COMPREHENSIVE NEEDS ASSESSMENT of the entire school (including the needs of migrant children) with information about the academic achievement of children in relation to the state academic content standards.
Describe the process utilized to conduct the comprehensive needs assessment for this school.

Describe the process utilized to conduct the comprehensive needs assessment for this school.
A comprehensive needs assessment of Deerfield Park Elementary Performing and Visual Arts School is conducted by reviewing data from IREADY, BAS, FAIR, FSA, and BSA.  District Formative Assessments and formative assessments created by academic reading, math, and science coaches.  We use these assessments to determine the proper placement of teachers and students as it pertains to student enrollment, and student teacher success to enhance student learning.

Instruction by HIGHLY QUALIFIED TEACHERS in all core content area classes
List instructional staff and paraprofessionals that are NOT highly qualified (instructional staff only).

List instructional staff and paraprofessionals that are NOT highly qualified (instructional staff only).
Dolores Paschall

ATTRACT HIGH-QUALITY, HIGHLY QUALIFIED TEACHERS to the school.
Describe strategies that will be used to attract high-quality, highly qualified teachers.

Deerfield Park Elementary Performing and Visual Arts School has been identified as a TIF (Teacher Incentive Fund) grant recipient. This incentive program provides greater professional opportunities and divides decision making recruitments, development, and retention of effective teachers and Principals. Through this program, TIF members are assigned to specific teachers to offer extra support in their professional development.
Recruitment/Retention of Highly Qualified Teachers:
At Deerfield Park Elementary, the Administration, as well as the Leadership Teamwork collaboratively in these efforts.
Each new teacher is provided with support from a grade level case manager and mentor. The case manager and mentor work very closely with the new teachers providing assistance, coaching and curriculum support to enhance their knowledge of standards and curriculum.

Title I, Part A
Title I funds provide additional teachers to assist students, particularly low performing students.

Title I is a federally funded program for economically disadvantaged children who reside in school attendance areas with a high concentration of children from low-income families. Title I funds are used to provide supplementary instruction to raise the achievement of struggling students in reading, writing, and math. Title I funds are used to provide staff development and to improve delivery of instruction to increase student success. Our focus is also on parent involvement to increase family participation and family literacy. Funds are used for extended learning opportunities, to purchase food, supplies/materials and to provide stipends for teachers and presenters.

Title I, Part C- Migrant
(Migrant-Title I schools have been advised if Migrant students attend their school)

We have one Migrant student at this time.

Title I, Part D
Neglected and Delinquent

The District receives funds to support the Educational Alternative Outreach Program that coordinates services with the District's Dropout Prevention Program.

Title II
(District professional development)

Teachers participate in district-developed workshops in Florida Standards, differentiated instruction and various academic standards training.

Summer Leadership and curriculum workshops in the areas of Reading, Writing, Math, Florida Standards, Marzano and Science/STEM are supported by Title I.

Title III
(ESOL)

The ESOL Coordinator and Guidance Counselor collaboratively coordinate our ELL program. Together they secure materials and services from the District's Multicultural department for English Language Learners. All ELL students receive reading and developmental language arts instruction by an ESOL certified teacher.

Title X- Homeless
(Homeless- All Title I schools may complete with this statement)

We currently don’t have any homeless families.

Supplemental Academic Instruction (SAI)

Supplemental Academic Instruction (SAI) funds are used to provide an education for our struggling students and free and reduced lunch students. These funds are used for our Saturday Academy and before and after school tutoring programs.

Violence Prevention Programs

• Red Ribbon Week, a drug-resistant campaign, is conducted school-wide.
   

Nutrition Programs

We currently do not have a Nutrition Program at Deerfield Park Elementary School

Housing Programs

We do not offer Housing Programs at this time.

Head Start

We have two teachers funded through Head Start funding to educate four-year-old students in the surrounding communities. The early childhood expertise of these teachers has assisted with providing a solid foundation for the use of the OWL (Opening the World of Learning) curriculum and the Creative Curriculum Framework so that students transition easily into the Kindergarten Program.

Adult Education

At this time, we do not offer Adult Education

Career and Technical Education

At this time, we do not offer Career and Technical Education

Job Training

At this time, we do not offer Job Training

Other

Pre-School Transition

The Literacy Coach along with the kindergarten team coordinates a Kindergarten Roundup (orientation) to help parents transition their children from preschool to elementary school. The teachers use this opportunity to meet and greet the parents and give instructions on the necessities and expectations in kindergarten.

The Literacy Coach coordinates and assist with administering the FLKRS assessments, during the first week of school in order to collect baseline data and to modify the instructional focus calendar timeline if necessary. The Literacy Coach also coordinates times, location and schedules for administering these assessments.

Transitioning students into Kindergarten from Head Start at Deerfield Park Elementary School is vital to our learning community., the Head Start Program ensures a smooth transition to kindergarten by clearly specifying the necessary enrollment processes and timelines to all families participating in the program. The HS family services support team and the HS teachers provide ongoing guidance to the HS families by indicating the students’ corresponding home school, immunization requirements, and dates scheduled for Kindergarten Roundup at Deerfield Park Elementary.

Parent Involvement Goal:
Based on the analysis of the parent involvement data, identify and define an area in need of improvement.

Parent Involvement Goal: 
Based on the analysis of the parent involvement data, identify, and define an area in need of improvement.
62% (366) of parents/guardians will participate in decision making meetings about their child's education as evidenced by attendance at Open House, monthly SAC meetings, Parent Nights, Parent Seminars, and parent teacher conferences.