VISION/MISSION/BELIEF STATEMENTS

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: PINECREST PREPARATORY ACADEMY

District Name: Dade

Principal: Susie Dopico, Ed.D

SAC Chair: Grace Gasset

Superintendent: Mr. Alberto Carvalho

Date of School Board Approval: Pending School

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 core philosophy and vision of Pinecrest Preparatory Academy is reflected in a multi-age learning

environment which allows students to learn and progress at their individual pace. Our vision encompasses

setting high standards and supporting students through the process of achieving these standards to foster an

environment of success. Pinecrest Preparatory Academy teachers adapt their instructional strategies to meet

the individual styles of each student.

The mission of Pinecrest Preparatory Academy is to provide a challenging curriculum where academic

excellence, character development, and individual growth are nurtured in a safe environment that involves

the active participation of students, teachers, parents, and community members.

Pinecrest Preparatory Academy is committed to placing emphasis on individual student achievement by

nurturing a positive environment which causes the raising of expectations and standards through innovative

teaching methods designed to achieve success.

Pinecrest Preparatory Academy Charter School was founded in 2001. It is located at 14301 SW 42 ST, Miami,

FL. 33175. For the 2008-2009 school year, the Academy provides instruction for kindergarten through fifth

grade students in a multi-age environment with a teacher-student ratio of 20:1. The school services

interested students from Miami-Dade County that would otherwise attend their home school. Admission is

based on a lottery process.

Page 1 of 272008-2009 Florida School Improvement Plan (Print-View)

10/20/2008http://www.flbsi.org/0809_sip_template/Public/print.aspx?uid=130600

SCHOOL MATCH Note: Required for all Assistance Plus Schools

QUALITY STAFF

*The student population by grade level is 70-kindergarten, 81-1st grade, 65-2nd grade, 60-3rd grade, 61-

4th grade and 67-5th grade students for a total of 404.

*The student population is comprised of 93% Hispanic, 6% White, 1% Asian, and 1% other. Twenty-three

percent (23%) of the students are eligible for free or reduced lunch, 7% are SWD students and 8% are ELL

students. Pinecrest Preparatory Academy does not discriminate on the basis of race, religion, nationality, or

ethnic origin in the enrollment of students.

*The average attendance rate is 98%, as compared to the District average of 94% and the State average of

95%.

*The school employs a total of 20 full-time classroom teachers, 4 special area teachers, 1 media specialist, 1

counselor, 1 reading coach, and 2 administrators. There are 10 part-time paraprofessionals, 2 full-time and 1

part-time clerical employee, 1 full-time custodial service worker, 4 food service personnel, and 3 part-time

security monitors.

*The staff population is comprised of 49.75% Hispanic, 49.25% White, and 1% Black. Pinecrest Preparatory

Academy does not discriminate on the basis of race, religion, nationality, or ethnic origin in the hiring

process.

*Of the instructional staff, 45% percent have a Master's Degree and 10% percent have a Specialist's Degree.

*Average class size is 20.

*Promotion rate is 99.5% as compared to the district rate of 94.3%.

*Retention rate is .5% as compared to the district rate of 5.7%.

*Standard curriculum students represent 93% of our population. In Reading we have 8% in Level 1, 9% in

Level 2, 35% in Level 3, 39% in Level 4, and 8% in Level 5. In Math we have 3% in Level 1, 14% in Level 2,

35% in Level 3, 33% in Level 4, and 15% in Level 5. In Science we have 12% in Level 1, 38% in Level 2,

37% in Level 3, 13% in Level 4, and 1% in Level 5. In Writing we have 12% in Level 1, 22% in Level 2, 48%

in Level 3, 10% in Level 4, and 7% in Level 5 .

Although the school earned 534 points which qualifies for a grade of "A", our lowest twenty-five percentile

students did not make learning gains. For this reason, Pinecrest Preparatory Academy received a school

grade of “B” for the 2007-2008 academic year.



Highly Qualified Administrators

Note: Required for Title I

Recruitment/Retention of Highly Qualified Teachers


Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Principal:

Dr. Susie Dopico has a B.S. in Early Childhood Education, an M.S. in Elementary Education, and an Ed.D. in

Educational Leadership. Dr. Dopico is certified in English to Speakers of Other Languages, Elementary and

Early Childhood education and Educational Leadership. Dr. Dopico has 20 years of educational experience at

the elementary and middle school level. She has been the Principal for the past 7 years. The school has been

eligible for a school grade for five years and under her leadership the school has been awarded a grade of

"A" for four of those years.

Assistant Principal:

Ms. Vanessa Nario has a B.S. in Elementary Education, an M.S. in Early Childhood Education , and a

Specialist Degree in Educational Leadership. Ms. Nario is certified in English to Speakers of Other Languages,

Elementary and Early Childhood education and Educational Leadership. She has 7 years of educational

experience at the elementary level. This is her first year as Assistant Principal.

As part of the recruiting strategy, Pinecrest Preparatory Academy provides advertisements in both the local

newspaper and the web. There is a website where interested candidates can fill out a mini-application and

send a resume to the school. Also, universities with pre-teacher training programs are contacted and job

openings are posted on their bulletin boards. Prospective teachers are sent a summary of the school program

and the underlying philosophy of the school.

Retention strategies are implemented in the form of teacher incentives such as early release programs,

teacher of the year bonuses, and various recognition programs throughout the year. Annual salary increases

are provided based on the salary step schedule of the district. Small class sizes, active parent involvement,

and teacher participation in the school decision making process allows the teachers to feel more empowered

and committed to the school environment.

High quality teachers who have demonstrated improving the academic performance of the low-performing

students are being offered an end-of-year bonus of at least 5% of the average teacher salary via the Merit

Award Program.



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


No 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)

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: Data shows that Pinecrest Preparatory Academy Charter School made Adequate Yearly Progress. Based on the 2008 Florida Comprehensive Assessment Test results, eighty-four percent of students scored at Level 3 or above, which leaves sixteen percent at Level 1 and Level 2. This percentage has not changed from the 2007 FCAT results. Forty percent of the lowest twenty-five percentile students made learning gains, a fifty-two percent decrease from the previous year. Sixty-five percent of our students made learning gains in reading.

*Objective: Given instruction using the Sunshine State Standards, the percentage of students in grades three through five meeting high standards in reading will increase by at least one percentage point on the 2009 administration of the FCAT Reading Test as compared to the 2008 administration of the FCAT Reading Test. Additionally, the percentage of students in the lowest quartile making learning gains will increase by ten percentage points when comparing the 2008 administration to the 2009 administration of the FCAT Reading test.

*Strategies: 1. Provide in-service training for all staff members in order to facilitate the implementation of the Houghton Mifflin Core Reading Program. 2. Utilize the Accelerated Reader Program with all students in order to log and monitor students' independent reading comprehension progress. 3. Monitor students' progress quarterly in reading comprehension using STAR Reading. 4. Utilize the Reading Coach to coordinate and monitor all district mandated testing such as Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and the Diagnostic Assessments of Reading (DAR). 5. Utilize the Reading Coach to provide professional development related to instructional coherence in the reading program. 6. Train teachers to access Student Performance Indicators in order for them to utilize data to differentiate instruction in order to meet the needs of the lower performing students. INTERVENTION STRATEGIES GEARED TOWARDS LOWEST 25%: 7. Offer FCAT Super Saturday tutoring program to Level 1 and 2 students in grades three through five to target reading achievement. 8. Utilize the Students Teaming up for Acceleration and Remediation (STAR)tutoring program to provide students with intensive reading instruction after school. 9. Use FCAT Explorer and Riverdeep to reinforce reading skills. 10. Coordinate small group intervention utilizing Voyager Passport for low performing students. 11. Use Differentiated Instruction during the Language Arts/Reading Block to maximize learning potential.



12. Schedule horizontal and vertical grade level meetings to plan and discuss student assessment and data in order to drive instruction. 13. Host an FCAT Parent Night to inform parents of testing requirements, procedures and resources available to them. 14. Provide new teachers with CReating Independence through Student owned Strategies (CRISS) training and provide refresher CRISS training for veteran teachers. 15. Utilize FCAT Reading Coach and Measuring Up to supplement instruction of our core reading program. 16. Use the Comprehensive K-12 Research Based Reading Plan to schedule reading blocks and guide reading instruction using Evidence Based Research. 17. Utilize the Interim Reading Standards Assessments and DIBELS to modify and guide instruction towards meeting benchmarks. 18. Administer Formative Assessments to monitor student progress. 19. Implement an intensive intervention program utilizing the Voyager Passport Intervention Program to target the lowest twenty-fifth percentile of students to assist with the acquisition of phonics, fluency, vocabulary and comprehension. 20. Schedule monthly Reading Leadership Team meetings to promote and increase school-wide literacy initiatives. 21. Acceleration for advanced students is achieved via the multi-age classroom setting and enrichment activities provided.

*Evaluation: This objective will be evaluated by comparing the percentage of third through fifth grade students meeting high standards in reading on the 2009 administration of the FCAT Reading Test as compared to the 2008 administration of the FCAT Reading Test. Formative assessments will be used to monitor progress towards the objective.

*Evidence-based Program(s):

Pinecrest Preparatory Academy uses the Houghton Mifflin state-adopted, research-based core reading program as well as Voyager Passport. The school follows the Comprehensive Research-Based Reading Program.

*Professional Development:

Teachers will be provided with training on data driven instruction; training for the administration and interpretation of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the CReating Independence through Student owned Strategies (CRISS), Florida Sunshine State Standards, Best Practices, and the Voyager Passport reading intervention program. The timeline for the professional development trainings is September 2008-December 2008. The Reading coach will attend the Just Read, Florida! Leadership Conference and coordinate teacher trainings through the IDEA Expo and "The Bag Ladies". These trainings will occur in February 2009.

Budget:

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

Description of Resources Funding SourceAvailable

Amount

Houghton Mifflin FTE $0.00

Total: $0.00

Technology




Amount

Renaissance Learning FTE $3,200.00

Total: $3,200.00



Amount

Just Read, Florida Conference FTE $0.00

Bag Ladies FTE $2,500.00

CRISS TrainingProvided through the district Professional Development portal.

$0.00

IDEA Expo FTE $400.00

Total: $2,900.00

Other


Amount

Voyager Passport FTE $0.00

FCAT's & Dogs Reading FTE $750.86

Measuring Up Reading FTE $2,188.00

FCAT COACH Reading FTE $1,757.80

Total: $4,696.66

Final Total: $10,796.66

*Non-Highly Qualified Instructors:

All Pinecrest Preparatory Academy teachers are Highly Qualified Instructors.

End of Reading Goal

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

*Needs Assessment: Data shows that Pinecrest Preparatory Academy Charter School made Adequate Yearly Progress. Based on the 2008 FCAT Mathematics assessment results, eighty-one percent of students scored at Level 3 or above which leaves nineteen percent at Level 1 and Level 2. This percentage is up one percent from the 2007 FCAT results in where only eighty percent of the students scored at Level 3 or higher. Fifty-seven percent of the lowest performing students made learning gains, a two percent increase from the previous year. Sixty-eight percent of our students made learning gains in mathematics.

*Objective: Given instruction using the Sunshine State Standards, the percentage of students in grades three through five meeting high standards in mathematics will increase by at least one percentage point on the 2009 administration of the FCAT Mathematics Test as compared to the 2008 administration of the FCAT Mathematics Test.

*Strategies: 1. Provide inservice training opportunities related to mathematics that address the needs assessment of each grade level.



2. Provide professional development trainings in mathematics with Project MIND. 3. Implement the use of the "Problem of the Day" to estimate, calculate, and analyze solutions to real world problems with emphasis on data analysis. 4. Utilize the intervention programs, “Get Ahead Math” and “Carnegie” to target the lowest twenty-five percent of students. 5. Utilize the Mathematics Pacing Guides to insure the instruction of all mathematics benchmarks. 6. Train teachers to access Student Performance Indicators in order for them to utilize data to differentiate instruction in order to meet the needs of the lower performing students. 7. Offer FCAT Super Saturday tutoring program to Level 1 and 2 students in grades three through five to target mathematics achievement. 8. Utilize the Students Teaming up for Acceleration and Remediation (STAR)tutoring program to provide students with intensive mathematics instruction after school. 9. Use FCAT Explorer to reinforce mathematics skills. 10. Use Differentiated Instruction during the Mathematics Block to maximize learning potential. 11. Schedule horizontal and vertical grade level meetings to plan and discuss student assessment and data in order to drive instruction. 12. Host an FCAT Parent Night to inform parents of testing requirements, procedures and resources available to them. 13. Utilize FCAT Mathematics Coach and Measuring Up to supplement instruction of core reading program. 14. Utilize the Interim Mathematics Standards Assessments to modify and guide instruction towards meeting benchmarks. 15. Administer Formative Assessments to monitor student progress. 16. Implement an intensive intervention program utilizing the Get Ahead Math Program to target the lowest twenty-fifth percentile of students to assist with the acquisition of necessary skills. 17. Acceleration for advanced students is achieved via the multi-age classroom setting and enrichment activities provided.

*Evaluation: This objective will be evaluated by comparing the percentage of third through fifth grade students meeting high standards in mathematics on the 2009 administration of the FCAT Mathematics Test as compared to the 2008 administration of the FCAT Mathematics Test. Formative assessments will be used to monitor progress towards the objective.


Pinecrest Preparatory Academy uses the state-adopted, research-based core Scott Foresman Mathematics Program.


Teachers will be provided with professional development opportunities which are made available through the Miami Dade County Public Schools professional development portal. The timeline for trainings through the portal will be from September 2008 - April 2009. Additionally, teachers will be provided training in



Project MIND, IDEA Expo Workshops and Carnegie Mathematics which will occur between the months of September 2008 and December 2008.

Budget:



Amount

Scott Foresman FTE $0.00

Total: $0.00

Technology


Amount

Get Ahead Math FTE $0.00

Total: $0.00



Amount

Project MINDProvided through the district Professional Development website

$0.00


Total: $400.00

Other


Amount

Measuring Up FTE $2,188.00

Total: $2,188.00




End of Mathematics Goal

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

*Needs Assessment: Based on the 2008 FCAT Writing assessment results, eighty-six percent of students are meeting high standards in writing. This percentage decreased seven percentage points based on the percentage of fourth grade students meeting high standards on the 2007 FCAT Writing assessment.

*Objective: Given instruction using the Sunshine State Standards, the percentage of students in grade four meeting high standards in writing will increase by at least one percentage point on the 2009 administration of the FCAT Writing Test as compared to the 2008 administration of the FCAT Writing Test.



*Strategies: 1. Maintain a writing portfolio to track students’ writing progress from grades K-4th. 2. Obtain, monitor and analyze pre and post writing samples from each student as delineated in the Continuous Improvement Model. 3. Implement the "Writer of the Month" and "Most Improved Writer of the Month" program. 4. Utilize the FCAT six point rubric to score student writing in all classes. 5. Continue school-wide “Word of the Week” in order to enhance vocabulary. 6. Incorporate writing activities across the curriculum, including special area classes. 7. Utilize assessment data to drive instruction in order to maximize student performance. 8. Implement "Step Up to Writing" Program. 9. Train teachers to access Student Performance Indicators in order for them to utilize data to differentiate instruction and meet the needs of the lower performing students. 10. Offer "Writing Club" tutoring program to target writing skills. 11. Utilize the Students Teaming up for Acceleration and Remediation (STAR)tutoring program to provide students with intensive writing instruction after school. 12. Host an FCAT Parent Night to inform parents of testing requirements, procedures and resources available to them. 13. Use the Comprehensive K-12 Research Based Reading Plan to schedule instruction using Evidence Based Research. 14. Utilize the District Writing Assessment to modify and guide instruction towards meeting benchmarks. 15. Acceleration for advanced students is achieved via the multi-age classroom setting and enrichment activities provided.

*Evaluation: This objective will be evaluated by comparing the percentage of fourth grade students meeting high standards in writing on the 2009 administration of the FCAT Writing Test as compared to the 2008 administration of the FCAT Writing Test.


Pinecrest Preparatory Academy uses the Houghton Mifflin state-adopted, research-based core reading program along with the "Step Up to Writing" supplemental program.


Teachers will be provided with professional development opportunities in the area of writing, that will be made available through the district professional development website throughout the 2008- 2009 school year. Additionally, teachers will attend the IDEA Expo Workshops and Writer Program Training which will take place in the months of October 2008 and November 2008.

Budget:





Amount

Houghton Mifflin FTE $0.00

Total: $0.00

Technology


Amount

The Writer Program FTE $0.00

Total: $0.00



Amount

Writing workshopsProvided through the district Professional Development portal.

$0.00


Total: $400.00

Other


Amount

Step Up to Writing FTE $0.00

Total: $0.00

Final Total: $400.00

End of Writing Goal

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

*Needs Assessment: Based on the 2008 FCAT Science assessment results, fifty-three percent of students are meeting high standards in Science. This percentage decreased nine percentage points based on the percentage of fifth grade students meeting high standards on the 2007 FCAT Science assessment.

*Objective: Given instruction using the Sunshine State Standards, the percentage of students in grade five meeting high standards in science will increase by at least ten percent on the 2009 administration of the FCAT Science Test as compared to the 2008 administration of the FCAT Science Test.

*Strategies: 1. Utilize District Science Scope and Sequence. 2. Utilize technology to conduct research and virtual science experiments. 3. Maximize the use of FOSS kits in order to enrich lessons. 4. Utilize content based word walls in order to increase vocabulary. 5. Utilize data to drive instruction.



6. Increase critical thinking and vocabulary through the use of science journals. 7. Identify a Science Leader who will provide specialized instruction to teachers and enhance mastery of the science state standards, provide professional development and technical assistance toward developing best practices, and facilitate the practical application of science lab practicums. 8. Offer FCAT Super Saturday tutoring program to target science achievement. 9. Utilize the Students Teaming up for Acceleration and Remediation (STAR)tutoring program to provide students with intensive science instruction after school. 10. Use FCAT Explorer to reinforce science skills. 11. Host an FCAT Parent Night to inform parents of testing requirements, procedures and resources available to them. 12. Utilize Measuring Up Science to supplement instruction of our core science program. 13. Utilize the Interim Science Standards Assessments to modify and guide instruction towards meeting benchmarks. 14. Administer Formative Assessments to monitor student progress. 15. Implement Classroom Science Investigators (CSI) to provide additional time for hands-on experiments. 16. Host a school-wide Science Fair emphasizing the use of the Scientific Method. 17. Utilize Safari Montage Web-based Video on Demand Program to view scientific experiments and enhance science instruction. 18. Acceleration for advanced students is achieved via the multi-age classroom setting and enrichment activities provided.

*Evaluation: This objective will be evaluated by comparing the percentage of fifth grade students meeting high standards in science on the 2009 administration of the FCAT Science Test as compared to the 2008 administration of the FCAT Science Test.


Pinecrest Preparatory Academy uses Full Option Science Systems (FOSS) as well as McMillan-McGraw Hill state-adopted, research-based core science program.


Teachers will be provided with professional development opportunities made available through the district in the areas of science from September 2008 - April 2009. Additionally, in-house training on the effective use of FOSS Kits will be offered in September and October 2008. Teachers will attend IDEA Expo workshop in October.

Budget:



Amount

McMillan McGraw-Hill FTE $0.00

Total: $0.00



Technology


Amount

Safari Montage FTE $400.00

Total: $400.00



Amount

District workshopsProvided by the district Professional Development portal.

$0.00


Total: $400.00

Other


Amount

FOSS Kits FTE $0.00

Total: $0.00

Final Total: $800.00



End of Science Goal

Goal: Parental Involvement *Note: Required for Title I

*Needs Assessment: Evidence of the 2007-2008 volunteer logs shows that ninety-nine percent of Pinecrest Preparatory Academy parents completed the required thirty volunteer hours. School Sign-In sheets show that only fifteen percent of parents attended Parent Academy sponsored workshops. The need for parental involvement in these workshops can directly impact student achievement.

*Objective: Given emphasis on parental involvement, at least twenty-five percent of Pinecrest parents will participate in two workshops provided by the Parent Academy as evidenced by school sign-in sheets for the 2008-2009 school year.

*Strategies: 1. Utilize the Connect-ED telephone program to promote meaningful parent and family participation. 2. Use Volunteer Logs for accurate record keeping. 3. Coordinate workshops through the guidance counselor and other children services personnel to increase knowledge of parenting skills, high stakes tests, and motivational skills. 4. Encourage parents to join the Parents As Liasons (P.A.L.) committee where they can share their views, concerns, and experiences with The Parent Academy. 5. Distribute a monthly calendar for parents and/or guardians, as well as students indicating activities and events sponsored by The Parent Academy. 6. Develop a recognition process that identifies parents who complete more than



the required thirty volunteer hours or attends both Parent Academy workshops. 7. Involve parents in taking part in the Educational Excellence School Advisory Council and decision-making process. 8. Provide a guide of resources available through the District. 9. Direct parents to the Parent Portal and school website to access vital information.

*Evaluation: This objective will be evaluated by analyzing the percentage of parents participating in two workshops provided by the Parent Academy as evidenced by school sign-in sheets for the 2008-2009 school year.


The Relationship of Parents' Support to Children's School Achievement -Walson, T.; Brown, M.; and Swick, K. J. Evaluating Evaluations: The Case of Parent Involvement Programs - Doreen J. Mattingly, Radmila Prislin, Thomas L. McKenzie, James L. Rodriguez and Brenda Kayzar


Parents will be provided professional development in supporting initiatives of the School Improvement Plan, Parent Academy trainings, and accessing the parent portal to view student grades between the months of October 2008 and March 2009.

Budget:



Amount

The Parent Academy $0.00

Total: $0.00

Technology


Amount

Connect Ed FTE $0.00

Total: $0.00



Amount

The Parent Academy FTE $0.00

Total: $0.00

Other


Amount

Parent As Liaison (P.A.L.) $0.00

Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal



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

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

Objective: Given an increased attention to financial resources and their correlation to student performance, Pinecrest Preparatory Academy will improve its ranking by at least one percent on the next publication of the Return on Investment publication.

Strategies: Strategies to improve annual learning gains: 1. Use student data analysis results to find or construct more effective educational strategies that fit the needs of students and staff. 2. Target the lowest 25% of students in Reading and Math with additional after school tutoring. 3. Further implement use of educational web based software, such as Riverdeep, and FCAT EXPLORER. 4. Continue to provide high quality professional development for teachers and monitor implementation.

Evaluation: The percentage of students with learning gains will be divided by the program cost per weighted FTE students at the school to determine Return on Investment index.

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 FTE $0.00

Mathematics Scott Foresman FTE $0.00

Writing Houghton Mifflin FTE $0.00

Science McMillan McGraw-Hill FTE $0.00

Parental Involvement The Parent Academy $0.00

Total: $0.00

Technology


Amount

Reading Renaissance Learning FTE $3,200.00

Mathematics Get Ahead Math FTE $0.00

Writing The Writer Program FTE $0.00

Science Safari Montage FTE $400.00

Parental Involvement Connect Ed FTE $0.00

Total: $3,600.00



Amount

Reading Just Read, Florida Conference FTE $0.00

Reading Bag Ladies FTE $2,500.00

Reading CRISS TrainingProvided through the district Professional Development portal.

$0.00

Reading IDEA Expo FTE $400.00

Mathematics Project MINDProvided through the district Professional Development website

$0.00

Mathematics IDEA Expo FTE $400.00

Writing Writing workshopsProvided through the district Professional Development portal.

$0.00

Writing IDEA Expo FTE $400.00

Science District workshopsProvided by the district Professional Development portal.

$0.00

Science IDEA Expo FTE $400.00

Parental Involvement The Parent Academy FTE $0.00

Total: $4,100.00

Other



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


Amount

Reading Voyager Passport FTE $0.00

Reading FCAT's & Dogs Reading FTE $750.86

Reading Measuring Up Reading FTE $2,188.00

Reading FCAT COACH Reading FTE $1,757.80

Mathematics Measuring Up FTE $2,188.00

Writing Step Up to Writing FTE $0.00

Science FOSS Kits FTE $0.00

Parental Involvement Parent As Liaison (P.A.L.) $0.00

Total: $6,884.66


Yes. Agree with the above statement.

The SAC is consistently involved in all areas related to providing high quality educational programs in a safe

and secure setting. The SAC works together with the school's leadership team in preparation and evaluation

of the School Improvement Plan and fosters an environment of professional collaboration among the

educational stakeholders of the school. In setting objectives and performance projections, the SAC considers

student data, parental input and concerns, faculty characteristics, and District and State requirements.

These include: a) analysis of testing data, b) a focus on technology and how it can best be harnessed as a

tool for all stakeholders, c) the appropriate use of fundraising monies, d) the effective use of professional

development opportunities for faculty and staff. School Climate Survey and Assessment Data are reviewed

through the School Advisory Council to determine school needs for the 2008-2009 school year.

Members

1) Susie Dopico, Principal

2) Grace Gasset, SAC Chair

3) Andrea Alcorta, Teacher



IMPLEMENTATION EVALUATION

4) Vanessa Garrido, Teacher

5) Delia Hoffmeister, Teacher

6) Rosielyn Moriera, Teacher

7) Isabel Ortiz-Rodriguez, Business Member

8) Ana Valdes, Parent

9) Marta Hernandez, Parent

10) Miriam Munoz, Parent

11) Milady Paz, Parent

12) Wendy Schmidt, Parent

13) Malena Tsokopoulos, Parent

14) Marlene Oquendo, School Support Personnel

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

and end of the 2008-2009 school year. The review will ensure that goals are being met and that strategies

are being implemented in order to meet 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 PINECREST PREPARATORY ACADEMY 0600

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

Read: 224 Math: 224

2007-2008 School Grade1:

B 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 82 Y 80 Y 94 Y NA 18 18 NA 21 20 NA 75 NA 76 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 80 Y 79 Y 94 Y NA 20 20 NA 22 21 NA 74 NA 75 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 73 Y 65 Y NA NA 23 27 NA 28 35 NA 73 NA 63 NA

ENGLISH LANGUAGE LEARNERS


STUDENTS WITH DISABILITIES


2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade PINECREST PREPARATORY ACADEMY 0600


Read: 260 Math: 260


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 82 Y 79 Y Y NA 16 17 NA 24 21 NA 78 NA 70 NA

WHITE NA NA NA NA NA NA NA 22 NA NA NA

BLACK NA NA NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 80 Y 78 Y Y NA 15 18 NA 25 22 NA 77 NA 70 NA

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN



100 Y 100 Y 77 Y 72 Y 94 Y NA 17 25 NA 27 28 NA 71 NA 67 NA


NA NA NA NA NA NA NA 28 NA NA NA


NA NA NA NA NA NA NA 55 NA NA NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2Dade PINECREST PREPARATORY ACADEMY 0600


Read: 412 Math: 412


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 86 Y 76 Y Y NA 13 14 NA 20 24 NA

WHITE 100 Y 100 Y 91 NA 78 NA NA NA NA 22 NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 85 Y 75 Y NA NA 14 15 NA 21 25 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA


100 Y 100 Y 84 Y 73 Y 94 NA NA 21 16 NA 33 27 NA


100 Y 99 Y 73 NA 72 NA NA NA NA 43 28 NA


NA NA NA NA NA NA NA NA

Dade School District PINECREST PREPARATORY ACADEMY 2007-2008

Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

84% 81% 86% 53% 304

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

65% 68% 133

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?

40% (NO) 57% (YES) 97 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 534 Percent Tested = 100% Percent of eligible students tested

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


Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT 84% 80% 93% 62% 319

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




Reading

Math

Writing

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

87% 77% 83% 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

66% 66% 132

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?

69% (YES) 69 Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .

Points Earned 448 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 STATEMENTS