FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …osi.dadeschools.net/sip/09-10/pdf/6011.pdf · When comparing the results of the 2008 and 2009 Florida Comprehensive Assessment

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: ALLAPATTAH MIDDLE SCHOOL

District Name: Dade

Principal: Leonard Torres

SAC Chair: Shanika Simmons

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending

Last Modified on: 09-21-2009

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 It is the belief of all at Allapattah Middle that our students will meet and eventually exceed the No Child Left Behind requirements. We are certain they will become life-long learners prepared to give back to their respective communities and continue the tradition of excellence they helped establish.

Mission Staff will assure students exceed State and National Standards in student achievement and literacy.

The staff and community of Allapattah Middle School seek to provide our students with student-centered instruction that focuses on literacy and structured thinking skills while exposing them to technologically enriched learning experiences. Academic objectives focus on aligning classroom instruction and student achievement with state and district benchmarks, specifically in the areas of reading, writing, mathematics, science, and advanced academics. Our goals are to provide a supportive, structured learning environment that prepares students for higher education and/or the workplace; to expand the academic, social, and emotional development of each individual; and to actively engage the community, parents, child, and school in the educational process.

Brief History and Background of the School

Allapattah Middle houses approximately 700 students in grades 6-8, it is located at 1331 Northwest 46th Street in Miami, Florida. Allapattah Middle is in the city's largest African American community that borders a large Haitian community to the east and an even larger Hispanic community to the south. The school was first established in 1964 as a junior high school. The media center, cafeteria, auditorium and classrooms located in the original building were renovated in 2007. A new Science wing was added in 2002. In addition, the school embarked on a beautification project through Hands on Miami in 2008 which included creating murals focusing on character education, upgrading the landscaping at the school's entrance and several student gardens.

Unique School Strengths for Next Year

When comparing the results of the 2008 and 2009 Florida Comprehensive Assessment Test (FCAT), Allapattah Middle’s students scoring Level 3 and above demonstrated the following learning gains: 6th grade reading increased by 3 percentage points; 7th grade reading increased by 4 percentage points; and 6th grade mathematics increased by 6 percentage points.

Unique School Weaknesses for Next Year

Allapattah Middle will experience an influx of students who have not received exposure to the rigor of the Sunshine State Standards due to the closure of Excel Charter School and Corpus Christi Catholic School. Allapattah Middle has experienced an administrative change, with a new principal and assistant principal. In addition, about 30% of our staff consists of beginning and early career non-education major teachers. Early career and non-education major teachers require additional professional development which results in an interruption to the daily classroom instruction.

When comparing the results of the 2008 and 2009 Florida Comprehensive Assessment Test (FCAT), Allapattah Middle experienced a decline in the number of students scoring Level 3 and above in the following areas: 8th grade reading decreased by 4 percentage points; 7th grade math decreased by 6 percentage points; 8th grade mathematics decreased by

5 percentage points and 8th grade science decreased by 13 percentage points. According to comparative data between the 2008 and 2009 FCAT Writing Assessment, 8th grade students scoring a 3.5 and above decreased by 7 percentage points.

The implementation of the Florida Continuous Improvement Model (FCIM) will be strengthened at Alllapattah Middle. The data-driven process successfully integrates the philosophies of Total Quality Management (TQM) and Effective Schools Research. Administrators and instructional staff will cultivate an environment that is progressive as well as reflective.

Student Demographics

The ethnic distribution of the student population is 53 percent African American (including Haitian), 46 percent Hispanic, 1 percent White, and 0 percent Other. Of the total student population, approximately 64 students are identified as English Languages Learners (ELL) program, seven of whom are in New Beginnings; and approximately 94 students are labeled Students With Disabilities (SWD). There are 657 students labeled as Economically Disadvantaged.

Student Attendance Rates

Allapattah Middle’s attendance rate over the past three years has increased. In 2006-2007, Allapattah Middle’s student attendance rate was 92.87% compared to the District’s average of 94.88%. In 2007-2008, Allapattah Middle’s student attendance rate was 93.42% compared to the District’s average of 95.14%. In 2008-2009, Allapattah Middle’s student attendance rate was 93.79% compared to the District’s average of 95.24%. Within the Miami Jackson Sr. High feeder pattern, five of the elementary schools exceeded Allapattah Middle’s student attendance rate by an increase of 1 percentage point. Comstock Elementary 95.12%, Lenora B. Smith Elementary 94.62%, Maya Angelou Elementary 94.54% and Santa Clara Elementary 94.68%. Paul L. Dunbar Elementary and Kelsey L. Pharr Elementary average the same student attendance rate as Allapattah Middle. Allapattah Middle school exceeded Miami Jackson Sr. High student attendance rate by 2 percentage points. The Miami Jackson Feeder Pattern student attendance rate in 2006-2007 was 93.5%, 2007-2008 was 94.88%, and in 2008-2009 it was 95.58%. For the past three years there has been an increase of 59%.

Student Mobility

The mobility rate during the 2008-2009 school year was 40%.

Student Suspension Rates

The suspension rates over the past three years are as follows: 2006-2007 In-school 75, Out-of-school 147; 2007-2008 In-school 169, Out-of-school 153; 2008-2009: In-school 165, Out-of-school 199. Schoolwide initiatives will be instituted for the upcoming school year that will reinforce the District’s code of conduct, which will in turn create a more conducive environment for learning.

Student Retention Rates

The student retention rate decreased from 4.6 in 2006-2007 to 3.0 in 2007-2008. In 2008-2009, the student retention rate decreased to 2.9% due to Allapattah Middle’s student services department. Students are enrolled in PLATO Recovery courses to afford them the opportunity for credit recovery. The counselors and Community Involvement Specialist (CIS) are proactive and afford students every opportunity available for promotion

Class Size

The class size for grade levels 6-8 is 1 one teacher to 21.75 students. The Special Education (SPED) classes student to teacher ratio is 1 teacher to 12 students. The English Speakers of Other Languages (ESOL) classes student to teacher ratio is 1 teacher to 18 students.

Academic Performance of Feeder Pattern

The elementary schools that feed into Allapattah Middle School are Comstock Elementary (Correct II), Paul L. Dunbar Elementary (Correct I), Kelsey Pharr Elementary (Correct I), Lenora B Smith Elementary (Correct II), Maya Angelou Elementary (Correct I), Santa Clara Elementary (Correct II) and Miami Jackson Sr. High (Correct II). Paul L. Dunbar Elementary maintained its grade of a “C;” Santa Clara Elementary maintained its grade of an “A;” and Comstock Elementary maintained its grade of a “C.” Maya Angelou Elementary increased its grade form a “D” to a “C.” Kelsey Pharr Elementary increased its grade from a “D” to a “B.” Lenora B. Smith Elementary school grade fell from a “C” to a “D.” Miami Jackson High School’s grade fell from a “D” to a “F”. None of the schools located in the Miami Jackson Sr. High feeder pattern met Adequate Yearly Progress (AYP) standards for the 2008-2009 school year.

Partnerships and Grants

Allapattah Middle School has established several partnerships with the University of Miami that will benefit all students during the 2009-2010 school year. Allapattah Middle is a University of Miami Miller School of Medicine education partner school. This unique partnership enables professors, medical interns and lab assistants from the University of Miami to collaborate with Science teachers through the “Science made Sensible” program.

Allapattah Middle and the University of Miami have also establish a Mathematics partnership by incorporating the “SOLVE IT” program that will allow all 7th grade students an opportunity to acquire necessary skills to decipher word problems.

Allapattah Middle is a part of the Truancy Reduction Plan/Truancy Court Pilot Program. The partnership is among Miami-Dade County Public Schools, City of Miami Mayor’s Office, the 11th Judicial Circuit Court and many other agencies within the community. As a pilot school for the program, Allapattah Middle has demonstrated improvements in overall attendance, increasing from 93% to 94%.

STUDENT ACHIEVEMENT DATA

Allapattah Middle also participates in the Tobacco Prevention Grant. The grant’s initiative is for the prevention of tobacco using a peer education and teacher training approach.

Allapattah Middle is a Health Connect School. This unique partnership with Health Connect in Our Schools (HCiOS) offers a coordinated level of school-based healthcare which integrates education, medical and/or social and human services on school grounds. HCiOS services will reduce or eliminate barriers to care, connect eligible students with health insurance and a medical home, and provide care for students who are not eligible for other services. HCiOS will deliver coordinated social work and mental/behavioral health interventions in a timely manner. HCiOS will enhance the health education activities provided by the schools and by the health department. HCiOS will assure all students receive health education. HCiOS offers a trained health team that is qualified to perform the assigned duties related to a quality school health care program.

Allapattah 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 Leonard Torres

Bachelor of Arts – History, Florida State University; Master of Science in Educational Leadership, NOVA Southeastern University

1 9

Reagan/Doral Sr. Assistant Principal 2008-2009: Grade A. Reading Mastery: 55%, Mathematics Mastery: 85%, Science Mastery: 56%, Writing Mastery: 96% AYP: Reading not met in any subgroup, Math was met for all subgroups 2007-2008: Grade A. Reading Mastery: 61%, Mathematics Mastery: 86%, Science Mastery: 51%, Writing Mastery: 98% AYP: Reading not met in Economically Disadvantaged and ELL, Math was met for all subgroups. 2006-2007: Grade A. Reading Mastery: 54%, Mathematics Mastery: 79%, Science Mastery: 30%, Writing Mastery: 91% AYP: Reading not met in ELL; Math was met for all subgroups. 2005-2006: Opening year of Reagan, no school grade data available.

John Ferguson Senior Assistant Principal 2004-2005: Grade A. Reading Mastery: 47%, Math Mastery: 75%, Writing Mastery: 92% AYP: Reading not met in ELL and SWD, Math was not met for SWD.

Allapattah Middle Assistant Principal 2008-2009:

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Assis Principal Jeanette Sierra-Funcia

Bachelor of Science - Criminal Justice, Florida International University; Master of Science – Education, Nova Southeastern University; Educational Leadership Certification-State of Florida

5 5

Grade D. Reading Mastery: 35%, Learning Gains in Reading: 57%, Lowest 25% Made Learning Gains in Reading: 69% Non-AYP Subgroups: Black, Hispanic, and Economically Disadvantaged 2007-2008: Grade C. Reading Mastery: 35%, Learning Gains in Reading: 54%, Lowest 25% Made Learning Gains in Reading: 61% Non-AYP Subgroups: Black and Economically Disadvantaged 2006-2007: Grade F. Reading Mastery: 32%, Learning Gains in Reading: 54%, Lowest 25% Made Learning Gains in Reading: 67% Non-AYP Subgroups: Black, Hispanic, ELL, and Economically Disadvantaged 2005-2006: Grade C. Reading Mastery: 31%, Learning Gains in Reading: 68%, Lowest 25% Made Learning Gains in Reading: 79% Non-AYP Subgroups: Black, Hispanic, ELL, SWD, and Economically Disadvantaged 2004-2005: Grade D. Reading Mastery: 22%, Learning Gains in Reading: 57%, Lowest 25% Made Learning Gains in Reading: 68% Non-AYP Subgroups: Black, Hispanic, ELL, SWD, and Economically Disadvantaged

Assis Principal Stanley Nelson

Bachelor of Science – Political Science, Student Education, Florida A&M University; Master of Science in Educational Leadership, Nova Southeastern University

1 1

Miami Central Senior High Magnet Lead Teacher 2008-2009: Grade D. Reading Mastery: 17%, Learning Gains in Reading: 39%, Lowest 25% Made Learning Gains in Reading: 54% Non-AYP Subgroups: Black, Hispanic, and Economically Disadvantaged 2007-2008: Grade F. Reading Mastery: 13%, Learning Gains in Reading: 38%, Lowest 25% Made Learning Gains in Reading: 55% Non-AYP Subgroups: Black and Economically Disadvantaged John F. Kennedy Middle Social Studies Teacher 2006-2007: Grade B. Reading Mastery: 60%, Learning Gains in Reading: 55%, Lowest 25% Made Learning Gains in Reading: 63% Non-AYP Subgroups: Black, Hispanic, ELL, and Economically Disadvantaged 2005-2006: Grade A. Reading Mastery: 63%, Learning Gains in Reading: 72%, Lowest 25% Made Learning Gains in Reading: 76% Non-AYP Subgroups: Black, Hispanic, ELL, SWD, and Economically Disadvantaged 2004-2005: Grade B. Reading Mastery: 48%, Learning Gains in Reading: 62%, Lowest 25% Made Learning Gains in Reading: 71% Non-AYP Subgroups: Black, Hispanic, SWD, and Economically Disadvantaged

* 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 Argentha J. Richards

Bachelor of Science – English, Florida A&M University; Middle Grades English, Reading Certification, State of Florida

5 5

2008-2009: Grade D. Reading Mastery: 35%, Learning Gains in Reading: 57%, Lowest 25% Made Learning Gains in Reading: 69% Non-AYP Subgroups: Black, Hispanic, and Economically Disadvantaged 2007-2008: Grade C. Reading Mastery: 35%, Learning Gains in Reading: 54%, Lowest 25% Made Learning Gains in Reading: 61% Non-AYP Subgroups: Black and Economically Disadvantaged 2006-2007: Grade F. Reading Mastery: 32%, Learning Gains in Reading: 54%, Lowest 25% Made Learning Gains in Reading: 67% Non-AYP Subgroups: Black, Hispanic, ELL, and Economically Disadvantaged 2005-2006: Grade C. Reading Mastery: 31%, Learning Gains in Reading: 68%, Lowest 25% Made Learning Gains in Reading: 79% Non-AYP Subgroups: Black, Hispanic, ELL, SWD, and Economically Disadvantaged 2004-2005: Grade D. Reading Mastery: 22%, Learning Gains in Reading: 57%, Lowest 25% Made Learning Gains in Reading: 68%

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

Non-AYP Subgroups: Black, Hispanic, ELL, SWD, and Economically Disadvantaged

* 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. Regular meetings of new teachers with Principal Principal On-going

2. Partnering new teachers with veteran staffAssistant Principal On-going

3. Recruit Teach for America TeachersPrincipal, Assistant Principal

On-going

4. Solicit referrals from the regionPrincipal, Assistant Principal

On-going

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Deborah DuncanExceptional Student Education

ESE- Varying Exceptionalities

Ms. Duncan is preparing to take additional tests for further certification

Shanika SimmonsElementary Education 6th grade

Dr. Simmons is not pursuing additional certification

Luis MirEnglish Second Language

ESOL Mr. Mir is preparing to take additional tests for certification.

Catherine LopezExceptional Student Education

Reading

Ms. Lopez has completed five of the Reading Endorsement classes. She is registered to take the last Reading Endorsement class this fall.

Wendy Wright English English

Ms. Wright has been given an out-of-field waiver and is registered to take courses to complete Middle Grades certification this spring. Ms. Wright is affiliated with organization TEACH for AMERICA.

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

43 6.98 27.91 39.53 25.58 37.21 77.42 4.65 0 13.95

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Rhonda Gaines Wendy Wright

Ms. Wright is a first year teacher. Ms. Gaines’ has served as the Language Arts Department chair and an Intensive Reading Teacher at Allapattah Middle. In 2007-2008, 70% of Non-AYP students in Ms. Gaines class demonstrated learning gains on the

The mentor and mentee are meeting biweekly to discuss evidence-based strategies for each domain. Time is given for monitoring, feedback, coaching and planning.

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Reading portion of the FCAT.

Argentha Richards Ashley Davis

Ms. Davis is a first year teacher. Allapattah Middle’s student has demonstrated learning gains in reading during Ms. Richard’s term as a reading coach. In 2008-2009, the Lowest 25% of students making learning gains in Reading increased by 8 percentage points when compared to the results of the 2007-2008 FCAT administration. In 2007-2008, students scoring a 3.5 and above on the FCAT Writing Assessment increased 7 percentage points when compared to 2006-2007 administration of the FCAT Writing Assessment.

The mentor and mentee are meeting biweekly to discuss evidence-based strategies for each domain. Time is given for monitoring, 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

District receives funds to support the Educational 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

Title III funds are used to supplement and enhance the programs for English Language Learner (ELL) and immigrant students by providing funds to implement and/or provide: • Tutorial programs • parent outreach activities • reading and supplementary instructional materials

Title X- Homeless

The Homeless Assistance Program seeks to ensure a successful educational experience for homeless children by collaborating with parents, schools, and the community.

Project Upstart, Homeless Children & Youth Program assists schools with the identification, enrollment, attendance, and transportation identification, enrollment, attendance, and transportation of homeless students.

The Homeless Liaison provides training for school registrars on the procedures for enrolling homeless students and for school counselors on the McKinney Vento Homeless Assistance Act-ensuring homeless children and youth are not to be stigmatized or separated, segregated, or isolated on their status as homeless-and are provided with all entitlements.

Project Upstart provides a homeless sensitivity and awareness campaign throughout all the schools-each school is provided a video and curriculum manual a contest is sponsored by the homeless trust-a community organization.

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

Allapattah Middle has the Safe and Drug-Free Schools Program. The program addresses violence and drug prevention and intervention services for students through curriculum implemented by classroom teachers and TRUST Specialist.

Nutrition Programs

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

Housing Programs

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

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

Job Training

N/A

Other

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

Response to Instruction/Intervention (RtI)

Child Left Behind and other referral services. Increase parental engagement/involvement through developing (with on-going parental input) our Title I School-Parent Compact (for each student); our school’s Title I Parental Involvement Policy; scheduling the Title I Orientation Meeting (Open House); and other documents/activities necessary in order to comply with dissemination and reporting requirements. Conduct informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our parents’ schedule as part of our goal to empower parents and build their capacity for involvement. Complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev. 06-08) and the Title I Parental Involvement Monthly Activities Report (FM-6913 03-07), and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 1118. Confidential “as-needed services” will be provided to any students in the school in “homeless situations” as applicable. Additional academic and support services will be provided to students and families of the Migrant population as applicable.

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.

The Voluntary Public School Choice Program (I Choose!) a federally funded grant, is a district wide initiative designed to assist in achieving the Miami-Dade County Public Schools’ District’s Strategic Plan goal to expand the availability of and access to high quality public school choice options for all parents in Miami-Dade County. Voluntary Public School Choice grant funds are used to evaluate programs, inform parents of educational options, and reculture teaching practices to establish quality school environments

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 purpose and goals that reflect continuous improvement to meet the needs of Tier 1, 2, and 3 intervention students. Facilitate the process and efforts of the Rtl Leadership Team and monitors efficiency of the implementation. Assistant Principals: Ensure that school site stakeholders are implementing the RtI, monitor implementation and intervention support, conduct assessment of RtI efforts, and ensure adequate professional development to support RtI implementation. Reading Coaches: Provides guidance on the implementation of the current Florida Sunshine State Standards and research-based reading strategies. Reading coaches will assist instructional staff in data collection and analysis, professional development on differentiating instruction and incorporating remedial activities across the curriculum. Department Chairpersons: Provide information about subject area content and align intervention efforts with RtI’s goals. Facilitate departmental meetings to disaggregate student data, and support weak performing teachers regarding instruction/intervention. Counselors: Provide emotional, behavioral, and academic strategies for teachers to implement with Tier I, Tier 2, and Tier 3 interventions. Progress monitoring will be occurring. Community Involvement Specialist: Provide a reciprocal channel of communication between the parents and faculty and to ensure the Principal’s purpose is articulated and achieve at the school site and at home.

The RtI Leadership Team meetings will revolve around instituting the FCIM to address deficiencies and enhance strengths to cultivate a learning environment for all learners.

The RtI Leadership Team will meet bi-monthly to disaggregate current data, identify areas of weaknesses, develop an action plan to create activities that will attend to individual needs and utilize an evaluative tool that will measure the value of the efforts.

The RtI Leadership Team met with the Educational Excellence School Advisory Council (EESAC) to develop the School Improvement Plan (SIP). The RtI Leadership Team will communicate all stakeholders’ efforts to address students in reading identified as Tier 1, 2, and 3 intervening with EESAC members.

Describe the data management system used to summarize tiered data.

RtI Implementation

School Wide Florida’s Continuous Improvement Model

Describe the plan to train staff on RtI.

Baseline Data: 2009 FCAT Results Florida Assessment for Instruction in Reading (FAIR) District’s Baseline Assessments Progress Monitoring Data: FAIR District’s Interim Assessments School-wide Monthly Assessments End of the Year Data: 2010 FCAT Results FAIR School-wide Monthly Assessments

Allapattah Middle will also provide continuous professional development on the Rtl method using state resources on the Rtl.

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

Regarding the 2009 FCAT reading results, the total percent proficient remained the same at 35% of students in grades 6-8 achieving mastery when compared to the 2008 FCAT.

6th grade • Words and Phrases increased from 45% to 50% • Main Idea and Author’s Purpose increased from 53% to 55% • Comparisons increased from 50% to 55% • Reference and Research increased from 40% to 50% 7th grade • Words and Phrases decreased from 44% to 43% • Main Idea and Author’s Purpose increased from 44% to 52% • Comparisons remained the same at 55% • Reference and Research increased from 43% to 50%

8th grade • Words and Phrases decreased from 57% to 50% • Main Idea and Author’s Purpose decreased from 53% to 46% • Comparisons decreased from 50% to 40% • Reference and Research increased from 38% to 50%

The Black, Hispanic and Economically Disadvantaged subgroups did not meet the AYP target. 69% of the lowest 25% made learning gains surpassing the 50% requirement. 57% of the total number of students made learning gains surpassing the 50% requirement.

Regarding the 2009 FCAT Mathematics results, the total percent proficient decreased from 36% to 35% of students achieving mastery when compared to the 2007-2008 FCAT.

6th grade: • Number Sense increased from 33% to 44% • Measurement remained the same at 33% • Geometry and Spatial Sense remained the same at 56% • Algebraic Thinking remained the same at 38% • Data Analysis and Probability remained the same at 44%

7th grade • Number Sense remained the same at 33% • Measurement remained the same at 33% • Geometry and Spatial Sense decreased from 38% to 25% • Algebraic Thinking increased 33% to 44% • Data Analysis and Probability remained the same at 56%

8th grade • Number Sense remained the same at 42%

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)?

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?

• Measurement remained the same at 33% • Geometry and Spatial Sense increased from 25% to 33% • Algebraic Thinking remained the same at 33% • Data Analysis and Probability remained the same at 33%

The Black, Hispanic and Economically Disadvantaged subgroups did not meet AYP target. 65% of the lowest 25% made learning gains surpassing the 50% requirement. 59% of the total number of students made learning gains surpassing the 50% requirement.

An assessment of FCAT 2009 Science data indicates that the percentage of students proficient in Science decreased by 13%, from 24% in 2008 to 11% in 2009.

An assessment of FCAT 2009 Science benchmark data reveals: ? Decrease of 8% in the number of mean points earned in Physical/Chemical from 46% in 2008 to 38% in 2009 ? Maintained the number of mean points earned in Earth/Space at 36% from 2008 to 2009 ? Decrease of 8% in the number of mean points in Life/Environmental from 46% in 2008 to 38% in 2009 ? Maintained the number of mean points in Scientific Thinking at 43% from 2008 to 2009

On the 2009 administration of the FCAT Writing Test, 90% of 8th grade students scored a 3.5 or above in writing. The total percent proficient decreased from 94% to 90% when compared to 2007-2008. The percent proficient was maintained in the 90th percentile.

Allapattah Middle will be using the district’s pacing guide along with the district Instructional Focus Calendar to direct instruction. The 2009 Reading, Mathematics and Science FCAT results were utilized to create a secondary school-wide Instructional Focus Calendar (IFC) in July 2009. The IFC will be updated in October 2009 as determined by disaggregated data from the 2009 Baseline Assessment and again in January 2010 as determined by the disaggregated data from the Mid-year Assessment. Teachers were responsible for determining the instructional focus of whole group lessons, and small group differentiated instruction. Through disaggregated data Benchmarks were selected and prioritized as indicated by students’ strengths and weaknesses. The duration of instruction for each Benchmark is one week Within the 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 develop a classroom visitation schedule in order to monitor lesson plans, student data, and conduct teacher data chats to assess individual mastery of each benchmark included in the IFC’s. Coaches and department chairpersons will be assigned an observation schedule to give constructive feedback, model lessons and provide other forms of instructional support for teachers who have difficulty implementing the IFC. During bi-monthly faculty meetings, Instructional staff and the RtI leadership team will continuously progress monitor the effectiveness of the IFC and modify as need

Reading: Main Idea/Author’s Purpose is the least proficient content cluster in 7th grade. Reference and Research and Main Idea/Author’s Purpose were the least proficient content clusters in 6th grade. In 8th grade, Comparisons is the least proficient content cluster. All content clusters mentioned above will be given priority focus in their respective grade levels. Mathematics: Measurement was the least proficient content cluster in 6th grade. Geometry was the least proficient content cluster in 7th grade. In 8th grade Measurement, Geometry, Algebraic Thinking and Data Analysis and Probability were also noted as the least proficient content clusters. All content clusters mentioned above will be given priority focus in their respective grade levels. Writing: Narrative Writing is the least proficient form of writing and will be given priority focus. Science: Earth/Space Science is the least proficient content cluster and it will be given priority focus.

Once 2009 FCAT scores were released and data was disaggregated, administration and the leadership team calculated learning gains by teachers and departments. As a result, the 2009-2010 master schedule was created. Adjustments were made concerning teacher assignments. Efficient teachers were strategic placed amongst the grade levels to instruct students who are identified as the lowest 25% and non-Adequate Yearly Progress (AYP) subgroups. The tactics of placing efficient teachers will also support and mentor ineffective teachers.

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?

Allapattah Middle School is a school of choice. The school offers elective courses in art, business, and technology. These courses offer students hands on experiences in various career strands. Every year students and parents participate in an Articulation Fair that focuses on elective courses offered and their curriculum. Students and parents are given the opportunity to select the courses for the upcoming school year. The courses will incorporate Bell-Ringers that integrate the elective’s content with the School-wide IFC.

Allapattah Middle School is a school of choice. The school offers elective courses in art, business, and technology. The Student Services department implements the College Ed Program utilizing the College Board materials in order to expose our students to diverse post graduate experiences. College visits, Career day, and shadowing experiences at different local businesses and schools are offered at Allapattah Middle School.

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

Administration and teachers within departments will meet weekly to ensure alignment with the IFC, instruction and assessment. Modifications will be implemented to address students’ strengths and weaknesses as demonstrated by student products and examination results. During weekly meetings, teachers will also share best practices and materials. Lesson plans across grades 6th – 8th and subject areas will incorporate researched based strategies and resources for grade level and differentiated instruction.

Focus lessons are developed for each grade level and subject area by the core text, Comprehensive Intervention Reading Program (CIRP), instructional coaches, and/or department chairpersons. The IFC prescribes secondary benchmarks prioritized based on disaggregated data results from District and State assessments. These focus lessons or “Bell Ringers” will be taught during the opening routine of the instructional block. Reading, Mathematics, Writing, and Science teachers will teach the focus lessons that correlate to their subject area. Social Studies teachers will align their focus lessons with Reading’s focus lessons. Elective teachers will incorporate the IFC’s benchmarks with their respective content to develop focus lessons.

Student performance on formative assessments which derive from focus lessons will drive modifications to focus lessons. Effectiveness of the focus lessons will be determined by student data and discussions during bi-weekly meetings between administration and teachers.

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?

CHECK

Bi-weekly formative assessments administered will include 10 questions per benchmark to students’ comprehension.

Administrative and Leadership Team agreed that Assessment Mastery will be set at 75% to ensure proficiency of each benchmark, 5 percentage points higher than the district standard. Item analysis from assessments will be utilized to differentiate instruction during small group based on individual needs. Students who demonstrate mastery of 75% and above will complete project based activities that exercise the same benchmark. Students who demonstrate mastery of 55%- 74% will receive tier 2 instruction which will provide additional activities, students who demonstrate 54% or less will receive tier 3 instruction which addresses opportunities to attain mastery.

Students who consistently demonstrate mastery of 75% or above will be assigned activities which involve analysis,

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.

synthesis, and evaluation. These types of assignments will maintain or increase the amount of students performing at mastery.

Instructional coaches and/or department chairpersons will meet weekly with teachers to disaggregate data from current assessments. Agendas, rosters, and minutes from the weekly meetings will be compiled in a binder located in the principal’s office.

The Principal and Leadership Team will meet with teachers weekly to discuss the following topics: increase efficiency of conducting and creating formative assessments for all core subject areas; identify strategies to meet the needs of high performing students within achievement levels; and instituting protocols to conduct Teacher/Student data chats after each of the formative assessments. Special attention will be given to special needs populations such as migrant, homeless, neglected and delinquent students.

Instructional Coaches will be instrumental in providing professional development that aligns diagnostic and assessment data with the IFC and focus lessons. The Instructional Coaches will be used for all functions necessary for implementing and maintaining the school’s comprehensive core curriculum, supplemental programs, and research based instructional paradigms. These will include modeling effective strategies for teachers, designing and delivering professional development, monitoring progress and analyzing student data.

Supplemental and Intensive Instruction/Interventions

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

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

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

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

ACT

CIRP is utilized for Intensive Reading and Intensive Reading Plus classes. Middle School Intensive Reading Plus uses the Language! Curriculum. Middle School Intensive Reading uses the Voyager Curriculum. Supplemental Materials are used during interventions. Additionally, Accelerated Reader, FCAT Explorer and Jamestown Timed Readers are used as supplemental material for effective reading practice.

State adopted textbook resources which are designed for intensive instruction will be utilized. Computerized and web-based instructional programs (e.g. Plato, FCAT Explorer) will be utilized. Additionally, FCAT Coach Materials will be used for intensive instruction. Teachers will incorporate best practices acquired during PLC’s in order to impart intensive instruction. Students who continually show low performance will be required to attend Early Bird or Saturday tutorial sessions.

At the end of the school year, each department was required to identify a needs survey that outlined areas of professional development. These suggestions along with the input from the leadership team, instructional coaches, and school-wide data will also develop the needs of professional development.

Interventions To ensure that academic needs of Level 1 and 2 students are being met, articulation will be coordinated between the homeroom, subject area teacher(s), and the interventionists on a weekly basis using the students’ assessment data or Individualized Education Plan (IEP). The assessment data or IEP will identify specific area(s) of deficiency; the desired level of performance, and the interventions that are being provided to meet the desired level of performance. Supplemental materials and resources will be selected according to the students’ abilities and needs.

Extended Learning Opportunities Allapattah Middle provides a variety of extended learning opportunities during the year. Identified Level 1 and 2 students are provided instruction after-school through the Supplemental Education Services (SES) providers. Students scoring 54% or less on bi-weekly assessments will also be required to attend after school tutorial services. FCAT Explorer is utilized with targeted instruction to add practice items and to assess student's progress. Tutoring programs will use instructional materials and/or software (PLATO and GIZMOS) that are approved and address the identified area(s) of need.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

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

Pre-School Transition

Postsecondary Transition

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

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.

Interventions Students’ attendance to interventions will be closely monitored. Effectiveness of supplemental interventions will be measured by the students’ performance on assessments, classroom performance and interventionist observations. Teachers will discuss the best practices used versus their effectiveness in order to make adjustments to the delivery of instruction.

Extended Learning Opportunities Early bird and after-school tutoring is aligned to the IFC. Upon their entrance to the program, each student will be assessed to determine their area of weakness. At the end of the semester students will be assessed again to determine student progress and the effectiveness of instruction within the tutorial programs.

Students who meet or exceed mastery levels participate in the Gifted or Digital Arts Magnet Programs. Students also have the opportunity to enroll in Culinary Arts, Band, Music and Technology electives.

FCAT results are used to determine placement in higher level courses and academic programs. During articulation, parents have the opportunity to meet with teachers, counselors and administrators to discuss subject selection and enrichment opportunities.

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

Frequency of PLC Meetings Schedule (when)

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

Content Areas and Grade Levels

Leadership Team and/or Professional Development Liaison (PDL)

Monthly

Professional Learning Community Meetings occur from 3:45 to 4:45 PM.

Participate in a school-wide data disaggregating activity, reviewing and analyzing student performance on the 2009 FCAT, District and formative assessments for grades six through eight to serve as an opportunity to identify needs and strategies to target specific areas of instruction. Institute protocols for problem solving by reading professional material to create action plans.

Not Applicable

Not applicable

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, 35% of students achieved level 3 or above on the 2009 administration of the FCAT Reading Test. This represents no change when compared to 2008 scores.

1. Given instruction using the Sunshine State Standards, 72% of the 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 1.The school will implement the new FAIR assessments to monitor student progress.

Principal and the Reading Coach

Review FAIR data reports to ensure teachers are assessing students according to the created schedule

Printout of FAIR assessments

2 Include the use of graphic organizers

Principal and the Reading Coach

Graphic organizers will be monitored during classroom walk-through

Classroom walkthrough log and focused walkthroughs to determine use of graphic organizers

3 Include the use of concept maps

Reading Coach, Language Arts Chair

Concept maps will be used in alignment with Instructional Focus Calendars and monitored during classroom walkthroughs

Effectiveness will be determined through FAIR assessments.



In grades 6-8, 30% of Black students achieved level 3 or above on the 2009 administration of the FCAT Reading Test. This represents an increase of 2% compared to 28% of Black students who achieved level 3 or above in 2008.

Given instruction using the Sunshine State Standards, 72% of the Black students in grades 6-8 will achieve level 3 or above for reading on the 2010 FCAT Reading Test



Evaluation Tool

1 Provide tutoring through Saturday Academy

Principal, Assistant Principal, Reading Coach

FCAT data will be reviewed to identify students for Saturday School.

Attendance logs and print-out of student assessments



In grades 6-8, 32% of Economically Disadvantaged 1. Given

students achieved level 3 or above on the 2009 administration of the FCAT Reading Test. This represents an increase of 2% compared to 30% of Economically Disadvantaged students who achieved level 3 or above in 2008.

instruction using the Sunshine State Standards, 72% of the Economically Disadvantaged students in grades 6-8 will achieve level 3 or above for reading on the 2010 FCAT Reading Test



Evaluation Tool

1 Provide tutoring through pull-out tutoring sessions

Principal, Assistant Principal, Reading coach

FCAT data will be reviewed to identify students for Pull-out.

Attendance logs and data of student assessments



In grades 6-8, 34% of Hispanic students achieved level 3 or above on the 2009 administration of the FCAT Mathematics Test. This represents no change when compared to 2008 scores.

Given instruction using the Sunshine State Standards, 72% of the Hispanic students in grades 6-8 will achieve level 3 or above for reading on the 2010 FCAT Reading Test



Evaluation Tool

1 Provide tutoring through Early Bird (before school)

Principal, Assistant Principal, Reading Coach

FCAT data will be reviewed to identify students for Early Bird

Attendance logs and print-out of student assessments

Professional Development Aligned with Objective:

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

Teacher

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

In grades 6-8 , 72% of the students will achieve level 3 or above for reading on the 2010 FCAT Reading Test.

Effective Implementation of the Instructional Focus Calendar

Reading Coach

August 2009

Lesson Plans Classroom Visits

Principal, Reading Coach

The school’s Literacy Leadership Team, comprised of teachers from all content areas, created a school-wide

literacy plan that includes reading strategies to be implemented by every teacher in every classroom on a

weekly basis.

Teachers will continue to be trained in CRISS strategies and refresher courses will be provided.

Budget:

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

Description of Resources Funding Source Available Amount

Intensive Reading (FCAT Level 1&2) Voyager, Sopris West (Grades 6-8) ARRA Funds $7,258.35

Total: $7,258.35

Technology


Interactive Board – SMART School $27,840.00

Total: $27,840.00

Professional Development


Training available as detailed on the district

Professional Development calendar and Registration System, substitute coverage provided.

District Enhancing Education Through Technology (EETT) grant $0.00

Total: $0.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $35,098.35

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 level 3 or above on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 1% compared to 36% who achieved level 3 or above in 2008.

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



Evaluation Tool

1 Provide students with a variety of measurement activities.

Principal, Mathematics Department Chair

Focused walkthroughs by administration will be used to ensure all math teachers are using a variety of measurement activities in their daily lessons.

Reports generated from walkthroughs.

2 Differentiate instruction for students to develop students’ spatial sense


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

Progress of students on assessments.

3 Provide students with opportunities to investigate geometric properties.


Focused walkthroughs by administration will be used to ensure all math teachers are providing students opportunities to investigate geometric properties in their daily lessons




In grades 6-8, 29% of Black students achieved level 3 or above on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 1% compared to 30% of Black students who achieved level 3

Given instruction using the Sunshine State Standards, 74% of Black students in

or above in 2008. grades 6-8 will achieve level 3 or above on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 Provide students with opportunities to complete more rigorous mathematical problems.

Principal, Assistant Principal and Mathematics Department Chair

Focused walkthroughs by administration will be used to ensure all math teachers are using more rigorous mathematical problems in their daily lessons

Progress of all students on assessment



In grades 6-8, 31% of Economically Disadvantaged students achieved level 3 or above on the 2009 administration of the FCAT Mathematics Test. This represents an increase of 1% compared to 30% of Economically students who achieved mastery in 2008.

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



Evaluation Tool

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


Math Department Chair will assist teachers in the creation of centers and stations, and administration will ensure activities are implemented.




In grades 6-8, 32% of Hispanic students achieved level 3 or above on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 1 % compared to 33% of Hispanic students who achieved level 3 or above in 2008

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



Evaluation Tool

1 Generate various graphs using the same data to understand the differences between pie charts, bar graphs, line graphs and other graphs.


Focused walkthroughs by administration will be used to ensure all math teachers are using a variety of graphs in their daily lessons





Person Responsible

for Monitoring

In grades 6-8, 74% of will achieve level 3 or above on the 2010 administration of the FCAT Mathematics Test.

Differentiated Instruction focusing on rigorous Mathematics

Mathematics Department Chair

August 2009

Observation and documentation in lesson plans.


Budget:



FCAT Explorer Math Navigator $0.00

Total: $0.00

Technology


Interactive Board- SMART School $0.00

Total: $0.00



Training available as detailed on the district Professional Development calendar and Registration System, substitute coverage provided.


Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



Based on 2009, FCAT Science data, 11% of students achieved level three and above. This represents a decrease of 13% compared to 24% who achieved level three or above in 2008

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



Evaluation Tool

1 Students will complete hands-on essential laboratory experiments and complete essential lab write-ups with GIZMOs.

Assistant Principal and Science Department Chair

Lab schedule will be created and monitored to ensure fidelity and administrative walkthroughs

Review of science bi-weekly assessments, review of lab write-ups, and student work folders

2 Implement the use of FCAT Science benchmark activities targeting specific content clusters each week through the University of Miami Science Made Sensible program

Assistant Principal and Science DepartmentChair

Classroom walkthroughs and review of teacher lesson plans to ensure activities are targeting specific content clusters

Classroom walkthrough schedule and review of student work folders.

3 Provide opportunities for students to explore their surroundings for evidence of cause and effect relationships that exist in earth and space science by incorporating lab investigations and field

Assistant Principal and Science DepartmentChair

Focused walkthroughs by administration will be used to ensure all science teachers are incorporating cause and effect relationships in daily lesson plans.

Progress of students on assessments

studies




Person Responsible

for Monitoring

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

Effective Use of Hands-On Activities and Lab experiments

Science Department Chair

August 2009

Classroom Visits and lab schedules

Principal, Science Department Chair

Budget:




Total: $0.00

Technology


Interactive Board - SMART District $16,704.00

Total: $16,704.00




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?



On the 2009 administration of the FCAT Writing Test, 90% of 8th grade students scored a 3.5 or above in writing. The total percent proficient decreased from 94% to 90% when compared to 2008. The percent proficient was maintained in the 90th percentile.

Given instruction using the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 71% of the eighth grade students will achieve a 4.0 or above students



Evaluation Tool

1 Students will use the writing process daily; all writing will be dated, and recorded in a journal, notebook, or work folder for monitoring of


A school wide consistent method of saving student work will be established. During the class period, students will place their writing notebooks, open to

Progress between the Pretest Prompt and Mid-year Prompt

growth across time their last entry, on top of their desks for the principal to walk through to monitor

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

Reading Coach, Principal

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

Progress between the Pretest Prompt and Mid-year Prompt

3 Persuasive essay anchor papers will be incorporated in lessons, students will become familiar with components of well written essays

Reading Coach, Principal

Review classroom student folders for writing samples reflecting the writing process.

Progress between baseline data and post-test prior to 2010 FCAT Writing assessment




Person Responsible

for Monitoring

Given instruction using the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 91% of the eighth grade students will achieve a 4.0 or above students

Teaching the use of revision and editing strategies.

Reading coach

September 2009

Monitor Student writing portfolios, notebooks or journals. The students will make revisions and edit so that their self-correcting behavior can be monitored.


Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Science Goal

Parent Involvement Goal

Needs Assessment: Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?



In grades 6-8, 35% of students achieved level 3 or above on the 2009 administration of the FCAT Reading Test. This represents no change when compared to 2008 scores.

The school 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 Co Nect Ed messaging system.

Selected School Staff

Collect participation data. Title 1 Administration Parental Involvement Monthly School Report.

3 Maintain parental telephone logs and activity reports.

Teachers and Staff Tally Parental Involvement Monthly School and Activity Reports.

Title 1 Administration Parental Involvement Monthly School Report.



In grades 6-8, 35% of students achieved level 3 or above on the 2009 administration of the FCAT Reading Test. The total percent proficient remained the same when compared to 2008.

Given instruction using the Sunshine State Standards, 72% of the students in grades 6-8 will achieve level 3 or above for reading on the 2010 FCAT Reading Test



Evaluation Tool

1 Provide Family Literacy Workshops.

Community Involvement Specialist and Reading coach

Collect participation data and survey families

Parent Attendance Sign-in sheets

2 Quarterly Reading Nights; provide incentives for participation

Community Involvement Specialist and Reading coach

Collect participation data and survey families

Parent Attendance Sign-in sheets

3 Conduct informal parent surveys to determine specific needs of our parents

Principal Assistant Principal Reading Department Chairperson Reading Coach

Scheduled workshops Review returned surveys



In grades 6-8, 35% of students achieved level 3 or above on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 2% compared to 32% who achieved mastery in 2008.

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



Evaluation Tool

1 Every math teacher calls parents within the first two weeks of school to discuss student’s performance in class.

Community Involvement Specialist and Math Department Chair

Administration will review parent calling logs.

100% compliance indicated on calling logs

2 Begin Math and Parent Partnerships through SOLVE-IT program.

Community Involvement Specialist and Math Department Chair

Track student assessment data.

Improvement on Math mini-assessments

3 Host FCAT Math Parent Night where an overview of the FCAT requirements and expectations will be presented

Principal Assistant Principal Math Department Chairperson

Administration will review sign-in sheets /contact log.

Parent evaluations

Review sign in sheets for attendance

Math Coach Test Chair




Person Responsible

for Monitoring

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

Title 1 in Action: A Practitioner’s Perspective!

District’s Summer Heat Training for Principals

June 2010

Effectiveness will be determined by the completion of the parent surveys.

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

In grades 6-8, 35% of students achieved mastery on the 2009 administration of the FCAT Reading Test. The total percent proficient remained the same when compared to 2008.

Promoting Family Literacy

Reading Coach and Community Involvement Specialist

June 2010

Effectiveness will be determined by the completion of the parent surveys.

Reading Coach, Community Involvement Specialist

In grades 6-8, 30% of students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents a decrease of 2% compared to 32% who achieved mastery in 2008.

SOLVE-IT Training

Math Department Chair, Math Teachers, Community Involvement Specialist

Ongoing throughout the 2009-2010 school year

Monitor SOLVE-IT events, monitor student work

Mathematics Department Chair

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


1% of Title 1 Part A School wide allocation and District parental set-aside Title 1 $1,800.00

Monthly Family Nights in the Parent Resource Center Title 1 $1,000.00

Total: $2,800.00


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 8/21/2009 11:35:35 AM)

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Reading Intensive Reading (FCAT Level 1&2) Voyager, Sopris West (Grades 6-8) ARRA Funds $7,258.35

Mathematics FCAT Explorer Math Navigator $0.00

Total: $7,258.35

Technology


Reading Interactive Board – SMART School $27,840.00

Mathematics Interactive Board- SMART School $0.00

Science Interactive Board - SMART District $16,704.00

Total: $44,544.00



Reading



Mathematics



Total: $0.00

Other


Parental Involvement1% of Title 1 Part A School wide allocation and District parental set-aside

Title 1 $1,800.00

Parental Involvement Monthly Family Nights in the Parent Resource Center Title 1 $1,000.00

Total: $2,800.00


Intervenenmlkj Correct IInmlkji Prevent IInmlkj Correct Inmlkj Prevent Inmlkj NAnmlkj

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

No data submitted

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

The EESAC has an important function for the success of Allapattah Middle School. Listed below are some functions of the EESAC.

SAC Members

• Reach out to community to obtain more partnerships • Organize FCAT Family Night Event • Sponsor drives to increase parent involvement

Members

1) Leonard Torres, Principal

2) Shanika Simmons, SAC Chair

3) Raykeema Kyles, Student

4) Catherine Lopez, Teacher

5) Carmen Ganni, Business Member

6) Jeffery Walters, Business Member

7) Leslie Rivero, Parent

8) Herschel Haynes, Community Member

9) Alonzo Dixon, School Support Personnel

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade ALLAPATTAH MIDDLE SCHOOL 6011

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 660Math: 660

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 32 N 30 N 93 93 Y NA 69 68 N 68 70 N 33 N 33 N

WHITE NA NA NA NA NA NA NA NA

BLACK 99 Y 100 Y 30 N 29 N Y NA 72 70 N 70 71 N 31 N 29 N

HISPANIC 100 Y 99 Y 34 N 32 N 87 88 Y NA 66 66 N 67 68 N 35 N 38 N

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 32 N 31 N 92 94 Y NA 70 68 N 70 69 N 32 N 33 N

ENGLISH LANGUAGE LEARNERS 100 Y 99 Y NA NA NA NA NA NA

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





C Did the School make Adequate Yearly Progress?

NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 100 Y 99 Y 31 N 32 N 88 93 Y NA 73 69 N 79 68 Y 30 N 43 NA


BLACK 100 Y 100 Y 28 N 30 N 92 Y NA 73 72 N 82 70 Y 27 N 42 NA

HISPANIC 99 Y 99 Y 34 N 33 N 83 87 Y NA 74 66 Y 76 67 Y 32 NA 45 NA



ECONOMICALLY DISADVANTAGED 99 Y 99 Y 30 N 30 N 88 92 Y NA 73 70 N 78 70 Y 29 N 42 NA

ENGLISH LANGUAGE LEARNERS 99 Y 99 Y NA NA NA NA NA NA

STUDENTS WITH DISABILITIES 99 Y 99 Y NA NA NA NA NA NA





F Did the School make Adequate Yearly Progress?

NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 99 Y 98 Y 27 N 21 N 91 88 N NA 74 73 NA 80 79 NA 37 NA 39 NA


BLACK 100 Y 99 Y 27 N 18 N 92 92 Y NA 74 73 NA 82 82 NA 34 NA 35 NA

HISPANIC 98 Y 98 Y 26 N 24 N 89 83 N NA 75 74 NA 78 76 NA 40 NA 44 NA



ECONOMICALLY DISADVANTAGED 99 Y 99 Y 27 N 22 N 90 88 N NA 74 73 NA 80 78 NA 37 NA 39 NA

ENGLISH LANGUAGE LEARNERS 99 Y 98 Y 9 N 8 N NA NA 92 91 NA 89 92 NA NA NA

STUDENTS WITH DISABILITIES 99 Y 97 Y NA NA 71 60 N NA NA NA

Dade School DistrictALLAPATTAH MIDDLE SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

35% 35% 90% 14% 174

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

57% 59% 116

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?

69% (YES) 65% (YES) 134

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

Points Earned 424 Percent Tested = 99% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned


35% 36% 94% 28% 193



54% 65% 119

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?

61% (YES) 69% (YES) 130



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


Reading

Math

Writing

Science

GradePointsEarned


32% 25% 87% 13% 157



54% 50% 104

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?

67% (YES) 57% (YES) 124



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

Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 – …osi.dadeschools.net/sip/09-10/pdf/6011.pdf · When comparing the results of the 2008 and 2009 Florida Comprehensive Assessment