West Hollywood Sip

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN
School Name: WEST HOLLYWOOD ELEMENTARY SCHOOL
District Name: Broward

Dr.Eric J.Smith, Commissioner
Principal: Aimee Zekofsky Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399
SAC Chair: Diana Ortiz
Dr.Frances Haithcock, Chancellor
K-12 Public Schools
Superintendent: James Notter Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399
Date of School Board Approval: 12/01/2009
Last Modified on: 09-01-2009
VISION and MISSION STATEMENTS
The mission of West Hollywood Elementary School is to provide the opportunity and means for all students to achieve their
maximum academic potential and develop social and life skills necessary to become engaged global citizens.
Our vision is that West Hollywood Elementary is a:
* school that works collaboratively to create a culture that is dedicated to facilitating and coordinating the delivery of services
through community resources to meet the needs of our families.
* school where staff and students share common vision, goals, and beliefs.
* school where all stakeholders including parents, school staff and community are working collaboratively to impact student
achievement.
*school where an atmosphere of high expectations is coupled with a positive "can do" attitude.
*school where a safe, orderly, environment with clearly defined policies and procedures exist.
* school where struggling learners are identified early and interventions implemented to assure that no child is left behind.
* school where students are challenged and enriched.
*school where diversity is recognized, respected, and celebrated.
*school where adults and students are a community of life-long learners.
PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS
Brief History and Background of the School
• West Hollywood Elementary is a Title 1 school with a grade of A for the 2008-2009 school year.
• The demographics mirror the community where West Hollywood Elementary is located.
• The school serves a total of 630 students in grades pre-K through 5th. The demographics include: White 15%; Black 24%;
Hispanic 51%; Asian 7%; Indian .2%; Multi-Racial 3%;LEP 29%; ESE 15%; Free/reduced Lunch 82%.
• Based on the fact that the school has made AYP for only 1 year, the school continues to be classified as School In Need of
Improvement and is implementing a plan to focus on our ELL and African American students.
• At West Hollywood we have high quality teaching and learning, where research based programs are utilized and other
school initiatives ensure that all students are provided the resources and assistance necessary to succeed.
• School Accountability Data indicates that the majority of students are meeting standards in reading and math. 68% of
students scored Level 3 or above on the 2009 FCAT Reading Assessment and 75% scored Level 3 or above on the 2009 FCAT
Math assessment.
Unique School Strengths for Next Year
Twenty percent of the teachers at West Hollywood Elementary are National Board Certified. Thirty percent have their Masters
or higher in education. We successfully attained AYP last year and have achieved an A for two consecutive years. We plan on
building on this success this year.
Unique School Weaknesses for Next Year
Although all of our sub groups attained AYP this year, ELL and Black sub groups continue to perform at a lower level than
desired. This continues to be a challenge with regard to meeting AYP. Our decreasing population has also hindered us due to
the lack of funding and surplusing of teachers that comes with that issue.
Student Demographics
• The school serves a total of 630 students in grades pre-K through 5th. The demographics include: White 15%; Black 24%;
Hispanic 51%; Asian 7%; Indian .2%; Multi-Racial 3%; LEP 29%; ESE 15%; Free/reduced Lunch 83%.
Student Attendance Rates
Attendance rates have remained fairly consistent for the last three years. They were 93.00, 93.30, and 93.10 respectfully, for
the years 2007 - 2009.
Student Mobility
The mobility rate for this year was 28.50 as compared to 31.00 the prior year.
Student Suspension Rates
Internal suspension rates were .20 and external were .30 this year.
Student Retention Rates
Student retention rate in 2008 was 4.21.
Class Size
Class size averages were the following:

PK-3 - 15.82
3-5 - 19.77
Academic Performance of Feeder Pattern
N/A
Partnerships and Grants
• This year WHE will be partnering with Papa Johns, Vocelli Pizza,Target, McDonalds, and Building Technology Inc.
STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.
School Grades Trend Data
Adequate Yearly Progress (AYP) Trend Data
Florida Comprehensive Assessment Test (FCAT) Trend Data
HIGHLY QUALIFIED ADMINISTRATORS

# of
# of Years as
Degree(s)/ Years at
Position Name an Prior Performance Record *
Certification(s) Current
Administrator
School
2008 – 2009 AYP 90% A
2007 – 2008 AYP 74% C
BS Natural
2006 – 2007 AYP 82% C
Aimee Science, Masters
Principal 16.5 2005 – 2006 AYP 85% B
Zekofsky in Administration
2004 – 2005 AYP 83% C
and Supervision
2003 - 2004 AYP 90% C
BS Elementary
Education,
Masters degree –
Montessori
Assis Principal Patrick Sauer 1 1 2008 – 2009 AYP 100% A
Education,
Certification in
Educational
Leadership
* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)
HIGHLY QUALIFIED INSTRUCTIONAL COACHES

# of
Degree(s)/ Years at # of Years as a
Subject Area Name Prior Performance Record *
Certification(s) Current Coach
School
BA from Ohio
State
BS from Georgia Accelerated Literacy Learning (A.L.L.
State teacher) - 1st grade reading intervention
M.Ed Reading k- for at risk for literacy students (bottom
12 from Florida 20%) After daily instruction in A.L.L., of the
Reading Vicki Elwell International 3 29 students, 93% moved from an A
University reading level to an I reading level (I is the
required level to articulate from 1st grade).
Primary K-3/ 82% of the students scored a 30% or
Reading K- above on the SAT
12/ESOL
endorsed
BS Elementray
Education -
Learning gains from FCAT for the last three
Masters in
Deborah years: Reading 2007 72.2% - 2008 83.3%,
Science Curriculum and 13
khadaran 2009 64.7% - Mathematics - 2007 68.4%,
Instruction, -
2008 - 88.9%, 2009 - 88.2%
National Board
certified
* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)
HIGHLY QUALIFIED TEACHERS

Projected
Person Not Applicable (If not, please explain
Description of Strategy Completion
Responsible why)
Date
Deborah N/A - There are no new teachers at West
NESS June 4th, 2010
Khadaran Hollywood Elementary
TRIBES Vickie Elwell June 4th, 2009
Bringing Team Leaders back one day prior to the regular Aimee August 13,
school year. Zekofsky 2009
Bringing 5th grade team back one week prior to the regular Aimee
Agust 13, 2009
school year to prepare for departmentalization Zekofsky
Non-Highly Qualified Instructors

Professional
Teaching Development/Support
Name Certification
Assignment to Become Highly
Qualified
None N/A N/A N/A
Staff Demographics
% of % of % of % of
Total Number % National
% of Teachers Teachers Teachers Teachers % Reading
of % Highly Board % ESOL
First-Year with 1-5 with 6-14 with 15+ with Endorsed
Instructional Qualified Certified Endorsed
Teachers Years of Years of Years of Advanced Teachers
Staff Teachers
Experience Experience Experience Degrees
46 0 26 44 30 30 100 11 20 91
Teacher Mentoring Program

Mentee Rationale Planned Mentoring
Mentor Name
Assigned for Pairing Activities
Team Leader
coaching a
Janel Weekly meetings and
Nina Duchin teacher new
Habosha professional development
to the grade
level
ADDITIONAL REQUIREMENTS
Coordination and Integration
Note: For Title I schools only

Title I, Part A
These funds help supplement the salaries of teachers and paraprofessionals that work with low performing students.
Parental activities are planned that will assist parents in helping their child(ren) improve academic performance. These funds
also enable staff development activities to take place.
Title I, Part C- Migrant
N/A
Title I, Part D
N/A
Title II
N/A
Title III
N/A
Title X- Homeless
N/A
Supplemental Academic Instruction (SAI)
All of $23,156 is used on salary for a teacher working with low performing students (ALL program).
Violence Prevention Programs
N/A
Nutrition Programs
N/A
Housing Programs
N/A
Head Start
The total allotment is $153,426. This money will be used for two teacher's and two paraprofessional's salaries, field trips, and
supplies. Head Start teachers will collaborate with district Head Start facilitators to determine appropriate assessments and
develop a timeline for their administration. The Head Start Parent Educator will facilitate a Kindergarten Orientation to Head
Start parents transition their children from preschool to kindergarten.
Adult Education
N/A
Career and Technical Education
N/A
Job Training
N/A
Other
N/A
Response to Instruction/Intervention (RtI)
School-based RtI Team
Identify the school-based RtI Leadership Team.
Jill Aranow, Laurie Seperson, Deborah Moskoff, Vickie Elwell, Louise Acoca, Speech Teacher (TBA), Marisa Kinney,and when
needed Aimee Zekofsky and Patrick Sauer (administration).
Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).
Teacher observes student for target behavior and collects data to review with the RtI Leadership Team. Parents are included
as they are an integral part of the collaborative process and provide the team valuable input. Appropriate interventions are
generated and implemented with fidelity. The team meets to discuss and evaluate the interventions to determine if further
action is needed.
Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan
The school-based RTI Leadership Team had input in the development of their role in the school improvement plan. The group
will be monitoring the SIP as the year progresses. Modification to next year's plan will be made based on the findings from
this year.
RtI Implementation
Describe the data management system used to summarize tiered data.
A Filemaker Pro database is used to input then analyze data.
Describe the plan to train staff on RtI.
Group members will be inserviced by district personnel. In turn, the team members will train school staff.
School Wide Florida’s Continuous Improvement Model

Plan
Data Disaggregation 2008-2009 FCAT Data
What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?
In the area of reading, all sub-groups at all grade levels performed near the state average for the strand of words and
phrases. Although the ELL population scored the same as the state average in this area, this group must improve in this
area.
In the area of main idea, all sub-groups, (with the exception of the ELL group), performed at the level of the state average at
all grade levels. All grades and sub-groups need to improve in this area.
In the area of comprehension, all sub-groups, (with the exception of the ELL group), performed at the level of the state
average at all grade levels. All grades and sub-groups need to improve in this area.
In the area of reference and research, all sub-groups and grade levels performed at the same level as the state. This area
needs to be improved as well.
Mathematics
Grades three and four struggle in the area of data analysis and that will be given priority.
All sub groups will have to improve in the area of measurement and number sense as well.
Writing is a significant area of strength,96% of the fourth grade students were proficient on the FCAT writing exam.
Science
All areas of the FCAT science need to be improved as this is a weak area. Only 23% of the total students scored a level 3 or
higher on the FCAT Science test.
Instructional Calendar Development
What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics,
and science?
We will be utilizing the district instructional focus calendars. These will be implemented by the teachers as soon as school
begins. Monitoring will be accomplished through classroom walkthroughs conducted by team leaders, coaches, and the
administration.
Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics,
and science)?
Reading: Main Idea and comprehension were the weakest areas for all grades and sub groups and will be given priority.
Mathematics: Measurement and number sense were the weakest areas and will be given priority.
Writing: Narrative writing was the weakest of the two areas tested and will be a priority this year.
Science: Every area of science was weak. A science coach has been added to the faculty and will emphasize each area in
grades three through five.
What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?
Learning gains were analyzed to determine which 5th grade teachers would teach which subjects in a departmentalized
program. Learning gains will be analyzed in order to counsel teachers on the areas that need to be emphasized this year in
their classrooms.
How does the school incorporate applied and integrated courses to help students see the relationships between subjects and
relevance to their future?
Students at West Hollywood take music, physical education, technology class, and media as elective classes. Students that
qualify are offered extended learning opportunities after school as well. Tutorial programs are offered to the students in need
in math and reading as well. In addition, career day is offered for grades K - five.
How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that
students’ course of study is personally meaningful?
Students rotate daily through the different elective courses a minimum of once per week.
DO
Direct the Instructional Focus
How are lesson plans and instructional delivery aligned across grade levels and subject areas?
Lesson plans and instructional delivery are aligned across grade levels and subject areas by having teachers follow the
district instructional focus calendar and the use of BEEP lesson plans.
How are instructional focus lessons developed and delivered?
• The BEEP pacing chart is used by faculty.

• Instructional focus calendars adjusted to focus on students’ strengths and weaknesses in specific benchmarks.
• In October, instructional focus calendars adjusted to reflect needs as a result of student performance on BAT I.
• In January, instructional focus calendars become cyclical.
• In April, instructional focus calendars extend to the next grade level’s objectives.
• Instructional focus lessons are developed by classroom teachers based on the county instructional focus calendar. They are
adjusted based on the needs of the students as demonstrated in class and on mini assessments throughout the school year.
How will instructional focus lessons be revised and monitored?
Coaches, administrators, and team leaders will perform CWT in order to gain information and data. Student performance on
assessments will guide instruction as well.
CHECK
Assessment
Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core,
supplemental, and intensive instruction/intervention.
• Collect and analyze three prior year’s data (FAIR , SAT, DRA, Trophies, Treasures, End of book tests, ESE assessments,
ESOL classifications, CELLA, MAT, and FCAT) to identify strengths, weaknesses, and trends. Analyze data horizontally,
diagonally and by subgroup.
• The use of FAIR during the first month of school for kindergarten students.
• Use baseline data of 2008-2009 to group students by needs (Academic, Behavioral, and Profile Match).
• Administer reading inventories and STAR assessment by September 30, 2009 .
• Administer assessments specified by K -12 Reading Plan to provide support of identified weak areas in screening. (K:
Concepts of Print, High Frequency Word List; Gr. 1-2: Rigby running records, Rigby PM benchmarks. Gr. 3-5: Yopp-Singer, Cool
Tools, San Diego, DAR, DRA) by September 30, 2009.
How are assessments used to identify students reaching mastery and those not reaching mastery?
Assessments are used to identify students reaching mastery and those not reaching mastery by gathering data from the
assessments administered. When data is analyzed, students will be placed in intervention groups and flexible groupings with
informed data-driven decisions.
Maintenance
How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the
Instructional Focus Calendar?
• Once the teacher has taught the benchmark after a full week of instructional time, they are to assess the student’s
knowledge of the benchmark.
• For those students who did not master the benchmark, the teacher is given 3 days to reteach and reassess.
• Those who have mastered the benchmark will be given enrichment activities.
• Reinforcement of benchmarks will be provided through academic centers.
Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the
required instructional modifications that are needed to increase student achievement.
• Team meetings are conducted weekly to review progress monitoring data and identify instructional modifications. The
administration will also meet with grade levels to discuss data and instructional practices bi-weekly.
• Administration and/or instructional coach(s) disaggregate FCAT, DIBELS, DAR, BAT by benchmarks to individualize instruction
to meet students’ needs in bi-monthly meetings.
Monitoring
Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the
teaching and learning process.
The principal and the leadership team are the instructional leaders of the school. Classroom walk throughs will be conducted
weekly. The data will be collected and analyzed and changes to curriculum or practices will be made using that data.
ACT
Supplemental and Intensive Instruction/Interventions
Identify the core, supplemental, and intensive instruction and interventions.
• Grades K-3 will be using Treasures as the core reading instruction program
• Grades 4-5 will continue to use Harcourt Trophies as the core reading instruction program
• Wilson Fundations will be used in the primary grades as an intervention program
• Harcourt/Treasures interventions
Supplemental leveled readers (k-2) Novels (3-5)
• Quick Reads
• Soar to Success
ALL (1st grade)
How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?
• Once all assessment data is gathered and analyzed, pullout/ push-in interventions programs will be implemented in all
grades based on 5 areas of reading by Primary Specialist, Reading Coach, Science Coach, and Teacher Assistants.
• Push-in interventions in grades 3 through 5 based on lack of benchmark mastery by Reading Coach, Science Coach, and
Teacher Assistants.
How does the school identify staff’s professional development needs to improve their instructional strategies?
• End of year 2008-2009, conduct a staff needs assessment.

• Collect and analyze three prior year’s student data to identify strengths, weaknesses, and trends. Analyze data
horizontally, diagonally and by subgroup to match student needs, student learning styles, and teaching strategies with staff
development.
• Review last year’s in-service reports and monitor attendance to required staff development (ESOL, Treasures, and Science
Kits).
• Review current programs and assessments with all teachers to master fidelity of each program based on reading
proficiency.
• Survey attendees of staff development.
• Increase National Board Certification Teachers.
• Increase number of teachers endorsed in Reading, ESOL endorsement, and Gifted and Talented Program.
• Monitor Professional Growth Plans for rigor and relevance to professional needs.
Which students will be targeted for supplemental and intensive instruction/interventions?

• The students who fall in the lowest 25% quartile.
• Students who have been retained, Tier 3 students
• Students scoring a level 2 or lower on the FCAT
How will the effectiveness of the interventions be measured throughout the year?
• End of selection tests

• Teacher monitoring
• Mini BATS
• BAT
• writing assessments
• DAR
• CELLA
• IPT
• FLCKERS
• FAIR
• DRA
• Rigby PM
. Oral reading fluency assessments (Treasures)
Enrichment
Describe alternative instructional delivery methods to support acceleration and enrichment activities.
• Author and Book promotions on Morning announcements.

• Accelerated Reader at individual student capability and students who have the highest points will earn rewards.
• Family Literacy Night to share literacy and projects
• Technology Programs (Riverdeep)-students will use this program to help maintain knowledge already acquired through
lessons.
• Intelligent classrooms to engage students in active learning
• Students experience literature come to life in SEAS Program.
Describe how students are identified for enrichment strategies.
• NAGLIERI NONVERBAL ABILITY TEST (NNAT), SAT, FCAT, teacher observation, - based on these results the student will be
referred for phsycho-educational testing and possible gifted programing.
Professional Learning Communities

PLC Organization (grade Frequency of Primary Focus of PLC (include
PLC Leader Schedule (when)
level, subject, etc.) PLC Meetings Lesson Study and Data Analysis)
Grade Level Mondays Lesson Study discussions as well student

Team leaders weekly
Team 2:20 - 3:00 academic progress monitoring
Discussion of student achievement,
Reading
during school hours professional development needed - study
Strategies Reading Coach quarterly
minimum 1 hour of implementation of reading strategies
Grades K-5
into core curriculum
Data Analysis
Assistant after school Data analysis to review and discuss
(Grade Levels K- monthly
Principal 2:20 - 3:00 student achievement
5)
Literacy after school coordinate SIP activities ie, family night,
Team Leader bi-monthly
Grades K-5 2:20 - 3:00 math night, literacy, etc..
coordinate training needs in the area of
Technology technology as well as implementation of
after school
Integration Team Leader bi-monthly current technology- lesson study of
2:20 - 3:00
Grades K-5 diverse strategies on how to incorporate
technology into the core curriculum
Parental
Nationally research and implementation of strategies
Involvement after school
Certified bi-monthly to improve level of parent participation at
Practices 2:20 - 3:00
Teachers school
Grades K-5
TRIBES Guidance after school to foster and improve TRIBES
bi-monthly
K-5 Director 2:20 - 3:00 methodology
CAFE National Board after school Review "Daily 5" best practices among
bi-monthly
Primary Grades certified 2:20 - 3:00 primary teachers
lesson study on how to best identify and

after school
Mentoring Team Leader monthly mentor at risk students - create
2:20 - 3:00
mentoring program
NCLB Public School Choice
Note: For Title I schools only
Notification of (School in Need of Improvement) SINI Status

No Attached Notification of (School in Need of Improvement) SINI Status
Public School Choice with Transportation (CWT) Notification

No Attached Public School Choice with Transportation (CWT) Notification
Notification of (School in Need of Improvement) SINI Status

No Attached Supplemental Educational Services (SES) Notification
Pre-School Transition
• We assist preschool children in transition from early childhood by offering a Head Start Program for those who qualify. The
program allows students to start school prior to the Kindergarten year to give them an early educational start. The teacher
conducts home visits that enable parents and students to adjust to the new school schedule and procedures.
• West Hollywood Elementary will host an international luncheon for preschool parents.
• Students who are scheduled to enter the school starting at the Kindergarten level are invited to the Kindergarten Round Up
at the end of the previous school year. This event is held at the end of every year, and welcomes new parents and students.
• They are able to tour the school, meet the K teachers, and ask questions to get ready for the next school year. Then
parents have the summer to put into place strategies learned to ready students for the upcoming school year.
• Prior to students starting Kindergarten they attend an Open House the Friday before school starts. This event allows
parents and students to see their new classroom, meet the teacher, learn K expectations and procedures.
• After the school year is in full swing, the Kindergarten Team hosts a Family night specifically for that grade level. This event
covers strategies to help students and parents succeed! Teachers also conference with parents individually to meet individual
needs they may have.
Postsecondary Transition
Note: Required for High School- Sec. 1008.37(4), F.S.
N/A
PART II: EXPECTED IMPROVEMENTS
Reading Goal
Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:
Did the total percent proficient increase or decrease? What is the percent change?
What clusters/strands, by grade level, showed decrease in proficiency?
Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?
Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25%
of students making learning gains?
Did 50% or more of the total number tested make learning gains? What is the percent of
students making learning gains?
Based on the Needs Assessment, Identify Area(s)

Objective Linked to Area of Improvement
for Improvement
68% of students are reading at or above grade level on 71% of students will score at or above grade level on
the 2009 reading FCAT. the 2010 reading FCAT.
Person Responsible Process Used to

Action Step for Monitoring the Determine Effectiveness Evaluation Tool
Action Step of Action Step
1 We will continue to build Reading Coach test score analysis FCAT BAT I and BAT II
classroom libraries with MINI BATS
leveled readers across DAR
genres and content DRA
areas. Trophies
Treasures
2 Continue emphasizing higher Assistant Principal classroom walk throughs FCAT scores
order thinking skills, Mini-bats
comprehension strategies,
and vocabulary strategies
(CRISS Strategies)
3 Utilize Trophies inventory Assistant Principal test score analysis FCAT
with grades 4-5 for Mini-Bats
placement assessment BAT I BAT II
Teacher observation
end of selection tests
4 As a preventative measure, Assistant Principal ALL Data Rigby Running Records
1st grade students that are
in the lowest 20th percent
and are at risk for literacy
will attend the ALL program

for Improvement
70% of students achieved a year’s worth of progress in 73% of students will achieve a year’s worth of progress
reading. in reading.

1 All students K-5 will be Reading Coach, CWT Mini BATS
authentically engaged in Assistant Principal Data analysis converstaions Teacher observation
reading a minimum of 90 End of Selection test
minutes daily. running records
FAIR (Kindergarten only)
2 IEP Goals, ESE data, and Reading Coach test score analysis Mini BATS
instructional model dictate Assistant Principal observation Teacher observation
student placement in End of Selection test
reading program. In
addition, all students will go
through the Broward
County Decision Tree
process to determine areas
of weakness
3 Review students’ Reading Coach, A.P. test score analysis Mini BATS
performance assessments observation Teacher observation
that met criteria for End of Selection test
Progressive Monitoring
Placement.
4 Reference and research Reading Coach, A.P. observation and test score Mini BATS
activities will be analysis Teacher observation
implemented in grades K-5 End of Selection test
using the wireless laptops.
16) Implement flexible
reading skill
groups to meet individual
needs of all students.
Technology will be used to
support
reading instruction.
Software programs will
include Computer Curriculum
Corporation, STAR,
Accelerated Reader,
Riverdeep, FCAT simulation,
Leap Frog, Earobics, and
FCAT Explorer.

for Improvement
68% of students scoring in the lowest quartile achieved 72% of students scoring in the lowest quartile will
a year’s worth of progress in reading. achieve a years worth of progress in reading.

1 Wilson Fundations/Triumphs Reading coach, observation and test score FCAT
will be implemented in First A.P. analysis Teacher observation
– Grade 3 as a supplement End of Selection tests
Mini BATS
BAT I BAT II
2 Tier 3 students and Reading coach, A.P. CWT FCAT

selected retained Grade 3 Data Analysis Conversations Mini BATS
students will participate in BAT I BAT II
the End of Selection tests
Kaleidoscope reading
program based on need.
Use of the decision Tree will
determine what program
students will participate in.
3 Balanced Literacy will be Reading Coach, A.P. observation and test score FCAT
implemented in grades K-2 analysis Mini BAT
and leveled books and novel BAT I BAT II
sets will be purchased.
Students
will participate in incentive
reading programs including
Accelerated Reader
4 Provide an intervention Reading Coach, A.P. Teacher observation FCAT

reading program for End of Selection tests Mini BATS
struggling BAT I BAT II
readers not meeting AYP
criteria, and retained
students using Broward
County’s struggling
readers chart to facilitate
the decision making process
to identify specific area in
need of
remediation as evidence by
DAR screenings.
5 Differentiated reading Reading Coach, A.P. observation and test score FCAT
programs such as Phonics analysis Mini BATS
for Reading, Quick Reads, BAT I BAT II
Soar to Success, and Teacher observation
Wilson Fundations will be End of Selection tests
utilized as needed.
6 Students performing in the Reading Coach, Teacher observation FCAT

lowest quartile, classroom teacher test score analysis Mini BATS
not meeting progress via BAT I, BAT II, teacher
PMP interventions, will be observation
placed in the
Comprehensive Problem
Solving process to
determine any special
needs.
7 Teachers of ELL students Reading Coach, A.P. observation, test score FCAT
will have access of analysis Mini BATS
document camera and BAT I BAT II
students will receive ELL Teacher observation
strategies End of Selection tests
Computer generated
reports
8 Technology will be used to Reading Coach, A.P. observation - test score FCAT
support analysis Mini BATS
reading instruction. BAT I BAT II
Software programs will Teacher observation
include Computer Curriculum End of Selection tests
Corporation, STAR, Computer generated
Accelerated Reader, reports
Riverdeep, FCAT simulation,
Leap Frog, Earobics, and
FCAT Explorer.
Programs like Rosetta Stone
will be used for A1 to B1
students.
Use of Promethean Boards
to enhance student
participation.
Professional Development Aligned with Objective:
Strategy for Person

Target
Objective Addressed Content/Topic Facilitator Follow-up/ Responsible
Date
Monitoring for Monitoring
cwt
Reading administration
72% of students will score at or Reading Best Practices
Item Specification 10/23/09 Aimee Zekofsky and
above grade level. coach sharing at Faculty
Training Patrick Sauer
Meetings
73% of students will achieve a Reading cwt Best Practices admin -Aimee
Reading
year’s worth of progress in Differentiated 10/23/09 sharing at Faculty Zekofsky and Patrick
coach
reading. Instruction Training Meetings Sauer
72% of students scoring in the
Reading cwt - Best Practices admin- Aimee
lowest quartile will achieve a Reading
Data Analysis 10/23/09 sharing at Faculty Zekofsky and Patrick
years worth of progress in Coach
Training Meetings Sauer
reading.
For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every
Teacher
N/A
Budget:
Evidence-based Program(s)/Material(s)
Description of Resources Funding Source Available Amount
A.L.L Program Teacher regular budget (SAI) $23,156.00
Reading Remediation Teacher Regular Budget (instructional personnel) $29,557.00
Total: $52,713.00
Technology
6 Document Cameras Accountability $3,402.00
Total: $3,402.00
Professional Development
Data Analysis Training Title I $2,350.00
Differentiated Instruction Title I $2,350.00
Total: $4,700.00
Other
Time For Kids Regular Budget $2,033.20
Weekly Reader Regular Budget $1,141.14
Total: $3,174.34
Final Total: $63,989.34
End of Reading Goal
Mathematics Goal
Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:
Did the total percent proficient increase or decrease? What is the percent change?
What clusters/strands, by grade level, showed decrease in proficiency?
Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?
Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25%
of students making learning gains?
Did 50% or more of the total number tested make learning gains? What is the percent of
students making learning gains?

for Improvement
75% of students scored at or above grade level in the 78% of students will score at or above grade level in
2009 Math FCAT assessment. the math FCAT 2010.

1 Teachers in grades K-5 will Science Coach, A.P. The assessments will be The Benchmark Assessment
access Math BEEP lesson analyzed and used to guide Test (BAT) will be
plans to aid in guiding instruction as well as administered in September
instruction monitoring through and December.
observation and CWT.
2 Students in grades 3-5 will Science coach, A.P. the assessments will be Mini- assessments
use FCAT Dailies to improve analyzed and used to guide (constructed by District
instruction as well as and organized by SSS
student test taking skills. monitoring through Benchmarks)
observation and CWT.
3 Use modified district A.P. The assessments will be Assessment

Curriculum Map - IFC'S Principal analyzed and used to guide provided by Textbook
(based on SSS) to guide instruction as well as publisher.
and monitoring through
monitor the delivery of observation and CWT
math curriculum, which
identifies specific grade
level skills with
accompanying lessons for
daily instruction.
4 Students in grades K-2 will A.P. CWT chapter tests

be utilizing the new Teacher observation
generation SSS.
5 Local McArthur High School A.P. CWT chapter tests
students will be providing Teacher observation Mini BATs
tutoring for third grade FCAT
students struggling in
mathematics
6 Train teachers in A.P. CWT chapter tests
Mathematics Item Principal Teacher observation Mini BATS
Specifications FCAT

for Improvement
71% of students achieved a year’s worth of progress in 76% of students will achieve a year’s worth of progress
math. in math.

1 Teachers will administer A.P. - science coach The assessments will be Textbook assessment
Harcourt math placement analyzed and used to guide
test in instruction as well as
order to form flexible ability monitoring through
groups. observation and CWT
2 Technology will be used to A.P. The assessments will be STAR math assessments in
support math Principal analyzed and used to guide grades 3-5 (quarterly)
instruction in increasing Team Leaders instruction as well as
individual mathematical monitoring through
skills and to provide observation and CWT
reinforcement for students
in the lower quartile.
Software programs will
include CCC, STAR Math,
FCAT Simulation, and
FCAT Explorer.
3 Primary and Intermediate Science coach, team The assessments will be classroom tests
Math Night will be leaders, A.P. analyzed and used to guide teacher observation
conducted for students and instruction as well as Parent "make and take"
parents to learn problem monitoring through products
solving strategies. observation and CWT
4 Data chats will be Classroom Teachers, teacher observation classroom tests

conducted with all students A.P. CWT FCAT
5 ELL / Black students will Science coach, A.P. CWT classroom tests
receive push-in assistance teacher observation FCAT
from Science Coach to
review mathematic content

for Improvement
73% of students scoring in the lowest quartile achieved 78% of students scoring in the lowest quartile will
a year’s worth of progress in math. achieve a year’s worth of progress in the 2010 FCAT
math.
1 Conduct after school Math Science coach, team Data analysis, team Administer Harcourt
camp for the lowest leaders, A.P. meetings, Curriculum Days Inventory math to
quartile students in grades meetings determine placement in
4 and 5. small groups.
-Mini BATs
-BAT I BAT II
-FCAT & QBAT
2 Students in the lowest Science coach, team Data analysis, team STAR print out
quartile will participate in leaders, A.P. meetings, Curriculum Days
weekly activities using CCC meetings
programs.
3 Students performing in the Science coach, team Data analysis, End of chapter test
lowest quartile and not leaders, A.P. team meetings, Curriculum -teacher observations
making adequate progress Days meetings
via PMP
interventions will be
referred to the
Comprehensive Problem
Solving team to determine
any
special needs and/or further
interventions.
4 Technology will be used to Science coach, team Data analysis, team Computer generated print
support math leaders, A.P. meetings, Curriculum Days outs
instruction in increasing meeting
individual mathematical
skills and to provide
reinforcement for students
in the lower quartile.
5 Ensure that all the needs of Science coach, team The assessments will be Chapter tests
students in all sub groups leaders, A.P. analyzed and used to guide - teacher observation
are addressed by instruction as well as -group work
implementing strategies monitoring through
from the struggling math observation
chart.
6 Disaggregate data by Science coach The assessments will be FCAT, BAT I, II, & Mini-
strengths and weaknesses analyzed and used to guide assessments
to formulate instructional instruction as well as
focus calendar. (FCAT, monitoring through
BAT, & Mini-assessments) observation
7 Monthly grade level Team leaders, The assessments will be Chapter tests
meetings to address Science Coach analyzed and used to guide CWT observations
student needs and instruction as well as
accomplishments; teacher monitoring through
needs and observation
accomplishments.
8 Daily schedule include A.P., team leaders The assessments will be Teacher made tests
Dailies, math drills, hands analyzed and used to guide - Chapter tests
on manipulatives, word instruction as well as -teacher observations
walls, math stations, monitoring through
calendar math, response observation and CWTs
journals, introductory skill,
review/feedback, and small
group instruction.
9 Monitor reports from FCAT A.P., team leaders The assessments will be Computer generated print
Explorer, CCC, and analyzed and used to guide outs
Riverdeep. instruction as well as
monitoring through
observation and CWTs
10 Weekly communication with A.P., team leaders The assessments will be Conferences
parent/guardian about analyzed and used to guide
student progress through instruction as well as
agendas monitoring through
observation and CWTs
11 Identify and target level 1 A.P., Principal CWT Mini BATs

and level 2, and low level 3 Team Leaders BAT I BAT II
students to provide them
the necessary assistance
to achieve or maintain
grade level proficiency
Strategy for Person

Target
Date
Provide annual training in the
78% of students will score implementation of Calendar Deborah
First CWT, team
at or above grade level in Math for returning Khadaran AP
Quarter leader meeting
the math FCAT 2010. teachers as needed. (Science Coach)
Selected teachers in Grades 3-5

will attend training in math
78% of students will score Deborah
content area 2nd CWT, team
at or above grade level in Khadaran AP
that is offered by the school quarter leader meeting
the math FCAT 2010. (Science Coach)
district.
78% of students will score CWT, Team

1st AP
at or above grade level in Math Item Specificatiuns Guy Barmoha leader
Quarter Principal
the math FCAT 2010. meetings
Budget:
No Data No Data $0.00
Total: $0.00
Technology
Total: $0.00
Differentiated Instruction Title I $2,350.00
Data Analysis Title I $2,350.00
Total: $4,700.00
Other
Mathematics Item Specifications Training District Funded $0.00
Total: $0.00
End of Mathematics Goal
Science Goal
Needs Assessment: Based on School Grade Data:
Did the total percent proficient increase or was the percent proficient maintained?
What clusters/strands showed decrease in proficiency?

for Improvement
23% of 5th grade students scored at or above level 3 35% of 5th grade students will score at or above level 3
on the 2009 FCAT Science Assessment. on the 2010 FCAT Science Assessment.

1 Utilize district created science coach -Monthly grade level benchmarks Sample
lesson plans (BEEP) for 5th A.P. meetings to address Science FCAT Assessment
grade and Instructional student needs and developed by the state;
Focus Calendar classes to accomplishments; teacher available through DOE
guide instruction. needs and website provided to schools
accomplishments-Teacher by District. Science Test
review safety in science Items and Performance
policy and procedure Task Specifications
booklet with all students. for Grades 5 FCAT Dailies
-Administer mini- Science Kit Evaluation
assessments and monitor Harcourt Science Chapter
mastery of benchmarks tests Harcourt
every 2 weeks Science workbook activities
2 K-5 teachers will conduct A.P.,science coach Students will view United benchmarks Sample
science experiments with Streaming, and BECON Science FCAT Assessment
students using the science broadcasts weekly developed by the state;
kits. available through DOE
website provided to schools
by District. Science Test
Items and Performance
Task Specifications
for Grades 5 FCAT Dailies
Science Kit Evaluation
Harcourt Science Chapter
tests Harcourt
Science workbook activities
3 Science concepts will be A.P. / science coach Monitor reports from FCAT benchmarks
integrated with reading Explorer for Grade 5. Sample Science FCAT
block center activities in K- Data chats to analyze Assessment developed by
5 assessment data the state; available through
DOE
Task Specifications
tests Harcourt
4 Broward County mini A.P., Science Coach Science Coach will provide Science Coach will provide
Science mentors for new and mentors for new and
assessments will be used to struggling teachers. struggling teachers.
guide instruction in grade 5. benchmarks Sample
Science FCAT Assessment
developed by the state;
available through DOE
Task Specifications
tests Harcourt
- Newly designed Science
BATS
5 Maintain a Science resource Science coach Students will create Benchmarks Sample
area (Science Lab) Administration science projects to share Science FCAT Assessment
for K-5 where the Science with school. developed by the state;
Coach will do CWT available through DOE
demonstrations and Results of mini assessments website provided to schools
students will perform as discussed inn data by District. Science Test
hands-on science activities. chats. Items and Performance
Task Specifications
tests Harcourt
6 Grade Classroom teacher, Assessment will be made to Benchmarks Sample

5 will be instructed in Science Coach, determine Science FCAT Assessment
utilizing the FCAT Science Administration students who have developed by the state;
Dailies. mastered application. available through DOE
Task Specifications
tests Harcourt
7 5th grade teachers will A.P., Science Coach CWT Broward County Mini
utilize the promethean Science Assessments
board when delivering
science instruction
8 Grades K-5 will utilize Science Coach CWT Science Mini BATS
CALVES to improve
understanding of
vocabulary and science
content.
Strategy for Person

Target
Date
35% of fifth grade students will score at or
Science FCAT
above level 3 on the 2010 FCAT Science Laura Saef 10-23-09 CWT A.P.
Specifications
Asseessment
Budget:
Total: $0.00
Technology
Total: $0.00
Total: $0.00
Other
Total: $0.00
Final Total: $0.00
End of Science Goal
Writing Goal
Needs Assessment: Based on School Grade Data:
Did the total percent proficient increase or was the percent proficient maintained?
What clusters/strands showed decrease in proficiency?

for Improvement
96% of 4th grade students scored 3.5 or above (out of 97% of 4th grade students will score 3.5 or above (out
6 points) on the 2009 FCAT Writing of 6 points) on the 2010 FCAT Writing
Assessment. Assessment.
1 Grades K-5 will implement A.P. Academic Performance teacher grading of writing
the district's writing model - Conferences conducted prompts
6 Traits and critical content every month after monthly
writing writing prompt
administered.
2 Students in grades K-5 will A.P. Academic Performance teacher grading of writing
be exposed to common Conferences conducted prompts
language For FCAT Writing. every month after monthly
writing prompt
administered.
3 ESOL writing strategies will A.P. Academic Performance teacher grading of writing
be used to provide Conferences conducted prompts
additional instruction to LEP every month after monthly
writing prompt
students in grades K-5. administered.
4 Stuudents in A.P. Academic Performance teacher grading of writing

heterogenously grouped Conferences conducted prompts
classes will be given every month after monthly
additional assistance writing prompt
from a peer buddy for administered.
conferencing, editing, and
brainstorming.
5 During the school year, A.P. Academic Performance teacher analysis of writing
intermediate students will Conferences conducted prompts
demonstrate word every month after monthly
processing skills by typing writing prompt
at least one writing administered.
activity in the computer lab
and/or classrooms.
6 Conduct writing camp for A.P. Academic Performance teacher analysis of writing
Grade 4 students Conferences conducted prompts
one hour per week for six every month after monthly
weeks with intense writing prompt
intervention for students administered.
scoring less than a 4.0
on the November prompt.

Strategy for Person
Target
Date
96% of 4th grade students scored 3.5
CWT
or above (out of 6 points) on the 2009
6 Traits - Critical Team Leader - 2nd Best Practices A.P. (Patrick
FCAT Writing
Content district personnel Quarter sharing in Team Sauer)
Assessment
Meetings
Budget:
Total: $0.00
Technology
Total: $0.00
6 Traits of Writing District Funded $0.00
Total: $0.00
Other
Total: $0.00
Final Total: $0.00
End of Science Goal
Parent Involvement Goal

Needs Assessment: Based on information from School Grade and Adequate Yearly Progress Data:
Were parent involvement activities and strategies targeted to areas of academic need?
Based on information from surveys, evaluations, agendas, or sign-ins:
Was the percent of parent participation in school activities maintained or increased from the prior
year?
Generally, what strategies or activities can be employed to increase parent involvement?

for Improvement
June 2009, 76 % of parents will participate in decisions By June 2010 79 % of parents will participate in
regarding their children’s educational decisions regarding their children’s educational
documentation as evidenced by attendance at parent documentation as evidenced by attendance at parent
meetings, parent trainings, and/or meetings, parent trainings, and/or
conferences. conferences.
1 A school Parental Reading Coach Signed compacts returned observation
Involvement Policy will be by parent will be kept on
developed by all file at the school.
stakeholders, which will
include
a school-family compact
that will be distributed to
parents with the Back-to-
School Information
packet.
2 Conduct Reading Coach Volunteer Log Observation

volunteer orientation on
September 17th and end of
the year breakfast that
includes parent
training in reading, math,
and homework strategies.
3 Media Center will open one A.P. Sign in Log data collection
evening
weekly for the purpose of
literacy and technology
education.
4 Use monthly newsletter, A.P. Parental involvement data collection

student surveys
agenda, and Parent Link to
improve communication
between home and school.
5 An annual meeting will be Reading Coach, Open house sign in sheets data collection
held to inform parents of classroom teachers
the school’s
participation in the Title 1
School wide program (Open
House).
6 Provide individual student classroom teacher Parent teacher conferences teacher observation
assessment results to
parents. Interpretation of
these results will be given
at group meetings,
parent-teacher
conferences, and in parent
newsletters.
7 Conduct Family Literacy Nationally board Sign in log observation

night, math, science, and certified teachers and data collection
writing nights for the Administration
primary and intermediate
levels where parents will
learn strategies that can be
implemented at
home to increase student
achievement in all academic
areas.
8 A final plan will be Reading Coach log observation

developed
to allocate any additional
Title 1 funds for parent
involvement and will be
submitted to the Title
1 District Office. 11)
9 Send one Reading coach Parent will explain what was observation
parent representative to discussed at PTA meeting
District Title 1 conference.
Strategy for Person

Target
Date
79% of parents will participate in
decisions regarding their children's
Rafaela
educational documentation as evidenced Technology On-going Sign In logs A.P.
Kidney
by attendance at parent mtgs. ,
trainings, and or conferences
Budget:
Total: $0.00
Technology
Total: $0.00
Family Nights Title I $20,768.00
Total: $20,768.00
Other
Total: $0.00
End of Parent Involvement Goal

Other Goals
No Other Goals were submitted for this school
FINAL BUDGET
Available
Goal Description of Resources Funding Source
Amount
Reading A.L.L Program Teacher regular budget (SAI) $23,156.00
Regular Budget (instructional
Reading Reading Remediation Teacher $29,557.00
personnel)
Total: $52,713.00
Technology
Available
Amount
Reading 6 Document Cameras Accountability $3,402.00
Total: $3,402.00
Available
Amount
Reading Data Analysis Training Title I $2,350.00
Reading Differentiated Instruction Title I $2,350.00
Mathematics Differentiated Instruction Title I $2,350.00
Mathematics Data Analysis Title I $2,350.00
Writing 6 Traits of Writing District Funded $0.00
Parental Involvement Family Nights Title I $20,768.00
Total: $30,168.00
Other
Available
Amount
Reading Time For Kids Regular Budget $2,033.20
Reading Weekly Reader Regular Budget $1,141.14
Mathematics Item Specifications
Mathematics District Funded $0.00
Training
Total: $3,174.34
Differentiated Accountability
School-level Differentiated Accountability Compliance
m
nkjl Intervene m
nkjl Correct II m
nkjl Prevent II m
nkjl Correct I m
nkjil Prevent I m
nkjl NA
Show Attached school’s Differentiated Accountability Checklist of Compliance
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 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.
Yes. Agree with the above statement.
Projected use of SAC Funds Amount
Purchase document cameras to assist with technology integration. 3402
Describe the Activities of the School Advisory Council for the Upcoming Year
The SAC will monitor and assist the implementation of the SIP. The group will meet seven times throughout the year.
SAC Members
Members
1) Aimee Zekofsky, Principal
2) Diana Ortiz, SAC Chair
3) Teresita Bretz, Teacher
4) Rosa Prudente, Parent
5) Eva Artega, Parent
6) Liset Gonzalez, Parent
7) Justin Casson, Parent
8) Maria Weinstein, Parent
9) Juana Mercedes, Community Member
10) Vickie Elwell, School Support Personnel
11) Louise Lefton, Union Steward

AYP DATA
2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Broward WEST HOLLYWOOD ELEMENTARY SCHOOL 0161
Number of students enrolled in the grades tested: Did the School
Read: 296 2008-2009
A make Adequate YES
Click here to see Number of students in each group Math: 296 School Grade1:
Yearly Progress?
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the This section shows the percent
improvement for each group used of students "on track" to be
to determine AYP via safe harbor proficient used to determine
(Part b2). AYP via the growth model.
% of
Percent of Percent of % of
students
65% scoring at Students Students students
Reading Math 68% scoring at Improved Increased Safe Safe on track Growth Growth
or above grade below below on track
Group Tested 95% of Tested 95% of or above grade performance in Graduation Harbor Harbor to be model model
level in grade grade to be
the students? the students? level in Math? Writing by 1%? Rate3by 1%? Reading Math proficient reading math
Reading? level in level in proficient
in
Reading Math in math
reading
2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4 100 Y 100 Y 65 Y 70 Y 92 Y NA 46 35 NA 36 30 NA 70 NA 68 NA
WHITE 100 Y 100 Y 73 Y 67 N NA NA 42 27 NA 39 33 Y 72 NA 62 NA
BLACK 99 Y 99 Y 52 N 60 N NA NA 58 48 Y 52 40 Y 66 NA 65 NA
HISPANIC 100 Y 100 Y 63 N 71 Y 94 Y NA 45 37 Y 33 29 NA 66 NA 68 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 61 N 68 Y 91 Y NA 47 39 Y 37 32 NA 69 NA 66 NA
ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 55 N 68 Y NA NA 61 45 Y 46 32 NA 61 NA 68 NA
STUDENTS WITH DISABILITIES 100 Y 100 Y NA NA NA NA NA NA
Read: 341 2007-2008
A make Adequate NO
Click here to see Number of students in each group Math: 341 School Grade1: Yearly Progress?
% of
students
58% scoring at Increased Students Students students
Reading Math 62% scoring at Improved Safe Safe on track Growth Growth
or above grade below below on track
Group Tested 95% of Tested 95% of or above grade performance in Graduation Harbor Harbor to be model model
in
reading
TOTAL4 100 Y 100 Y 54 N 64 Y 92 Y NA 43 46 N 40 36 NA 63 Y 65 NA
WHITE 100 Y 100 Y 58 Y 61 N NA NA 41 42 NA 47 39 Y 64 NA 59 NA
BLACK 99 Y 99 Y 42 N 48 N NA NA 61 58 N 48 52 N 57 N 54 N
HISPANIC 100 Y 100 Y 55 N 67 Y 94 Y NA 42 45 N 37 33 NA 64 Y 67 NA
ECONOMICALLY DISADVANTAGED 100 Y 100 Y 53 N 63 Y 91 Y NA 45 47 N 42 37 NA 62 Y 64 NA
ENGLISH LANGUAGE LEARNERS 99 Y 99 Y 39 N 54 N NA NA 54 61 N 47 46 N 51 N 58 N
Read: 358 2006-2007
B make Adequate NO
Click here to see Number of students in each group Math: 358 School Grade1:
Yearly Progress?
% of
students
51% scoring at Students Students students
Reading Math 56% scoring at Improved Increased Safe Safe on track Growth Growth
or above grade Graduation below below on track
Group Tested 95% of Tested 95% of or above grade performance in Harbor Harbor to be model model
in
reading
TOTAL4 100 Y 100 Y 57 Y 60 Y 94 Y NA 43 40 NA 35 40 NA 53 NA 60 NA
WHITE 100 Y 100 Y 59 Y 53 N NA NA 46 46 NA 33 47 N 57 NA 59 Y
BLACK 100 Y 100 Y 39 N 52 N NA NA 48 54 N 46 48 N 37 N 48 N
HISPANIC 100 Y 100 Y 58 Y 63 Y Y NA 43 39 NA 34 37 NA 54 NA 62 NA
ECONOMICALLY DISADVANTAGED 100 Y 100 Y 55 Y 58 Y Y NA 46 45 NA 37 42 NA 53 NA 57 NA
ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 46 N 53 N 89 Y NA 62 55 Y 45 47 N 47 NA 63 Y
SCHOOL GRADE DATA
Broward School District

WEST HOLLYWOOD ELEMENTARY SCHOOL
2008-2009
Grade
Reading Math Writing Science
Points
Earned
Writing and Science: Takes into account the
% Meeting High % scoring 3.5 and above on Writing and the
Standards % scoring 3 and above on Science.
68% 75% 96% 23% 262
(FCAT Level 3 Sometimes the District writing and/or science
and Above) average is substituted for the writing and/or
science component.
3 ways to make gains:
% of Students ● Improve FCAT Levels
Making Learning 70% 71% 141 ● Maintain Level 3, 4, or 5
Gains ● Improve more than one year within Level
1 or 2
Adequate Adequate Progress based on gains of lowest
Progress of 25% of students in reading and math. Yes,
68% (YES) 73% (YES) 141
Lowest 25% in if 50% or more make gains in both reading
the School? and math.
Points Earned 544
Percent Tested
Percent of eligible students tested
= 99%
Grade based on total points, adequate
School Grade A
progress, and % of students tested

2007-2008
Grade
Points
Earned
59% 69% 88% 25% 241
science component.
1 or 2
75% (YES) 74% (YES) 149
Points Earned 528
Percent Tested
= 99%
School Grade A

2006-2007
Grade
Points
Earned
62% 65% 93% 36% 256
science component.
1 or 2
56% (YES) 63% (YES) 119
Points Earned 502
Percent Tested
= 100%
School Grade B

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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM

2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: WEST HOLLYWOOD ELEMENTARY SCHOOL

District Name: Broward

Last Modified on: 09-01-2009

VISION and MISSION STATEMENTS

Our vision is that West Hollywood Elementary is a:

PART I: CURRENT SCHOOL STATUS

Unique School Strengths for Next Year

Student Attendance Rates

Student Suspension Rates

Student Retention Rates

Student retention rate in 2008 was 4.21.

Class size averages were the following:

Academic Performance of Feeder Pattern

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

TRIBES Vickie Elwell June 4th, 2009

Non-Highly Qualified Instructors

None N/A N/A N/A

Teacher Mentoring Program

Note: For Title I schools only

Title I, Part C- Migrant

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Career and Technical Education

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Describe the data management system used to summarize tiered data.

A Filemaker Pro database is used to input then analyze data.

Describe the plan to train staff on RtI.

School Wide Florida’s Continuous Improvement Model

Data Disaggregation 2008-2009 FCAT Data

Instructional Calendar Development

Direct the Instructional Focus

How are instructional focus lessons developed and delivered?

• The BEEP pacing chart is used by faculty.

How will instructional focus lessons be revised and monitored?

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

• End of year 2008-2009, conduct a staff needs assessment.

Which students will be targeted for supplemental and intensive instruction/interventions?

• End of selection tests

• Author and Book promotions on Morning announcements.

Describe how students are identified for enrichment strategies.

Professional Learning Communities

Grade Level Mondays Lesson Study discussions as well student

lesson study on how to best identify and

Notification of (School in Need of Improvement) SINI Status

Public School Choice with Transportation (CWT) Notification

Notification of (School in Need of Improvement) SINI Status

What clusters/strands, by grade level, showed decrease in proficiency?

Based on the Needs Assessment, Identify Area(s)

Person Responsible Process Used to

Based on the Needs Assessment, Identify Area(s)

Person Responsible Process Used to

Based on the Needs Assessment, Identify Area(s)