FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …osi.dadeschools.net/sip/09-10/pdf/2012.pdf · Stephanie Polk Professional Educator’s: Elementary Education Kindergarten

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: SOMERSET ARTS ACADEMY

District Name: Dade

Principal: Idalia M. Suarez

SAC Chair: Marcelo Gomez

Superintendent: Alberto Carvhalo

Date of School Board Approval: Pending

Last Modified on: 08-29-2009

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:

The vision of Somerset Arts Academy Charter School is to provide an educational environment where the high standards in academic achievement will be further enriched by the fine arts.

Mission:

The Somerset Arts Academy Charter School mission is to promote a loving, nurturing and supportive educational environment that will produce a well-rounded individual that not only can read, write and problem solve, but has an awareness of varied cultures and the fine arts. Somerset Arts Academy Charter School will provide students the opportunity to become life-long learners, by supporting academic development and teamwork while encouraging creativity and individual immersed in art culture.

Brief History and Background of the School

Somerset Arts Academy Charter School, located at 47 N.W. 16th Street in Homestead, opened its doors for Kindergarten through second grade students this 2008-2009 school year. This year the school has two kindergarten classes, one K-1st combination class, one first grade class, two 1st-2nd combination classes, two 2nd-3rd combination classes, one 3rd-4th combination class, and one 4th-5th. Our faculty consists of 10 certified teachers in each classroom, a Spanish, art, music, physical education and ESE teacher with two paraprofessionals that will assist teachers during differentiated instruction. We will follow the SSS (Sunshine State Standards) in conjunction with all district adopted textbook series and all district and testing requirements. As for the art enriching experience, cores subjects will be infused with dance, music, drama, and visual arts daily.

Unique School Strengths for Next Year

According to assessment scores, students in kindergarten (on average) increased in Letter Naming Fluency by 21 points, in Initial Sound Fluency by 8 points, in Phonemic Sound Fluency by 10 points, and in Nonsense Word Fluency by 31 points. In first grade, students (on average) decreased in Phonemic Sound Fluency by 10 points, increased in Nonsense Word Fluency by 30 points, and in Oral Reading Fluency by 42 points. In second grade, students (on average) increased in Nonsense Word Fluency by 18 points and in Oral Reading Fluency by 33 points.

Parental involvement is also encouraged through our school volunteer program. Parents have made a contractual agreement to fulfill 30 volunteer hours, per household, within the school year. During the 2008-2009 school year, 98% of the parents fulfilled their contractual agreement. For the 2009-2010 99% parents will complete their volunteer hours by choosing to either donate their time, classroom supplies, books, educational toys, and/or games.

For the 2009-2010 school year, Somerset Arts Academy will be infusing 21st Century technology in every classroom. Each

classroom will be equipped with Promethean Boards, tutorial software, and a one to one student/laptop ratio. Faculty and staff will be provided with professional development opportunities to easily integrate new technologies into their daily routines.

Unique School Weaknesses for Next Year

Due to the poor truancy ratio during 2008-2009, Somerset Arts Academy Charter School will enact a truancy program to encourage and improve overall attendance for 2008-2009. Furthermore a community specialist will be assigned to act as a liaison between the school and the parent community to parent workshops to support and encourage academic support at home as well.

Student Demographics

Currently enrolled in Somerset Arts Academy Charter School are 205 students, which the majority is from the surrounding Homestead area. The student population by grade levels is as follows: 59-kindergarten, 24-first grade, and 25-second grade. For the 2009-2010 school year, Somerset Arts Academy Charter School will be expanding to include 3rd, 4th, and 5th grade. Of those students currently enrolled, 53% are white, 19% black, 82% Hispanic, 6% Asian and 6% multicultural. Of our students in grades kindergarten through fifth grade, 17% are English Speakers of Other Language (ELL). Current ELL levels are subject to change pending CELLA scores that will be released in July 2009. Six percent of our student population are SWD. Based on last years data, forty-nine percent of its students qualified for free or reduced lunch. This year the faculty and staff will consist of one administrator, 10 classroom teachers, 4 special area teachers, ESE teacher, 2 paraprofessionals, and administrative assistant, security and cafeteria manager. The staff consists of 30% White, 70% is Hispanic, of which 15% of our staff is male and 85% are female.

Student Attendance Rates

Somerset Arts Academy Charter School attendance rate was approximately 90% for the 2008-2009 school year.

Student Mobility

Somerset Arts Academy Charter School had a mobility index of 29.

Student Suspension Rates

2008-2009: In-school 2, Out-of-school 0. The suspension rates significantly lowered than the neighboring schools.

Student Retention Rates

The retention rate is at 2%, which is lower than the district’s retention rate currently at 6%.

Class Size

An effort has been made to reduce class sizes in all subject areas and across grade levels to reduce discipline problems and strengthen the one-on-one relationship between students and teachers. Somerset Arts Academy will meet class size demand by hiring co-teachers to ensure that K-3 meets a 1:18 teacher student ratio & 4-5 meets a 1:23 teacher student ratio. Our SWD population is small with an average of one student per teacher. Although our ELL population is slightly larger, on average there are 3 ELL student per teacher.

Academic Performance of Feeder Pattern

There are four elementary schools that feed into Somerset Arts Academy Charter School. Cambell Drive Elementary, a Correct I school, maintained its “C” grade however increased its overall performance points from 457 to 484. Redland Elementary increased its grade from a “B” to an “A”. Redondo Elementary and Avacado Elementary, both a Prevent I school, did not receive a letter grade for the 2007-2008 school year. Redondo Elementary was the only school that met the NCLB AYP Criteria. Avocado dropped from 95% to 92%, Redland Elementary from 97% to 95%, and although Cambell Drive had an increase form 67% to 92% it still did not meet AYP status. ELL & SWD students met AYP status in all schools for the exception of Avocado Elementary.

Partnerships and Grants

An implementation grant was acquired through the Florida Department of Education that allowed Somerset Arts Academy Charter School to purchase resources and materials to enhance technology and literacy. The school utilized the grant to purchase Promethean boards, Netbook laptop to serve as mobile labs, books and software for the media center. Funds were used to purchase tutorial software programs to provide alternative resources to enrich learning environment.

Somerset Arts Academy Charter 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: Exceptional Student Education, 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

STUDENT ACHIEVEMENT DATA

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, and homeless 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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Idalia M. Suarez

BA-Elementary Education, Florida International University; Masters of Science-Educational Leadership, Florida International University

2 2

Principal of Somerset Arts Academy Charter School in 2008-2009: Grade 2: SAT-10 Reading Mastery; 48% scored between 50%-100% in Reading, Math mastery: 67% scored between 50%-100% in Math

2007-2008 Grade: A, Reading Mastery 81%, Writing Mastery 94%, Math Mastery 84%, Science Mastery 77% AYP 100%, Math and Science Coach at Mater Academy Charter School

2006-2007: Grade: A, Reading Mastery 80%, Writing Mastery 94%, Math Mastery 77%, Science Mastery 44% AYP 100%, Math and Science Coach at Mater Academy Charter School

2005-2006: Grade: A, Reading Mastery 75%, Writing Mastery 90%, Math Mastery 69%, Science Mastery N/A AYP 100% Department Chairperson at Mater Academy Charter School

2004-2005: Grade: A, Reading Mastery 77%, Writing Mastery 90%, Math Mastery 72%, Science Mastery N/A, AYP 100% .Department Chairperson at Mater Academy Charter School

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

Subject Area NameDegree(s)/ Certification

(s)

# of Years

at Current School

# of Years as a Coach Prior Performance Record *

No data submitted

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

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

1. Beginning/New teacher workshops and conference Principal August

2. Regular Meetings of new teachers with Principal Principal On-going

3. Partnering new teachers with veteran staffGrade level Chairperson On-going

4. Somerset Academy Inc. Job Fair and recruiting at Universities

Principal and Leadership team

April 2010

5. Soliciting referrals from current employees Principal N/A

Referral box in main office; however announcement will be made in September, December, and during the March faculty meetings

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Janice Mills

Professional Educator’s: Elementary Education

Kindergarten

Ms. Mills has been given an out-of-field waiver and has completed her First ESOL course and met her Meta requirement. She has committed to taking either the ESOL subject area exam or additional ESOL courses to be fully ESOL endorsed.

Stephanie Polk

Professional Educator’s: Elementary Education

Kindergarten/ First Grade

Ms. Polk has been given an out-of-field waiver and has completed her First ESOL course and met her Meta requirement. She has committed to taking either the ESOL subject area exam or additional ESOL courses to be fully ESOL endorsed.

Rachelle Binder

Temporary Educator’s: Elementary Education

Kindergarten

Mrs. Binder has completed her General Knowledge Portion of the Teacher Certification Exam. Ms. Binder is partnered with Ms. Schwartz, who has been teaching for 7 years, and she is assisting Ms. Binder in preparing for other portions of the certification test. Ms. Binder has been given an out-of-field waiver and has completed her First ESOL course and met her Meta requirement. She has committed to taking either the ESOL subject area exam or additional ESOL courses to be fully ESOL endorsed.

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

14 14 64 22 0 7 79 0 0 49

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Samantha Schwartz

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Samantha Schwartz Ximena Alvarez

Ms. Alvarez is a first year teacher. Ms. Schwartz has shown improvement in reading achievement as reflected in the DIBELS assessment and students have shown learning gains by scoring at high performance levels.

Ximena Alvarez Ms. Alvarez is a first year teacher. Ms. Schwartz has shown improvement in reading achievement as reflected in the DIBELS assessment and students have shown learning gains by scoring at high performance levels. The mentor and mentee are meeting biweekly in a professional learning community to discuss evidence-based strategies for each domain. The mentor is given release time to observe the mentee. Time is given for the feedback, coaching and planning. She will also be modeling lessons using reading and writing strategies to teach Language Arts concepts.

Janice Mills

Stephanie PolkMichelle Lageyre

Although Ms. Polk is not a beginning teacher, she is a new hire at Somerset Academy Arts Charter School. Ms. Mills has shown improvement in reading achievement as reflected in the DIBELS assessment and students have shown learning gains by scoring at high performance levels.

The mentor and mentee will be paired, and through weekly professional learning community meetings, they will discuss evidence-based strategies for each domain. . The mentor is given release time to observe the mentee. Time is given for the feedback, coaching and planning.

Title I, Part A

Somerset Arts Academy ensure that students requiring additional remediation are assisted through after-school tutoring programs, pull out tutoring services and/or summer school. Support services are provided to Curriculum Coaches to develop, lead, and evaluate school core content standards/ programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. The school will identify 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, such as volunteer hour requirement, Title 1 CHESS, 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 Community Involvement Specialist will, together with the District Migrant liaison will coordinates with Title I and other programs to assess the needs of any migrant students to ensure that their unique needs are met.

Title I, Part D

With the support of the Alternative Outreach program services are coordinated with district Drop-out Prevention programs.

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

Somerset Arts Academy will provide for its ELL population through services available through the district for education materials and ELL district support services to improve the education of immigrant and English Language Learners.

Title X- Homeless

The school’s Community Involvement Specialist will work with the assigned District Homeless Social Worker which can provide resources such as clothing, school supplies, and social services referrals)for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education.

Supplemental Academic Instruction (SAI)

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

Violence Prevention Programs

The school incorporates a Character Education Curriculum as well as offers a non-violence and anti-drug program to students that incorporate field trips, community service, drug tests, and counseling.

Nutrition Programs

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

Housing Programs

N/A

Head Start

Head Start programs are co-located in several Title I schools and/or communities. Joint activities, including professional development and transition processes are shared. Through affiliating agreements, the Summer VPK program is provided at Head Start sites.

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

Parental Involvement

Involve parents in the planning and implementation of the Title I Program and extend an open invitation to our school’s parent resource center in order to inform parents regarding available programs, their rights under No Child Left Behind and other referral services.

Increase parental engagement/involvement through development of an on-going parental input through EESAC quarterly meetings. Parents will understand and make a commitment through School-Parent Compact tailored to each student’s individual needs. As stated in the Title I Parental Involvement Policy, parents will be informed during a Title I Orientation Meeting on the evening of Open House).

Somerset Arts Academy will conduct informal parent surveys to determine specific needs of our parents, and to schedule future parent workshops. These events will take place throughout the school year ensuring flexible times to accommodate our

Response to Instruction/Intervention (RtI)

parents’ schedule as part of our goal to empower parents and build their capacity for involvement.

Somerset Arts Academy will 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.

Identify the school-based RtI Leadership Team.

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

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

School-based RtI Team

Principal: Provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and documentation, ensures and monitors adequate professional development through the use of Professional Development Plans (PDP) to support RtI implementation, and communicates with parents regarding school-based RtI plans and activities.

Select General Education Teachers (Primary): Provides information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.

Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional activities/materials into Tier 3 instruction, and collaborates with general education teachers while providing additional support through regular consultations.

Instructional Coach(es) Reading/Math/Science: Develops, leads, and evaluates school core content programs. The coaches will identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. They will Identifies systematic patterns of student needs and identify appropriate, evidence-based intervention strategies. Technology Specialist: Develops or brokers technology necessary to manage and display data; provides professional development and technical support to teachers and staff regarding data management and display.

Speech Language Pathologist: Educates the team in the role language plays in curriculum, assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systemic patterns of student need with respect to language skills

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

The Leadership Team will focus meetings around one question: How do we develop and maintain a problem- solving system to bring out the best our teachers, and in our students?

The team will meet bi-monthly engage in the following activities: Review progress monitoring data gathered at the grade level meetings by each individual teacher. Team will identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting benchmarks. Based on the above information, the team will identify several strategies to better assist students’ specific needs. During the meetings, the team will also desegregate data. The team will also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.

The RtI Leadership Team met with the principal and the EESAC to help develop the SIP. The team provided data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction through quarterly guides and pacing guides.

School Wide Florida’s Continuous Improvement Model

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

Baseline data: Progress Monitoring and Reporting Network (PMRN), Florida Assessment for Instruction in Reading (FAIR), Florida Comprehensive Assessment Test (FCAT), Standardize Achievement Test (SAT), Comprehensive English Language Learning Assessment (CELLA) Progress Monitoring: PMRN, Curriculum Based Measurement (CBM), FCAT Simulation Midyear: Florida Assessment for Instruction in Reading (FAIR) End of year: FAIR, FCAT, SAT-10, CELLA Frequency of Data Days: once a month for data analysis

Professional development will be provided during teachers’ common planning time and small sessions will occur throughout the year. The RtI team will also evaluate additional staff PD needs during bi-monthly RtI Leadership Team meetings. Once available, Baseline Assessment, FAIR and FCAT scores will help create PD opportunities for teachers to better develop their teaching practices. The Rtl team will also meet to share best practices at a yearly district sponsored conference as well as during monthly faculty meetings.

Data Disaggregation 2008-2009 FCAT Data

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

Instructional Calendar Development

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

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

Plan

Both strengths and weaknesses were identified during the 2008-2009 school year. According to results from the DIBELS assessment, 15% of kindergarten students at the intensive level, 17% are at the strategic level, and 68% are at the initial level. In first grade, 4% of students are at the intensive level, 35% of students are at the strategic level, and 61% of students are at the initial level. In second grade, 19% of students are at the intensive level, 12% are at the strategic level, and 69% are at the initial level.

At Somerset Arts Academy Leadership team developed their Instructional Focus Calendar for reading, math and science, based on the district’s IFC created in 2009. The IFC will be updated in October, 2009 as determined by disaggregated data results from Baseline Assessments in reading, math and science, and again in October, January and May after interim and FAIR Assessments. Teachers will be responsible for determining the instructional focus of whole group lessons, and small group/differentiated instruction. The duration of instruction for each Benchmark was determined by the amount of time allotted in the IFC to ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted in the IFC, teachers will provide instruction on each Benchmark, allow the students an opportunity to practice, assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting. Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the IFC is being utilized and implemented effectively. Coaches and/or mentors will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation. Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The subject area coaches and/or department chairperson will provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities, and utilize the support of their colleagues during weekly team meetings.

Since grades 3, 4, and 5 will be incorporated for the first time, the following benchmarks will be given priority focus: Reading: Main Idea/Purpose will be given priority focus. Writing: Organization will be given priority focus.

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?

Mathematics: Number Sense will be given priority focus. Science: Scientific Thinking will be given priority focus.

The instruction is tailored to the students’ individuals needs as opposed to the master schedule through implementing differentiated instruction. As well, interventions will be set in motion to assisted need based students focusing on specific subject areas as a result of data gathered. Examples include, Baseline Assessments weekly assessments, FAIR, SAT-10, and FCAT scores. Furthermore, the staff at Somerset Arts Academy Charter School is very diverse and teachers were hired based on their strengths in different content areas, which as a whole, encourages collaboration and teamwork in developing new ideas to assist students and meet their individual needs.

The students are exposed to an arts enriched curriculum including higher order thinking skills that promotes ongoing learning. Teachers are required to integrate one of four art components into their daily lessons in one of the core subjects. Teachers will utilize Somerset Arts Academy Arts Curriculum to enrich instruction in reading, language arts, math, science, and/or social studies through the arts.

Students at Somerset Arts Academy will be encouraged to plan for their future through field-trips and school sponsored events such as Career Day usually held in the spring.

Direct the Instructional Focus

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

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

DO

Grade level teachers will meet weekly to determine the areas of students’ strengths and weaknesses as demonstrated by class work assignments and assessment results. Assessments may include oral, written and group assessments linked to the benchmarks being taught. Lesson plans will provide evidence of differentiated instruction, to ensure below mastery, at mastery, and above mastery of all students. ELL and SWD accommodations will be reflected on the lessons plans as needed. Teachers will meet weekly for grade level meetings and PLCs to share best practices and resources.

Each grade level meets periodically with their department chairperson and reading coach to develop Focus lessons based on a review of previous assessments where students were struggling. The focus lessons selected by the assigned chairperson and their department. Benchmarks and standards for each subject area and cover those Benchmarks that are annually assessed on the FCAT. The focus lessons will be taught at the beginning of each class period by the core subject area teacher.

Student mastery on assessments based on the focus lessons will determine if the focus lessons need to be revised and/or re-taught. 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 by the administration which will conduct walk-through’s. During this time, administrators will view instruction as well as monitor lesson plans and provide feedback to teachers. Proficiency of skills and benchmarks should also be evident in skills and Benchmarks that are taught as part of the whole group instruction.

Assessment

CHECK

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.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

The team will use weekly assessments based on IFC and benchmarks in core subjects to determine progress and comprehension. Throughout the year, the team will utilize formal testing such as Baseline Assessments, FAIR, SAT-10, FCAT, as well as Accelerated Reader (AR), Ticket to Read, and Carnegie. Those students working below grade level will have further help through intervention programs, which will utilize Voyager Passport to assist students in a small group setting as well as one-on-one tutoring.

Mastery will be set at 80%. Data gathered from assessments will determine whether or not students have reached proficiency in each benchmark. If students are not reaching mastery, teachers will differentiate their instruction based on their mastery level to provide appropriate instructions to meet the students’ needs. As well, teachers will provide additional instruction and practice opportunities for those students at mastery level as an enrichment/advanced instruction to students above mastery level.

Students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency.

Teachers will meet weekly by grade level during common planning time. The meetings will be facilitated by the reading coach, the team leader, and/or the department chairperson. During these meetings, lesson plans, data, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs. A teacher will be designated to record notes from the meeting, and the notes will be submitted to the administrative staff. Members of the administrative staff will attend meetings on a rotating basis.

The Principal and Leadership Team will meet with teachers either during monthly meetings, or one-on-one as needed, to discuss assessment results and student progress. During these meetings, lesson plans, data, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs. Special attention will be given to special needs populations such as migrant, homeless, neglected and delinquent students. The instructional coaches will assist teachers with providing instruction on the focus lessons either by modeling whole group instruction or assisting the teacher in providing small group instruction.

Supplemental and Intensive Instruction/Interventions

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

ACT

Low performing students will be identified, through the use of baseline assessments, FAIR, SAT-10 scores, and FCAT scores as well as teacher recommendations. These low performing students will receive remediation through a school based intervention program. Paraprofessionals and special area teachers will receive professional development in the proper implementation of the Voyager program. Classroom teachers, as well as the administration, will monitor and review the implementation of the intervention through students performance. Furthermore, a log and attendance sheets will be utilized and monitored to ensure the success of the school wide intervention program.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status Show 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

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?

Enrichment

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

Describe how students are identified for enrichment strategies.

Teachers will use weekly assessments from stated adopted textbooks; both oral and written assessments including daily comprehension questions. Computerized programs and instructional software such as Ticket to Read, FCAT Explorer, Carnegie Learning and Accelerated Reader as well as internet instructional web sites such as FCAT Explorer will be utilized. Resources and strategies gained from professional development workshops and professional learning communities will be used to instruct students at all proficiency levels.

Based on data, teacher surveys, and professional development plans, the Professional Development Liaison can identify the staffs’ specific needs.

As a result of data gathered from our formal and informal assessments , students performing below proficiency level will be targeted for supplemental and intensive instruction/interventions.

Students receiving intervention will be monitored closely by the Leadership team, classroom teacher and the intervention specialist. Upon completion of FAIR and Interim Assessments, the Leadership team and teacher will disaggregate data to measure growth. All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through district adopted assessments will also be utilized to determine the effectiveness of supplemental instruction.

Teachers will integrate a technology-enriched environment which includes a 1:1 computer ratio for students, interactive promethean boards, as well as instructional based web sites. The school will have an arts infused curriculum exposing the students to the arts throughout the core subjects.

Our school offers enrichment strategies to all students. These strategies and activities can be used at all proficiency levels.

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

Frequency of PLC Meetings Schedule (when)

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

*Primary and Intermediate Department Chairperson, Reading Coach, SWD chairperson, ELL Chairperson

Principal Bi-monthly First and Third Wednesday of each month

Analyze the effectiveness of district focus calendar, mini lessons, mini assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.

Show Attached Supplemental Educational Services (SES) Notification

Pre-School Transition

Postsecondary Transition

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

Title I Administration assists the school by providing supplemental funds beyond the State of Florida funded Voluntary Pre-Kindergarten Program (VPK). Funds are used to provide extended support through a full time highly qualified teacher and paraprofessional. This will assist with providing young children with a variety of meaningful learning experiences, in environments that give them opportunities to create knowledge through initiatives shared with supportive adults. In selected school communities, the Title I Program further provides assistance for preschool transition through the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program. HIPPY provides in-home training for parents to become more involved in the educational process of their three- and four-year old children.

At Somerset Arts Academy Charter School, all incoming Kindergarten students are assessed prior to or upon entering Kindergarten in order to ascertain individual and group needs and to assist in the development of robust instructional/intervention programs. All students are assessed within the areas of Basic Skills/School Readiness, using the Basic Reading Inventory (BRI). In addition to academic/school readiness assessments (FLKRS) that also assesses kindergarten students in the area of social/emotional development; all students will be screened utilizing FAIRS to determine reading fluency and level.

Data will be used to plan daily academic and social/emotional instruction for all students and for groups of students or individual students who may need intervention beyond core instruction. Core Kindergarten academic and behavioral instruction will include daily explicit instruction, modeling, guided practice and independent practice of all academic and/or social emotional skills identified by screening data. Social skills instruction will occur daily for 20 minutes using the Skills Streaming Curriculum and will be reinforced throughout the day through the use of a common language, re-teaching, and positive reinforcement of pro-social behavior.

Screening tools will be re-administered mid-year and at the end of the year in order to determine student learning gains in order to determine the need for changes to the instructional/intervention programs.

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

Based on the 2009 SAT Reading Data 48% percent of 2nd grade students scored at or above 50% on the SAT-10 Reading portion.

Given instruction using the Sunshine State Standards, 72% of the students in grades 3-5 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 1. The school will implement school’s quarterly goals for reading and language arts classes as well as the Somerset pacing guide

Principal and the Reading Coach.

Administration will be aware of the pacing guides and quarterly goals and monitor implementation through frequent classroom walkthroughs.

Informal Walkthrough evaluation checklists

2 Include differentiated lessons that meet the needs of the varied levels in each classroom

Principal, Reading Coach and department chairpersons

Lesson plans will be reviewed during classroom walkthroughs and differentiated instruction activities and lessons reviewed for their effectiveness

Informal Walkthrough evaluation checklists

3 The school will implement the new Baseline Assessment, FAIR assessment, and interim reports to monitor student progress and tailor pacing guides according to individual student needs.

Principal, Reading Coach and department chairpersons

Review data regularly to ensure teachers are assessing students according to the created schedule and utilizing the available data to tailor instruction.

Assessment Data print out and grade level meeting minutes and agenda

Professional Development Aligned with Objective:

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

In grades 3-5, 72% of the students will achieve mastery for reading on the 2010 FCAT Reading Test.

. Effective implementation of the IFC.

Reading Coach August 2009 Lesson Plan and Classroom

visits Principal and Reading Coach.

In grades 3-5, 72% of students will achieve learning gains on the 2010 administration of the FCAT Reading Test.

Effective use of the Reading Coach’s time.

District LA Supervisor

August-September 2009

The coach’s weekly log will be shared with the principal and reading coach.

Principal, Reading Coach, District LA Supervisor.

In grades 3-5, 72% of students will achieve learning gains on the 2010 administration of the FCAT Reading Test.

Think-Pair-Share Reading Coach

September 2009

Focused walkthroughs with principal and reading coach to observe the frequency and effectiveness of “Think-Pair-Share” activities.

Principal and Reading Coach

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

Teacher

Budget:

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

Description of Resources Funding Source Available Amount

Voyager Passport Implementation Grant $8,114.00

Houghton Mifflin Implementation Grant $9,882.00

Total: $17,996.00

Technology


Ticket To Read Available with purchase of Voyager Passport) Implementation Grant $0.00

Accelerated Reader Implementation Grant $5,645.50

Student Laptops for a one to one student/computer ratio Implementation Grant $79,560.00

Total: $85,205.50

Professional Development


Differentiated Instruction Internal $100.00

Total: $100.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $103,301.50

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 grade 2, 30% of the students achieved 75% or higher on the SAT-10 Math

Given instruction utilizing the SSS, 74% of students in grades 3-5 will achieve mastery on the 2010 administration of the FCAT Math



Evaluation Tool

1 Incorporate differentiated instruction during math to ensure all students master objectives

Principal and Department Chairperson

Focused walkthroughs by the principal and department chairperson to ensure that teachers are

Reports generated from walkthroughs

incorporating center based/differentiated instruction

2 Increase the use of manipulatives and hands-on activities to reinforce mathematics concepts.


Focused walkthroughs by Principal and department chairperson will be used to ensure all Math Teachers are utilizing alternative resources such as technology and manipulatives to incorporate hands-on instruction.

Reports generated from walkthroughs.

3 Utilize district interim reports to identify students in the core curriculum needing intervention and enrichment

Principal, Department Chairperson and teachers

Review student grouping charts frequently and ensure groups are redesigned to target the need of students based on assessment.

Progress of all students on assessment


Objective Addressed Content/Topic Facilitator Target

Date


Person Responsible

for Monitoring

In grades 3-5, 74% of students will achieve mastery on the 2010 administration of the FCAT Math Test

Effective implementation of the pacing guides and quarterly goals.

Principal, Department Chairperson

August 2009 Modeling of Lesson, frequent Classroom visits



Effective use of manipulatives and hands-on activities


September 2009

Observe the implementation an d use of center based instruction as well as review lesson plans to ensure centers are well documented



Differentiated instruction

District Math Supervisor, Principal. & Department Chairperson

All math teachers will participate in DI instruction training by October 2009.

District and school leadership will conduct targeted walkthroughs to monitor effectiveness of DI training and using evidenced-based instruction and interventions within the math block.

District Math Supervisor, Principal and Department Chairpersons are responsible for monitoring the use of DI in math blocks.

Budget:




Total: $0.00

Technology


Carnegie Cognitive Tutor Implementation Grant $5,399.95

Promethean Boards Implementation Grant $35,867.00

Total: $41,266.95



Promethean Board training Internal $100.00

Differentiated Instruction training Operating $100.00

Total: $200.00

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 50% of the students in our district achieved a Level 3 or above.

Given instruction using the SSS, 50% of students will score at level 3 or above on the 2010 FCAT Science Assessment



Evaluation Tool

1 Utilize hands on laboratory experiments 1 to 2 times per week using the 5E model, science stations

Principal and Department Chairpersons

Inquiry based instructions through investigations will be evident in weekly lesson plans and monitored by the principal and department chairpersons.

Evidence of growth on interim assessments

2 Provide real-world science experiences and engaging activities


Inquiry based activities will be evident in lesson plans and monitored by the principal and department chairperson through informal and formal evaluations.

Improvement on the science mini-assessments

3 Implement differentiated instruction through centers based instruction


Center based instruction will be monitored through frequent walkthroughs by the principal and department chairperson

Improvement on the science mini-assessments


Objective Addressed Content/Topic Facilitator Target

Date


Person Responsible

for Monitoring

Given instruction based on the SSS 50% of students will score at level 3 or above on the 2010 FCAT Science Assessment.

District Science Specialists, Principal and DepartmentChairpersons

District Science Specialists, Principal and DepartmentChairpersons

September 2009

Principal will attend the training and ensure strategies are implemented.

Principal

Given instruction based on the SSS 50% of students will score at level 3 or above on the 2010 FCAT Science Assessment.

Inquiry-Based Instruction in Science


October 2009

Principal and Department Chairpersons will ensure strategies are implemented through frequent walkthroughs


Budget:



Scott Foresman Science Series Implementation Grant $16,849.00

Total: $16,849.00

Technology


Safari Montage Implementation Grant $7,174.00

Brainpop.com Implementation Grant $1,495.00

Total: $8,669.00



Effective instruction in Science using 5 E model Operating $0.00

Inquiry Based and centers based Instruction in Science through Operating $0.00

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 data 90% of the students in our district achieved a 3.5 or above.

Given instruction using the Sunshine State Standards, on the 2010 administration of the FCAT writing test, 90% of the 4th Grade students will achieve a 4.0 or above.



Evaluation Tool

1 Students will participate in a school wide monthly writing Assessment

Principal, Reading Coach and Department Chairpersons

Leadership Team will develop prompts, monitor assessments and collect scores to analyze the data

Progress between the pre-test prompt and mid year prompt

2 Students will use the writing process daily, all writing will be dated, and recorded in a journal, notebook, or work folder for monitoring of growth across time.


A school wide consistent method of saving student work will be established. Principal will review students writing through frequent walkthroughs.

Progress between the pre-test prompt and the mid year prompt

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


Administration will monitor revision and editing process by reviewing student drafts.

Progress between the pre-test prompt and mid year prompt




Person Responsible

for Monitoring

On the 2010 administration of the FCAT writing test, 90% of 4th Grade students will achieve 4.0 or above.

Teaching the use of revision and editing strategies. Teacher will implement technology into the curriculum

Reading Coach

September 2009

Monitor student writing portfolios, notebooks or journals. The students will use red pens to make revisions and edit so that their self-correcting behavior can be easy monitored.


Budget:



Houghton Mifflin Reading/Language Arts Series and Resources (budgeted under Reading)

Implementation Grant $0.00

Total: $0.00

Technology


Document Cameras Implementation Grant $9,372.00

Total: $9,372.00



Writing Strategies Operating $100.00

Total: $100.00

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?



School Staff Survey Indicated Teachers communicated with 10% of parents once per month.

Increased teacher communication with parents to 80% of their student’s parents at least once per month..



Evaluation Tool

1 Classroom teachers encouraged to make monthly phone calls for those parents they do not meet with frequently and log conversation.

Principal and classroom teacher

Review parent telephone logs.

Parent attendance sign-in sheets.Title I Administration Parental Involvement Monthly School Report

2 Offer Reading Nights, bookfair, and workshops with bilingual books..

Principal, Reading Coach and the Community

Collect participation data and survey families.Parent attendance sign in

Parent attendance sign in sheets

Involvement Specialist sheets

3 Conduct needs assessments through monthly parent volunteer meetings and quarterly EESAC meetings.

Principal, Community Involvement Specialist, EESAC committee members and Parent Volunteers

Collect feedback surveys from parents and teachers.

Parent and Teacher surveys.



Increase parent contacts. Somerset Arts Academy will increase the number of parent contacts by 1% by June 2010.



Evaluation Tool

1 Offer meetings before and after school.

Principal Review parent telephone logs.

Parent Attendance sign- in sheets.

2 Use of CoNect Ed messaging system.

Community Involvement Specialist and Principal

Collect participation data.

Title I Administration Parental Involvement Monthly School Report.

3 Maintain parental telephone logs and activity reports.

Community Involvement Specialist and Principal

Tally Parental Involvement Monthly School and Activity Reports.

Title I Administration Parental Involvement Monthly Activities Report.




Person Responsible

for Monitoring

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

Title I in Action: A Parishioners Perspective!

District’s summer Heat Training for Principals

Ongoing throughout the 2009-2010 school year.

Effective will be determined by the completion of parent surveys.

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

Increase teacher communication with parents to 80% of their parents at least once per month.

Effective 2 way communication

Administration and Teachers.

September 2009

Parent Liaison will participate in common planning to provide follow up

Parent Liaison

Budget:




Total: $0.00

Technology


CoNect Ed Operating $500.00

Total: $500.00



Open House/Title 1 Orientation Internal $200.00

FCAT Parent Night Internal $50.00

Science Parent Workshop Internal $200.00

Quarterly EESAC meeting EESAC $200.00

Total: $650.00

Other


Implementation of National Standards for Home-School Partnerships EESAC $0.00

Total: $0.00


End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance


Goal Description of Resources Funding Source Available Amount

Reading Voyager Passport Implementation Grant $8,114.00

Reading Houghton Mifflin Implementation Grant $9,882.00

WritingHoughton Mifflin Reading/Language Arts Series and Resources (budgeted under Reading)

Implementation Grant $0.00

Science Scott Foresman Science Series Implementation Grant $16,849.00

Total: $34,845.00

Technology


Reading Ticket To Read Available with purchase of Voyager Passport) Implementation Grant $0.00

Reading Accelerated Reader Implementation Grant $5,645.50

Reading Student Laptops for a one to one student/computer ratio Implementation Grant $79,560.00

Mathematics Carnegie Cognitive Tutor Implementation Grant $5,399.95

Mathematics Promethean Boards Implementation Grant $35,867.00

Writing Document Cameras Implementation Grant $9,372.00

Science Safari Montage Implementation Grant $7,174.00

Science Brainpop.com Implementation Grant $1,495.00

Parental Involvement CoNect Ed Operating $500.00

Total: $145,013.45



Reading Differentiated Instruction Internal $100.00

Mathematics Promethean Board training Internal $100.00

Mathematics Differentiated Instruction training Operating $100.00

Writing Writing Strategies Operating $100.00

Science Effective instruction in Science using 5 E model Operating $0.00

Science Inquiry Based and centers based Instruction in Science through Operating $0.00

Parental Involvement Open House/Title 1 Orientation Internal $200.00

Parental Involvement FCAT Parent Night Internal $50.00

Parental Involvement Science Parent Workshop Internal $200.00

Parental Involvement Quarterly EESAC meeting EESAC $200.00

Total: $1,050.00

Other


Parental InvolvementImplementation of National Standards for Home-School Partnerships

EESAC $0.00

Total: $0.00


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School Advisory CouncilSchool 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

Parent Workshops 300

FCAT T-Shirts for the students and faculty 750

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

SAC Members

EESAC will be responsible to monitor, support and evaluate the 2009-2010 school improvement plan during quarterly meetings.

Members

1) Idalia Suarez, Principal

2) Marcelo Gomez, SAC Chair

3) Janice Mills, Teacher

4) Jessica Mesa, Teacher

5) Zoila Sobrino, Parent

6) Mayleth Chico, Parent

7) Julie Harding, Parent

8) Ligia Rodriguez, Parent

9) Angeles Garcia-Orosco, Parent

10) Dawn Krepps, Parent

11) Chris Coppolo, Community Member

12) Jessica Gonzalez, School Support Personnel

AYP DATA

SCHOOL GRADE DATA

School District

2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

0% 0% % %

Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.

% of Students Making Learning Gains

0% 0%

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?

% (0) % (0) 0 Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.

Points Earned 0 Percent Tested = 0% Percent of eligible students tested

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

School District

2007-2008

Reading

Math

Writing

Science

GradePointsEarned


0% 0% % %



0% 0%






School District

2006-2007

Reading

Math

Writing

Science

GradePointsEarned


0% 0% % %



0% 0%






Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …osi.dadeschools.net/sip/09-10/pdf/2012.pdf · Stephanie Polk Professional Educator’s: Elementary Education Kindergarten