Tallahassee, Florida 32399
VISION/MISSION/BELIEF STATEMENTS Note: Required for Title I
SCHOOL PROFILE DEMOGRAPHICS
The vision of Bowman Foster Ashe Elementary School is for all stakeholders to work diligently to ensure that
all students receive a quality, educational program to meet each youngster's academic and socio-emotional
needs. Continued communication with parents is initiated and fostered by faculty and staff as parents and
faculty work cooperatively to enhance each child's learning potential. A sense of family exists among
administrators, faculty, staff, parents, and students.
The mission of Bowman Foster Ashe Elementary School is to "Believe, Foster, and Achieve one's potential."
In keeping with this philosophy, all decisions are made for the purpose of fostering and nurturing the unique
talents of each child.
School Facility:
Bowman Foster Ashe Elementary School is located on 11 acres in southwestern Miami-Dade County at 6601
S.W. 152nd Avenue and was built in 1991. The campus is bordered on the south by a newly-developed
county park and on the north by Howard A. Doolin Middle School. Kindergarten classrooms are housed in an
off-campus Primary Learning Center located 1.5 miles southeast of the main campus. The Primary Learning
Center was built in 1997. An addition of 13 classrooms was added to the main campus in 2004.
School Community Description:
There are several charter schools in the immediate area of Bowman Foster Ashe Elementary including the
Archimedean Academy, Sandor Wiener School of Opportunity, and Pinecrest Preparatory Academy.
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The following represents basic demographics of Bowman Foster Ashe Elementary School.
The student population is representative of the community's large Hispanic presence. Demographic profiles
for the 2006-2007 school year indicate that of the 1,272 total student enrollment, the population is as
follows: 88% Hispanic, 2% Black, 7% White, and 4% Asian or multiracial students. serves a predominantly
Hispanic, yet nonetheless diverse, student population where 33 percent of the students are English language
learners. A total of 64 percent of the students receive free or reduced lunch, 14% are Students With
Disabilities (SWD) and 33% are English Language Learners (ELL).
Bowman Foster Ashe Elementary School has established partnerships with several school community
businesses such as Domino's Pizza, Ibiley School Uniform, Kendall Ale House, Steve's Pizza, and Super
Wheels Skating Center.
Student Population:
• The current student population by grade level for the 2008-2009 school year is: 142- Kindergarten, 155-
1st grade, 160- 2nd grade, 184- 3rd grade, 194- 4th grade, and 221- 5th grade.
• Standard curriculum students represent approximately 50% of the school's total population. English
Language Learners (ELL) comprise 34% of the population, and the Students with Disabilities subgroup
represents 8% of the student body. Sixty-eight percent of the students are identified at Levels 3 through 5 in
reading, and 72% are at Levels 3 through 5 in mathematics.
Teacher Population:
• For the 2008-2009, there are 79 full-time teachers, 11 paraprofessionals, and 4 administrators at the
school.
• Based on demographic profiles for the 2008-2009 school year, 14 teachers or 18% are White, 10 teachers
or 13% are Black, and 55 teachers or 69% are Hispanic.
• Seven percent (7%) of the staff is male and 93% is female.
• Bowman Foster Ashe's instructional staff has a total average of 8 years of teaching experience in Florida,
and 14 percent of the faculty is comprised of beginning teachers.
• There are currently no vacancies and no recruitment opportunities due to the surplus of teachers.
• In order to retain our population of teachers, weekly and quarterly meetings are held with grade level
chairpersons in order to discuss any concerns and provide ongoing support.
Class Size and Teacher-to-Student Ratios:
• Average class size is 19 schoolwide, with an average of 14 students in Kindergarten, 17 students in 1st
grade, 18 students in 2nd grade, 17 students in 3rd grade, 24 students in 4th grade, and 22 students in 4th
grade.
• For Special Education Students, the average class size is 1 student in Kindergarten,1 students in 1st grade,
3 students in 2nd grade, 10 students in 3rd grade 18 students in 4th grade, and 14 students in 5th grade.
• Teacher/Student ratio for Kindergarten, 1st, 2nd, and 3rd grades is 1:18. Teacher/Student ratio for 4th and
5th grades is 1:22.
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SCHOOL MATCH
Attendance Rate:
• Based on demographic data from the 2007-2008 school year, the average student attendance rate at
Bowman Foster Ashe is 96% which is higher than the district's rate of 95.38%. The state average for the
2006-2007 school year was 94.14%
• Based on demographic data from the 2006-2007 school year, the average staff attendance rate is 98%.
Promotion and Retention Rates:
• Based on data from the 2006-2007 school year, the average retention rate for Bowman Foster Ashe
Elementary School was 4.2% which is slightly lower than the district average of 5.7%. Conversely, the
school's promotion rate was at 95.8% while the district average was 94.3%.
Feeder Pattern:
• The feeder pattern includes Dante B. Fascell Elementary School, Dr. Manuel C. Barreiro Elementary School,
Jane S. Roberts K-8 Center, Howard A. Doolin Middle School (School Grade - B), Lamar Louise Curry Middle
School (School Grade - A), and John A. Ferguson High School (School Grade - B).
Special Programs:
• Special programs include: FastForword, Voyager Passport, Brainchild, KidBiz, Academic Excellence, a Pull-
out Gifted program, Before and After School Tutoring programs, and Renaissance Learning.
• The school receives Title I funding, Title I, and school recognition funding through the Florida Department
of Education.
Unique Aspects:
• Bowman Foster Ashe Elementary School has implemented a special after school program for students
interested in the sciences entitled: Aspiring Junior Scientists Society.
• Through our Professional Learning Communities the school has begun the Vertical Teaming process in order
to provide our students with a smooth academic transition across the grade levels.
• Bowman Foster Ashe has extended the academic departmentalization program for our fifth grade students
to include our fourth grade students as well this school year.
Grants:
• Citibank PTO Funding Grant for $1,200
Title I School Status:
Bowman Foster Ashe Elementary is a schoolwide Title I school.
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Note: Required for all Assistance Plus Schools
QUALITY STAFF
Highly Qualified Administrators
Note: Required for Title I
Recruitment/Retention of Highly Qualified Teachers
Note: Required for Title I
N/A
Principal:
Dr. Kamela Patton holds a Bachelor degree in Elementary Education, a Master's degree in Reading, and a
doctorate degree in Educational Leadership. As the educational leader at the school, the principal's
credentials are extensive, with over 13 years of administrative experience at the school, region, and district
levels and primary emphasis on curriculum. In addition, the principal has taught at elementary, middle
school, high school, adult, and post-secondary institutions.
Assistant Principal:
Ms. Ileana Fagundo has a Bachelor degree in Elementary Education from Universidad del Sagrado Corazon in
Santurce, Puerto Rico and a Master's degree in Science of Education from the University of Miami in Coral
Gables, Florida. Furthermore, she holds a Professional Certificate in Educational Leadership from Nova
Southeastern University. Ms. Fagundo has taught at the elementary, middle, and post-secondary levels. She
has been in the field of education for last 23 years in various positions, 13 of which have been in the field of
educational administration. Ms. Fagundo was an integral part of the team who brough Bowman Foster Ashe
from a "C" school to an "A" school. She has been responsible for the coordination a and monitoring of several
intervention plans at the school targeting the ELL, SPED and lowest 25% of the student population. She is
responsible for the School Improvement Plan.
Assistant Principal:
Mr. Leighton Finegan earned a Bachelor degree in Social Sciences from the University of the West Indies and
a Master degree in Education from Barry University. In addition, he holds a Professional Certificate in
Educational Leadership. Mr. Finegan is currently responsible for testing.
Assistant Principal:
Ms. Maria Tourino holds a Bachelor degree in Elementary Education from Florida International University and
a Master degree in Education from the University of Miami. Furthermore, she earned a Specialist degree in
Educational Leadership from Florida International University. Ms. Tourino has 12 years of school-site
administrative experience and is primarily responsible for the SPED program. her experience also includes six
years teaching 1st, 2nd, and 4th grades, and two years as an adjunct professor of education at the
University of Miami.
Bowman Foster Ashe Elementary School recruits high-quality, highly qualified teachers who work diligently to
foster and enhance the academic achievement of all students. Most of the instructional personnel employed
at the school is comprised of graduates from local universities who completed their student-teaching
internships at Bowman Foster Ashe Elementary School. Beginning teachers are mentored by their
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Show Attached Staff List
ADDITIONAL REQUIREMENTS
Coordination and Integration
Note: Required for Title I
School Wide Improvement Model
Note: Required for Title I
experienced colleagues and afforded plenty of opportunities for professional development.
Bowman Foster Ashe Elementary School utilizes federal, state, and local funds appropriately to provide an
educational setting that empowers students to achieve state and federal standards of academic performance.
For instance, Title III monies are expended in before-school tutorial programs designed to assist English
Language Learners in meeting proficiency standards in the areas of reading and mathematics.
In collaboration with Miami Sunset Adult Education Center and Howard A. Doolin Middle School, Bowman
Foster Ashe Elementary Schools offers free adult education courses to empower language minority parents to
enhance their English language proficiency in an effort to better enhance their children's academic
achievement.
The 8 Step Continuous Improvement Model (CIM) is a data-driven improvement model that was developed in
Brazosport, Texas. This model supports data-driven decision making, provides for continuous monitoring of
student performance, and addresses the achievement gap between all subgroups.
Bowman Foster Ashe Elementary School is implementing Florida's Continuous Improvement Model (FCIM) to
drive teaching and learning by aligning curriculum, instructional strategies, assesssments, and professional
development to enhance the academic achievement of all learners. The FCIM is comprised of the following
elements:
• Data analysis- Grade-level chairpersons and members of the school's Leadership Team analyze FCAT data
from the preceding year and on-going quarterly assessments to identify academic areas of deficiency and
organize instructional subgroups in need of intervention.
• Instructional Focus Calendars have been created for the areas of reading, writing, and mathematics.
• Assessments have been created to test students' mastery of state benchmarks and establish a baseline.
• Tutorial programs have been created and incorporated into the master schedule to provide daily
intervention to low-achieving subgroups.
• Maintenance and enrichment activities have been included in the focus calendars to enhance the academic
proficiency of students scoring at Levels 3 and above.
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NCLB Public School Choice
Note: Required for Title I
No Attached Public School Choice Notice to Parents file
No Attached Notification of SINI Status file
Pre-School Transition
Note: Required for Title I
MENTORING AND EXTENDED LEARNING OPPORTUNITIES
Teacher Mentoring
• Continuous Monitoring- Administrators will monitor the implementation of the FCIM to ensure that
instructional and tutorial programs are effectively meeting the needs of all learners. Benchmark assessments
will be administered three times a year to highlight students' academic growth and identify areas for
Opportunities for Improvement (OFI's).
Parents will be informed about the academic progress of Bowman Foster Ashe Elementary School through the
ongoing use of Connect Ed messages, Monthly Parent Newsletters in English and Spanish, Interim Progress
Reports, student report cards, the EESAC Committee, and the PTO.
Bowman Foster Ashe Elementary School offers a Pre-K program on site. Three Pre-K teachers work
collaboratively to provide a host of early learning experiences to a total of 64 youngsters, including a Special
Education Pre-K class comprised of five developmentally delayed students, one specifically learning disabled
child, and one autistic youngster.
All three Pre-K teachers will be using the High Scope curriculum to assist preschoolers with low readiness
rates. In addition, the Special Education Pre-K class will be utilizing the Building Early Language and Literacy
(BELL) program. The two regular Pre-K classes will also be implementing the Houghton Mifflin Pre-K
Alphafriends series. This program will focus on developing oral language and vocabulary, phonological
awareness, alphabet recognition, print awareness, and beginning phonics.
Students who are transitioning from the Pre-K program will also benefit from a Kindergarten Orientation.
During this orientation, parents are informed about different aspects of our school, including curriculum,
student support services, Title 1, and PTO.
Students entering the Kindergarten program will be evaulated using the following tools for assessment:
• The Florida Kindergarten Readiness Screener (FLKRS)
• The Early Childhood Observation System (ECHOS)
• The Bowman Foster Ashe Elementary School Informal Inventory will also be used as an ongoing
progressive assessment.
In addition, tours are available to parents who wish to visit classrooms and to assist students in reaching a
comfort level once they know what to expect on the first day at school.
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Note: Required for Title I
Show Attached Teacher Mentoring List
Extended Learning Opportunities
Note: Required for Title I
SCHOOLS GRADED C OR BELOW
Professional Development
Bowman Foster Ashe Elementary School has a teacher mentoring program that is spearheaded by the
Assistant Principal, Ms. Ileana Fagundo, who meets with all new teachers. Teachers in need of improvement
were determined from their longitudinal classroom FCAT, NRT, and/or SAT data. These teachers will be
matched with either a department chairperson or another teacher with several years of experience in the
same field as the teacher in need of improvement. Professionals new to the district will be paired with
accomplished Educators in the same academic field and/or grade level to ensure a smooth transition into the
real world of education.
The mentee and the mentor will meet regularly to discuss and share ideas as they relate to The Code of
Ethics for the Education Professional and best practices in the classroom. They also meet bi-weekly with the
Assistant Principal assigned to them. Areas to be covered during these discussions include: Classroom
Management, Differentiated Instruction, Curriculum, Family Involvement, and PACES.
In addition, the new professional will be placed on a Vertical Team of choice to receive additional support in
specific areas related to the curriculum. Coverage is also provided to allow time for the mentor/mentee
partners to observe each other's classrooms and exchange feedback. A list of the mentor/mentee partners is
attached to this section in the provided matrix.
Bowman Foster Ashe Elementary provides a variety of extended learning opportunities during the school
year. Identified students in the lowest 30%, to include FCAT Level 1 and Level 2 students in third through
fifth grades, are provided intervention instruction through a before school and after school tutoring program.
These students are tutored in the areas of reading and/or mathematics depending on their specific weakness.
Voyager Passport and Voyager Math are utilized in conjunction with targeted instruction to add practice items
and to assess student's progress.
In September, students were assessed in order to determine their specific areas of weakness. In December,
students will be assessed again to determine progress based on benchmark and baseline data. Tutoring will
continue with the expectation that students in all NCLB subgroups participating will improve their overall
FCAT scores.
Additionally, and after school tutoring program targeting our ELL subgroup which did not meet AYP indicators
will be implemented. This program will be fully funded by Title III and the Division of Bilingual Education and
World Languages Department and will target Level 1 and Level 2 Ell students in second through fifth grades
in the areas of mathematics and reading.
N/A
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Disaggregated Data
Informal and Formal Assessments
Alternative Instructional Delivery Methods
SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12
Different Innovative Approaches to Instruction
Responsibility of Teaching Reading for Every Teacher
Quality Professional Development for Teachers and Leaders
Small Learning Communities (SLC)
Intensive Intervention in Reading and Mathematics
Parental Access and Support
Applied and Integrated Courses
Course Choice Based on Student Goals / Interests / Talent
Master Schedules Based on Student Needs
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
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Academic and Career Planning
N/A
N/A
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GOALS
Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment: Based on the 2008 FCAT Reading Assessment results, 76 percent of students scored at Level 3 or above which leaves 24 percent at level 1 and Level 2. This percentage is down from the 2007 FCAT results where 79 percent of the students scored at Level 3 or above. Grade Level and strand data indicate that students in third and fourth grades performed below the state average in the following strands: words/phrases and comparisons. Our fifth graders performed at or above the state average on all strands. Also, 60 percent of the lowest 25 percent of students made learning gains. All subgroups except for the English Language Learners (ELL) made learning gains.
*Objective: Given instruction based on the Sunshine State Standards, students in grades three through five will demonstrate improvement of their reading skills as evidenced by 77 percent of students scoring Level 3 or above on the 2009 administration of the FCAT Reading Test. All students will also show improvement in the words/phrases and comparisons strands of the Reading FCAT. Additionally, all NCLB subgroups, including ELL students will make learning gains.
*Strategies: • Monitor the use of Instructional Focus Calendars for Reading to re-align instruction based on the Sunshine State Standards (SSS)benchmarks • Utilize the STAR program in grades 1-5 during each grading period to help assess students’ reading abilities and identify skills in need if additional review via implementation of the Continuous Improvement Model. • Analyze data from PMRN scores of K-5 assessments to make instructional decisions on students. • Utilize the FCAT Explorer and Riverdeep’s online software to reinforce students’ reading skills, with emphasis on enhancing students’ comprehension. • Collaborate with teachers through professional learning communities to refine teachers’ pedagogical expertise in the area of reading and adjust instructional focus as needed. • Utilize custom group reports from Edusoft in order to monitor the progress of Level I and Level II students and students participating in different tutorial and intervention programs. • Identify Tier 2 and Tier 3 students, and provide daily small-group intervention to this target group using the Voyager Passport and Fast Forword. • Encourage parental involvement by giving parents the tools necessary to monitor their reading nightly for a minimum of 30 minutes, ask reading comprehension questions using the “Task Cards”, and signing their children’s reading logs. • Coordinate before and after school reading tutorial services to select students in
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grades 3-5, with emphasis on improving overall reading comprehension.
*Evaluation: • Yearly-FCAT Assessment in March • Regular In House Benchmark Assessments (September, December, and May) • Ongoing-Classroom assessments as needed based on instruction and student skills • Quarterly DIBELS
*Evidence-based Program(s):
• Houghton Mifflin Reading: A Legacy of Literacy will serve as the core reading program implemented at Bowman Foster Ashe Elementary School, and will focus on systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension strategies as prescribed by the District's Comprehensive Research-Based Reading Plan. • In addition, the Voyager Passport, Leap Track Assessment and Instruction System, Soar to Success, and LEXIA program will be utilized to enhance instruction of Tier II students at the third grade level.
*Professional Development:
The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep October - Voyager Passport – Levels A-D / E and F October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Edusoft February - C.R.I.S.S. (In house) February - Differentiated Instruction
*Objective: Given instruction based on the Sunshine State Standards, the number of ELL students in grades 3 through 5 will increase their reading skills as evidenced by 65% meeting high standards on the 2009 administration of the FCAT Reading Test.
*Strategies: • Utilize custom group reports from Edusoft in order to monitor the progress of ELL students and students participating in different tutorial and intervention programs. • Analyze data from PMRN scores of K-5 assessments to make instructional decisions on students. • Monitor the use of Instructional Focus Calendars for Reading to re-align instruction based on the Sunshine State Standards (SSS)benchmarks • Utilize the KidBiz online software to reinforce students’ reading skills, with emphasis on enhancing students’ comprehension. • Collaborate with teachers through professional learning communities to refine teachers’ pedagogical expertise in the area of reading and adjust instructional focus as needed. • Identify Tier 2 and Tier 3 students, and provide daily small-group intervention to this target group using the Voyager Passport and Fast Forword. • Encourage parental involvement by giving parents the tools necessary to monitor
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their reading nightly for a minimum of 30 minutes, ask reading comprehension questions using the “Task Cards”, and signing their children’s reading logs. • Coordinate before and after school reading tutorial services to select ELL students in grades 3-5, with emphasis on improving overall reading comprehension.
*Evaluation: • Yearly-FCAT Assessment in March • Regular In House Benchmark Assessments (September, December, and May) • Ongoing-Classroom assessments as needed based on instruction and student skills • Quarterly DIBELS
*Evidence-based Program(s):
• Houghton Mifflin Reading: A Legacy of Literacy will serve as the core reading program implemented at Bowman Foster Ashe Elementary School, and will focus on systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension strategies as prescribed by the District's Comprehensive Research-Based Reading Plan. • In addition, the KidBiz program, Voyager Passport, Leap Track Assessment and Instruction System, Soar to Success, and LEXIA program will be utilized to enhance instruction of ELL students in all grade levels.
*Professional Development:
The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep October - Voyager Passport – Levels A-D / E and F October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Edusoft February - C.R.I.S.S. (In house) February - Differentiated Instruction
Budget:
Evidence-based Program(s)/Material(s)
Description of Resources Funding SourceAvailable
Amount
Voyager Passport District $0.00
Fast Forword Title I $3,500.00
Brainchild Title I $3,000.00
Soar to Success District $0.00
Leap Track District $0.00
Total: $6,500.00
Technology
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Description of Resources Funding SourceAvailable
Amount
FCAT Explorer District $0.00
Riverdeep Online Software District $0.00
Total: $0.00
Professional Development
Description of Resources Funding SourceAvailable
Amount
In House training on Professional Development days to include programs such as Fast Forword, etc.
none $1,000.00
Total: $1,000.00
Other
Description of Resources Funding SourceAvailable
Amount
Before and After School tutoring Title I $12,000.00
Intervention during school hours Title I $5,000.00
Total: $17,000.00
Final Total: $24,500.00
*Non-Highly Qualified Instructors:
Bowman Foster Ashe Elementary School will provide a Reading Coach and mentor teachers who will work with teachers who do not meet the highly-qualified requirements of NCLB to model evidence-based strategies that will improve instruction. Those teachers teaching out-of-field in reading include: Maday Maldonado. Bowman Foster Ashe will also provide reading in-service trainings to all new teachers and those in need of improvement. Other district and school provided development can be found under the Goal section of the core academic subject areas.
End of Reading Goal
Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment: Based on the 2008 FCAT Mathematics Assessment results, 77 percent of students scored at Level 3 or above which leaves 23 percent at Level 1 and Level 2. This percentage is down from the 2007 FCAT results where 80 percent of the students scored at Level 3 or above. Grade Level and strand data indicate that students in third and fourth grades performed below the state average in several strands. Also, 67 percent of the lowest 25 percent of students made learning gains. All subgroups made learning gains but fifth grade ELL students still need some improvement in mathematics. The key areas that need improvement are number sense, measurement, and geometry.
*Objective: Given instruction based on the Sunshine State Standards, students in grades three through five will demonstrate improvement of their mathematical skills as evidenced by 78 percent of those students scoring Level 3 and above on the 2009 administration of the FCAT Mathematics Test.
*Strategies: • Monitor student progress through assorted assessments and implement the
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Continuous Improvement Model. • Utilize custom group reports from Edusoft in order to monitor the progress of Level I and Level II students and students participating in different tutorial and intervention programs. • Monitor the use of Instructional Focus Calendars for Mathematics to re-align instruction based on the Sunshine State Standards (SSS)benchmarks. • Analyze the results of Benchmark Assessments to target instruction for all N.C.L.B. subgroups not meeting criteria and promote the implementation of appropriate differentiated instructional strategies. • Provide small group mathematic instruction to The lowest 30% of students to remediate and reinforce mathematical concepts. • Develop comprehensive mathematical vocabulary through the suggested use of word walls and problems of the day, and FCAT Explorer. • Utilize Riverdeep's Online Software and the FCAT Explorer on a weekly basis to enhance students' math skills. • Incorporate the writing process in the use of mathematical concepts and solutions for students using the Harcourt Fast Track to FCAT Program. • Provide students with performance based activities incorporating the use of manipulatives, problem solving, critical thinking, communication, and technology to ensure continued improved performance of students scoring on or above grade level on state assessments. • Implement the use of the FCAT simulation software to familiarize students with the FCAT test format.
*Evaluation: • Weekly-Utilize the Harcourt mathematics Chapter Assessments as needed based on instruction and student skills • Yearly-FCAT Assessment (March) • Regular In House Benchmark Assessments (September, December, and May) • Ongoing-Assorted classroom assessments as needed based on instruction and student skills
*Evidence-based Program(s):
• The Harcourt Math program will support the curriculum with emphasis on the development of algebraic thinking and measurement. • In addition, the continued use of Riverdeep's Online Software and FCAT Explorer will further enhance students' skills in the areas of number sense, measurement, geometry, algebraic thinking, and data analysis. • Instruction for early readers in phonemic awareness and phonics
*Professional Development:
The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers
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August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep October - Voyager Math & V Math Live October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Edusoft November - Hands-On Mathematics February - C.R.I.S.S. (In house) February - Differentiated Instruction
Budget:
Evidence-based Program(s)/Material(s)
Description of Resources Funding SourceAvailable
Amount
Pull-out intervention Title I $6,000.00
Use of manipulatives and critical thinking techniques
none $0.00
Before and After School Tutoring Title I $10,000.00
Voyager Math Title I $5,000.00
Total: $21,000.00
Technology
Description of Resources Funding SourceAvailable
Amount
FCAT simulation software none $0.00
FCAT Explorer District $0.00
Riverdeep District $0.00
Total: $0.00
Professional Development
Description of Resources Funding SourceAvailable
Amount
Provide in-house professional development for teachers specifically targeting remediation programs such as Voyager Math.
none $0.00
Rverdeep District $0.00
Edusoft none (in-house training) $0.00
Total: $0.00
Other
Description of Resources Funding SourceAvailable
Amount
No Data No Data $0.00
Total: $0.00
Final Total: $21,000.00
*Non-Highly Qualified Instructors:
Bowman Foster Ashe Elementary School will provide mentor teachers who will work with teachers who do not meet the highly-qualified requirements of NCLB to
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model evidence-based strategies that will improve instruction. Those teachers teaching out-of-field in mathematics include: Maday Maldonado. Bowman Foster Ashe will also provide mathematics in-service trainings to all new teachers and those in need of improvement. Other district and school provided development can be found under the Goal section of the core academic subject areas.
End of Mathematics Goal
Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment: Based on the 2008 FCAT Writing+ Assessment results, 82 percent of students scored at Level 3.5 or above which leaves 18 percent below grade level. This percentage is down from the 2007 FCAT results where 89 percent of the students scored at Level 3.5 or above. All subgroups except for the English Language Learners (ELL) made learning gains.
*Objective: Given instruction based on the Sunshine State Standards, students in all NCLB subgroups in grade four will demonstrate improvement of their writing skills as evidenced by a 1% increase resulting in 83 percent of students scoring 3.5 points or above on the 2009 administration of the FCAT Writing + Test.
*Strategies: • Target specific elements of the writing process across the grade levels using their Instructional Writing Focus Calendars to re-align instruction based on the Sunshine State Standards (SSS). • Use grade-appropriate rubrics to holistically score students' writing, and utilize assessment results to align instruction with student needs in accordance to the Continuous Improvement Model. • Engage students in the process of using a grade-appropriate rubric to holistically score their own writing samples and provide students with opportunities to critique narrative and expository writing samples written by peers. • Provide weekly opportunities to work on the My Access online writing software program • Implement daily instruction as stipulated by the district's Comprehensive Research-Based Reading Plan to assist students in enhancing their abilities to create a topic sentence, provide supporting details, cite examples, include vivid and specific language, and utilize concluding statements in their writing. • Incorporate C.R.I.S.S. and Write Traits strategies to provide daily systematic instruction based on the Sunshine State Standards and the Miami-Dade County Public Schools Competency-Based Curriculum with primary focus on providing students with opportunities to create, revise, and publish narrative and expository writing samples.
*Evaluation: • Regular classroom assessments of student writing samples • Mini assessments via My Access online software will be administered at least twice a month • Yearly-the Miami-Dade County Public Schools FCAT Writing Pretest and Posttest (September and April) • Yearly-FCAT Writing + Test (February)
*Evidence-based • My Access
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Program(s): • Weekly cooperative writing groups to allow students to assist each other in the writing process • Vertical Teaming and planning • Continuous Improvement Model
*Professional Development:
The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep October - My Access October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Write Traits November - Holistic scoring focusing on the use of rubrics February - C.R.I.S.S. (In house) February - Differentiated Instruction
*Objective: Given instruction based on the Sunshine State Standards, the English Language Learners (ELL)NCLB subgroup will increase their reading skills as evidenced by a one percent increase in the number of students in this subgroup acheiving high standards on the 2009 Administration of the FCAT Writing + Test.
*Strategies: • Provide weekly opportunities to work on the KidBiz and My Access online writing software programs. • Target specific elements of the writing process across the grade levels using their Instructional Writing Focus Calendars to re-align instruction based on the Sunshine State Standards (SSS). • Use grade-appropriate rubrics to holistically score students' writing, and utilize assessment results to align instruction with student needs in accordance to the Continuous Improvement Model. • Engage students in the process of using a grade-appropriate rubric to holistically score their own writing samples and provide students with opportunities to critique narrative and expository writing samples written by peers. • Implement daily instruction as stipulated by the district's Comprehensive Research-Based Reading Plan to assist students in enhancing their abilities to create a topic sentence, provide supporting details, cite examples, include vivid and specific language, and utilize concluding statements in their writing. • Incorporate C.R.I.S.S. and Write Traits strategies to provide daily systematic instruction based on the Sunshine State Standards and the Miami-Dade County Public Schools Competency-Based Curriculum with primary focus on providing students with opportunities to create, revise, and publish narrative and expository writing samples.
*Evaluation: • Regular classroom assessments of student writing samples • Mini assessments via My Access online software will be administered at least twice a month
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• Yearly-the Miami-Dade County Public Schools FCAT Writing Pretest and Posttest (September and April) • Yearly-FCAT Writing + Test (February)
*Evidence-based Program(s):
• KidBiz • Instructional Focus Calendars • My Access • Weekly cooperative writing groups to allow students to assist each other in the writing process • Vertical Teaming and planning • Continuous Improvement Model
*Professional Development:
The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep October - My Access October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Write Traits November - Holistic scoring focusing on the use of rubrics February - C.R.I.S.S. (In house) February - Differentiated Instruction
Budget:
Evidence-based Program(s)/Material(s)
Description of Resources Funding SourceAvailable
Amount
C.R.I.S.S. strategies none $0.00
Vertical Teaming none $0.00
Write Traits none $0.00
Total: $0.00
Technology
Description of Resources Funding SourceAvailable
Amount
My Access Title I $4,000.00
Total: $4,000.00
Professional Development
Description of Resources Funding SourceAvailable
Amount
My Access Title I $0.00
Holistic Scoring none (in house training) $0.00
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Total: $0.00
Other
Description of Resources Funding SourceAvailable
Amount
No Data No Data $0.00
Total: $0.00
Final Total: $4,000.00
End of Writing Goal
Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment: Based on the 2008 FCAT Science Assessment results, 53 percent of students scored at Level 3 or above which leaves 47 percent below grade level. This percentage is up from the 2007 FCAT results where 39 percent of the students scored at Level 3 or above. The fifth grade students performed below the state average in only one strand. The key area that needs improvement is Earth and Space Science.
*Objective: Given instruction based on the Sunshine State Standards, students in all NCLB subgroups in grade five will demonstrate improvement of their science skills as evidenced by 63 percent of the students scoring Level 3 or above on the 2009 administration of the FCAT Science Test.
*Strategies: • Target the use of the Science Instructional Focus Calendars to re-align instruction based on the Sunshine State Standards (SSS). • Utilize custom group reports from Edusoft in order to monitor the progress of Level I and Level II students and students participating in different tutorial and intervention programs. • Coordinate students' research of Internet sites such as NASA Kids, Smithsonian, StarChild, and National Geographic Kids for the purpose of investigating topics of scientific significance. • Incorporate the Continuous Improvement Model to plan and implement weekly instruction based on the Sunshine State Standards, with emphasis on enhancing students' academic aptitude in the areas of physical and chemical sciences, life and environmental sciences, scientific thinking, with emphasis on earth and space science. • Coordinate the alignment of the Scott Foresman series to the District K-5 Curriculum Pacing Guide with an emphasis on the integration of reading literacy into the science period. • Utilize scientific inquiry and real-world applications of science in weekly classroom lessons. • Implement the weekly use of Riverdeep's Online Software to enhance students' science skills, with focus on earth and space sciences as well as life and environmental sciences. • Administer periodic (3 times per year) in-house benchmark assessments to
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extablish baseline data and determine progress of students.
*Evaluation: • Quarterly in-house benchmark assessments • Ongoing- Classroom assessments as needed based on instruction and student skills and knowledge. • Yearly- FCAT Assessment (March)
*Evidence-based Program(s):
• Scott Foresman series will serve as the core instructional program that will support curricular needs and focus on the enhancement of students' knowledge in the areas of physical and chemical sciences, earth and space sciences, life and environmental sciences, and scientific thinking. • The implementation of Riverdeep's Online Software will further enhance student learning in the area of science. • The utilization of Riverdeep's Online Software will enhance students' science skills. • After school Science club focusing on critical thinking skills and the scientific process
*Professional Development:
The continued implementation of instructional strategies from the following professional development programs will support classroom reading instruction and positively impact student achievement across grade levels: August - Graphic Organizers August - Curriculum Instruction using C.R.I.S.S. strategies September - Fast Forword September - Data Driven Instruction October - Riverdeep Online Software October - Professional Learning Communities November - Vertical Teaming November - Critical Friends Groups November - Brainchild Online Software Training February - C.R.I.S.S. (In house) February - Differentiated Instruction
Budget:
Evidence-based Program(s)/Material(s)
Description of Resources Funding SourceAvailable
Amount
Science Club PTO and Title I $500.00
Total: $500.00
Technology
Description of Resources Funding SourceAvailable
Amount
Riverdeep Online Software District $0.00
Brainchild Online Software Title I $3,000.00
Total: $3,000.00
Professional Development
Available
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Description of Resources Funding Source Amount
Riverdeep Training District $0.00
Brainchild Training Title I $0.00
Total: $0.00
Other
Description of Resources Funding SourceAvailable
Amount
No Data No Data $0.00
Total: $0.00
Final Total: $3,500.00
*Non-Highly Qualified Instructors:
Bowman Foster Ashe Elementary School will provide mentor teachers who will work with teachers who do not meet the highly-qualified requirements of NCLB to model evidence-based strategies that will improve instruction. Those teachers teaching out-of-field in science include: Maday Maldonado. Bowman Foster Ashe will also provide science in-service trainings to all new teachers and those in need of improvement. Other district and school provided development can be found under the Goal section of the core academic subject areas.
End of Science Goal
Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment: Based on past surveys of school-related events, there is a high level of parental involvement in social programs. However, there needs to be more emphasis on involving parents in academic programs in an effort to increase student achievement across all grade levels and subgroups. Title I Administration Parental Involvement Monthly School Reports for the 2007-2008 school year indicate that only 87 percent of all Parent Compacts were returned. Parent Participation during the 2007-2008 school year averaged 39.2 percent. • Annual open house - 1,255 parents • Winter/Holiday Fun Reading Program-279 parents • Lights on for After School Care - 120 parents • Spring Musical Program - 79 parents • PTO had a membership of 498 families
*Objective: Given the schoolwide emphasis on parental and community involvement, the school will demonstrate an increase of 5 percentage points in the number of parents attending evening parent training sessions as evidenced by comparing sign-in sheets for the 2007-2008 and 2008-2009 school years.
*Strategies: • Schedule Title I parent seminars conducted by the District's Bilingual Parent Outreach Program to address parenting tips, FCAT test-taking tips, and other topics of general interest to the school community. (Standard II. Parenting)
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• Host parent meetings either in the evening or on a weekend to provide information to parents on course curriculum and activities. • Provide parents with access to the Parent Portal that will assist them in monitoring their student’s academic progress and will also be provided information and strategies to assist their students in being successful in all content areas. • Monitor the effectiveness of home visits conducted by the Title I Community Involvement Specialist in addressing the needs of parents and encouraging parental involvement. (Standard I. Communicating) • Send written communication home in a language that is comprehensible to parents. (Standard I. Communicating) • Encourage parents and other stakeholders to attend meetings and activities by sending advance written and telephonic notification and advertising events on the school's website and newsletter. (Standard I. Communicating) • Inform parents of the existence of the "Parent Resource Center" maintained by the Title I Community Involvement Specialist, and encourage parents to avail themselves of the resources and materials found at this center. (Standard III. Student Learning) • Utilize the Connect Ed Message System to communicate telephonically with parents and other stakeholders in their preferred language.
*Evaluation: • This objective will be measured by an increase in the number of Parent Compacts returned and recorded in the Title I Parental Involvement Report throughout the 2008-2009 school year. • Parent surveys will show satisfactory rating of parent knowledge and all other school-related activities will show an increase in parental involvement.
*Evidence-based Program(s):
• The "Certified Volunteer" initiative will serve to guide in the selection of volunteers. • The P.T.O. provides a wealth of information and resources to assist in encouraging and sustaining parental involvement at the school site. • The National Standards for Parent/Family Involvement Programs will be beneficial in enhancing parental participation and increasing volunteer activity and involvement. • National Parent Teacher Student Association (NPTSA).
*Professional Development:
Faculty and staff members at Bowman Foster Ashe Elementary School will proactively distribute information regarding school events and committee meetings to parents throughout the school year, and provide multiple resources and opportunities for parents to better assist their children.
Budget:
Evidence-based Program(s)/Material(s)
Description of Resources Funding SourceAvailable
Amount
School Volunteer Initiative District $0.00
P.T.O. Social Activities P.T.O. $0.00
After School Adult Education Title I $0.00
Total: $0.00
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Technology
Description of Resources Funding SourceAvailable
Amount
Parent Resource Room computers Title I $0.00
Total: $0.00
Professional Development
Description of Resources Funding SourceAvailable
Amount
FCAT information and training for parents
none (in-house) $0.00
Total: $0.00
Other
Description of Resources Funding SourceAvailable
Amount
No Data No Data $0.00
Total: $0.00
Final Total: $0.00
End of Parental Involvement Goal
Goal: Return on Investment Needs Assessment: The most recent data supplied from the FLDOE indicate that in 2006-2007,
Bowman Foster Ashe Elementary School ranked at the 29th percentile on the State of Florida ROI index. This is significantly lower than in previous years. The highest ROI value in the state is at 52 percent.
Objective: Bowman Foster Ashe Elementary School will improve its ranking on the State of Florida ROI index publication by at least one percentage point.
Strategies: • Improve the utilization of financial resources in relation to available school programs. • Collaborate with the district on allocation of resources. • Use Title I funds to augment curriculum and ultimately enhance student achievement. • Analyze opportunities to reconfigure existing resources to enhance cost effectiveness. • Consider possibilities for broadening the resource base by establishing partnerships with community networks. • Use student data analysis results to find or construct more effective educational strategies that fit the needs of students and staff. • Identify lowest quartile students early and provide additional assistance. • Provide strategies to parents for their student’s academic improvement • Continue to provide high quality teacher professional development and monitor
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its implementation.
Evaluation: The percentage of students with learning gains will be divided by the program costs per weighted FTE students at the school to determine ROI Index.
End of Return on Investment Goal
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ADDITIONAL GOALS No Additional Goals were submitted for this school
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FINAL BUDGET
Evidence-based Program(s)/Material(s)
Goal Description of Resources Funding SourceAvailable
Amount
Reading Voyager Passport District $0.00
Reading Fast Forword Title I $3,500.00
Reading Brainchild Title I $3,000.00
Reading Soar to Success District $0.00
Reading Leap Track District $0.00
Mathematics Pull-out intervention Title I $6,000.00
MathematicsUse of manipulatives and critical thinking techniques
none $0.00
MathematicsBefore and After School Tutoring
Title I $10,000.00
Mathematics Voyager Math Title I $5,000.00
Writing C.R.I.S.S. strategies none $0.00
Writing Vertical Teaming none $0.00
Writing Write Traits none $0.00
Science Science Club PTO and Title I $500.00
Parental Involvement School Volunteer Initiative District $0.00
Parental Involvement P.T.O. Social Activities P.T.O. $0.00
Parental Involvement After School Adult Education Title I $0.00
Total: $28,000.00
Technology
Goal Description of Resources Funding SourceAvailable
Amount
Reading FCAT Explorer District $0.00
Reading Riverdeep Online Software District $0.00
Mathematics FCAT simulation software none $0.00
Mathematics FCAT Explorer District $0.00
Mathematics Riverdeep District $0.00
Writing My Access Title I $4,000.00
Science Riverdeep Online Software District $0.00
Science Brainchild Online Software Title I $3,000.00
Parental InvolvementParent Resource Room computers
Title I $0.00
Total: $7,000.00
Professional Development
Goal Description of Resources Funding SourceAvailable
Amount
Reading In House training on Professional Development days
none $1,000.00
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SCHOOL ADVISORY COUNCIL
School Advisory Council (SAC) Membership Compliance
The majority of the SAC members are not employed by the school district. The SAC is composed of the principal
and an appropriately balanced number of teachers, education support employees, students (for middle, junior high
and high school only), parents, and other business and community citizens who are representative of the ethnic,
racial, and economic community served by the school.
SAC Involvement
to include programs such as Fast Forword, etc.
Mathematics
Provide in-house professional development for teachers specifically targeting remediation programs such as Voyager Math.
none $0.00
Mathematics Rverdeep District $0.00
Mathematics Edusoft none (in-house training) $0.00
Writing My Access Title I $0.00
Writing Holistic Scoring none (in house training) $0.00
Science Riverdeep Training District $0.00
Science Brainchild Training Title I $0.00
Parental InvolvementFCAT information and training for parents
none (in-house) $0.00
Total: $1,000.00
Other
Goal Description of Resources Funding SourceAvailable
Amount
ReadingBefore and After School tutoring
Title I $12,000.00
ReadingIntervention during school hours
Title I $5,000.00
Total: $17,000.00
Final Total: $53,000.00
Yes. Agree with the above statement.
The Educational Excellence School Advisory Council (EESAC) at Bowman Foster Ashe Elementary is the sole
body responsible for final decision-making at the school. In September 2008, activities included recruitment
of EESAC members, EESAC elections, and appointment of the EESAC chairperson.
School Climate Surveys and Assessment Data were reviewed to determine school needs. The 2008-2009 SIP
was reviewed after analysis of the data and school needs for 2008 and the budget was revised according to
the new goals.
In early September 2008, the School Improvement Plan (SIP) will be released to the community. Revisions
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SAC Members
to the SIP are made based on community input and recommendations of the EESAC members. In late
September 2008, the SIP will be sent to the district School Board for approval and implementation will then
begin. The SIP is continuously monitored throughout the year. The EESAC committee will receive on-going
reports on the staus of the implementation of the SIP. The EESAC reviews the SIP on a quarterly basis in
order to assess where resources need to be targeted for the raminder of the school year and makes
necessary adjustments.
In May of 2009, the SIP will be evaulated for its effectiveness and the process will begin again. In attendance
will be the school principal, the EESAC Chairperson, the United Teachers of Dade steward, an EESAC parent
representative, the EESAC community/business representative, and the EESAC student representative. At
this meeting, the EESAC makes a presentation of findings. included in this presentation are data elements
that identify the Strengths and Opportunities ofr Improvement (OFI's) of the school. These results provide
guidance for the future direction of the school and are included, as appropriate, as objectives and strategies
in next year's SIP. Staff at Bowman Foster Ashe will review the status of SIP objectives and will collaborate
with the EESAC to determine how student achievement will be addressed next school year.
This year the EEASC allocation will be used to purchase additional academic resources with a focus on
reading.
Members
1) Dr. Kamela Patton, Principal
2) Christina M. Albarran, SAC Chair
3) Zoe Frey, Student
4) Carolina Hernandez, Student
5) Nicole Acosta, Student
6) Isabel Pardo, Teacher
7) Bonnie Sheil, Teacher
8) Jessie Torres, Teacher
9) Annette Bennie, Teacher
10) Beatriz Hernandez, Teacher
11) Mario Pardo, Business Member
12) Aimer Olivera, Parent
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IMPLEMENTATION EVALUATION
13) Alodia DeJesus, Parent
14) Liz Crespo, Parent
15) Melinda de Armas, Parent
16) Nelida Patino, Parent
17) Dalila Almendares, Parent
18) Elsie Negron, Parent
19) Rosemary MacGowan, Parent
20) Sulene Jonain, Parent
21) Maria Hernandez, Community Member
22) Maria Dominguez, School Support Personnel
23) Miriam Acuna, School Support Personnel
24) Katie Patterson, Union Steward
Educational Excellence School Advisory Council (EESAC) committee will receive on-going reports on the
status of the implementation of the School Improvement Plan (SIP). A mid-year review of the
implementation of the current SIP will be conducted in order to assess where resources need to be targeted
for the remainder of the school year and what revisions need to be made. Additionally, a progress
assessment meeting will be scheduled at the end of the school year. In attendance will be the school
principal, the EESAC chairperson, the United Teachers of Dade steward, an EESAC parent representative, the
EESAC community/business representative, and the EESAC student representative (as applicable). At this
meeting, the EESAC will make a presentation of findings. Included in this presentation are data elements that
identify the Strengths and Opportunities for Improvement (OFIs) of the school. These results will provide
guidance for the future direction of the school and are included, as appropriate, as objectives and strategies
in next year’s SIP. Staff at Bowman Foster Ashe Elementary School will review the status of SIP objectives
and will collaborate with the ESSAC to determine how student achievement will be addressed next school
year.
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REPORTING
Baseline Data Report
Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and
all Schools in Need of Improvement (SINI).
FCAT Assessed Grade Level: 3
Reading Baseline
Data
Mathematics Baseline
Data
Writing Baseline
Data
Science Baseline
DataBaseline
Data
%
Mastery%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
0 0 0 0 0 0 0 0 0 0
Name of Assessment Used
FCAT Assessed Grade Level: 4
Reading Baseline
Data
Mathematics Baseline
Data
Writing Baseline
Data
Science Baseline
DataBaseline
Data
%
Mastery%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
0 0 0 0 0 0 0 0 0 0
Name of Assessment Used
FCAT Assessed Grade Level: 5
Reading Baseline
Data
Mathematics Baseline
Data
Writing Baseline
Data
Science Baseline
DataBaseline
Data
%
Mastery%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
0 0 0 0 0 0 0 0 0 0
Name of Assessment Used
FCAT Assessed Grade Level: 6
Reading Baseline
Data
Mathematics Baseline
Data
Writing Baseline
Data
Science Baseline
DataBaseline
Data
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%
Mastery%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
0 0 0 0 0 0 0 0 0 0
Name of Assessment Used
FCAT Assessed Grade Level: 7
Reading Baseline
Data
Mathematics Baseline
Data
Writing Baseline
Data
Science Baseline
DataBaseline
Data
%
Mastery%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
0 0 0 0 0 0 0 0 0 0
Name of Assessment Used
FCAT Assessed Grade Level: 8
Reading Baseline
Data
Mathematics Baseline
Data
Writing Baseline
Data
Science Baseline
DataBaseline
Data
%
Mastery%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
0 0 0 0 0 0 0 0 0 0
Name of Assessment Used
FCAT Assessed Grade Level: 9
Reading Baseline
Data
Mathematics Baseline
Data
Writing Baseline
Data
Science Baseline
DataBaseline
Data
%
Mastery%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
0 0 0 0 0 0 0 0 0 0
Name of Assessment Used
FCAT Assessed Grade Level: 10
Reading Baseline
Data
Mathematics Baseline
Data
Writing Baseline
Data
Science Baseline
DataBaseline
Data
%
Mastery%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
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Baseline data aggregated at school level
End of Baseline Data Report
0 0 0 0 0 0 0 0 0 0
Name of Assessment Used
FCAT Assessed Grade Level: 11
Reading Baseline
Data
Mathematics Baseline
Data
Writing Baseline
Data
Science Baseline
DataBaseline
Data
%
Mastery%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
% Mastery
%Non- Mastery
0 0 0 0 0 0 0 0 0 0
Name of Assessment Used
Reading Baseline Data
Mathematics Baseline Data
Writing Baseline Data
Science Baseline Data
Baseline Data
No data submitted
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AYP DATA
SCHOOL GRADE DATA
2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade BOWMAN FOSTER ASHE ELEMENTARY 0451
Number of students enrolled in the grades tested: (Click here to see the number of students in each group.)
Read: 684 Math: 684
2007-2008 School Grade1:
A Did the School make Adequate Yearly Progress?
NO
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2).
This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).
This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group
Reading Tested 95% of the students?
Math Tested 95% of the students?
58% scoring at or above grade level in Reading?
62% scoring at or above grade level in Math?
Improved performance in Writing by 1%?
Increased Graduation Rate3by 1%?
Percent of Students below grade level in Reading
Safe Harbor Reading
Percent of Students below grade level in Math
Safe Harbor Math
% of students on track to be proficient in reading
Growth model reading
% of students on track to be proficient in math
Growth model math
2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N
TOTAL4 100 Y 100 Y 69 Y 73 Y 93 Y NA 29 31 NA 27 27 NA 67 NA 70 NA
WHITE 100 Y 100 Y NA NA NA NA NA NA NA NA
BLACK NA NA NA NA NA NA NA NA NA NA
HISPANIC 100 Y 100 Y 68 Y 72 Y 93 Y NA 29 32 NA 27 28 NA 65 NA 70 NA
ASIAN NA NA NA NA NA NA NA NA NA NA
AMERICAN INDIAN
NA NA NA NA NA NA NA NA NA NA
ECONOMICALLY DISADVANTAGED
100 Y 100 Y 66 Y 72 Y 91 Y NA 34 34 NA 29 28 NA 66 NA 70 NA
ENGLISH LANGUAGE LEARNERS
100 Y 100 Y 54 N 67 Y 87 N NA 45 46 N 33 33 NA 65 N 68 NA
STUDENTS WITH DISABILITIES
100 Y 100 Y NA NA NA NA NA NA NA NA
2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade BOWMAN FOSTER ASHE ELEMENTARY 0451
Number of students enrolled in the grades tested: (Click here to see the number of students in each group.)
Read: 650 Math: 650
2006-2007 School Grade1:
A Did the School make Adequate Yearly Progress?
YES
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2).
This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).
This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group
Reading Tested 95% of the students?
Math Tested 95% of the students?
51% scoring at or above grade level in Reading?
56% scoring at or above grade level in Math?
Improved performance in Writing by 1%?
Increased Graduation Rate3by 1%?
Percent of Students below grade level in Reading
Safe Harbor Reading
Percent of Students below grade level in Math
Safe Harbor Math
% of students on track to be proficient in reading
Growth model reading
% of students on track to be proficient in math
Growth model math
2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N
TOTAL4 100 Y 100 Y 71 Y 73 Y 92 Y NA 26 28 NA 28 27 NA 67 NA 68 NA
WHITE 100 Y 100 Y NA NA NA NA NA 26 NA NA NA
BLACK NA NA NA NA NA NA NA 43 NA NA NA
HISPANIC 100 Y 100 Y 71 Y 73 Y 92 Y NA 26 28 NA 29 27 NA 67 NA 68 NA
ASIAN NA NA NA NA NA NA NA NA NA NA
AMERICAN INDIAN
NA NA NA NA NA NA NA NA NA NA
ECONOMICALLY DISADVANTAGED
100 Y 100 Y 66 Y 71 Y 92 Y NA 32 32 NA 31 29 NA 63 NA 65 NA
ENGLISH LANGUAGE LEARNERS
100 Y 100 Y 55 Y 67 Y 89 Y NA 37 47 NA 36 33 NA 57 NA 66 NA
STUDENTS WITH DISABILITIES
100 Y 100 Y NA NA NA NA NA 67 NA NA NA
Page 33 of 352008-2009 Florida School Improvement Plan (Print-View)
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2005-2006 Adequate Yearly Progress (AYP) Report - Page 2Dade BOWMAN FOSTER ASHE ELEMENTARY 0451
Number of students enrolled in the grades tested: (Click here to see the number of students in each group.)
Read: 656 Math: 656
2005-2006 School Grade1:
A Did the School make Adequate Yearly Progress? 5
YES
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2).
This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).
Group
Reading Tested 95% of the students?
Math Tested 95% of the students?
44% scoring at or above grade level in Reading?
50% scoring at or above grade level in Math?
Improved performance in Writing by 1%?
Increased Graduation Rate3by 1%?
Percent of Students below grade level in Reading
Safe Harbor Reading
Percent of Students below grade level in Math
Safe Harbor Math
2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N
TOTAL4 100 Y 100 Y 76 Y 72 Y 92 Y NA 31 24 NA 36 28 NA
WHITE 100 Y 100 Y 76 NA 74 NA NA NA NA 35 26 NA
BLACK NA NA NA NA NA NA NA NA
HISPANIC 100 Y 100 Y 76 Y 71 Y 92 NA NA 31 24 NA 37 29 NA
ASIAN NA NA NA NA NA NA NA NA
AMERICAN INDIAN
NA NA NA NA NA NA NA NA
ECONOMICALLY DISADVANTAGED
100 Y 100 Y 73 Y 69 Y 92 NA NA 35 27 NA 41 31 NA
ENGLISH LANGUAGE LEARNERS
99 Y 100 Y 67 Y 64 Y 89 NA NA 43 33 NA 43 36 NA
STUDENTS WITH DISABILITIES
100 Y 100 Y 26 NA 33 NA NA NA NA 70 67 NA
Dade School District BOWMAN FOSTER ASHE ELEMENTARY 2007-2008
Reading
Math
Writing
Science
Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)
76% 77% 82% 53% 288
Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains
63% 65% 128
3 ways to make gains:Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2
Adequate Progress of Lowest 25% in the School?
60% (YES) 67% (YES) 127 Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
Points Earned 543 Percent Tested = 100% Percent of eligible students tested
School Grade A Grade based on total points, adequate progress, and % of students tested
Dade School District BOWMAN FOSTER ASHE ELEMENTARY 2006-2007
Reading
Math
Writing
Science
Grade Points Earned
% Meeting High Standards (FCAT 79% 80% 89% 39% 287
Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science
Page 34 of 352008-2009 Florida School Improvement Plan (Print-View)
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Dade School District BOWMAN FOSTER ASHE ELEMENTARY 2005-2006
Reading
Math
Writing
Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)
84% 78% 85% 247 Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.
% of Students Making Learning Gains
72% 68% 140
3 ways to make gains:Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2
Adequate Progress of Lowest 25% in the School?
68% (YES) 68 Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .
Points Earned 455 Percent Tested = 100% Percent of eligible students tested
School Grade A Grade based on total points, adequate progress, and % of students tested
Page 35 of 352008-2009 Florida School Improvement Plan (Print-View)
10/20/2008http://www.flbsi.org/0809_sip_template/Public/print.aspx?uid=130451