VISION/MISSION/BELIEF STATEMENTSossip.dadeschools.net/sip/08-09/pdf/0520.pdf · florida differentiated accountability program 2008 – 2009 school improvement plan school name: somerset

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: SOMERSET ACADEMY CHARTER

District Name: Dade

Principal: Suzette E. Ruiz

SAC Chair: Lisa Alamo

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending Board

Approval

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 Education 325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTS Note: Required for Title I

SCHOOL PROFILE DEMOGRAPHICS

The vision of the school is to promote a culture that maximizes student achievement and fosters the

development of responsible, self-directed life-long learners in a safe and enriching environment. This vision

entails putting our children first. We believe this can only be attained through the collaborative efforts of

administrators, teachers, parents,and community leaders.

The mission of Somerset Academy Charter School is that it is dedicated to ensuring that all students receive

an equitable and high quality education.

School Academy Charter School was opened in 2004. It is located at 18491 SW 134 Avenue, Miami, Florida

33177. For the 2008-2009 school year, the Academy will provide instruction for Kindergarten through Fifth

grade in a multi age learning environment. The enrollment for the 2008-2009 school year is 560 students.

The school is open to enrollment to any student who resides in Miami-Dade County. Somerset Academy

Charter School does not discriminate on the basis of race, religion, nationality or ethnic origin in the

admission of students. The ethnic/racial makeup of the student population is 80% Hispanic, 11% White, 4%

African American and 5% other. Additionally, 20% of the students receive free lunch, 17% receive reduced

lunch and 7% receive direct certification. Somerset Academy employs 24 full-time teachers, 4 special area

teachers and 2 administrators. In addition, there are 9 part-time paraprofessionals, 4 full-time clerical

employees, 2 full-time security monitors and 4 food service personnel. The school met AYP in all subgroups.

The demographics of the staff is 95% Hispanic and 5% White.

Page 1 of 242008-2009 Florida School Improvement Plan (Print-View)

10/20/2008http://www.flbsi.org/0809_sip_template/Public/print.aspx?uid=130520

SCHOOL MATCH Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Recruitment/Retention of Highly Qualified Teachers


Somerset Academy offers a before and after care program called B.E.S.T. (Believing Every Student Thrives)

where the students are provided with different types of extracurricular activities. In addition, students who

need academic assistance will be provided services through the program. This part of the program will be for

students who scored below the FCAT standards in reading and/or mathematics. Students will be provided

assistance through Early Bird, and After School and six "Super Saturdays Tutoring Sessions" before the FCAT

Assessment. Students will be working on state benchmarks and strategies in both Reading and Mathematics.

Mrs. Suzette E. Ruiz has a B.S .in Elementary Education, Masters in Reading and Educational Leadership

Certificate. She has also received her ESOL Endorsement. She has 6 years teaching experience at the

elementary and middle levels. Mrs. Ruiz has been the principal for Somerset Academy for three years. While

at Somerset Academy, the school grade has been an "A" and all subgroups have met AYP.

Mrs. Sandra M. Grau has a Bachelors and Masters in Elementary Education. She is working on completing her

certification in Educational Leadership. Her experience includes 5 years teaching elementary grades. Her

main responsibilities are curriculum/instruction and testing requirements. She has been the assistant

principal at Somerset Academy for the last three years.

In order to recruit teachers, advertisements are done in both the local newspaper and the web. Resumes are

sent to the school and to the management company where they are reviewed and set up for interviews

depending on qualifications and eligibility status. Interviews are first conducted at the school site where the

applicant is to provide proof of certification or eligibly and letters of recommendation.

For hiring purposes, after the first interviews, references are obtained. Once the employees have been hired,

the school puts in place strategies to train and retain employees. For example, the school participates in

various trainings sponsored by the management company or an in house guest that the school obtains.

In order to retain highly qualified teachers, the school uses different strategies such as early release

programs, bonuses, and recognition. In addition, there are small class sizes, overall school size, parental

involvement and teacher cooperation/participation in the decision making process. This empowers the

teachers and nurtures a commitment to the school.



Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


School Wide Improvement Model


NCLB Public School Choice


No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Somerset Academy has a teacher mentoring program lead by the Assistant Principal, Ms. Sandra Grau. The

mentoring program consists of a lead teacher and several grade-level chairs. The lead teacher holds various

professional development workshops throughout the year to assist teachers in their professional growth. The

lead teacher also analyzes data with teachers to identify those students who are in need of remediation. New

teachers and those teachers who are in need of improvement will develop a plan with the lead teacher to

develop and enhance their instructional skills. A teacher, per grade will be assigned as the Grade Level Chair



Show Attached Teacher Mentoring List

Extended Learning Opportunities


SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

(GLC). The GLC serves as the mentor teacher for the new teacher(s) of that grade. Mentor teachers serve as

a guide to help new teachers develop lesson plans, implement sunshine state standards, and improve

classroom management skills. The GLC meet weekly with their grade level teachers to ensure that there is

consistency among the grade level. All new teachers as well as the veteran teachers will meet on a bi-weekly

basis with the Assistant Principal to discuss upcoming activities, testing, and to address any concerns.



Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning



GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data

*Needs Assessment: Yes, all subgroups met AYP targets. Scores on the 2008 administration of the FCAT Reading test show that 80% of the students subgroups are performing at or above reading level as compared to the district's average of 65%. Yes,data from the 2008 implementation of the FCAT Reading test show that 71% of the lower 25% made learning gains. Yes, learning gains were made by 76% of the students. Yes, the percent of students on track to be proficient in reading increased by 3%.

*Objective: Given instruction using the Sunshine State Standards, students grades three through five will maintain or increase their reading skills by one percentage point as evidenced by the scores of the 2009 FCAT Reading test.

*Strategies: - Provide in-service training for all staff members in order to facilitate the implementation of the Houghton Mifflin Core Reading Program. - Continue to utilize the Accelerated Reader Program with all students in order to log and monitor students' reading comprehension progress. - Quarterly monitor students' progress in Reading Comprehension using STAR Reading. - Utilize the Reading Coach to coordinate and monitor all district mandated testing such as Dynamic Indicators of Basic Early Learning Skills (DIBELS), and the Diagnostic Assessments of Reading (DAR). -Utilize the Reading Coach to provide professional development related to instructional coherence in the reading program. - Allow teachers to access Student Performance Indicators in order for the to utilize data to differentiate instruction to meet the needs of the lower performing students. - Continue with the implementation of FCAT Super Saturday tutoring program to increase the reading achievement of identified FCAT Level 1 and 2 students in grades three through five. - Continue to implement the Students Teaming up for Acceleration and Remediation (STAR)tutoring program to provide students with intensive reading instruction after school. -Use FCAT explorer and Riverdeep to reinforce reading skills. -Coordinate small group intervention such as Voyager Passport for low performing students. -Continue to use Differentiated Instruction in the classroom. - Schedule horizontal and vertical grade level meetings in order to plan and discuss student assessment and data. -Host an FCAT Parent Night to inform parents of testing requirements and procedures. - Provide new teachers with CReating Independence through Student owned Strategies (CRISS) training and provide refresher CRISS training for veteran teachers. -Continue using resources such as FCAT Reading Coach and Measuring Up.

*Evaluation: This objective will be evaluated by scores of the 2009 FCAT Reading Test, the Interim Reading Standards Assessments and DIBELS. These formative assessments will be used to monitor progress towards the objective. Teachers will also provide on-going assessments as needed based on instruction and student needs.

*Evidence-based Program(s):

Somerset Academy Academy uses the Houghton Mifflin state adopted, research based core reading program as well as Voyager Passport. Comprehensive Research-based Reading Plan



*Professional Development:

CRISS strategies refresher training DIBELS training Voyager Passport training Professional Development workshops on Differentiated Instruction August-Differentiated Instruction September- Data Analysis/Progress Monitoring Plan October- Guided Reading November-Literacy Centers December-Effective Assessments and Evaluations January-Accelerated Reader February- FCAT Reading Strategies March-Whole Language Approach April-Integrating Reading and Writing May-Strategies for English Learners

Budget:

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

Description of Resources Funding SourceAvailable

Amount

Houghton Mifflin $0.00

Total: $0.00

Technology


Amount

Passport Voyager $0.00

Accelarated Reading Program $3,000.00

20 new computers for lab $20,000.00

$0.00

Total: $23,000.00



Amount

CRISS Training FLICKERS Dibels $0.00

Total: $0.00

Other


Amount

Wordly WiseBlast OffFCAT Coach $12,000.00

Total: $12,000.00

Final Total: $35,000.00

*Non-Highly Qualified Instructors:

There are no out-of-field teachers at this time for this area.

End of Reading Goal

Goal: Mathematics



*Note: Required for Title I Scroll down for school data

*Needs Assessment: Scores on the 2008 FCAT Mathematics indicate that 85% of the students are performing at or above grade level as compared to 68% district average. 74% of the students made learning gains in mathematics. All subgroups met AYP targets. The scores indicate that 85% of Hispanic students in grades three through five are at or above grade level, 88% of economically disadvantaged students are at or above grade level, and 80% of English Language Learners are at or above grade level. Also, 78% of the lower 25% made learning gains in mathematics, and there was a percent proficient increase of 9% compared to 2007.

*Objective: Given instruction using the Sunshine State Standards, students in grade 3-5 will maintain or increase their mathematics skills by one percentage point as evidenced by the scores on the 2009 FCAT Mathematics Test.

*Strategies: The strategies implemented will include, but not be limited to, a flexible schedule with a minimum of 45 minutes of mathematics instruction with one hour of collaborative grade level planning, a word bank to familiarize students in grades K-5 with proper mathematical vocabulary, the Sunshine State Standards to identify skills and grade level appropriate objectives and activities for mathematics computation and application, manipulatives, games, and flash cards to involve students exploration of mathematical concepts, FCAT early bird tutoring for Level 1 and 2 students in order to maximize student achievement, Super Saturdays to increase mathematics skills in grades 3-5, and differentiated instruction within the classroom such as centers and cooperative-learning groups to allow students to assist each other in mastery of knowledge.

*Evaluation: This objective will be evaluated by the scores of the 2009 FCAT Mathematics Test as compared to the number of students scoring at level 3 or above on the 2008 administration of the FCAT Mathematics Tests. Quarterly Assessment Tests, interim assessments and ongoing classroom assessments will provide formative assessments which will be used to monitor progress towards this objective.


Somerset Academy Charter School will utilize the Scott Foresman state adopted, research-based core reading program.


Teachers will be provided with different opportunities for professional development through the district area of Mathematics. Project M.I.N.D. (Math Is Not Difficult)provides teachers with different strategies to teach mathematics to keep students engaged in math lessons at all times. In addition, teachers will attend workshops on CRISS Strategies. During common planning times, teachers will share ideas on Best Practices and how these can be implemented in individual classrooms. August- Strategies for Teaching Editing September- Writer's Worskshop October-Using Writing Rubrics November-Six Traits for Writing December-Integrating writing into all core subjects January-Learning to love writing February- FCAT Writing Strategies March- Teaching the steps of writing April-Incorporating new vocabulary May-Intergrading Reading and Writing

Budget:



Amount

manipulatives, games, and flash cards $2,000.00

Scott Foresman state adopted,



research-based core reading program $44,000.00

Total: $46,000.00

Technology


Amount

Promethean Boards $0.00

Fifth grade use of Carnegie Learning: Cognitive Tutoring

$2,000.00

Pearson Successmaker $15,000.00

Total: $17,000.00



Amount

No Data No Data $0.00

Total: $0.00

Other


Amount


Total: $0.00




End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data

*Needs Assessment: According to the 2006-2007 FCAT Assessment, results indicated 88% of fourth grade students were meeting the state standards in writing. Results for the 2007-2008 assessment indicated that 86% of students were meeting the states standards.This exceeds the district average of 82%.

*Objective: Given instruction utilizing the Sunshine Standards, students in grade four will improve their writing skills as evidenced by a one percent increase of students scoring 3.5 or above on the writing subtests of the 2009 administration of the FCAT writing.

*Strategies: *Implement flexible scheduling that designates two hours of Language Arts/Reading instruction and one hour of daily collaborative grade planning time. *Utilize assessments data, writing pretests, and other on going assessments to drive instruction. *Implement parent workshops to equip parents with effective writing strategies to implement at home. *Facilitate student participation in essay, poetry, and book writing contest in order to promote writing success. *Implement Early Bird FCAT and Super Saturdays tutoring programs to increase writing levels for all students in grades 3-5.



*Evaluation: This objective will be evaluated by comparing the 2008 writing FCAT test scores with those of the 2009 assessment of students in grade four.


Somerset Academy Charter school will use the Houghton Mifflin state adopted and research based reading and language arts core program.


Teachers will be provided with professional development in order to help students enhance their writing skills. Teachers will be trained on how to use holistic scoring. Sample lessons will be conducted for all teachers in order to model effective writing strategies. August- Strategies for Teaching Editing September- Writer's Worskshop October-Using Writing Rubrics November-Six Traits for Writing December-Integrating writing into all core subjects January-Learning to love writing February- FCAT Writing Strategies March- Teaching the steps of writing April-Incorporating new vocabulary May-Intergrating Reading and Writing

Budget:



Amount

Houghtin Mifflin $0.00

Voyager $0.00

Writing Rubric $0.00

Total: $0.00

Technology


Amount

Promethian Boards $0.00

Total: $0.00



Amount


Total: $0.00

Other


Amount

Trait Crate Writing with the Six Traits $1,000.00

Total: $1,000.00


End of Writing Goal



Goal: Science *Note: Required for Title I Scroll down for school data

*Needs Assessment: Scores on the 2008 FCAT science administration indicate that students in grade five achieved a mean score of 318. This compares with the district's mean score of 303.

*Objective: Given instruction using Sunshine State Standards, students in grade 5 will improve their science skills as evidenced by 1% increase of students's score on the FCAT Science Test administered in the Spring 2009.

*Strategies: The strategies implemented will include, but not limited to, a flexible schedule that allocated 150 minutes of science instruction, FCAT Super Saturdays to increase student achievement in science, FCAT early bird, after school Wednesday tutoring to increase student achievement, a science fair to allow students to demonstrate application of the scientific process, science experiment days for grades K-5 adhering to the guidelines of the hands-on science discovery process, and science hands-on experiments into the classroom instruction in order to provide students with real life results.

*Evaluation: This objective will be evaluated by comparing the mean scale scores on the 2009 FCAT Science Test to the mean scale score of the 2008 administration of the FCAT Science Test. Pre and Post site authored assessments will provide formative assessments which will be used to monitor progress toward the objective


McMillan-McGraw Hill Science series


Teacher will be provided with the opportunity to attend workshops offered by the department of mathematics and science. In addition, teachers may access the district's web page for supplemental materials that can be utilized to teach lessons in the classroom. School wide trainings will be conducted to assist teachers on how to conduct hands-on experiments/investigations through the use of the scientific method. August-Linking Experiments with Assessments September-Science Experiments October-Hands-on Science November-Writing Science December-Teaching how to discover and explore January-Safari Montage February- FCAT Science strategies March-Success Maker April-Promethean Boards May-Connecting Math & Science

Budget:



Amount

McMillan-McGraw Hill state adopted research-based series

$44,000.00

Total: $44,000.00

Technology


Amount

Promethean Boards $0.00



Pearson Successmaker $0.00

Brainpop website $1,140.00

safarimontage computer program $10,000.00

Total: $11,140.00



Amount


Total: $0.00

Other


Amount


Total: $0.00




End of Science Goal

Goal: Parental Involvement *Note: Required for Title I

*Needs Assessment: Given that admission into Somerset Academy School includes the completion of 30 volunteer hours, as evidenced through volunteer logs and records.

*Objective: Given a strong emphasis on the parental involvement at the school, 88% of parents will complete the volunteer hours defined in the parent contract during the 2008-2009 school year as evidenced by the teacher and volunteer logs.

*Strategies: Include parent in school wide fundraisers, activities, and events such as open house, holiday show, gift wrap and chocolate sale. Implement parent workshops which promote home learning using technology and test-taking skills and practice. Establish a parent liaison program in order for parents to become familiar and active in school events. Implement a volunteer program to involve parents in all activities. Publish a monthly calendar for parents and students which highlights that month’s information and important events

*Evaluation: This objective will be evaluated based on the number of parents who complete 30 hours during the 2008-2009. Each teacher will have a parent volunteer log which will be monitored quarterly in order to ensure that hours are being completed and progress towards the objective.

*Evidence-based Somerset Academy Charter School Parental Involvement



Program(s):


Parents will be provided with the opportunity to take part in various professional development activities to enhance their awareness on the importance of parental involvement.

Budget:



Amount


Total: $0.00

Technology


Amount


Total: $0.00



Amount


Total: $0.00

Other


Amount


Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment Needs Assessment: Compared to similar schools, Somerset Academy Charter School will improve

learning gains as a means to improve the Retrun on Investment (ROI) index.

Objective: Somerset Academy Charter School's Return on Investment (ROI) ranking will improve by one percentage point.

Strategies: Use student data analysis results to find or construct more effective educational strategies that fit the needs of students and staff. Identify lowest quartile of students early and provide additional assistance. Continue to provide high qualtiy teacher professional development and monitor its implementation. Provide strategies to parents for their student's academic improvement.



Evaluation: On the next State of Florida ROI Index publication, Somerset Academy will show progress toward reaching the 50th percentile.

End of Return on Investment Goal



ADDITIONAL GOALS No Additional Goals were submitted for this school



FINAL BUDGET


Goal Description of Resources Funding SourceAvailable

Amount

Reading Houghton Mifflin $0.00

Mathematicsmanipulatives, games, and flash cards

$2,000.00

MathematicsScott Foresman state adopted, research-based core reading program

$44,000.00

Writing Houghtin Mifflin $0.00

Writing Voyager $0.00

Writing Writing Rubric $0.00

ScienceMcMillan-McGraw Hill state adopted research-based series

$44,000.00

Total: $90,000.00

Technology


Amount

Reading Passport Voyager $0.00

Reading Accelarated Reading Program $3,000.00

Reading 20 new computers for lab $20,000.00

Reading $0.00

Mathematics Promethean Boards $0.00

MathematicsFifth grade use of Carnegie Learning: Cognitive Tutoring

$2,000.00

Mathematics Pearson Successmaker $15,000.00

Writing Promethian Boards $0.00

Science Promethean Boards $0.00

Science Pearson Successmaker $0.00

Science Brainpop website $1,140.00

Sciencesafarimontage computer program

$10,000.00

Total: $51,140.00



Amount

ReadingCRISS Training FLICKERS Dibels

$0.00

Total: $0.00

Other


Amount

Reading Wordly WiseBlast OffFCAT $12,000.00



SCHOOL ADVISORY COUNCIL

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, junior high

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.

SAC Involvement

SAC Members

Coach

WritingTrait Crate Writing with the Six Traits

$1,000.00

Total: $13,000.00


Yes. Agree with the above statement.

The SAC at Somerset Academy is the sole body responsible for final decision-making of the school. School

Climate Survey and Assessment Data were reviewed to determine school needs for the 2008-2009 school

year. In the beginning of the school the SIP will be reviewed and revisions will be made based on the

recommendations from the SACS members. In mid Septmeber, the SIP will be sent to the district School

Board for approval amd implementation will begin immediately. The SIP will be monitored during the entire

school year. The SAC reviews the SIP on a quarterly basis and makes neccessary adjustments.

Members

1) Suzette E. Ruiz, Principal

2) Lisa Alamo, SAC Chair

3) Yvelisse Volero, Teacher

4) Giselle Mendez, Teacher

5) Elizabeth Poveda, Teacher

6) Particia Hernandez, Teacher

7) Melanie Granadillo, Business Member

8) Martha Ortiz, Parent

9) Katia Gutierrez, Parent



IMPLEMENTATION EVALUATION

10) Ada Jaime, Parent

11) Omaida Bichara, Parent

12) Caridad Odio, Parent

13) Sandra M. Grau, Assistant Principal

The School Improvement Plan will be reviewed by the principal, SAC, and distrcit level staff at the middle and

end of the school year. The review will ensure that goals are being met and that strategies are being

implemented in order to meets the goals. If progress is not being met, that goal will be revisited and

recommendations will be made on how this goal can be attained.



REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and

all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

Reading Baseline

Data

Mathematics Baseline

Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%

Mastery%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0

Name of Assessment Used


Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data



%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery



Baseline data aggregated at school level

End of Baseline Data Report

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0


Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted



AYP DATA

SCHOOL GRADE DATA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade SOMERSET ACADEMY CHARTER 0520

Number of students enrolled in the grades tested: (Click here to see the number of students in each group.)

Read: 214 Math: 214

2007-2008 School Grade1:

A Did the School make Adequate Yearly Progress?

YES

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2).

This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

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

Group

Reading Tested 95% of the students?

Math Tested 95% of the students?

58% scoring at or above grade level in Reading?

62% 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

Safe Harbor Reading

Percent of Students below grade level in Math

Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N

TOTAL4 100 Y 100 Y 80 Y 85 Y Y NA 21 20 NA 23 15 NA 78 NA 85 NA

WHITE NA NA NA NA NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 81 Y 85 Y Y NA 22 19 NA 24 15 NA 78 NA 86 NA

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED

100 Y 100 Y 78 Y 88 Y Y NA 28 22 NA 22 12 NA 77 NA 83 NA

ENGLISH LANGUAGE LEARNERS

100 Y 100 Y 62 Y 80 Y NA NA 29 38 NA 21 20 NA 60 NA 78 NA

STUDENTS WITH DISABILITIES


2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade SOMERSET ACADEMY CHARTER 0520


Read: 190 Math: 190


A Did the School make Adequate Yearly Progress?

YES



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

Group








Safe Harbor Reading


Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N

TOTAL4 100 Y 100 Y 79 Y 77 Y 94 Y NA 18 19 NA 26 23 NA 75 NA 76 NA

WHITE NA NA NA NA NA NA NA 29 NA NA NA

BLACK NA NA NA NA NA NA NA 60 NA NA NA

HISPANIC 100 Y 100 Y 78 Y 76 Y 93 Y NA 17 20 NA 24 24 NA 75 NA 76 NA

ASIAN NA NA NA NA NA NA NA 50 NA NA NA

AMERICAN INDIAN



100 Y 100 Y 72 Y 78 Y NA NA 17 22 NA 24 22 NA 70 NA 78 NA


100 Y 100 Y 71 Y 79 Y NA NA 37 NA 30 21 NA 71 NA 79 NA


NA NA NA NA NA NA NA 50 NA NA NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2Dade SOMERSET ACADEMY CHARTER 0520


Read: 160 Math: 160


A Did the School make Adequate Yearly Progress? 5

YES



Group








Safe Harbor Reading


Safe Harbor Math

2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N

TOTAL4 100 Y 100 Y 82 Y 74 Y 94 Y NA 18 NA 26 NA

WHITE NA NA NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 82 Y 76 Y 93 NA NA 18 NA 24 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA


100 Y 100 Y 79 Y 76 Y NA NA 21 NA 24 NA


100 Y 100 Y 73 Y 70 Y NA NA 27 NA 30 NA


NA NA NA NA NA NA NA NA

Dade School District SOMERSET ACADEMY CHARTER 2007-2008

Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

82% 86% 86% 51% 305

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

76% 74% 150

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?

71% (YES) 78% (YES) 149 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 604 Percent Tested = 100% Percent of eligible students tested

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

Dade School District SOMERSET ACADEMY CHARTER 2006-2007

Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT 81% 79% 88% 52% 300

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



Dade School District SOMERSET ACADEMY, INC. 2005-2006

Reading

Math

Writing

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

84% 75% 88% 247 Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.

% of Students Making Learning Gains

72% 72% 144

3 ways to make gains:Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2

Adequate Progress of Lowest 25% in the School?

70% (YES) 70 Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .

Points Earned 461 Percent Tested = 100% Percent of eligible students tested

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



Documents

VISION/MISSION/BELIEF STATEMENTSossip.dadeschools.net/sip/08-09/pdf/0520.pdf · florida differentiated accountability program 2008 – 2009 school improvement plan school name: somerset