FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – 2010 SCHOOL …osi.dadeschools.net/sip/09-10/pdf/6052.pdf · 2009-10-07 · -Dr. Manuel C. Barreiro earned a school grade of

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: ZELDA GLAZER MIDDLE SCHOOL

District Name: Dade

Principal: Mrs. Melba Brito

SAC Chair: Ms. Susana Dominguez

Superintendent: Mr. Alberto Carvalho

Date of School Board Approval: Pending

Last Modified on: 09-09-2009

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 Education325 West Gaines Street

Tallahassee, Florida 32399

VISION and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

VISION Celebrate the magic of learning.

MISSION Together we will nurture a society of thinkers who are knowledgeable and confident.

Brief History and Background of the School

Brief History and Background of the School

Zelda Glazer Middle School is located at 15015 S.W. 24 Street. In 2006, construction for the future site of Zelda Glazer Middle School began. The school was completely built and ready for occupancy for the 2008-2009 school year. The school is built on 10 acres of land and houses 8 buildings. The school houses a state-of the-art facility including a chorus room, band room, drama/theatre room, three science demonstration classrooms, piano lab, industrial vocational lab, 2-D art studio, 3-D art studio, media center, wellness center, 3 computer labs and cafetorium. Additionally, there are 52 classrooms containing SMARTboards in each classroom.

Zelda Glazer Middle School is a predominantly Hispanic, middle-class community consisting of mostly single-family homes. The community is an expanding community with new home developments within walking distance. The school resides in a cohesive community with neighboring newly-built small shopping areas. Currently, Zelda Glazer Middle School houses only sixth and seventh grades. The eighth grade will be added for the 2010-2011 school year.

The school is projected to house approximately 1,500 students at full capacity. The composition of the student body is 94 percent Hispanic, 4 percent White, 1.5 percent Asian and .5 percent Black. Since Zelda Glazer Middle School is located in a predominantly Hispanic community, a majority of the students that attend Zelda Glazer Middle School are Hispanic.

Zelda Glazer Middle School is embarking in a collaborative relationship with the University of Miami and the Zelda Glazer Writing Institute.

The school works closely with the neighboring businesses. Our Dade Partners assist us with funding various school-related activities and incentives for students, as well as, curriculum support when necessary. We are pleased to have supportive Dade Partners: Publix Supermarket, Starbucks, Dunkin Donuts, Ibiley Uniforms, and First Bank Atlantic.

Unique School Strengths for Next Year

Unique School Strengths for Next Year

Zelda Glazer Middle School provides a new state of the art facility for all students. The school has a technologically-rich environment with over 500 computer stations, SMART boards in all 52 classrooms, computer labs, science demonstration classrooms, art studios, theatre/drama studios, a media center and a wellness center for students and staff.

Zelda Glazer Middle School had its highest level of achievement in the following areas for the 2008-2009 FCAT.

Reading: Main Idea/Purpose (Average Percent Correct: 70%) Math: Algebraic Thinking (Average Percent Correct: 75%)

Unique School Weaknesses for Next Year

Unique School Weaknesses for Next Year

Zelda Glazer Middle School will target the following areas as they are of particular concern based on the 2008-2009 FCAT scores.

Reading: Words/Phrases (Average Percent Correct: 63%) Math: Measurement (Average Percent Correct: 56%)

Other Minor Concerns: Due to the fact that we are a developing school community, there are certain factors that are to be determined. There have been recent school boundary changes, recent parochial school closings in the area, as well as state-wide budget cuts.

Student Demographics

Student Demographics

The Zelda Glazer Middle School population is composed in the following manner:

Males: 439 Females: 395

Hispanic: 775 Black: 2 Asian: 10 White: 42

ELL: 47 SWD: 97

Free Lunch: 153 Reduced Lunch: 59

Student Attendance Rates

Student Attendance Rates Zelda Glazer Middle School’s Attendance Rate during the 2008-2009 school year was: 96.85%. - Miami-Dade County Public Schools – 95.58% - Miami-Dade County Public Schools K-8 Centers – 96.48%

Student Mobility

Student Mobility Zelda Glazer Middle School’s Student Mobility Rate is 2%. This is due primarily to socio-economic adjustments.

Student Suspension Rates

Student Suspension Rates Zelda Glazer Middle School’s indoor suspension rate was 3.9% (total 15 suspensions), the outdoor suspension rate 5.8% (total 22 suspensions), and no students were referred to Alternative Education.

Student Retention Rates

Student Retention Rates Zelda Glazer Middle School’s Retention Rate was 1% of which 5.2% are eligible for provisional status based on the successful completion of summer school.

Class Size

Class Size: Due to the implementation of Class Size Reduction, the average teacher student ratio as mandated by the state is 1:22. At Zelda Glazer Middle School the average class size for general education classes is 1:19. All Special Education classes are Inclusion classes, which consist of a general education teacher and a special education teacher. The average class size in SWD classes is 1:10 and ELL 1:18.

Academic Performance of Feeder Pattern

Academic Performance of Feeder Pattern

Zelda Glazer Middle School feeds into John A. Ferguson Senior High School.

John A. Ferguson Senior High School

-54% of students have met high standards in Reading -84% of students have met high standards in Math -87% of students have met high standards in Writing -44% of students have met high standards in Science -57% of students have made learning gains in Reading -76% of students have made learning gains in Math -52% of students had made adequate progress among the lowest 25% in reading -68% of students had made adequate progress among the lowest 25% in math -John A. Ferguson Senior High School earned a school grade of an A, has not met adequate yearly progress, and is a Correct II school.

Dr. Bowman Foster Ashe Elementary School -79% of students have met high standards in Reading -72% of students have met high standards in Math -88% of students have met high standards in Writing -43% of students have met high standards in Science -72% of students have made learning gains in Reading -56% of students have made learning gains in Math -67% of students had made adequate progress among the lowest 25% in reading -68% of students had made adequate progress among the lowest 25% in math -Dr. Bowman Foster Asche earned a school grade of an A, has not met adequate yearly progress, and is a Prevent I School.

Dr. Manuel C. Barreiro Elementary School -83% of students have met high standards in Reading -85% of students have met high standards in Math -84% of students have met high standards in Writing -48% of students have met high standards in Science -76% of students have made learning gains in Reading -59% of students have made learning gains in Math -70% of students had made adequate progress among the lowest 25% in reading -68% of students had made adequate progress among the lowest 25% in math -Dr. Manuel C. Barreiro earned a school grade of an A, and has met adequate yearly progress.

Dante B. Fascell Elementary School -92% of students have met high standards in Reading -94% of students have met high standards in Math -95% of students have met high standards in Writing -56% of students have met high standards in Science -82% of students have made learning gains in Reading -80% of students have made learning gains in Math -82% of students had made adequate progress among the lowest 25% in reading -89% of students had made adequate progress among the lowest 25% in math -Dante B. Fascell earned a school grade of an A, and has met adequate yearly progress.

Jane S. Roberts K-8 Center -81% of students have met high standards in Reading -78% of students have met high standards in Math -94% of students have met high standards in Writing -56% of students have met high standards in Science -70% of students have made learning gains in Reading -69% of students have made learning gains in Math -70% of students had made adequate progress among the lowest 25% in reading -63% of students had made adequate progress among the lowest 25% in math -Jane S. Roberts K-8 Center earned a school grade of an A, has not met adequate yearly progress, and is a Prevent I School

Lamar Louise Curry Middle School -84% of students have met high standards in Reading -84% of students have met high standards in Math -98% of students have met high standards in Writing -63% of students have met high standards in Science -73% of students have made learning gains in Reading -79% of students have made learning gains in Math -76% of students had made adequate progress among the lowest 25% in reading -75% of students had made adequate progress among the lowest 25% in math -Lamar Louise Curry earned a school grade of an A, has not met adequate yearly progress, and is a Prevent I School.

Howard A. Doolin Middle School -68% of students have met high standards in Reading -61% of students have met high standards in Math

-91% of students have met high standards in Writing -37% of students have met high standards in Science -67% of students have made learning gains in Reading -64% of students have made learning gains in Math -71% of students had made adequate progress among the lowest 25% in reading -62% of students had made adequate progress among the lowest 25% in math -Howard C. Doolin earned a school grade of a B, has not met adequate yearly progress, and is Correct I School.

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

Partnerships and Grants Zelda Glazer Middle School collaborates with district programs and services, community agencies and the business community in order to integrate educational services to all students. This collaboration includes: Head Start,Exceptional Student Education, Adult Education, Vocational Career Awareness, Staff Development Department, Miami-Dade County Health Department, community colleges, universities, ELL Programs, Migrant, Neglected/Delinquent, At risk Programs, Homeless Agencies, the Parent Academy, the Parent Information and Resource Center (PERC), the PTS/PSTA, Upward Bound and Pre-collegiate programs at community colleges and universities, Home Instruction for Parents of Preschool Youngsters (HIPPY), Homestead Housing Authority, and through compacts with local municipalities as well as Metro Dade County. These collaborative efforts will eliminate gaps in service for the ELL students, children with disabilities, migrant children, N & D children, homeless children, and migrant children. An avenue will be provided for sharing information about available services, and for helping to eliminate duplication and fragmentation within the programs. Title I personnel will, on an on-going basis, work with the appropriate staff to increase program effectiveness of the instructional program. Representatives from these agencies will meet as necessary to coordinate various services for families and children to increase student achievement. Additionally, the school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100.

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Melba Brito

B.S. in Elementary Education, Nova University M.S. in Leadership from Nova Southeastern University, Principalship

2 15

2008-2009: Zelda Glazer Middle School: Grade: A, Reading Mastery: 81%, Math mastery: 78%, Science Mastery: 39%. AYP: was met.

2007-2008: Opening of new school preparations.

2006-2007: Greenglade Elementary Grade A - Reading Mastery: 82%, Math Mastery 75%. AYP: 100% all subgroups met AYP.

2005-2006: Greenglade Elementary Grade A, Reading Mastery 89%, Math Mastery 78%. AYP: AYP: 100% all subgroups met AYP.

2004-2005: Greenglade Elementary Grade: A, Reading Mastery 77%, Math mastery 77%. AYP: AYP: 100% all subgroups met AYP.

B.S. in History from FIU

2008-2009: Kinloch Park Middle School/ Zelda Glazer Middle School: Grade: A, Reading Mastery: 81%, Math mastery: 78%, Science Mastery: 39%. AYP: was met.

2007-2008: Kinloch Park Middle School Grade: C, Reading Mastery 45%, Math Mastery 49%, Science Mastery 20%. AYP 72%, White, Black, Asian and Indian subgroups made AYP in reading and math.

2006-2007: Kinloch Park Middle School

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Assis Principal Nora Bueno M.S. in Leadership from FIU

1.5 11 Grade C - Reading Mastery: 46%, Math Mastery 48%. AYP: 85% White, Black, Asian and Indian subgroups made AYP in reading and math.

2005-2006: Kinloch Park Middle School Grade B, Reading Mastery 51%, Math Mastery 46%. AYP: 82%, White, Black, Asian and Indian subgroups made AYP in reading and math.

2004-2005: Kinloch Park Middle School Grade: C, Reading Mastery 36%, Math mastery 45%. AYP: 67%, AYP not met.

Assis Principal Jesús González

B.S. Elementary Education, Barry University M.S. Elementary Education F.I.U Gifted Endorsement Educational Specialist Educational Leadership, Nova Southeastern University

1 1.5

2008-2009 Jane S. Roberts K-8 Center

Grade A, Reading Mastery: 82%, Math mastery: 84%, Science mastery: 55%. AYP 62%, SWD did not make it in reading and math. ELL made it in reading and math.

2007-2008 Jane S. Roberts Grade A, Reading Mastery: 82%, Math mastery: 80%, Science mastery: 57%. AYP SWD did not make AYP.

2006-2007 Coral Way K-8 Center Grade: A - Mastery in Reading 74%; Mastery in Math 78%; Mastery in Science; 65%. SWD & ELL did not meet AYP in Reading and Mathematics.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Subject Area Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading Coach

Colleen Vance

B.A in Elementary Ed and Early Childhood- FIU Master’s in Early Childhood-FIU Gifted Endorsed Specialist in Reading-FIU

2 3

2008-2009: Zelda Glazer Middle School: Grade: A Reading Mastery: 81%, Learning Gains: 74%, Lowest 25% Gains:76%. AYP has been met.

2007-2008: Greenglade Elementary Grade: A. Reading Mastery: 76%, Learning Gains: 58%, Lowest 25% Gains: 52%. All subgroups made AYP in Reading except ELL.

2006-2007: Greenglade Elementary Grade:A Reading Mastery: 82%, Learning Gains: 75%, Lowest 25% Gains: 67%. All subgroups made AYP in Reading.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

1. Professional Development WorkshopsAssistant Principal ongoing

2.Recruitment Events Assistant Principal ongoing

3. Partnering of Rookie and Experienced Teachers for Mentoring

Assistant Principal ongoing

4. Regular Meetings with Principal for New Teachers Principal ongoing

Staff Demographics

Teacher Mentoring Program

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Jo Ann Sautter

Social Studies Middle 6-9 Elementary Ed.

Social Studies (Including a class of Gifted students)

She is currently working on her gifted certification.

Elizabeth Toca

Elementary Ed. Reading K-12

Language Arts (Including a class of Gifted students)


Jennifer ArtimeElementary Ed K-6

Intensive Reading

Ms. Artime is currently working on her Reading certification.

Ana Bardelas

Elementary Ed K-6 ESOL Endorsed Math 5-9

Science Ms. Bardelas is currently working on her science certification.

Ivette BayoMath Middle 6-9 Math


Jessica GarciaElementary Ed K-6 ESOL

Ms. Garcia is currently working on her ESOL certification.

Raquel PerezElementary Ed K-6

Intensive Reading

Ms. Perez is currently working on her Reading certification.

Rosa PerezElementary Ed K-6 ESOL Endorsed

Science She is currently working on her gifted certification.

Mariana SmithElementary Ed K-6

Language Arts


Total Number of

Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of

Experience

% of Teachers with 6-14 Years of

Experience

% of Teachers with 15+ Years of

Experience

% of Teachers

with Advanced Degrees

% Highly Qualified

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

46 3 26 30 44 43 92 13 13 83

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Miriam Prats Raquel Perez

Ms. Perez is new to six grade Reading. The mentor and mentee are given release time to observe. Time is given for feedback, coaching, and planning.

The mentor and mentee are meeting biweekly to review lesson planning and weekly academic grades.

Maytee Perez Madelyn Iriarte

Ms. Iriarte is new to six grade Language Arts. The mentor and mentee are given release time to observe. Time is given for feedback, coaching, and planning.


Maytee Perez Denise Diaz

Ms. Diaz is new to six grade Language Arts. The mentor and mentee are given release time to observe. Time is given for feedback, coaching, and planning.


ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Rosa PerezSully Fernandez

Ms. Fernandez is new to six grade Math. The mentor and mentee are given release time to observe. Time is given for feedback, coaching, and planning.


Hans Gonzalez Vivian Romero

Ms. Romero is new to six grade Math. The mentor and mentee are given release time to observe. Time is given for feedback, coaching, and planning.


Rosa Perez Carolina Haayen

Ms. Haayen is new to six grade Math. The mentor and mentee are given release time to observe. Time is given for feedback, coaching, and planning.


Title I, Part A

Title I, Part A Services are provided to ensure students requiring additional remediation are assisted through after-school programs or summer school. The district coordinates with Title II and Title III in ensuring staff development needs are provided. Support services are provided to secondary students. Curriculum Coaches Develop, lead, and evaluate school core content standards/ programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. They identify systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk;” assist in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment and implementation monitoring. Other components that are integrated into the schoolwide program include an extensive Parental Program; Title CHESS (as appropriate); Supplemental Educational Services; and special support services to special needs populations such as homeless, migrant, and neglected and delinquent students.

Title I, Part C- Migrant

Title I, Part C- Migrant Zelda Glazer Middle School provides services and support to migrant students and parents. The District Migrant liaison coordinates with Title I and other programs and conducts a comprehensive needs assessment of migrant students to ensure that the unique needs of migrant students are met.

Title I, Part D

Title I, Part D District receives funds to support the Educational Alternative Outreach program. Services are coordinated with district Drop-out Prevention programs.

Title II

Title II The District uses supplemental funds for improving basic education as follows: • training to certify qualified mentors for the New Teacher (MINT) Program • training for add-on endorsement programs, such as Reading, Gifted, ESOL • training and substitute release time for Professional Development Liaisons (PDL) at each school focusing on Professional Learning Community (PLC) development and facilitation, as well as Lesson Study Group implementation and protocols

Title III

Title III Services are provided through the district for education materials and ELL district support services to improve the education of immigrant and English Language Learners.

Title X- Homeless

Title X- Homeless District Homeless Social Worker provides resources (clothing, school supplies, social services referrals) for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education.

Supplemental Academic Instruction (SAI)

Supplemental Academic Instruction (SAI) Zelda Glazer Middle School will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation.

Violence Prevention Programs

Violence Prevention Programs Zelda Glazer Middle School offers a non-violence and anti-drug program to students that incorporate field trips, community service, drug tests, and counseling.

Nutrition Programs

Nutrition Programs 1) Zelda Glazer Middle School adheres to and implements the nutrition requirements stated in the District Wellness Policy. 2) Nutrition education, as per state statute, is taught through physical education. 3) The School Food Service Program, school breakfast, school lunch, and after care snacks, follows the Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy.

Housing Programs

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

Career and Technical Education By promoting Career Pathways and Programs of Study students will become academy program completers and have a better understanding and appreciation of the postsecondary opportunities available and a plan for how to acquire the skills necessary to take advance of those opportunities. Articulation agreements allow students to earn college and postsecondary technical credits in high school provides more opportunities for students to complete 2 and 4 year postsecondary degrees. Students will gain an understanding of business and industry workforce requirements by acquiring Ready to Work and Industry certifications. Readiness for postsecondary will strengthen with the integration of academic and career technical components and a coherent sequence of courses.

Job Training

N/A

Other

Other Parental Involve parents in the planning and implementation of the Title I Program and extend an open invitation to our school’s parent resource center in order to inform parents regarding available programs, their rights under No Child Left Behind and other referral services. Increase parental engagement/involvement through developing (with on-going parental input) our Title I School-Parent Compact (for each student); our school’s Title I Parental Involvement Policy; scheduling the Title I Orientation Meeting (Open House); and other documents/activities necessary in order to comply with dissemination and reporting requirements. Conduct informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our parents’ schedule as part of our goal to empower parents and build their capacity for involvement. Complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev. 06-08) and the Title I Parental Involvement Monthly Activities Report (FM-6913 03-07), and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 1118. Confidential “as-needed services” will be provided to any students in the school in “homeless situations” as applicable. Additional academic and support services will be provided to students and families of the Migrant population as applicable.

Response to Instruction/Intervention (RtI)

School Improve Grant Fund/School Improvement Grant Initiative The school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as extended day remedial tutorial instruction, Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100. Additionally, Title I School Improvement Grant/Fund support funding and assistance to schools in Differentiated Accountability based on need.

Identify the school-based RtI Leadership Team.

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal: Ms. Brito ensures commitment, allocates resources, and oversees the implementation of the Rtl. Reviews data and makes decisions on intervention and professional development to be offered. She also communicates the RTI implementation and results with parents and the community.

Assistant Principals: Jesús González and Nora Bueno assist the principal in providing a common vision for the use of data-based decision-making and help to ensure that the school-based team is implementing RtI. Along with the principal, the assistant principals conduct assessment of RtI skills of school staff, aid in the implementation of intervention support and documentation, collaborate with the principal to ensure adequate professional development to support RtI implementation, and assist in parent communication regarding school-based RtI plans and activities.

Reading Coach: Colleen Vance provides guidance on grades 6-8 reading plan, facilitates and supports data collection activities, and assists in data analysis and provides professional development to teachers regarding data-based instruction. The reading coach also supports the implementation of the Intensive Reading and Intensive Reading Plus Programs and works directly with classroom teachers to identify scientifically based research to implement as intervention.

Department Chairpersons: The faculty of Zelda Glazer Middle School will be electing the corresponding department chairpersons once the 2009-2010 school year commences. The department chairpersons will provide information about core instruction and participate in student data collection. The department chairpersons will also help deliver instruction/intervention and will collaborate with other faculty members to select materials for instruction within their respective departments.

Microsystems Technician: William Chu facilitates the technology necessary to manage/display data and provides professional development/technical support to teachers/staff regarding data management and display.

School Counselors: Amy Mendez and Annie Delgado provide quality services and expertise to students, faculty, staff, and parents regarding academic, emotional, behavioral, and social success.

Educational Excellence School Advisory Council (EESAC): (Chairperson- Susana Dominguez) EESAC members collaborate with each other in the decision-making process relating to school improvement and accountability. The EESAC Chairperson helps in developing the SIP (School Improvement Plan) and disburses information to parents, faculty and community members.

School Psychologist: Mr. Armada will participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; and facilitates data-based decision making activities.

Student Services Personnel: Ms. Delgado and Ms. Mendez will provide quality services and expertise on issues ranging from program design to assessment and intervention with individual students. In addition to providing interventions, school social workers continue to link child-serving and community agencies to the schools and families to support the child's academic, emotional, behavioral, and social success.

The RtI Leadership Team meets once a month to discuss student test data (including data on general-program students, at-risk students, and/or students needing enrichment). The RtI Leadership Team offers professional development to teachers, meets with faculty members to help strengthen and/or tailor benchmarks needing focus, helps to develop tutorial programs for students, and offers opportunities to help increase student achievement overall.

The Rtl Leadership Team will meet with the faculty, staff, and EESAC members to review the prior year’s SIP; analyze progress made; and help develop possible SIP goals, objectives and strategies for the upcoming school year. Based on the information provided by all stakeholders, an SIP Team is selected to develop the plan for this year.

School Wide Florida’s Continuous Improvement Model

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN), FAIR, Florida Comprehensive Assessment Test (FCAT)

Progress Monitoring: PMRN, Curriculum Based Measurement (CBM), FCAT Simulation.

Midyear: Florida Assessments for Instruction in Reading (FAIR), Florida Oral Reading Fluency (FORF).

End of year: FAIR, FCAT, FORF.

Describe the plan to train staff on RtI.

Professional development will be provided during teacher planning days and early release days. These PDs will take place between Mid August and November.

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

Plan

Zelda Glazer Middle School had its highest level of achievement in the following areas for the 2008-2009 FCAT.

Reading: Main Idea/Purpose (Average Percent Correct: 70%) Math: Algebraic Thinking (Average Percent Correct: 75%)

Zelda Glazer Middle School will target the following areas as they are of particular concern based on the 2008-2009 FCAT scores.

Reading: Words/Phrases (Average Percent Correct: 63%) Math: Measurement (Average Percent Correct: 56%)

The District had provided Instructional Focus Calendars (IFC) for reading, writing, mathematics, and science for the 2009-2010 school year. Utilizing the District’s template, departments will develop their own Instructional Focus Calendar (IFC) based on data from their monthly assessments and the 2009 FCAT results. Noted areas of strengths/weaknesses will guide instruction of benchmarks and specific skills will be targeted. Along with the Rtl Leadership Team, teachers will analyze data to tailor the instructional focus and the strategies and programs that may need to be implemented based on current student data and its implications. The administration will continue to make daily classroom visitations, evaluate lesson plans and student work. Teacher data, including academic grades, will also be analyzed during department meetings. Individual teacher chats/conferences to ensure that the IFC’s are being utilized and implemented and that all strategies are reviewed and modified as necessary.

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

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?

Reading: Words/Phrases was the least proficient strand and will be given priority focus.

Writing: Persuasive writing was the least proficient strand and will be given priority focus.

Mathematics: Measurement was the least proficient strand and will be given priority focus.

Science: Forces and Motion was the least proficient strand and will be given priority focus.

Based on analysis of individual student 2009 FCAT scores, the administration determined that students will be grouped as follows: Students scoring below mastery level, SPED students, and selected students scoring above mastery level will be assigned to a high-performing teacher in each grade.

The school offers students elective courses in art, music, technology, and broadcasting. Many of these courses focus on job skills. A daily focus of the school is for teachers and students to know why it is important to know the concept at hand and how it related to them as individuals in the global community. Teachers are also provided reading materials and “bell ringers” that are based on current events.

Students and parents participate in a course selection meeting that exposes them to next year’s curriculum to inform their course selection. After the course selection meeting, a final course selection is sent home for parent’s signature.

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

DO

Department heads will meet weekly to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments and assessment results. Lesson plans will be created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery. In addition, selected teachers will meet with the Rtl Leadership Team monthly for data analysis and redirection of instruction, if needed, and during Professional Learning Communities to share best practices and resources

Focus lessons are developed by the department chairs for each subject area based on a review of previous assessments where students were struggling or where enrichment is needed. The focus lessons selected by the department heads are aligned to the Sunshine State Standards Benchmarks and standards for each subject area, and cover those benchmarks that are annually assessed on the FCAT. The focus lessons include the subject areas of reading, writing, mathematics, and science. The focus lessons will be taught at the beginning of each class period. Reading, writing, math, and science teachers will teach the focus lesson that correlates with their subject area. In the future, depending on need, elective and social studies teachers may also teach focus lessons.

Student progress of the benchmarks addressed in the focus lessons will be measured through class work, district interim assessments, data analysis, and informal assessments (teacher observation). The monitoring and analysis of these assessments will serve to determine if the focus lessons need to be revised. The focus lessons may need to be re-assessed intermittently throughout the year

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.

CHECK

How are assessments used to identify students reaching mastery and those not reaching mastery?

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

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.

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 following assessments will be used to measure student progress: Assessments based on focus lessons, District Baseline and District Interim Assessments, District Pre/Post Writing Assessment, Mathematics Pre and Post Tests, Science Pre and Post Tests, and FCAT Released Tests. The assessments will be administered weekly, on a quarterly basis, three times, and /or two times a year depending upon the assessment.

Mastery will be set at 75%. The assessment results will be used to determine the instructional focus of whole group lessons. Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those students earning less than 50%, additional instruction and practice opportunities for those students earning between 50-70%, and enrichment/advanced instruction to students earning 80-100%.

The curriculum at Zelda Glazer Middle School provides all students with project activities and hands-on activities. Teachers have set-up Classroom Enrichment Learning Centers for students who are working at or above mastery levels.

Teachers will meet on a biweekly basis. The meetings will be facilitated by the department chairperson to review the data and decide what modifications need to be made for the group or the student(s). The department head will submit the weekly agenda to the administrative staff. Members of the administrative staff will attend meetings on a rotating basis.

The Principal and the Leadership Team will meet with teachers during biweekly meetings, one-on-one, or as needed to discuss assessment results and student progress. During these meetings, lesson plans, data binders, and student work will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs.

Supplemental and Intensive Instruction/Interventions

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

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

How does the school identify staff’s professional development needs to improve their instructional strategies?

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

ACT

Low performing students consistently demonstrating non-mastery may participate in tutorial sessions before or after school. In the area of Mathematics, students will use FCAT Explorer and Gizmos and they may also be enrolled in the Intensive Math course. In the area of Reading, students will use FCAT Explorer, Accelerated Reader, and they may also be enrolled in the Intensive Reading or intensive reading plus class. In the area of Science, Students will use Gizmos. Resources from the state adopted textbooks which are designed for intensive instruction will also be utilized.

Students at Zelda Glazer Middle School have access to FCAT Explorer and Riverdeep. These programs are web-based and can be used at home by the students. Teachers also utilize resources provided through core basal materials and research-based supplemental materials. Lessons will also be re-taught or differentiated in order for students to master the objective.

A survey will be given to teachers in order to determine common areas of concern in the areas of instructional delivery, classroom management, etc. Also, teachers may be recommended to attend professional development based on administrators’ observations

Professional Learning Communities

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

How will the effectiveness of the interventions be measured throughout the year?

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Describe how students are identified for enrichment strategies.

Students who have been retained and students who have gone through the School Support Team (SST) process will be the priority when it comes to supplemental and intensive instruction. Students in grades sixth through seventh, who scored Level 1 or 2 on the 2009 FCAT Reading or Mathematics Test, will be enrolled in an Intensive Reading or Mathematics course, respectively.

The effectiveness of the intervention will be measured by teacher-made tests and District Interim Assessments

Teachers utilize differentiated instruction and classroom enrichment learning centers in order to provide supplemental enrichment to students. Students who score Achievement Levels 4 and 5, will be identified for Advanced classes.

The 2009 FCAT results and teacher recommendation are utilized to determine student eligibility for advanced classes.

PLC Organization (grade level, subject, etc.) PLC Leader

Frequency of PLC Meetings Schedule (when)

Primary Focus of PLC (include Lesson Study and Data Analysis)

At Zelda Glazer Middle School, the Professional Development Liaison (PDL) will be trained prior to the opening of the 2009-2010 school year and again in the Fall during the Professional Development Day October 19, 2009. This training will include the variety of ways to organize a PLC at the work location.

The PDL’s will receive training in order to train multiple teams of PLC Leaders at each work location. The teams will be comprised of a Principal/Assistant Principal, Grade Level Chairpersons, Reading Coach, Reading and Mathematics Resource Teachers, Media Specialist and Lead Teachers.

Once the focus and group dynamics of PLC have been determined, the PDL will propose a course (school-based component 7-507-309) and then a session that is customized for the specific PLC that will be proposed, The session is where the meeting dates, location, and times are submitted for approval.

Once the focus and group dynamics of PLC have been determined, the PDL will propose a course (school-based component 7-507-309) and then a session that is customized for the specific PLC that will be proposed. The session is where the meeting dates, location and times are submitted for approval.

The PDL will be offered training in Lesson Study prior to the opening of school and again in the Fall-2009. Previous trainings have included Book Study, Tuning Protocol and Examining Work. New PDL;s will receive additional training in these topics so they may prepare their school sites for these protocols.

6th and 7th grades reading/language arts teachers, reading coach, ESE teachers and ESOL teacher.

Colleen Vance Reading Coach Bi-weekly Planning Time

Analyze the effectiveness of the Reading FCIM calendars, data analysis, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions

6th and 7th grades math teachers

Hans Gonzalez Math Department Head

Bi-Weekly Planning Time

Analyze the effectiveness of the Math FCIM calendars, data analysis, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions

6th and 7th grades Science teachers

Rosa Perez Bi-Weekly Planning Time

Analyze the effectiveness of the Science FCIM calendars, data analysis, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions

Pre-School Transition

Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

N/A

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) for Improvement

Objective Linked to Area of Improvement

As this is our inaugural year, this is baseline data for our school. Additionally, Zelda Glazer Middle School only serviced grade 6 in 2008-2009. In grade 6, 79% of students achieved mastery on the 2009 administration of the FCAT Reading Test. Students attained 63% mastery on Words and Phrases (LA.A.1.3.2) content cluster.

Given instruction using the Sunshine State Standards, 80% of the students in grade 7 will achieve mastery on the 2010 FCAT Reading Test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 1. Implementation of Data Chats using Dashboard information to identify students needing intervention and/or enrichment specifically in the Words and Phrases (LA.A.1.3.2) content cluster.

1. Assistant Principal of Curriculum, Ms. Vance, Reading Coach and Department Head

1. Informal Ongoing Progress Monitoring and Mid-year Progress Monitoring

1. Baseline Benchmark Assessments and Mid-year Progress Monitoring (Provided by the District

2 2. Implementation of Before and After School Tutoring Program with a focus on the Words and Phrases (LA.A.1.3.2) content cluster

2. Assistant Principal of Curriculum and Ms. Vance, Reading Coach and Department Head



3 3. School-wide implementation of FCAT skill-based “First Focus” during Homeroom class time including the Words and Phrases (LA.A.1.3.2) content cluster.




Professional Development Aligned with Objective:

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every

Teacher

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 80% of the students in grade 7 will achieve mastery on the 2010 FCAT Reading Test.

CRISS Training District Presenter

On or before 1/09

Department Head Meetings used to facilitate implementation of new strategies Student ongoing progress monitoring.

Assistant Principals, Reading Coach, and Department Head

•“First Focus” implemented with fidelity in all homeroom classes being monitored by Language Arts teachers.

•The Reading Coach will monitor and work with each department to determine the most effective reading

strategies to use within their subject area.

•Professional Development focused upon content area Reading – CRISS Strategies with follow-up by Language

Arts Department Head and Reading Coach.

Budget:

Evidence-based Program(s)/Material(s)

Description of Resources Funding Source Available Amount

No Data No Data $0.00

Total: $0.00

Technology


Software – including but not limited to Accelerated Reader, Riverdeep, FCAT Explorer.

Basic Allocation Funds $1,500.00

Total: $1,500.00

Professional Development


Professional Development – CRISS workshop and materials. SAC Monies $1,000.00

Total: $1,000.00

Other



Total: $0.00

Final Total: $2,500.00

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?



As this is our inaugural year, this is baseline data for our school. Additionally, Zelda Glazer Middle School only serviced grade 6 in 2008-2009. In grade 6, 76% of students achieved mastery on the 2009 administration of the FCAT Mathematics Test. Students attained 56% mastery on the Measurement strand of the FCAT assessment.

Given instruction using the Sunshine State Standards, 77% of the students in grade 7 will achieve mastery on the 2010 FCAT Mathematics Test.



Evaluation Tool

1 1. Implementation of Data Chats using Dashboard information to identify students needing intervention and/or

1. Assistant Principal for Curriculum and Mathematics Department Head


1. Baseline Benchmark Assessments and Mid-year Progress Monitoring (Provided by the District)

enrichment.

2 2. Implementation of Before and After School Tutoring Program.




3 3. Professional Development for the use of best practices in all Mathematics Strands.


3. Attendance and Follow-Up of Professional Development





Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 77% of the students in grade 7 will achieve mastery on the 2010 FCAT Mathematics Test.

Mathematics Best Practices for FCAT skills with specific attention to instructional strategies in the Measurement Strand

Department Head Ongoing

Department Head Meetings used to facilitate implementation of new strategies. Student ongoing progress monitoring.

Assistant Principals and Department Head

Given instruction using the Sunshine State Standards, with specific focus on Measurement benchmarks, the students in grade 7 will achieve 62% Mastery on the Measurement Strand of the 2010 FCAT Mathematics Test.

Mathematics Strategies focused on skills for Measurement Assessment Strand




Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final 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?



In grade 6, a significant number of students did not achieve mastery on the Energy Strand of the 2009 administration of the Science Baseline Assessment and Interim Assessments.

Given instruction using the Sunshine State Standards, a significant number of the students in grade 7 will demonstrate 50% mastery on the Force and Motion Strand of the Mid-year and End-of-year Assessments.



Evaluation Tool

1 1. Implementation of Data Chats using data from the Baseline Benchmark Assessments to identify students needing intervention and to drive instruction.

1. Assistant Principal for Curriculum and Science Department Head



2 2. Consistent and Supervised use of the Gizmo Technology Program supporting appropriate Science Benchmarks.




3 3. Professional Development for the use of best practices in the Force and Motions Science Strand.



3.Baseline Benchmark Assessments and Mid-year Progress Monitoring (Provided by the District)




Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, a significant number of the students in grade 7 will demonstrate mastery on the Force and Motion/Energy Strands of the Mid-year and End-of-year Assessments.

Science Strategies focused on skills for the Force and Motion/Energy Strands of the Science Curriculum.




Given instruction using the Sunshine State Standards, a significant number of the students in grade 6 will demonstrate mastery with their successful participation in the Annual School Science Fair.

Science Strategies focused on skills for the Scientific Method of the Science Curriculum and participation in the School-wide Science Fair.

Department Head

OngoiPresented on or before February 1, 2010.ng



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?



In grade 6, 52% of students achieved a mastery score of 3.5 or above on the 2009 administration of the District Writing Post Test. As this is our inaugural year this is baseline data for our school.

Given instruction using the Sunshine State Standards, 90% of the students in grade 7 will achieve a mastery score of 4.0 or above on the 2010 District Writing Post Test.



Evaluation Tool

1 1. Weekly prompts implemented in all Language Arts classes with feedback and follow-up.



1. District-mandated Pre and Post Writing Tests and ongoing informal monitoring

2 2. Explicit instruction in the four-step writing process in the development of a persuasive essay.




3 3. Faculty Professional Development of Writing Skills across the content areas.





Objective Addressed Content/Topic Facilitator Target

Date


Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 90% of the students in grade 7 will achieve a mastery score of 4.0 or above on the 2010 District Writing Post Test.

Writing Skills across the Content Areas.

Marianna Smith, Reading Coach and Language Arts Department Head

On or before 11/09


Language Arts Department Head and Reading Coach

Budget:




Total: $0.00

Technology


Software – CRITERION Writing Assessment Program Basic Allocation Funds $1,500.00

Total: $1,500.00




Total: $0.00

Other



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?



The faculty and staff of Zelda Glazer Middle School will increase parent contacts.

The school will increase the number of parent contacts by 1% by June 2010.



Evaluation Tool

1 1. Offer meeting opportunities both before and after school throughout the week.

1. Principal 1. Review parent telephone logs.

1. Parent Attendance sign- in sheets

2 2 Utilize the Connect-Ed messaging system

2. Selected School Staff

2. Collect participation data.

2. Title I Administration Parental Involvement Monthly School Report

3 3. Maintain parental telephone logs and activity reports.

3. Classroom Teachers and Department Heads

3. Tally Parental Involvement Monthly School and Activity Reports.

3. Title I Administration Parental Involvement Monthly Activities Report.




Person Responsible

for Monitoring

Zelda Glazer Middle School will increase the number of parent contacts by 1% by June 2010.

Title I in Action: A Practitioners Perspective!

District’s Summer Heat Training for Principals

Ongoing throughout

the 2009 – 2010 school year.

Effectiveness will be determined by the completion of parent surveys.

Selected school staff identified by the Principal; Office of Community Services and the Office of Program Evaluation.

Budget:



1% of Title I Part A School wide allocation and District parental set-aside Title I Part A $1,000.00

Total: $1,000.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00


End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Parental Involvement1% of Title I Part A School wide allocation and District parental set-aside

Title I Part A $1,000.00

Total: $1,000.00

Technology


ReadingSoftware – including but not limited to Accelerated Reader, Riverdeep, FCAT Explorer.

Basic Allocation Funds $1,500.00

Writing Software – CRITERION Writing Assessment Program Basic Allocation Funds $1,500.00

Total: $3,000.00



Reading Professional Development – CRISS workshop and materials. SAC Monies $1,000.00

Total: $1,000.00

Other


No Data No Data No Data $0.00

Total: $0.00


Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkj Prevent Inmlkj NAnmlkji

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

CRISS Training 1500

Tutoring Support 1000

Technology Support 1000

Describe the Activities of the School Advisory Council for the Upcoming Year

To support both the faculty and students of Zelda Glazer Middle School through providing CRISS Strategy Training, purchase of necessary software to support CORE curriculum and provide materials necessary to implement tutoring with fidelity.

School Improvement Plan – Approve and monitor implementation of the School Improvement Plan

SAC Members

Members

1) Melba Brito, Principal

2) Susana Dominguez, SAC Chair

3) Alyssa Flores, Student

4) Victoria Larranaga, Student

5) Manuel Ramirez, Teacher

6) Colleen Vance, Teacher

7) Hans Gonzalez, Teacher

8) Maria Marzoa, Teacher

9) Nicolas Garcia, Teacher

10) Juan Salinas, Business Member

11) Barbara Hernandez, Parent

12) Maribel Pacheco, Parent

13) Sangita Santdasani, Parent

14) Maythe Baron, Parent

15) Yolani Amador, Parent

16) Diani Larranaga, Parent

17) Patricia Nogues, Parent

18) Regla Martinez, Parent

19) Maria Garcia, School Support Personnel

20) Rudy camejo, School Support Personnel

21) Elizabeth Toca, Union Steward

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade ZELDA GLAZER MIDDLE SCHOOL 6052

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 377Math: 377

2008-2009 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.

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% 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

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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 79 Y 76 Y NA NA 21 NA 24 NA 79 NA 77 NA

WHITE NA NA NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 79 Y 76 Y NA NA 21 NA 24 NA 79 NA 77 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 77 Y 75 Y NA NA 23 NA 25 NA 80 NA 77 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y NA NA NA NA NA NA

STUDENTS WITH DISABILITIES 100 Y 100 Y NA NA NA NA NA NA

Dade School DistrictZELDA GLAZER MIDDLE SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

81% 78% 94% 39% 292

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

74% 66% 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?

76% (YES) 58% (YES) 134

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 566 Percent Tested = 100% Percent of eligible students tested

School Grade A Grade based on total points, adequate progress, and % of students tested

School District

2007-2008

Reading

Math

Writing

Science

GradePointsEarned


0% 0% % %

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.


0% 0%



% (0) % (0) 0 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.


School Grade Grade based on total points, adequate progress, and % of students tested

School District

2006-2007

Reading

Math

Writing

Science

GradePointsEarned

Writing and Science: Takes into account the %


0% 0% % %

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.


0% 0%



% (0) % (0) 0 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.


School Grade Grade based on total points, adequate progress, and % of students tested

Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – 2010 SCHOOL …osi.dadeschools.net/sip/09-10/pdf/6052.pdf · 2009-10-07 · -Dr. Manuel C. Barreiro earned a school grade of