FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …osi.dadeschools.net/sip/09-10/pdf/6141.pdf · Our 2008-2009 FCAT data analysis indicates that focus . must be placed on improving

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: CHARLES R. DREW MIDDLE SCHOOL

District Name: Dade

Principal: Dr. Henry N. Crawford

SAC Chair: Geneva B. Green

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending

Last Modified on: 08-22-2009

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: Charles R. Drew Middle School is committed to providing a shared purpose among faculty, students, parents, and the community, uniting all in a quest for educational excellence. We strive to engage our students in a rigorous curriculum preparing them for high school and post secondary education. Our efforts will ensure that all of our students are empowered to lead productive and fulfilling lives as lifelong learners and responsible citizens.

MISSION: The mission of Charles R. Drew Middle is to provide the highest quality education, developing each student academically, socially and personally through communication, technology, interpersonal and critical thinking skills. Through collaboration with staff, parents and the community within a nurturing environment, we expect our students to perform at high academic standards.

Brief History and Background of the School

Charles R. Drew Middle School opened its doors to the Liberty City Community in 1967. The school serves grades 6, 7, and 8, and is located in an urban neighborhood of Miami-Dade County. The campus is 8.5 acres comprised of a two-story main building, a two story magnet building and seven classroom portables of which four are scheduled to be removed. In addition to the standard academic curriculum, a Visual and Performing Arts Magnet program was added in 1988. A technology grant was awarded to the school, allowing the opening of an Exploration in Technology Laboratory in 1992. In 1998 a sixth grade was added to the school and services were extended to students in the Exceptional Education Department to include gifted and educable mentally handicapped students. In addition to the other programs, in 1997 the school established a dropout prevention program. Currently, in an effort to provide a safer learning environment, several school-wide maintenance projects are underway.

Unique School Strengths for Next Year

Charles R. Drew Middle School enters the 2009-2010 school year with renewed confidence and the need for school-wide collaboration efforts. After a careful analysis of current student data the administrative team has strategically planned to implement initiatives to earn an additional 33 points to achieve a school grade of a “C”. Charles R. Drew Middle will implement professional learning community sessions for all subject area and grade level staff. These efforts will ensure collaboration, communication and effective lesson planning between instructional staff members. Academic initiatives such as cross curriculum AVID strategies, Advanced courses and Inclusion for SPED students will be expanded and effectively monitored to maintain high academic performance for all students. As a result of the 2008-2009 FCAT, Charles R. Drew showed a 3 percentage point increase in reading learning gains with 75 percent of the students in the lowest 25% making Adequate Progress in reading, a 5 percentage point increase from the 2007-2008 FCAT. In addition, the school reduced its outdoor suspension rate from 309 to 161 days. This accomplishment was due to our “Positive Behavior Support” program. The Positive Behavior Program will continue during the 2009-2010 school year providing incentives for improved behavior, attendance and academic performance

Unique School Weaknesses for Next Year

Charles R. Drew Middle School is a five year School in Need of Improvement (SINI) site and has earned a grade of “D” from the Florida Department of Education for three consecutive years. Improving student achievement, increasing overall FCAT scores in all disciplines, reducing our substantive achievement gaps and meeting AYP (Adequate Yearly Progress) are our unique school weaknesses and challenges for the 2009-2010 school year. Our 2008-2009 FCAT data analysis indicates that focus

must be placed on improving school wide academic achievement. Thirty-three percent of students in grade 6-8 achieved mastery in reading, this is a one percentage point decrease compared to the 2008 FCAT administration, 35 percent of students in grades 6-8 achieved mastery in mathematics this percentage remained constant as compared to the 2008 FCAT administration, 16 percent of students in grade 8 achieved mastery in science, no increase from the 2008 FCAT, 64 percent of the lowest 25% made a year’s growth in mathematics a decrease of 3 percentage points compared to the 2008 FCAT administration. To address the aforementioned weaknesses, instructional staff will engage in Professional Learning Community (PLC) sessions with a central focus on effective lesson planning, instructional practices and professional development opportunities to focus on student achievement.

Additionally, the school is faced with high staff and student mobility rate. In order to address these challenges, the leadership will offer in-house peer-teacher mentoring support, professional development in-services on classroom management and attendance incentives for staff. The school is continuously decreasing in enrollment. As a result, this will affect the schools funding, staff allocation, and magnet recruitment. During 2009-2010 school year Charles R. Drew Middle school will participate in Recruiting Fairs to increase student enrollment, implement a student attendance monitoring and recognition plan to address these challenges

Student Demographics

Charles R. Drew Middle School currently serves approximately 673 students from a predominantly economically disadvantaged community. Ninety-six percent of the student population is Black and 4 percent of the student population is Hispanic. The percentage of students receiving free or reduced priced lunch (FRPL) is 86 percent. Charles R. Drew Middle School provides a variety of Exceptional Student Education (ESE) services and a resource program for gifted students. The school has a varying exceptionalities program that serves students with specific learning disabilities of which 10 percent are Student with Disabilities (SWD), 3 percent are Emotional/Behavioral Disabled, 1 percent is Educable Mentally Disabled, and 4 percent of students are gifted

Student Attendance Rates

Charles R. Drew Middle School’s attendance trends for the last three years are as follows: 2006-2007: 93.25%; 2007-2008: 96.16%; 2008-2009; 92.02%. Miami-Dade County Public School’s Attendance Rates: 2006-2007: 94.96%; 2007-2008: 95.45; 2008-2009: 95.52%. The average attendance rate of all schools in the Miami Northwestern feeder pattern was 94%. This is one percentage point lower than the districts average of 95%. The attendance rate for each school listed is the average taken from the 2006-2007, 2007-2008 and the 2008-2009 school years: Miami Northwestern 90%, Brownsville Middle School 93%, Charles R. Drew Middle School 94%, Earlington Heights Elementary School 93%, Lillie C. Evans Elementary 96%, Martin Luther King Elementary 93%, Liberty City Elementary 95% Melrose Elementary 95%, Olinda Elementary 95%, Orchard Villa Elementary 95%, Poinciana Park Elementary 94%, Corporate Academy North 95% The 500 Role Model Academy 88% and the Juvenile Justice Center 99%.

Student Mobility

The mobility rate for students at Charles R. Drew Middle School is 43%. Many of the families typically arrive at the school in September and leave in mid-January. Many families move from one school to the next in the surrounding communities due to such changes in family status, and/or living conditions. All efforts will be given to maintain student enrollment

Student Suspension Rates

2006-2007: In-school 250, Out of school 266; 2007-2008: In-school 103, Out-of-school 309; 2008-2009: In-school 82; Out-of-school 161. The indoor suspension rates have decreased over the past three years. However, the outdoor suspension rates have increased 9% from 2006 to 2008. There was a decrease of 5% from 2007 to 2009. Outdoor suspensions were a result of gang-related community problems that were brought to the school site. The Positive Behavior Support (PBS) action plan will be implemented for the 2009-2010 school year. The administrative staff and the attendance review committee will monitor student behavior and suspension. The 2009-2010 in-door suspension programs will address students' academic and social needs, which are factors for students in both academics and behavioral problems.

Student Retention Rates

The retention rate decreased from 7.0% to 2.9% during the previous year. This was decreased of 4.1%, compared to the district 5%. During the 2009 school year, Charles R. Drew Middle School offered credit recovery courses for each core subject area and grade level. Additionally, our student services department met with students who demonstrated the potential of failing a course and provided academic advisement.

Class Size

Emphasis has been made to reduce the class size in all grade levels. The average class size in the general education classroom is: 6th grade: 17.8 students; 7th grade 18.7 and 8th grade: 19.0 students.The average class size in inclusion classroom in Grades 6-8 is 28 students. Additionally, SPED Resource classes have an average of 12 students per class. We continue to strive to meet the district and state mandates on class size and implement 100% inclusion for all SPED students

Academic Performance of Feeder Pattern

School Name School Grade AYP DA Status Miami Northwestern Sr. High F Black, Economically Disadvantage and Student With Disabilities Did Not Meet Criteria in Reading and Math Correct II

Design & Architecture Sr. High A All subgroups met criteria N/A

Charles R. Drew Middle School D Black, Economically

Disadvantage Did Not Meet Criteria in Reading and Math Correct II

Brownsville Middle School C Black, Economically Disadvantage Did Not Meet Criteria in Reading and Math Correct I

Poinciana Park Elementary A Student With Disabilities Did Not Meet Criteria in Reading and Math Prevent I

Orchard Villa Elementary D Black, Economically Disadvantage and Student With Disabilities Did Not Meet Criteria in Reading and Math Correct II

Olinda Elementary B Black, Economically Disadvantage and Student With Disabilities Did Not Meet Criteria in Reading and Math Correct II

Melrose Elementary A Blacks Did Not Meet Criteria in Math Correct II

Liberty City Elementary A All subgroups met criteria Correct I

Martin Luther King Elementary No Grade N/A N/A

Holmes Elementary C Black, Economically Disadvantage Did Not Meet Criteria in Reading and Math Intervene

Lillie C. Evans Elementary A All subgroups met criteria N/A

Earlington Heights Elementary D Black, Hispanic, Economically Disadvantage students did not met criteria in Reading and Math. Prevent II

Charles R. Drew Elementary B Black, Economically Disadvantage Did Not Meet Criteria in Reading and Economically Disadvantage did not met criteria in Math Correct I

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

Through the 21st Century Community Learning Grant, Title I and various affiliating agreements through Community Based Organizations, Charles R. Drew Middle affords all students the opportunity to participate in the after school tutorial programs. Through these programs students are provided remediation and enrichment activities to increase their levels of academic achievements. FELC Tutors is a Supplemental Educational Services Provider (SES) that is housed at Charles R. Drew Middle School to assist students in Reading and Mathematics FCAT preparation. Charles R. Drew 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, Reading First, Early Reading First, Miami-Dade District Pre-K and Early Intervention, Exceptional Student Education, Adult Education, Vocational Career Awareness, Staff Development Department, Miami-Dade County Health Department, community colleges, universities, ESOL/LEP 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 of Charles R. Drew Middle School in: 2008-2009: Grade D, Reading Mastery 33%, Math Mastery 35%, Science Mastery 16%, Writing Mastery 81% AYP: 82% was met. However, 18% Black and Economically Disadvantaged did not make AYP in Reading or Math.

Principal Dr. Henry N. Crawford

BS- Degree- Sociology, Fisk University; Masters of Science- Elementary Education, Syracuse University; Doctoral Degree in Educational Leadership

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Principal of Homestead Senior High in: 2006-2007: Grade: F, Reading Mastery 16%, Math Mastery 34%, Science Mastery 21%, Writing Mastery 79%. AYP: 62% was met. However, 38% Black, Economically Disadvantaged, ELL, Hispanics, and SWD did not make AYP Reading or Mathematics. 2005-2006: Grade: D, Reading Mastery 17%, Math Mastery 36%, Science Mastery 21%, Writing Mastery 77%. AYP: 54% was met. However, 46% Black, Economically Disadvantaged, ELL, Hispanics, and SWD did not make AYP in Mathematics. Principal of Miami Park Elementary in: 2004-2005: Grade: C, Reading Mastery 49%, Math Mastery 42%, Writing Mastery 92%. AYP: 54% was met. However, 46% Black, Economically Disadvantaged, ELL, Hispanics, and SWD did not make AYP in Reading. 2003-2004: Grade: C, Reading Mastery 44% Math Mastery 36%, Science Mastery 45%, Writing Mastery 89%. AYP: 100% In all subgroups.

Assis Principal Mrs. Annette Burks-Grice

AA- Pre-Bachelor of Arts, Miami Dade College; BS-Early Childhood Education, Florida State University; Masters of Science- Reading K-12, Florida International University Educational Leadership Certification-State of Florida

1 4

Assistant Principal of Charles R. Drew Middle School in March 2009-June 2009: Grade D, Reading Mastery 33%, Math Mastery 35%, Science Mastery 16%, Writing Mastery 81% AYP: 82% was met. However, 18% Black and Economically Disadvantaged did not make AYP in Reading or Math.

Assistant Principal of North Miami Senior School in August 2008- March 2009: Grade: D, Reading Mastery 23%, Math Mastery 53%, Science Mastery 22%, Writing Mastery 70%. AYP: 69% was met. However, 31% Black, Economically Disadvantaged, ELL, and Hispanics SWD did not make AYP in Reading or Math.2007-2008: Grade: F, Reading Mastery 20%, Math Mastery 45%, Science Mastery 22%, Writing Mastery 74%. AYP: 62% was met. However, 38% Black, Economically Disadvantaged, ELL, Hispanics, and SWD did not make AYP. Reading or Math. 2006-2007: Grade: F, Reading Mastery 20%, Math Mastery 43%, Science Mastery 18%, Writing Mastery 76%.

Assis Principal LeNere J. Dawkins

B.S. Business Administration, Clark Atlanta University, Masters of Science in Educational Leadership

1 5

Assistant Principal Miami Jackson Senior High 2008-2009: Grade: F Reading Mastery: 16%, Math Mastery: 46%, Writing Mastery: 72%, Science Mastery: 16%. AYP: 67%; Black, Hispanic, Economically Disadvantaged and ELL subgroups did not make AYP in reading and math. 35% of Retakers met mastery in reading. 58% of Retakers met mastery in math.

2007-2008: Grade: D Reading Mastery: 15%, Math Mastery: 45%, Writing Mastery: 84%, Science Mastery: 11%. AYP: 67%; Black, Hispanic, Economically Disadvantaged, ELL and SWD subgroups did not make AYP in reading and math. 29% of Retakers met mastery in reading. 47% of Retakers met mastery in math.

2006-2007: Grade: D Reading Mastery: 13%, Math Mastery: 36%, Writing Mastery: 75%, Science Mastery: 13%. AYP: 59%; Black, Hispanic, Economically Disadvantaged, ELL and SWD subgroups did not make AYP in reading and math. 23% of Retakers met mastery in reading. 45% of Retakers met mastery in math.

2005-2006: Grade: F Reading Mastery: 12%, Math Mastery: 28%, Writing Mastery: 65%. AYP: 56%; Black, Hispanic, Economically Disadvantaged, ELL and SWD subgroups did not make AYP in reading and math.

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Assis Principal Mr. Clinton B. Neilly

BS-Public Affairs; Texas Southern University Masters of Science- Public Administration; Texas Southern University Educational Leadership-State of Florida

6 8

Assistant Principal of Charles R. Drew Middle School in: 2008-2009: Grade D, Reading Mastery 33%, Math Mastery 35%, Science Mastery 16%, Writing Mastery 81% AYP: 82% was met. However, 18% Black and Economically Disadvantaged did not make AYP in Reading or Math. 2007-2008: Grade: D, Reading Mastery 34%, Math Mastery 35%, Science Mastery 16%, Writing Mastery 95%. AYP: 82% was met. However, 18% Black, and Economically Disadvantaged did not make AYP in Reading or Math. 2006-2007: Grade: C, Reading Mastery 37%, Math Mastery 29%, Science Mastery 19%, Writing Mastery 95%. AYP: 77% was met. However, 23% Black, Economically Disadvantaged, did not make AYP in Reading or Math. 2005-2006: Grade: C, Reading Mastery 36%, Math Mastery 33%, Writing 91% AYP: 90% was met. However, Black and Economically Disadvantaged did not make AYP Math. SWD did not make AYP in Reading. 2004-2005: Grade: D, Reading Mastery 24%, Math Mastery 28%, Writing Mastery 68% AYP 70% was met. However, Black, Economically Disadvantaged, and SWD did not make AYP in Reading or Math

* 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 Shirley Brown-Rose

BS- Elementary Education, (1-6), Early Childhood Education (nursery-3rd Grade), Masters of Science- English Speakers of Other Languages; Florida International University Reading Endorsed

1 12

Reading Coach at Charles R. Drew Middle School in 2008-2009: Grade D, Reading Mastery 33% Writing Mastery 81% AYP: 82% was met. However, 18% Black and Economically Disadvantaged did not make AYP in Reading or Math.

North County Elementary Reading Coach K-3 2007-2008: Grade D Grade 3 Reading Mastery 63% Reading Mastery 51%, Lowest 25% Making Learning Gains 70% Writing Mastery 61% Learning Gains Reading 55% SWD Sub Group Did not Meet AYP in Reading. Poinciana Park Elementary Reading Coach 4-5 2006-2007: Grade A Reading Mastery 52%, Lowest 25% Making Learning Gains 77%, Learning Gains Reading 81%, Writing Mastery 82% AYP: 100% in all sub groups. 2005-2006: Reading Coach 3-5 Grade B Reading Mastery 63% Reading Learning Gains 46%, Writing Mastery 95% AYP: 100% in all sub groups.

2003-2004: Grade B Reading Mastery 44% Reading Learning Gains 51% Lowest 25% Making Learning Gains 70% Writing 94%

Mathematics Mr. Jamie Griffin

BS-Computer Science Masters of Science- Mathematics Education

6 1

Mathematics Coach at Charles R. Drew Middle School 2008-2009 Grade: D Math Mastery 35%.59% Making Learning Gains in Math and 64% of Lowest 25% making learning gains. Black, Economically Disadvantage, did not make AYP in Math.

Science Dwight Jones

BS-Computer Science Masters of Science- Mathematics

4 1

2008-2009: Grade D, Teacher Science Mastery 26% AYP: 82% was met. However, 18% Black and Economically Disadvantaged did

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

Education not make AYP in Reading or Math

* 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. References/referrals from current employees Principal On-going N/A

2. District teacher recruitment job events/Applicant Tracking System Principal On-going N/A

3. Assigning new teachers a highly qualified mentorAssistant Principal On-going N/A

4. Monthly meetings scheduled with new teachers.Administrative Team Mentor Teacher

On-going N/A

5.In-house professional development opportunities

Assistant Principal Professional Development Liaison

On-going N/A

6.Relationship with local colleges and universities through internships

Assistant Principal Department Chairperson

On-going N/A

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Geneva D. GreenSocial Science Reading

Ms. Green has been given an out-of-field waiver. She is completing course work for Reading Endorsement.

Loletha D. BakerExceptional Student Education

ESE- Varying Exceptional

Ms. Baker currently holds certification in the area she is teaching. Must complete HOUSSE survey.

Tennille Jones Middle Grade Math

Middle Grade Math

Ms. Jones currently holds certification in the area she is teaching. Must complete HOUSSE survey.

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

51 7.84 39.22 21.57 31.37 45.1 68.97 11.76 1.96 15.69

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Shirley Brown-RoseNilsa Sotomayor

Ms. Sotomayor continues to improve as a Language Arts teacher. Support will be provided by Ms. Brown-Rose, Reading Coach to ensure maximum professional growth and fidelity of Reading Program. As Reading Coach 35% of students in the 6th grade

The mentor and mentee are meeting weekly in a professional learning community to discuss evidence-based strategies for each domain. The mentor is provided release time to observe the mentee and other teachers. Assistance through modeling is also available from Reading Coaches

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

scored at State Mastery in Reading on the 2009 FCAT Administration.

Dwight Jones Vivian Williams

Ms. Williams was challenged with the implementation of Science labs and data driven instruction. Mr. Jones, department chairperson will provide guidance needed to incorporate essential labs, lesson planning and data analysis Mentor successfully implemented science labs throughout the year driven by data

The mentor and mentee are meeting weekly in a professional learning community to discuss evidence-based strategies for each domain. The mentor is provided release time to observe the mentee and other teachers. Assistance through modeling is also available from Reading Coaches

Jaime Griffin Tenille Jones

Ms. Jones was a 3100 last year and is entering her first full year. Mr. Griffin, Math Coach will provide coaching and mentoring to support this transition. As Mathematics Coach 23% of the 8th grade students scored a State Mastery on the 2009 FCAT Administration.

The mentor and mentee are meeting weekly in a professional learning community to discuss evidence-based strategies for each domain. The mentor is provided release time to observe the mentee and other teachers. Time is given for feedback, coaching and planning

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 school wide 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

The 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

The District receives funds to support the Educational Alternative Outreach program. Services are coordinated with district

drop-out Prevention program.

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

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

Title X- Homeless

Charles R. Dew is serviced by The Homeless Assistance Program (Project Upstart, Homeless Children & Youth Program) which seeks to ensure a successful educational experience for homeless children by collaborating with parents, school, and the community.

Supplemental Academic Instruction (SAI)

This school will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation.

Violence Prevention Programs

Charles R. Drew Middle offers a non-violence and anti-drug program to students through curriculum implementation, facilitated by classroom teachers and the TRUST Counselor. The TRUST Counselor focus on counseling students to solve problems related to drugs and alcohol, stress, suicide, isolation, family violence, and other crisis.

Nutrition Programs

1) The school adheres to and implements the nutrition requirements stated in the District Wellness Policy. 2) Nutrition education, as per state status, 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

Charles R. Drew Middle is a Community School providing services to students and adults. Students have the opportunity to develop their talents, form positive relationships with peers and adults in courses offered in the community school. During the 2009-2010 school year the Community School will offer Virtual School Courses to students in need of one or more courses to complete their middle school requirements.

Career and Technical Education

By promoting Career Pathways, students will complete an academy program to gain a better understanding of the postsecondary opportunities available and a plan to acquire the skills necessary for those opportunities.

Articulation agreements allow students to earn college and postsecondary technical credits in high school to provide 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

Through Career and Technical Education courses, students are able to participate in career planning and obtain employability and technical skills, and on-the-job training to transition them from school-to-work.

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.

Response to Instruction/Intervention (RtI)

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. 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).

School-based RtI Team

District Contact for RtI Leadership Team: Dr Sharon Scruggs-Williams, Language Arts/Reading Supervisor School Contact for RtI Leadership Team: Annette Burks-Grice, Curriculum Assistant Principal

Principal: Ensures that all members of the RtI Leadership Team is focused on the school’s vision and mission, effectively manages the RtI team to promoting collaboration and a positive school climate, ensures implementation of intervention support and documentation, ensures adequate professional development to support RtI implementation, inform staff and parents of school-based RtI initiatives.

Assistant Principals: Maintains all documentations including identified students, assessments, progress monitoring, tutoring services and data analysis reports.

Instructional Coach(es) Reading/Mathematics: Assist in the implementation of a strong core instruction, using a process for identifying specific student needs, provides information about core curriculum, research-based programs and materials, assist in the design and implementation for progress monitoring, data collection, and data analysis; facilitates in planning and conducting professional development; collaborate with teachers, administrators, regional, district and state personnel about the school’s data, instructional programs and intervention strategies.

Grade Level General Education Team Teachers: Participates in student data collection through assessments and intervention, provides instruction/intervention techniques, and collaborates with grade level team teachers on focused instructional lessons, implement interventions and maintenance strategies.

Special Education Teachers (SPED)-Participates in student data collection, Integrates core instructional activities/materials into instruction, collaborates and lesson plan with general education teachers.

Media Specialist- Ensures the implementation of the K-12 reading plan; assist in data collection activities, and technical assistance to teachers regarding data-based instructional planning.

Community Involvement Specialist- Participates in data-based decision making, liaison for students, parents, school staff, program facilitators, administrators, regarding information, activities, and services provided, implements programs and intervenes with attendance problems, works with students, families and the School Attendance Review Team on attendance issues/problems; facilitates intervention plans.

Student Service Personnel-(Trust Counselor/Social Worker) provide social services and assistance to improve the social and psychological functioning of students and their families and to maximize the well-being of families and the academic functioning of children. Assist in providing academic and interventions for targeted students.

School Psychologist-Provide data-based, non-biased psychological assessment, consultant to teachers, professional staff, and parents, works individually or in collaborative teams to help address the learning and behavioral needs of students, assess the effectiveness and usefulness of in-school efforts such as drug and alcohol prevention programs, provides support school violence prevention programs, protective behaviors programs and academic improvement programs.

School Wide Florida’s Continuous Improvement Model

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

The RtI Leadership Team will meet twice a month to engage in instructional decision making, data reviews, progress monitoring, best practices, sharing and open ended discussions related to student achievement and the effective implementation of the school improvement plan.

The RtI Leadership Team will function as a Professional Learning Community addressing the various data trends and needs that effect the school and overall student achievement. • What is occurring with the student? • Why is/are the problem(s) occurring? • Interventions used to correct the problem? • Are the interventions working? Information gathered from the Rtl Leadership Team will be shared with EESAC to further implement and adjust the School Improvement Plan.

Members of the RtI Leadership Team attended district training to discuss and review School Improvement Plan requirements. The principal and the Educational Excellence Student Advisory Council (EESAC) to assist in developing the SIP.

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

Academics Managed Data Baseline Data: Progress Monitoring and Reporting Network (PMRN), Assessment and Information Management School Site Specific Assessments System, Florida Comprehensive Assessment (FCAT) Progress Monitoring: PMRN Midyear: Florida Assessments for Instruction in Reading (FAIR), End of year: FAIR, FCAT Data Discussion Days: Teachers twice a month, Students-once a month Behavioral Managed Data Case Management Referrals Suspensions/Expulsions Attendance

Professional Development sessions on Rtl Leadership Team principles and procedures will be provided to staff in August. Staff will participate in planned professional development activities throughout the school year during small learning community sessions; Training will be ongoing during scheduled District’s Early Release Days

Data Disaggregation 2008-2009 FCAT Data

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

Plan

Strengths: Reading Grade 6th: Main Idea/Purpose (60%) Comparison (55%). Students scoring levels 3-5 increased 9% as compared to the 2008 FCAT results. Reading Grade 7th: Main Idea/Purpose (52%) Reference and Research (50%). Main Idea/Purpose cluster provided the greatest number of possible points and a 3% increase from the FCAT 2008 assessment. Data also reveals that the cluster of weakness was Words/Phrases (43%) Reading Grade 8th: Words/Phrases (50%) Reference and Research (50%). In comparison to the 2008 FCAT, students demonstrated a 3% increase in Main Idea.

Writing Grade 8th: Student scored 67% in Expository and 62% in Narrative writing, Therefore, emphasis will be placed on both modes of writing.

Mathematics Grade 6th:

Instructional Calendar Development

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

Algebraic Thinking (50%) demonstrating a 12% increase as compared to the 2008 FCAT: The number of students scoring levels 3-5 increased 7% as compared to the 2008 FCAT results. Though Number Sense was not the strongest strand; students demonstrated an 11% increase from 2008. Mathematics Grade 7th: Data Analysis (56%). In Algebraic Thinking, 7th grade students demonstrated an 11% increase as compared to the 2008 FCAT. Mathematics Grade 8th: Number Sense (42%). All other benchmarks have equivalent scores of 33%.

Science Grade 8th: Students in the 8th grade demonstrated an overall mastery of 14%. Students demonstrated strength in Physical/Chemical (46%) and Scientific Thinking (43%).

Weaknesses: Reading Grade 6th: Words/Phrases (50%) and References and Research (50%). Reading Grade 7th: Words/Phrases (43%). Trend data shows a continuous decrease in Words/Phrases. Overall reading scores shows that a student scoring at mastery between levels 3-5 in grades 7th (3%) and 8th (9%) decreased in the number of percentage points as compared to 2008 FCAT results. Reading Grade 8th: Comparisons (40%). Mathematics Grade 6th: Measurement (33%). Mathematics Grade 7th: Measurement (33%) Number Sense (33%) Mathematics Grade 8th: Students in the 8th grade demonstrated weakness in all tested benchmarks, Measurement (33%), Geometry (33%), Algebraic Thinking (33%), and Data Analysis (33%).

Across all grade levels students are not performing at district or state averages in mathematics. Based on trend data, Measurement is consistently the weakest benchmark.

Science Grade 8th: The weakest content cluster was Earth/Space Science (36%). Students in the 8th grade continued to demonstrate overall non-mastery in the Earth/Space cluster: 2009 (36%); 2008 (36%); 2007 (50%); 2006 (38%); 2005 (33%). of 14%.

A timeline was created as a process for developing, implementing, and monitoring an Instructional Focus Calendars (IFC’s) for reading, writing, mathematics and science. The team met to create instructional calendars during the summer 2009 (July-August). Based on the disaggregated data results from the pre-test (September), District Interim Assessments, and Mid-year Assessment (January), the IFC’s will be revised and updated.

The Leadership Team met to disaggregate the 2009 FCAT data results in June 2009. Data results will be utilized to develop IFC’s throughout the 2009-2010 school year.

Teachers will be responsible for creating instructional focus lessons during shared collaboration efforts utilizing the IFC and Sunshine State Standards. Focus lessons will be developed by grade level teachers to include whole group (teacher directed) and small group (differentiated) instruction.

Based on the disaggregated assessment data (grade level assignments and District Interims), the team identified strands that required areas of improvement by ranking strands from weakest to strongest. The process was also used to identify instructional focus groups.

The IFC’s are aligned with district pacing guides which ensures that all students are exposed to all tested benchmarks prior to the administration of the 2010 FCAT. The IFC’s provides timelines for each Benchmark to be taught with built maintenance days to review or re-teach previously assessed material.

To ensure the effective implementation of the IFC’s, the administrative team will monitor instructional focus lessons through daily classroom visits, evaluate lesson plans, conduct whole group grade level and individual data discussions with teachers and students. The reading and math coaches will also be utilized to assist in ensuring all teachers are implementing IFC’s effectively.

All teachers will participate in Professional Learning Communities (PLC) during team meetings and departmental meetings providing opportunities for peer support, data analysis, lesson planning and sharing instructional best practices. Teachers struggling with implementing IFC’s will be provided additional assistance with lesson planning, instructional grouping, monitoring student progress, observing colleagues and methods of delivering instruction from PLC members and curriculum coaches.

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

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: The data from 2009 FCAT concluded the following: an overall decline in students in the sixth, seventh and eighth grade. Students show strengths in the following Clusters: Main Idea and Comparison, Reference Research, the 2009 FCAT data also reveal that the clusters of weakness were Words/ Phrase and Reference and Research.

Writing: Scores in writing dropped 15 points with Focus and Conventions showing the least proficient strand. All areas of writing will be strategically addressed with priority given to Focus.

Mathematics: The data from 2009 FCAT concluded the following: The strength identified for grade six is Geometry. The weakness or area of opportunity is Measurement. The strength identified for grade seven is Data Analysis. Number Sense and Measurement is identified as the weakest benchmarks for seventh grade. The strongest area for the 8th grade students on the 2009 FCAT administration was Number Sense.

Science: The data from the 2009 FCAT concluded the following: 14% of students showed overall mastery. Students demonstrated strength in Physical & Chemical (46%) and Scientific Thinking (43%). Weakness was demonstrated in Earth & Space (36%) and Life & Environmental (38%). The percentage of overall mastery remained the same in all areas with the exception of Life & Environmental, which only decreased by 1% from the previous year. Overall, Physical & Chemical appears to be the area of strength for students, while Earth & Space continues to be the weakest strand

Released 2009 FCAT scores were reviewed and analyzed by the administrative team. Based on student learning gains, 2009-2010 instructional assignments were revised to reflect the needs of our students. The master schedule reflects the most effective teachers assigned to students with the greatest needs.

A variety of elective courses are offered to students to incorporate academic and career planning. Elective courses such as Business, Technology, Home Economics and Career Study. Additionally, the magnet programs offer students a chance to acquire or develop the skills, knowledge, and understanding necessary to pursue postsecondary education in highly specialized areas of interest. Select students have the opportunity to participate in the Advancement Via Individual Determination Program (AVID), which is a college preparatory program. The AVID Program offers the students a rigorous curriculum as a means to prepare students for entrance and success into a four year institution.

Integration of career planning is infused through Business, Computer Application Home Economics, and Physical Education with a focus on Health and Nutrition and Career Study all of which incorporates students’ academic and career planning. To facilitate parental involvement, a college preparedness activity will be offered each nine weeks to educate parents. Each activity will focus on high school preparation and career planning. This will also be an opportunity to share school data and individual student data with parents.

The articulation process begins during the third nine weeks; students participate in grade level orientation meetings to review the course selection procedures. During orientation students are provided curriculum handbooks that outline middle school credits and course offerings. Grade level counselors schedule homeroom visits to further discuss course availability.

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?

DO

Instructional focus lessons will be based on disaggregated data identified benchmarks/strands and reflect areas of strengths and weaknesses through differentiated instruction.

Grade level teachers will meet weekly as Professional Learning Community to collaborate and create instructional focus lessons aligned across grade levels utilizing the Sunshine State Standards

School-wide instructional focus calendars for reading, writing, mathematics and science were developed by the leadership team, based on FCAT data results and District Pacing Guides. Campus calendars will be provided to all teachers and

How will instructional focus lessons be revised and monitored?

discussed in grade level meetings at the start of the school year. Discussions will focus on timelines to teach all benchmarks/strands, lesson planning, instructional delivery and assessment.

Grade level teachers will collaborate weekly during Professional Learning Community meetings to share instructional strategies, best practices and student data. Instructional focus lessons will be modified as data is analyzed after each assessment.

Instructional focus lessons are aligned to the school wide instructional focus calendars for each tested subject area. Benchmarks/strands were ranked from weakest to strongest and needs of the student groups.

Teachers will plan bell-to-bell instructional lessons that will engage all students. Elective and Magnet teachers will incorporate 15 minute focus lessons as bell ringers to support core subject areas with assessed benchmarks.

Content area teachers (reading, mathematics, science and social studies) will teach the focus lessons based on their subject area.

Instructional focus lessons will be revised based on the results of each tri-weekly mini-assessments. Instructional groups will be identified for maintenance and re-teaching.

Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results from focus lessons as they are re-assessed intermittently throughout the year. Student mastery of skills and benchmarks will be monitored during whole-group instruction.

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.

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.

CHECK

School-wide Interim Assessments aligned with pacing guides will be administered as scheduled through the district. Teachers will administer subject area mini-assessment based on grade level focus lessons.

Interim assessments will be administered three times during the year. The number of questions on the Interim assessments will be determined by district.

In-house Reading, Mathematics and Science assessments will be administered monthly. In house mini-assessments will have five questions per focused benchmark

Students scoring at 80% will have mastered assessments this percentage will ensure proficiency of benchmark.

Assessment results will be used to revise grade level instructional focus calendars and individual focus lessons. Grade level teachers will analyze item analysis report to identify most frequently missed benchmark/strand. Teachers will use built in maintenance days to re-teach benchmarks/strands.

Assessment results will also be utilized to identify instructional focus groups. Non-mastery students (less than 80%) will be provided additional instruction through differentiated instruction

Students identified as performing at or above mastery level will be provided higher order, rigorous enrichment academic opportunities to further enhance their critical thinking skills in reading, math and science.

Teachers will meet in Professional Learning Community Teams twice per week to share best practice, collaborate on grade level focus lessons and student needs. Subject area teachers will meet twice a week.

All meetings will be facilitated by the instructional coach, the team leader, and/or department chairperson. Facilitators will create an agenda and a sign-in sheet for each meeting. A copy of the agenda and sign-in sheet will be submitted to administration at the end of each meeting. An administrator will be assigned to attending meetings regularly to provide

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.

support, engage in discussion and/or address concerns

The administrative team will meet with teachers during all weekly meetings to assist in facilitating and promoting collaboration. Teachers will also engage in scheduled data discussions with the principal and subject area administrator. During data discussions, focus lesson plans, data binders, sample writing portfolios, progress monitoring logs and data reports will be utilized to provide evidence of instruction, assessment, re-teaching, reassessing. Special attention will be given to special needs population such as migrant, homeless, neglected and delinquent students.

The instructional coaches will assist teachers with providing instruction on the focus lessons by modeling whole group instruction, co-teaching or providing assistance small group instruction. The instructional coaches will also assist in developing focus lesson assessments, recording data and monitoring student progress.

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?

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

ACT

Resources from the state adopted textbooks which are designed for intensive Reading instruction will be utilized. Language!-For disfluent students (Level 1 on FCAT) Voyager-For fluent students (level 2 on FCAT) Literature of Language- On grade level students (Level 3 or above on FCAT) Prentice Hall- Gifted Students Accelerated Reader- For all students in core classes Riverdeep Destinations- For all students in core classes

Mathematics: Glencoe (6-8) For all Sudents in core classes Prentice Hall- For algebra students (FCAT Level 3 and above for 7th and 8th grade) McDougal Littell - For Geometry Students (Advanced 8th grade) Gizmo- Technology component for all core students

Science: Glencoe (6-8)- For all students in core classes Gizmo- Technology component for all core students Glencoe- Earth and Space Students (8th grade)

Students not meeting mastery will be provided extended day services (based on available budgeted resources) and enrolled in Saturday Academy. Intervention lessons will complement benchmarks and standards addressed in the regular classroom setting. Provided budgetary resources are available for tutorial services, non-mastery students will be encouraged to participate in tutorial services that address areas of weakness and poor performance. Content area state adopted supplementary materials will be used to service these students. Additionally, all students will have access to FCAT Explorer and Cool Math.com. Resources and strategies from professional development meeting and Professional Learning Communities will also be utilized to teach non-mastered target areas

At the end of the 2009 school year, a professional development survey was given to teachers. Teachers identified their individual professional development needs to improve their instructional delivery. Additionally, the administrative team has identified common areas of concern such as effective lesson planning, classroom management, creative writing and data protocol procedures that will assist in prioritizing professional development planning.

Students identified as consistently not making mastery on focus lesson assessments, school wide assessments and/or district assessments will be provided assistance through in- school push-in tutoring and extended day tutorials. Recommendations will be provided for all students scoring level 1 or 2 on the 2008-2009 FCAT to participate in provided intervention activities

Professional Learning Communities

Enrichment

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

Describe how students are identified for enrichment strategies.

Students participating in supplementary services will be strategically monitored. Personnel providing services to a student not making mastery will meet to discuss progress and/or factors hindering progress. Evidence of progress will be documented through data and individual student record keeping. Interventions that are unsuccessful will be modified and/or replaced with an alternative strategy. Effectiveness of interventions will be monitored through focus school site assessments

Authentic Assessments Explicit and deep understanding of instruction Project-based materials Additionally, students who exceed mastery levels may participate in elective,advance, gifted or AVID courses.

Students participating receiving enrichment strategies are identified by current FCAT scores, academic success in core courses and teacher recommendation. The guidance counselor make contact with the student and parent to discuss the expectations for each assigned higher level course. Parent-teacher meetings are also arranged with administration to further provide guidance and support to students and parents.

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

Frequency of PLC Meetings Schedule (when)

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

Leadership Team

Administrators, Team Leaders, Department Chairpersons, Media Specialist, Instructional Coaches

Assistant Principal for Curriculum

Weekly Friday Morning 8:00AM-8:45AM

Analyze the effectiveness of the Reading, Mathematics and Science FCIM calendars, focus lessons, mini-assessments, tutorials, and enrichments to determine any necessary revisions.

6th grade reading, language arts, math, social studies, science and elective(s) teachers

Shirley Brown-Rose 6th Grade Team Leader

Monthly

1st Tuesday of each month after school 2:40PM-3:40PM

Focus lesson planning, data analysis of common assessments and FCIM mini assessment results


Precious Symonette 7th Grade Team Leader

Monthly

3rd Tuesday of each month after school 2:40PM-3:40PM



Tonya Walton 8th Grade Team Leader

Monthly

4th Tuesday of each month after school 2:40PM-3:40PM


6th, 7th and 8th grade math teachers, math coach, including SPED and Business

Jamie Griffin Math Coach

2 times per week Tuesdays, Thursdays, 7:30AM-7:50AM

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

6th, 7th and 8th grade language arts/reading teachers, reading coach, including SPED

Shirley Brown-Rose Reading Coach



6th, 7th and 8th grade science teachers, science coach, including SPED

Dwight Jones Science Coach 2 times per week

Tuesdays, Thursdays, 7:30AM-7:50AM


6th, 7th and 8th grade Social Studies teachers and Magnet teachers

John Livind Social Studies Chairperson



Student Service Personnel

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

Postsecondary Transition

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

• Media Specialist • Counselor • Trust Counselor • Social Worker • School Psychologist • Community Involvement Specialist • EH Counselor

Pamela Jones Test Chairperson


Analyze the effectiveness of the FCIM calendars, focus lessons, truancy and attendance data, student grades and student achievement

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

In grades 6-8, 33% of the students achieved Level 3 or higher on the 2009 FCAT Test. This represents a decrease of 1% point compared to 34% that achieved in 2008. The sixth grade weakest content clusters were Word Phrases and Reference Research with 50% mastery. Seventh grade weakest content cluster was Word Phrases with 43% mastery. 8th grade weakest content cluster was Comparisons with 50% mastery.

Given instruction using the Sunshine State Standards, 72% of students in grades 6-8 will achieve mastery for reading 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 The school will implement In-House assessments, District Interim Assessments and the Florida Assessment for Instruction in Reading (FAIR), to monitor student progress in the area reading fluency, Reference/Research and Words/Phrases content clusters.

1.Principal, Assistant Principals, Reading Coaches

1. Review and analyze assessment data reports to ensure teachers are assessing students according to created school-wide assessment calendar.

Assessment Performance Reports

2 Develop focus lessons aligned with the Curriculum Calendars for Reading, Language Arts classes to ensure the comprehension of the SSS benchmarks tested on the FCAT Reading test.

2.Principal, Assistant Principals, Reading Coaches, Language Arts Department Chairperson, Language Arts and Reading Teachers

2. Curriculum calendars will be shared with staff. Administration will monitor implementation of focus lessons through daily classroom walkthroughs

2.Instructional effectiveness will be determined through In-House Assessments, District Interim Assessments

3 Monitor lesson plans and instruction for higher order critical thinking question with a focus on Evaluation and Inference questioning.

3.Principal, Assistant Principals

3. Administrators will monitor and review lesson plans and instruction during daily classroom visits.

3.Classroom walkthrough schedule to include name of teacher, date and comment(s).



In grades 6-8, 54% of students achieved learning gains on the 2009 administration of the FCAT Reading Test. This represents an increase of 3% compared to 51% who achieved learning gains in 2008.

Given instruction based on the Sunshine State Standard, 72% of the students in grades 6-8 will make learning gains on the 2010 administration of the FCAT Reading Test.



Evaluation Tool

1 The school will conduct data chats with teachers and students after each assessment to monitor student progress on Monthly Benchmarks assessed. Utilizing a data management system (Edusoft) to score

1. Principal, Assistant Principals and Reading Coaches

1. Administrators will maintain data conversation logs and reports for instructional staff, teachers and teachers will maintain data conversation logs for students. Student logs will be submitted to subject

1.Data Logs and random interviewing of students during daily classroom visits and walkthroughs

assessments and generate disaggregated data reports that will be used to drive classroom instruction and place students into flexible groups.

area Assistant Principal after each scheduled data conversation.

2 2. Social Studies and elective teachers will explicitly infuse Reading across the Curriculum using the Reciprocal Teaching and CrISS Strategies. Focus on Main Idea and Comparisons content clusters

2. Principal, Assistant Principals, Reading Coaches, Social Studies and Elective Teachers

2. Administration will monitor implementation of focus lessons through daily classroom walkthroughs, monitoring the frequency of explicitly teaching to the reading benchmarks in social studies and elective classes.

. Assessment data reports will be disaggregated by social studies and elective teachers to determine the effectiveness of reading benchmark instruction on student progress.



Based on the 2009 FCAT Reading data, 29%of Black Students in grades 6-8 scored at or above grade level. This represents a decrease of 1% compared to 30% of Black Students in grades 6-8 who scored at or above grade level in 2008

1. Given instruction using the Sunshine State Standards, the percent of Black students scoring at or above a Level 3 will increase from 29% to 72% on the 2010 FCAT Reading



Evaluation Tool

1 1 Provide after school tutoring, as funds become available, Monday through Thursday, to assist student with the comprehension of Sunshine State Standards (SSS) Reading benchmarks. Students' progress will be continuously monitored and tracked by monthly SSS benchmark assessment.


1. Student progress is assessed using In-House, District Interim Assessments, for students receiving supplemental instruction. Percent of students making adequate progress toward benchmark is calculated and instruction is adjusted.

1. Assessment data will be used to determine student progress for each assessed benchmark



Based on the 2009 FCAT Reading data, 30%of Economically Disadvantaged Students in grades 6-8 scored at or above grade level. This represents a 0% change compared to 30% of Economically Disadvantaged Students in grades 6-8 who scored at or above grade level in 2008.

1. Given instruction using the Sunshine State Standards, the percent of Economically Disadvantaged students scoring at or above a Level 3 will increase from 30% to 72% on the 2010 FCAT Reading.



Evaluation Tool

1 1. Implement differentiated instructional lessons to include small, leveled groupings as determined by Reading assessment data for all Economically Disadvantaged students. . Interventions will be matched to individual student needs be evidenced based and provided in addition to core instruction.


1. Student progress is assessed using In-House, District Interim Assessments. Percent of students making adequate progress toward benchmark is calculated and instruction is adjusted.

1. Assessment data will be used to determine student progress for each assessed benchmark

Professional Development Aligned with Objective:

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

Principal, Assistant Principals Reading Coaches

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

Teacher

In grades 6-8 using the Sunshine State Standards, 72% of students will achieve mastery for reading on the 2010 FCAT Reading Test.

Implementing Effective Professional Learning Communities (PLC)

Effective implementation of the Curriculum Calendars and Focus Lesson Plans.

Rigor and Relevance-Lesson Planning

Differentiated Instruction-How to level and group students

Collaboration with District Personnel , Reading Coaches

Reading Coaches

Collaboration with District LA/Reading Curriculum Support Specialist, Reading Coaches

Reading Coaches

August –October 2009

August –September 2009

August- September 2009

September –October 2009

Faculty study group agendas and minutes submitted to assigned administrator for review

Lesson plans Daily Classroom Walkthroughs

Lesson plans Daily Classroom Walkthroughs

Lesson plans Focused Classroom walkthroughs to observe DI groups

Principal, Assistant Principals Reading Coaches,

Principal, Assistant Principals Reading Coaches, Division of Language Arts and Reading

Principal, Assistant Principals Reading Coaches

Given instruction using the Sunshine State Standards, the percent of Black students scoring at or above a Level 3 will increase from 29% to 72% on the 2010 FCAT Reading Test.

Motivating Struggling Middle School Readers

Reading Coaches District LA/Reading Curriculum Support Specialist


Focused walkthroughs conducted to observe the fidelity of implementing strategies acquired from training.

Principal, Assistant Principals Reading Coaches, Division of Language Arts and Reading

To ensure the responsibility of Teaching Reading for Every Teacher, all teachers will be trained in and or review

the Florida Continuous Improvement Model (FCIM), participate in professional development, and analyze student

data to support and facilitate reading instruction. Teachers will be able to develop their uses CRISS strategies

and receiving coaching and support from the administrative team in implementing District Pacing Guides and

Instructional Focus Calendars effectively.

Budget:

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

Description of Resources Funding Source Available Amount

Accelerated Reader Books School $2,000.00

Total: $2,000.00

Technology


1. Riverdeep (Destination Reading) District $3,215.00

Total: $3,215.00

Professional Development


Development of Reading, Language Arts and Social Studies Focus Calendars District Funds $2,000.00

Total: $2,000.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $7,215.00

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?



In grades 6-8, 35% of students achieved mastery on the 2009 administration of the FCAT Mathematics Assessment. This represents the same amount of students that mastered the 2008 FCAT Assessment. Measurement was the lowest content cluster with 33% achieving mastery.

. Given instruction using the Sunshine State Standards, 74% of students in grades 6-8 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 1. Develop professional learning communities to discuss and disaggregate student work, and develop instructions/interventions based on the data

1. Principal, Assistant Principals, Mathematics Coach

1. Focused walkthroughs by administrators will be used to ensure all math teachers attend RTI Leadership and department meetings and disaggregate data.

1. Report/tracking generated from walkthroughs In-House assessments and District Interim Assessment Performance Reports

2 2. Create focused lesson plans for Number Sense and Algebraic Thinking annually assessed benchmarks through implementing D.I. with fidelity


2. Focused walkthroughs by administration to monitor focused lesson plans and instructional delivery to ensure each grade level teacher is providing instruction according to the grade level focus.

3. Report/tracking generated from walkthroughs, In-House assessments and District Interim Assessment Performance Reports

3 3. Increase the use of manipulatives and FCAT and GIZMOS interactive activities to reinforce mathematics concepts through infusing measurement and geometry content clusters.


3. Mathematics Coach will assist teachers in the creation of centers and stations, and administrators will ensure activities are implemented

3. In-House assessments and District Interim Assessment Performance Reports



In grades 6-8, 31% of Black students achieved mastery on the FCAT Mathematics Test. This represents a decrease of 1% compared to 32% of Black Students who achieved mastery in 2008.

3. Given instruction using the Sunshine State Standards, 74% of Black students in grades 6-8 will achieve mastery on the 2010 administration of the FCAT Mathematics Test



Evaluation Tool

1 1. Determine core instructional needs and implement differentiated instructional lessons to include small, leveled groupings as determined by Mathematics assessment data for all Black students. Ensure that students experience appropriate grade level standards and benchmarks to address number sense and data analysis.

. Principal, Assistant Principals, Mathematics Coach

1. Grade level PLC’s will review and analyze assessment data once monthly to determine student progress and formulate custom groups.

1. In-House assessments and District Interim Assessment Performance Reports

Fall assessment scores compared with Winter and Spring assessment scores



In grades 6-8, 31% of Economically Disadvantaged students achieved mastery on the FCAT Mathematics Test. This represents 0% increase or decrease compared to 31% who achieved mastery in 2008.

. Given instruction using the Sunshine State Standards, 74% of Economically Disadvantaged students in grades 6-8 will achieve mastery on the 2010 administration of the FCAT Mathematics Test



Evaluation Tool

1 1. Plan targeted intervention for Economically Disadvantaged students not responding to core plus supplemental instruction. Student Intervention Plans will be developed by Rtl Team to address Geometry and Algebraic Thinking. Interventions will be matched to individual student needs be and will be evidenced based and provided in addition to core instruction. Student progress will be continuously monitored and tracked.

1. Principal, Assistant Principals, Mathematics Coach, Rtl Team

1. Grade level PLC’s will review and analyze assessment data to determine student progress and form custom groups

1. Assessment Performance Reports

Fall assessment scores compared with Winter and Spring assessment scores




Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, 74% of students in grades 6-8 will achieve Level 3 or above on the 2010 administration of the FCAT Mathematics Test. Given instruction using the Sunshine State Standards, 74% of students in grades 6-8 will achieve mastery on the 2010 administration of the FCAT Mathematics Test


Effective implementation of the Curriculum Calendars and Focus Lesson Plans

Collaboration with District/ Regional Mathematics Curriculum Support Specialist

Mathematics Coach

September- 2009

August-September 2009

September-October 2009

Administrators attending PLC meeting and reviewing PLC agendas

Administrative Team Classroom visits and focus walkthroughs

Administrative Team Classroom observation, lesson plans and focus walkthroughs

Principal, Assistant Principals District/ Regional Mathematics Curriculum Support Specialist, Mathematics Coach

Principal, Assistant Principals, Mathematics Coach

Given instruction using the Sunshine State Standards, 74% of Economically Disadvantaged students in grades 6-8 will achieve mastery on the 2010 administration of the FCAT Mathematics Test

Differentiated Math Instruction- Teaming on teaching strategies for differentiation

Effective Use of Manipulatives and Interactive Activities

Collaboration with Regional Mathematics Curriculum Support Specialist

Mathematics Coach


Administrative team, District/Regional personnel will conduct targeted walkthroughs to monitor differentiated instructional groups and instructional lessons.

Principal, Assistant Principals District/ Regional Mathematics Curriculum Support Specialist Mathematics Coach

Budget:



Manipulatives Math hands-on Supplies Title I $1,000.00

Total: $1,000.00

Technology


GIZMO District/School $1,950.00

Total: $1,950.00



Mathematics Coach Title I $35,000.00

Total: $35,000.00

Other



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?



Based on the 2009 FCAT Science data, 14% students scored at a Level 3 or above. This represents 0% increase or decrease compared to 14% who level 3 or above in 2008. Earth and Space (36%) and Life and Environmental Science (38%) content cluster were the lowest content cluster.

Given instruction based on the Sunshine State Standards, 50% of students will score at Level 3 or above on the 2010 FCAT Science Test.



Evaluation Tool

1 Create a department instructional framework for effectively utilizing reading in the content area that focus on strategies to improve comprehension of science content.

1. Principal , Assistant Principal, Science Department Chairperson

1. Framework and Focus calendars will be shared with staff. Administrators will monitor implementation of framework for effectively utilizing block schedule, through daily classroom walkthroughs and lesson plans.

1. In-House Science Assessments, Interim Assessments

2 2. Provide weekly opportunities for students to engage in meaningful, project based hands-on laboratory activities

2. .Principal , Assistant Principal, Science Department Chairperson

2. A lab schedule will be developed and shared with science department. The administrative team will monitor to ensure the schedule is followed.

2. In-House Science Assessments, Interim Assessments, Review Lab Logs

3 3. Provide bi-weekly opportunities for students to utilize GIZMOS to become proficient in Marzano’s nine categories of effective instructional strategies.

3. Principal , Assistant Principal and Science Department Chairperson

3. Administrators will monitor usage reports; Science Chairperson will review results with teachers to determine progress towards benchmark.

3. GIZMOS Data Reports




Person Responsible

for Monitoring


Collaborate with District/

September2009 Administrators attending PLC meeting and reviewing PLC agendas

Principal, Assistant Principals

Given instruction based on the Sunshine State Standards, 50% of students will score at level three or above on the 2010 FCAT Science Test.

Effective implementation of the Curriculum Calendars and Focus Lesson Plans

Gizmos

Florida’s Continuous Improvement Model

Regional Science Curriculum Support Specialist

Reading Coach/ Science Department Chairperson

August- September2009

October 2009

August-September 2009

Focused walkthroughs by the administrative team conducted to observe the implementation of focused lessons

Monitoring the fidelity of implementing Gizmo schedule

Observation of student folders and assessments

Principal, Assistant Principals, Science Department Chairperson

Principal, Assistant Principals, Science Department Chairperson

Budget:




Total: $0.00

Technology


Promethean/LCD Projectors District, Title I $12,000.00

Total: $12,000.00




Total: $0.00

Other



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?



Based on the 2009 FCAT Writing Assessment, 61% of the students in eighth grade scored level 4.0 or above in writing. This represents a decrease of 14% compared to 95% of students who scored 3.5 or above in 2008

Given instruction based on the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test,90% of the 8th grade students will achieve a 4.0 or above.



Evaluation Tool

1 1.Develop writing scope & sequence and writing focus lessons

1. Principal, Assistant Principals, Language Arts Chairperson, Reading Coach

1. Administrators will utilize classroom walkthroughs to check lesson plans

1. Scored writing samples will be used to determine progress between the Pre-test Prompt and Mid-year Prompt.

2 2. The revision and editing process will be explicitly taught and seen in student writing drafts

2. Principal, Assistant Principals, Language Arts Chairperson, Reading Coach

2. During the homeroom period, students will place their writing portfolios on top their desk available for administration to monitor.

2. Scored writing samples will be used to determine progress between the mini-assessment

3 3. Students will utilize the Criterion Online Writing Program with emphasis on the writing process, revision, editing and rewriting.

3.Principal, Assistant Principal, Language Arts Chairperson, Reading Coach

3. Student writing samples will be scored and reviewed by Criterion and Language Arts Chairperson, Reading Coaches, and Assistant Principal of Curriculum will review scores once every six weeks by comparing writing trend data to expected rate of growth.

3. Criterion Online Writing Program will evaluate student writing using rubric.




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards,on the 2010 administration of the FCAT Writing Test, 61% of the 8th grade students will achieve a 4.0 or above.

Implementing the Writing Process across curriculum emphasis on revising and editing

Collaborate with District /Regional Language Arts Curriculum Specialist Language Arts Chairperson, Reading Coach


Monitor student s’ writing portfolios. The students will use colored pens to make revisions and edit so that their self correcting behavior can be easily monitored.

Principal, Assistant Principals, Writing Coaches

Given instruction based on the Sunshine State Standards,on the 2010 administration of the FCAT Writing Test, 61% of the 8th grade students will achieve a 4.0 or above.

Effective Utilization of Criterion Online Writing

Reading Coach October 2009

Assistant Principal will attend training and ensure strategies are implemented

Principal, Assistant Principals, Writing Coaches

Budget:




Total: $0.00

Technology


Criterion Online Writing Evaluation Service Title I $3,900.00

Total: $3,900.00



Temporary Coverage for Professional Development School $2,000.00

Total: $2,000.00

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?



A review of the 2008-2009 data indicates that there is a need to increase parent contacts. The data indicate a consistent decrease in parent attendance from an average of 35 parents in attendance in 2007-2008 to approximately 15 in 2008-2009 at school sponsored activities. More than 195 parents were in attendance at the 2008 Open House.

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



Evaluation Tool

1 1. Monthly informal sessions in Parent Resource Center

1.Principal, Parent Involvement Specialist

1. Maintain activity portfolio to include fliers, newsletters, announcements, agendas and attendance logs.

1. 2010 completed Parental Surveys

2 2. Positive home communication between teachers and staff

2. Faculty and Staff 2. Each teacher will submit parent contact logs to Assistant Principal at the end of each nine weeks.

2. Parent contact logs referencing positive communication dates and comments

3 3. Use Connect Ed. messaging system.

3. Principal, Parent Involvement Specialist

3.Collect Connect Ed Reports

3.Collect Connect Ed Reports

4 4.Monthly Parent and Family events in Parent Resource Center

4.Principal, Parent Involvement Specialist

4.Maintain activity binder with monthly calendars, event flyers and sign-in sheets

4.Parent Involvement Activity Report Title I Administration




Person Responsible

for Monitoring

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

Title I in Action: A Practioners Perspective! Discipline Plan

School Site Administrator Septemeber2009

Monitoring of Parent Sign-in sheets and Telephone Logs

Principal, Parent Involvement Specialist,

72% of students in grades 6-8 will achieve mastery on the 2010 administration of the FCAT Reading Test.

School-wide Literacy Plan

Student Performance Data-Reading

Assistant Principals, Reading Coach

Ongoing throughout the 2009-2010

Effectiveness will be determined by the completion of parent and student surveys

Assistant Principals, Team Leaders

Budget:



1% of Title Part A School wide allocation and District parental set-aside Title I Part A $2,030.00

Total: $2,030.00

Technology



Total: $0.00



Consumable materials needed to design, develop, and share school wide Instructional Focus Calendars (IFCs); as well as stipends for professional development in support of the deployment of IFCs through Professional Learning Communities.

EESAC/Title I $1,500.00

Total: $1,500.00

Other


Trade Books, Magazines, and Journal specific to academy themes related to mathematics, reading, science, and writing objectives.


Total: $2,000.00


End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 8/20/2009 11:50:03 PM)

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Reading Accelerated Reader Books School $2,000.00

Mathematics Manipulatives Math hands-on Supplies Title I $1,000.00

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

Title I Part A $2,030.00

Total: $5,030.00

Technology


Reading 1. Riverdeep (Destination Reading) District $3,215.00

Mathematics GIZMO District/School $1,950.00

Writing Criterion Online Writing Evaluation Service Title I $3,900.00

Science Promethean/LCD Projectors District, Title I $12,000.00

Total: $21,065.00



ReadingDevelopment of Reading, Language Arts and Social Studies Focus Calendars

District Funds $2,000.00

Mathematics Mathematics Coach Title I $35,000.00

Writing Temporary Coverage for Professional Development School $2,000.00

Parental Involvement

Consumable materials needed to design, develop, and share school wide Instructional Focus Calendars (IFCs); as well as stipends for professional development in support of the deployment of IFCs through Professional Learning Communities.


Total: $40,500.00

Other


Parental Involvement

Trade Books, Magazines, and Journal specific to academy themes related to mathematics, reading, science, and writing objectives.


Total: $2,000.00


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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

Food Items for the FCAT snack packs and Saturday Academy Pizza, Student FCAT Incentives and Parent Involvement Center 2999

Student FCAT Incentives 1000

Parent Involvement Center 200

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

SAC Members

As stipulated in Florida Statutes, 1001.452, Florida’s system for school improvement and education accountability, Charles R. Drew Middle School has established an EESAC. The EESAC is an integral part of the growth and professional collaboration among all stakeholders to help create a learning environment that supports the school’s vision and mission. The EESAC assists in the preparation and evaluation of the School Improvement Plan, serving as the final decision making body in the preparation of the plan and in the evaluation of the midyear and final assessment of progress

In an effort to meet statutory requirements related to EESAC's across the state of Florida (Section 1001.452 Florida Statutes), the principal, will work cooperatively with the EESAC chair, parents, teachers, citizens groups, business groups and students to assure that EESAC complies to all statutory requirements. The officers of the School Advisory Council will participate in the district in-service offered to extend the knowledge basis of the functioning and operations of the committee. Members will return to serve as advocates for students and education while meeting once a month to make decisions that will influence the operations of the school and its policies and procedures. Listed below are some of the functions of the EESAC: • Reach out to community to obtain more partners and community based organization agreements • Sponsor drives to increase parent involvement through PTSA/PTA and Barracuda Parents • Assist the school to generate a school climate conducive to learning for students and parents • Continuously review and discuss differentiated accountability strategies for academic achievement • Monitor and review the SAC and school budget monthly

Members

1) Dr. Henry N. Crawford Jr., Principal

2) Geneva Green , SAC Chair

3) Dwight Jones, Teacher

4) Charles Dinkins, Business Member

5) Sylvia Roulhac, Business Member

6) Erma Outler, Parent

7) Virginia Fish, Parent

8) Tiffany Lightsey, Parent

9) Vera Rosodo, Parent

10) Centrail Alexander, Parent

11) Latasha Jones, Parent

12) Rosalyn Ingram, Parent

13) Barbara DeJoie, School Support Personnel

14) Barry Wilson, Union Steward

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade CHARLES R. DREW MIDDLE SCHOOL 6141

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 698Math: 698

2008-2009 School Grade1:

D Did the School make Adequate Yearly Progress?

NO

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

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 99 Y 99 Y 29 N 31 N Y NA 69 71 N 68 69 N 30 N 36 N

WHITE NA NA NA NA NA NA NA NA

BLACK 99 Y 99 Y 29 N 31 N Y NA 70 71 N 68 69 N 29 N 35 N

HISPANIC NA NA NA NA NA NA NA NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 99 Y 99 Y 30 N 31 N Y NA 70 70 N 69 69 N 31 N 35 N

ENGLISH LANGUAGE LEARNERS NA NA NA NA NA NA NA NA

STUDENTS WITH DISABILITIES 98 Y 97 Y NA NA NA NA NA NA






NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 99 Y 31 N 32 N Y NA 66 69 NA 68 68 NA 30 NA 41 NA


BLACK 100 Y 100 Y 30 N 32 N Y NA 67 70 NA 68 68 NA 30 NA 40 NA

HISPANIC NA NA NA NA NA NA NA NA



ECONOMICALLY DISADVANTAGED 99 Y 99 Y 30 N 31 N Y NA 66 70 NA 68 69 NA 30 NA 39 NA


STUDENTS WITH DISABILITIES 98 Y 96 Y NA NA NA NA NA NA






NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 99 Y 99 Y 34 N 32 N Y NA 69 66 NA 71 68 NA 37 NA 49 NA


BLACK 99 Y 99 Y 33 N 32 N Y NA 69 67 NA 71 68 NA 38 NA 48 NA

HISPANIC 96 Y 97 Y NA NA NA NA NA NA



ECONOMICALLY DISADVANTAGED 98 Y 99 Y 34 N 32 N Y NA 69 66 NA 72 68 NA 37 NA 49 NA


STUDENTS WITH DISABILITIES 92 N 93 N NA NA 71 86 Y NA NA NA

Dade School DistrictCHARLES R. DREW MIDDLE SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

33% 35% 81% 16% 165

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

54% 59% 113

3 ways to make gains:● Improve FCAT Levels● Maintain Level 3, 4, or 5● Improve more than one year within Level

1 or 2Adequate Progress of Lowest 25% in the School?

75% (YES) 64% (YES) 139

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 417 Percent Tested = 98% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned


34% 35% 95% 16% 180



51% 60% 111

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?

70% (YES) 68% (YES) 138





Reading

Math

Writing

Science

GradePointsEarned


37% 36% 95% 19% 187



53% 56% 109

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?

65% (YES) 58% (YES) 123




Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …osi.dadeschools.net/sip/09-10/pdf/6141.pdf · Our 2008-2009 FCAT data analysis indicates that focus . must be placed on improving