2008-2009 florida school improvement plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: CORPORATE ACADEMY SOUTH

District Name: Dade

Principal: Dr. David H. Brooks

SAC Chair: Simon Chirikjian

Superintendent: 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 Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

MIAMI DADE COUNTY PUBLIC SCHOOLS

VISION We are committed to provide excellence for all.

MISSION We provide the highest quality education so that all of our students are empowered to lead productive andfulfilling lives as lifelong learners and responsible citizens.

CORE VALUES Excellence We pursue the highest standards in academic achievement and organizational performance.

Integrity We build positive relationships through honesty, respect and compassion, which enhance the self-esteem,safety, and well-being of our students, families, and staff.

Equity We foster an environment that serves all students and aspires to eliminate the achievement gap.

Citizenship We honor the diversity of our community by working as a team to ensure the educational success of all ofour students and recognize that our obligations go beyond our professional responsibilities to promotedemocratic principles.

8201 - CORPORATE ACADEMY SOUTH

VISION We are committed to empower our students to recognize ultimate achievement.

MISSION h f C d S h S h S h l f h h d f

10/21/2008 2008-2009 Florida School Improveme…

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The mission of Corporate Academy South Senior High School is to focus on high academic expectations forall students, development of critical thinking skills and the use of current technology to create lifelonglearners and ready to complete successfully in the global workforce.

CORE VALUES Excellence We value honesty, integrity, and respect as the foundation of our relationship. We are committed tobuilding positive relationships through equity and compassion which enhance the self-esteem, safety, andwell-being of our stakeholders.

Citizenship We honor and foster the diversity of our community by working collaboratively for the educational successof our students. Additionally, we pursue the highest standards in all we do.

Responsibility We strive to provide essential tools and knowledge that will foster academic success for all studentachievement.

SCHOOL PROFILE DEMOGRAPHICS

Corporate Academy South Senior High School is located at 2351 S.E. 12th Avenue in Homestead Florida.This school is housed directly behind Homestead Senior High sharing the same campus. CorporateAcademy South Senior is an alternative school of choice for students in grades 9 through 12, offeringeducational and career opportunities to individuals who have been identified as at-risk students due totruancy, lack of motivation and poor academic performance. Corporate Academy South is a Title I fundedschool for the 2008-2009 school year. Admission is achieved through an interview process and uponacceptance students and parents attends an orientation. Students are cultivated with a innovative andrigorous curricula which includes after school and Saturday tutorial programs. Upon acceptance, ninthgrade students are enrolled in the Visual Arts and Graphic Design Academy which is a component of theMiami Dade County Public Schools (MDCPS) Secondary School Reform Initiative.

Students receive a standard high school diploma after meeting all state requirements for graduation. Thededicated leadership team and staff, a shared philosophy of learning, and a safe and healthy environmentconducive to learning ensure student achievement. Additionally, students are empowered throughnumerous programs to learn that there are positive alternative choices that can transform previouspatterns of failure into success. Programs such as individual and group counseling, career mentoring,Diversified Career and Technology/On the Job Training (DCT/OJT), Communities In School of Miami, Inc,Miami-Dade College, Art South of Homestead and the newly infused Career Themed Visual Arts andGraphic Design Academy all support the academic and personal growth of the student. Additionally,Corporate Academy South collaborates with the Florida International University (FIU) PsychologyDepartment to provide students with resources for achieving stability, establishing goals and planning forthe future. Additionally, the school is implementing an eight period day to facilitate credit recovery andcredit acceleration.

Currently Corporate Academy South Senior High has an enrollment of 81 students. The student populationis comprised of, 49 percent (49%) Black, 43 percent (43%) Hispanic and 8 (8%) percent White. Sixtypercent (60%) of our students are eligible for free and/or reduced lunch. Corporate Academy South Seniordoes not currently have a Special Education (SPED) or and English Language Learner program (ELL).

There are 16 faculty and staff members of which 44 percent (44%) Black, 37 percent (37%) White and 19percent (19%) Hispanic. Faculty and staff members are comprised of nine instructional teachers, oneguidance counselor, two paraprofessionals, one school registrar/treasurer, one school clerk, one schoolmonitor, and one principal. The instructional staff consists of twenty-two percent (22%) beginningteachers. Twenty-five percent (25%) of the instructional staff holds a Masters degree and thirteen percent(13%) have a doctoral degree. Corporate Academy South Senior High School student-teacher ratio is 15to 1 according to the alternative education guidelines.



Corporate Academy South Senior High School’s data for 2007-2008 school year reflects a dailyattendance rate of 92.5 percent (92.5%). Results of the 2008 FCAT indicate that 17 percent (17%) ofstudents met high standards in Reading, 44 percent (44%) in Mathematics, and in 25 percent (25%) inScience. According to Adequate Yearly Progress Report, 31 percent (31%) of students made proficiency inReading and 62 percent (62%) made proficiency in Mathematics. Although the students at CorporateAcademy South Senior High School achieved below the state, they did achieve notable gains on the 2008FCAT assessment.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

Robert Morgan Educational Center was chosen as a match for Corporate Academy South Senior HighSchool. The demographics of the two schools are similar. Robert Morgan Educational Center has a studentpopulation of 22 percent (22%) Black, 58 percent (58%) Hispanics, 18 percent (18%) White, and twopercent (2%) other and Corporate Academy South Senior High School student population is comprised of49 percent (49%) Black, 43 percent (43%) Hispanic and 8 percent (8%) White. Additionally, CorporateAcademy South Senior High School is a small learning community and Robert Morgan Educational Centerhas a variety of small learning communities. Robert Morgan Educational Center will serve as a mentoringand modeling school for the faculty and staff at Corporate Academy South Senior High school during the2008-2009 school year. The principal and leadership teams from both schools will meet to discusseffective leadership strategies. The leadership team, which is comprised of the Reading Coaches,counselors, academy team teachers, and parent representatives, will conduct observations of bestpractices, test-taking strategies, and other successful research based strategies implemented at RobertMorgan Educational Center twice each quarter. Also, the leadership team from Robert Morgan EducationalCenter will be invited to observe our teachers and provide instructional feedback.

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Dr. David H. Brooks, Principal, holds a Doctoral degree in Organizational/Educational Leadership. He hasserved three years as a principal and five years as an Assistant Principal. During his tenure at CorporateAcademy South, Dr. Brooks led the implementation of the Visual Arts and Graphic Design Academy, as wellas increased the achievement rates of struggling students. Through his leadership, Dr. Brooks hasincreased the attendance rate and achieved a graduation rate of 65 percent(65%) for the 2007-2008school year. Additionally, his efforts to reach out to the community and parent base has resulted inparental involvement growing from 52 percent (52%)in 2006 -2007 school year to 85 percent (85%) in2007-2008 school year.

Recruitment/Retention of Highly Qualified Teachers


Corporate Academy South Senior High School participated in the District Teacher Recruitment Fair toattract qualified teachers. The Applicant Tracking System and the interview process assist us in selectinghigh quality teachers with advance degrees and teaching experiences. Corporate Academy South SeniorHigh School offers support, training, and professional development to retain highly qualified teachers. Inaddition, the school affords highly qualified and high-quality teachers the opportunities to assume leadership



addition, the school affords highly qualified and high-quality teachers the opportunities to assume leadershiproles through administrative participation.

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


To enhance the communication at Corporate Academy South Senior High School a monthly newsletter isgenerated to inform parents of current and upcoming events and advertise student and schoolachievements. Although Corporate Academy does not have an allocation for a Community InvolvementSpecialist, a paraprofessional regularly visits the homes of hard-to-reach parents to ensure that theyreceive notifications regarding attendance, tutorial programs and community events provided by andthrough the school. Quarterly parent and family night workshops are scheduled to provide parents andfamilies with information on techniques that can enhance student achievement.

School Wide Improvement Model


The Florida Continuous Improvement Model (FCIM) will be used at Corporate Academy South Senior HighSchool. It is a data-driven model which results in school reform that successfully integrates the philosophyof Total Quality Management (TQM) and Effective Schools Research. Additionally, faculty and staff willparticipate in an action research project, a process by which the school environment is studied to guide,correct, and evaluate decisions which will improve the quality of instruction and impact studentachievement.The Implementation Steps for the Continuous Improvement Model is as follows:

Steps for the Continuous Improvement Model are as follows:

1. Disaggregate the data from the 2008 FCAT test scores from Corporate Academy South Senior HighSchool and identify areas of weaknesses and strengths in instructional strands.

2. Design the Instructional Focus calendars for Reading, Mathematics and Science on a nine weekinstructional cycle. This Instructional Focus calendar will be revised as needed based on data derived fromassessments.

3. Deliver the instructional focus lessons designed to increase achievement for all students on the indicatedbenchmarks.

4. Administer benchmarked mini-assessments to students and identify areas of mastery and non-masterythrough analysis of the Edusoft Test Item Specifications report.

5. Provide differentiated instructions to re-teach and un-wrap benchmark for students who have notreached mastery and enrichment for students who have.

6. Provide supplemental materials to students for ongoing maintenance and re-teaching.

7. Meet with instructional staff on a continuous basis to review trends and discuss strategies for raisingstudent achievement.

NCLB Public School Choice




Corporate Academy South is committed to promoting shared responsibility between the parents and theeducators to achieve high student performance. Parents are encouraged to visit the school and toparticipate in the school's volunteer program. They are also invited to become active members of theParent Teacher Student Association (PTSA) and the School Advisory Council (SAC) where they areencouraged to take on a a proactive role in the life of the school. State and District mandatedcommunication regarding School Choice Options were sent home in May, June and August of this year inthree different languages.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


N/A

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


The District has an effective program in place for new teachers called the Mentoring and Induction for NewTeachers (MINT) program. This program provides 35 hours “minimum” of support and modeling from amentor teacher for the newly hire during the first year of teaching. Additionally, a school based supportgroup is in place at the school consisting of the Reading Coach and highly qualified teachers in everycontent area. They are paired as mentors with beginning and new teachers to provide assistance withprofessional growth and development. Furthermore, the school-site computer specialist provides computertraining and staff development for all new teachers regarding the network software programs and theElectronic Gradebook. Reading Coach offers professional development workshops on best-practicestrategies during common planning time and on early release days. Mentor content level teachers will beutilized within their classrooms to network and model exemplary teaching strategies and techniques fornew teachers and staff as needed. Additionally, professional development is provided for teachers in areaswhere improvement is needed.

No Attached Teacher Mentoring List

Extended Learning Opportunities


Targeted students will participate in an extended day literacy program. Students will engage in atechnology-based intervention for phonemic awareness, phonics, fluency, vocabulary, and comprehension.The programs to be implemented are Hampton Brown Edge Placement, Jamestown Reading Navigator,and Reading Plus. Students are also provided with enrichment opportunities using FCAT Explorer, Gizmos,and afterschool/Saturday tutorial programs. Saturday school will be in session for four Saturdays eachmonth beginning in September 2008 through March 2009. Saturday school will offer tutoring for threeSaturdays each month in the areas of reading and mathematics. Science tutoring will be offered on thefourth Saturday of each month. Furthermore, Corporate Academy South Senior High School utilizes thepull-out sessions during the school day to provide remediation for the lowest twenty-five percent (25%) ofstudents in reading and mathematics.



SCHOOLS GRADED C OR BELOW

Professional Development

The staff will receive professional development on differentiated instruction on August 15, 2008 exposingteachers to different methods of teaching that accommodates various learning styles of students in theirclassrooms. Through differentiated instructions students are able to gain greater responsibility andownership of their learning. To greater assist teachers with the various learning styles and modality ofteaching, professional development opportunities will be offered throughout the 2008-2009 school year.

In addition, the district along with local colleges and universities will offer highly qualified staff with theopportunity to receive professional development on a continuous basis.

Disaggregated Data

On August 15, the school faculty will participate in a school wide data workshop in which the disaggregatedresults of the 2008 FCAT assessment for all content clusters will be analyzed and discuss. Dissemination ofthe students’ data will be given to all teachers to identify areas of weakness and or concerns for 2008-2009 school year. This information will allow teachers to address all academic weaknesses and enrichmentwhen creating lesson plans.

Informal and Formal Assessments

School-wide bi-weekly assessments in reading, mathematics, and science. District-baseline assessment and quarterly Interim Assessment State-annual FCAT assessment, quarterly Oral Reading Fluency (ORF)

Alternative Instructional Delivery Methods

Several alternative instructional strategies will be used to support remediation, acceleration, andenrichment such as Pull-out, the Personal Improvement Plan, After school and Saturday Tutorial Programs.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Classroom instruction at Corporate Academy South Senior High is differentiated through the use ofresearch-based and project-based learning that address inquiry-based concerns to meet the variouslearning needs and styles of all students.

Responsibility of Teaching Reading for Every Teacher

At Corporate Academy South Senior High, reading is infused across the curriculum to provide explicitinstructions that fosters the concern of struggling readers. Reading Coaches provide modeling of variousstrategies to ensure that the implementations of all clusters are being addressed in all content areas.School-wide implementation of the Jamestown Timed Reading Series is being infused across curricular tobuild fluency and comprehension skills. Furthermore, there is a consistent collaboration across disciplines tofacilitate horizontal and vertical planning.

Quality Professional Development for Teachers and Leaders

With the assistance of the professional development liaison, on-site, Region and District professionaldevelopment is offered to all faculty and staff to encourage personal and professional growth As a result



development is offered to all faculty and staff to encourage personal and professional growth. As a resultof professional development activities, faculty at Corporate Academy South Senior High is involved in thedecision making process when addressing curriculum, instructional strategies, assessments and dataanalysis to meet needs of all students.

Small Learning Communities (SLC)

Corporate Academy South Senior High facilitates a small learning community which features a cohort ofstudents and teachers. Additionally, there is a clear career academy structure in place that fosters a definedand rigorous program of study and a career pathway.

Intensive Intervention in Reading and Mathematics

Corporate Academy South Senior High has a comprehensible and rigorous curriculum aligned to addressthe areas of concern of all students. The 8-Step Continuous Improvement Model is consistentlyimplemented and monitored by administration to ensure proper delivery. Multiple assessments includingperformance-based indicators, such as, student’s portfolios, public exhibits, bi-weekly, and interimassessments are used to monitor and evaluate students’ mastery of strands. School-site programs suchas pull-out, afterschool/Saturday tutorial programs are used as an intervention delivery system.

Parental Access and Support

In providing support to ensure that students are receiving academic excellence, Corporate Academy SouthSenior High exposes parent to information offered by “The Parent Academy” via website, monthlynewsletter, quarterly family nights, parent/teacher conferences, and mentoring programs offered throughCommunity In Schools.

Applied and Integrated Courses

Corporate Academy South Senior High offers community-based learning opportunities such as field trips,mentoring programs, guest speakers, and job shadowing which fosters real-world connections. Thisconnection enable students an opportunity to gain an insight on school-to-work. The Visual Arts andGraphic Design Academy program offers a career path in which students can receive internships.

Course Choice Based on Student Goals / Interests / Talent

Corporate Academy South Senior High offers specialized and intensive enrichment to all students at orabove grade level in Reading, Mathematics and Science to strengthen and improve personal and academicgoals.

Master Schedules Based on Student Needs

In the best interest of the student, Corporate Academy South Senior High has developed a masterschedule to address the deficient areas in Reading, Mathematics, and Science as indicated on the 2008FCAT test. The master schedule proposes the recommended courses for students who scored at level 1and level 2 on the 2008 FCAT test. Through proper placement, students are also given additionalopportunities to select electives of their interest.

Academic and Career Planning

Academic excellence is the primary goal for Corporate Academy South Senior students. Students are givenvarious options to embark upon. The Diversified Career Technology (DCT) and On the Job Training (OJT),“Tools for Success” and “Art South” community service program allows students to develop a personaland meaningful course of study to achieve goals they set for themselves



and meaningful course of study to achieve goals they set for themselves.

GOALS

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

*Needs Assessment: Overall results of the 2008 FCAT Reading Sunshine State Standards test showthat eighteen percent (18%) of the students in grade 9 and 10 met highstandards in Reading. However, 26 percent (26%) of students in grades 9 and10 made learning gains while twenty-seven percent (27%) of the students in thelowest 25 percentile made adequate progress in Reading. The percentage of thestudents meeting high standards in reading increased from nine percent (9%) in2007 to eighteen percent (18%) for the 2008 FCAT administration. However,there was a four percent (4%) decrease in proficiency in reading as indicated on2006-2007 and 2007-2008 FCAT administration. For the 2009 FCATadministration, fifty-one percent (51%) of the students in the lowest 25percentile will make learning gains in Reading. As per the No Child Left Behind(NCLB) yearly progress report, students in all sub-groups did not attain thedesired 58 percent (58%) of scoring at level 3 or above on the 2008 FCATReading Test.

The 2008 FCAT strand data indicates that ninth graders scored at 55 percent(55%) mean points earned in comparison, 56 percent (56%) in mainidea/authors purpose, 67 percent (67%) in reference/research, and 71 percent(71%) in word/phrases. Tenth grade results revealed 50 percent (50%) meanpoints earned in comparison, 54 percent (54%) in reference/research, 56percent (56%) in words and phrases, and 58 percent (58%) in mainidea/authors purpose.

*Objective: Given instruction based on the Sunshine State Standards, students in grades 9and 10 will improve their reading skills as evidenced by 65 percent (65%) scoringat a level 3 or higher on the 2009 FCAT Reading Test.

*Strategies: 1. Provide data driven instruction in all intensive reading classes by utilizing FCIMcomponents such as the Instructional Focus Calendars (IFCs) and variousassessments.

2. Analyze student assessment data to re-teach benchmarks and providesupplemental materials to all students for tutorial purpose.

3. Utilize research-based instructional strategies such as CRISS and differentiatedinstruction across the curriculum.

4. Assess students bi-weekly, monthly, and quarterly to determine if mastery ofa strand has been met.

5. Provide daily pull-out sessions along with afterschool/Saturday tutorialprograms to the lowest twenty-five percent (25%) of the students to increasestudent achievement.

6. Provide enrichment for students who are at grade level and have met highstandards of level 3 and above on the state assessment.

*Evaluation: Summative results of the 2009 FCAT Reading test. Additionally, staff developedbi-weekly, monthly, and quarterly benchmark assessments, district baseline testsand quarterly interim assessments and the state quarterly Florida Oral ReadingFluency (FORF) test. These formative assessments are administered to assistteachers with guided daily instructional focus to increase student achievement.



*Evidence-basedProgram(s):

The District approved content area informational text may be used to instructand reinforce reading strategies. Utilizing overheads, diagrams, big books, etc,from content area text and materials, the teacher can assist students in makingconnections.

McDougal-Littell Language of Literature Series, Jamestown Reading Navigator, Hampton Brown Edge Placement, Reading Plus, FCAT Explorer, Riverdeep.

*ProfessionalDevelopment:

Based on student data, classroom walk-through observations and input from thereading coach, the principal will identify classroom teachers who are successfullyimplementing the essential elements of reading. These classrooms will beestablished as model classrooms for other teachers to visit. Teachers in need ofsupport may have an opportunity to observe a model classroom in action,practice the new behavior in a safe context and apply the behavior with peersupport in the classroom.

Through the use of ongoing progress monitoring, data team members work withteachers to identify and provide targeted, customized professional developmentin alignment with student data. The team discusses data analysis strategies andworks collaboratively with teachers to establish intervention schedules. Teammembers facilitate the selection of research-based instructional strategies toenhance reading instruction for Level I and II students. The principal will intensifyprofessional development as needed.

Professional development will be conducted on early release afternoons alongwith common planning periods amongst the staff. Teacher is encouraged toattend workshop on the new reading series (Jamestown Reading Navigator andHampton Brown Edge Placement). Faculty and staff are encouraged toparticipate in district and region in-service activities.

Monthly Professional Development August 2008 - Differentiated Instruction, Data Disaggregation, Gradebook; September 2008 - Bridging Literacy Across Curriculum, Florida Continuous Improvement Model (FCIM), Hampton Brown Edge Placement; October 2008 - Jamestown Voyager, Oral Reading Fluency (ORF); November 2008 - Diagnostic Assessment of Reading (DAR), Creating Independence through Reading Strategies (CrISS); December 2008 - Data Chats, Shared Best Practices; January 2009 - Crunch Time Planning, Construction of Content Cluster Activities/Assessment; February 2009 - Test Taking Strategies; March 2009 - Review of all Benchmarks and Curriculum Mapping.

*Objective: Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students in grades 9 and 10 will improve their reading skills asevidenced by 65 percent (65%) scoring at a level 3 or higher on the 2009 FCATReading Test.

*Strategies: 1. Provide data driven instruction in all intensive reading classes by utilizing FCIMcomponents such as the Instructional Focus Calendars (IFCs) and variousassessments.

2. Analyze student assessment data to re-teach benchmarks and providesupplemental materials to all students for tutorial purpose.

3. Utilize research-based instructional strategies such as CRISS and differentiatedinstruction across the curriculum.



4. Assess students bi-weekly, monthly, and quarterly to determine if mastery ofa strand has been met.

5. Provide daily pull-out sessions along with afterschool/Saturday tutorialprograms to the lowest twenty-five percent (25%) of the students to increasestudent achievement.


*Evaluation: Summative results of the 2009 FCAT Reading test. Additionally, staff developedbi-weekly, monthly, and quarterly benchmark assessments, district baseline testsand quarterly interim assessments and the state quarterly Florida Oral ReadingFluency (FORF) test. These formative assessments are administered to assistteachers with guided daily instructional focus to increase student achievement.


The District approved content area informational text may be used to instructand reinforce reading strategies. Utilizing overheads, diagrams, big books, etc,from content area text and materials, the teacher can assist students in makingconnections.

McDougal-Littell Language of Literature Series, Jamestown Reading Navigator, Hampton Brown Edge Placement, Reading Plus, FCAT Explorer, Riverdeep.


Based on student data, classroom walk-through observations and input from thereading coach, the principal will identify classroom teachers who are successfullyimplementing the essential elements of reading. These classrooms will beestablished as model classrooms for other teachers to visit. Teachers in need ofsupport may have an opportunity to observe a model classroom in action,practice the new behavior in a safe context and apply the behavior with peersupport in the classroom.

Through the use of ongoing progress monitoring, data team members work withteachers to identify and provide targeted, customized professional developmentin alignment with student data. The team discusses data analysis strategies andworks collaboratively with teachers to establish intervention schedules. Teammembers facilitate the selection of research-based instructional strategies toenhance reading instruction for Level I and II students. The principal will intensifyprofessional development as needed.

Professional development will be conducted on early release afternoons alongwith common planning periods amongst the staff. Teacher is encouraged toattend workshop on the new reading series (Jamestown Reading Navigator andHampton Brown Edge Placement). Faculty and staff are encouraged toparticipate in district and region in-service activities.

Monthly Professional Development August 2008 - Differentiated Instruction, Data Disaggregation, Gradebook; September 2008 - Bridging Literacy Across Curriculum, Florida Continuous Improvement Model (FCIM), Hampton Brown Edge Placement; October 2008 - Jamestown Voyager, Oral Reading Fluency (ORF); November 2008 - Diagnostic Assessment of Reading (DAR), Creating Independence through Reading Strategies (CrISS); December 2008 - Data Chats, Shared Best Practices; January 2009 - Crunch Time Planning, Construction of Content Cluster Activities/Assessment; February 2009 - Test Taking Strategies; March 2009 - Review of all Benchmarks and Curriculum Mapping.



Budget:

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

Description of Resources Funding Source AvailableAmount

Corrective Reading Master FCATReading Grade 10 Workbooks (40copies)

Principal 02 $559.14

Total: $559.14

Technology


Reading Plus Principal 02 $640.00

Total: $640.00



$0.00

Total: $0.00

Other


Afterschool/Saturday Tutorial Program Secondary School Reform $2,000.00

Total: $2,000.00

Final Total: $3,199.14

*Non-Highly QualifiedInstructors:

At this current time, Corporate Academy South Senior High School does nothave any instructional staff that is teaching out-of-field.

End of Reading Goal

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

*Needs Assessment: Results of the 2008 FCAT test indicate that forty-four percent (44%) of thestudents met high standards in the mathematics. Whereas seventy one percent(71%) of the students made learning gains. All subgroups met AYP according tothe 2008 FCAT results for mathematics. Students in the lowest 25 percentilemade sixty-seven percent (67%) adequate progress for the 2008 FCATmathematics test. Sixty-two percent (62%) of the students made proficiency inmathematics for the 2008 FCAT administration which is an increase from the2007 FCAT mathematics administration where only forty-eight percent (48%)made proficiency. As per the No Child Left Behind (NCLB) adequate yearlyprogress report all sub groups did not attain the desired sixty-two percent (62%)of level three or above on the 2008 FCAT Mathematics test.

The 2008 FCAT results indicate that ninth graders scored at 40 percent (40%)mean points earned in algebraic thinking, 45 percent (45%) in geometry, 50percent (50%) in number sense and data analysis, and 57 percent (57%) inmeasurement. On the other hand, the tenth grade students scored 27 percent(27%) mean points earned in data analysis, 29 percent (29%) in geometry andalgebraic thinking, 30 percent (30%) in measurement, and 45 percent (45%) innumber sense.

The results of the 2008 FCAT Mathematics assessment indicated that 67 percent



(67%) of the students in the lowest 25 percentile made learning gains inMathematics. For the 2009 FCAT administration, seventy percent (70%) of thestudents in the lowest 25 percentile will make learning gains in Mathematics.

*Objective: Given instruction using the Sunshine State Standards, students in grades 9 and10 will improve their mathematics skills as evidenced by 68 percent (68%)scoring at FCAT Achievement level 3 or higher on the 2009 administration of theFCAT Mathematics test.

*Strategies: 1. Provide data driven instruction in all intensive mathematics classes by utilizingFCIM components such as the Instructional Focus Calendars, benchmarked mini-assessments, Test Item Analysis reports and intervention and enrichment.

2. Provide daily pull-out sessions along with afterschool/Saturday tutorialprograms to the students in the lowest 25 percentile to increase studentachievement in mathematics.

3. Implement a variety of teaching strategies to include CrISS (CReatingIndependence through Student-owned Strategies), hands-on manipulative,technology to increase all sub groups in understanding mathematical applicationand computation skills.


*Evaluation: School-site bi-weekly benchmark assessments will be administrated by theteachers along with summative Mathematics Standards DistrictAssessments/Interim Assessments. Generated data will be used to redirectclassroom instruction and create flexible tutorial groups.

The 2009 FCAT Mathematics Test results will be evaluated by objective if 68percent (68%) of students meet high standards in grades 9 and 10. CorporateAcademy South is an alternative education facility that receives semi-annualvisitation to monitor the School Improvement Plan


Kaplan FCAT Practice, Florida FCAT Mathematics Coach, Glencoe McGraw-Hill, Cognitive Tutor, FCAT Explorer, Riverdeep, Aim Higher FCAT Math, Buckle Down FCAT Practice.


Provide on-going professional development to teachers in grades 9 and 10 in theimplementation of best practices in differentiated instruction. Provide professional development on the Continuous Improvement Model. Provide professional development in the use of manipulatives to improveproblem solving skills. Provide professional development in using CrISS Strategies. Provide District's Professional Development that enhances mathematics skills.

*Objective: Given instruction using the Sunshine State Standards, EconomicallyDisadvantaged students in grades 9 and 10 will improve their mathematics skillsas evidenced by 68 percent (68%) scoring at a level 3 or higher on the 2009administration of the FCAT Mathematics test.

*Strategies: 1. Provide data driven instruction in all intensive mathematics classes by utilizingFCIM components such as the Instructional Focus Calendars , benchmarkedmini-assessments, Test Item Analysis reports and intervention and enrichment.

2. Provide daily pull-out sessions along with afterschool/Saturday tutorialprograms to the students in the lowest 25 percentile to increase studentachievement in mathematics.

3. Implement a variety of teaching strategies to include CrISS (CReatingIndependence through Student-owned Strategies), hands-on manipulative,technology to increase all sub groups in understanding mathematical applicationand computation skills.




*Evaluation: School-site bi-weekly benchmark assessments will be administrated by theteachers along with summative Mathematics Standards DistrictAssessments/Interim Assessments. Generated data will be used to redirectclassroom instruction and create flexible tutorial groups.

The 2009 FCAT Mathematics Test results will be evaluated by objective if 68percent (68%) of students meet high standards in grades 9 and 10. CorporateAcademy South is an alternative education facility that receives semi-annualvisitation to monitor the School Improvement Plan.


Kaplan FCAT Practice, Florida FCAT Mathematics Coach, Glencoe McGraw-Hill, Cognitive Tutor, FCAT Explorer, Riverdeep, Aim Higher FCAT Math, Buckle Down FCAT Practice.


Provide on-going professional development to teachers in grades 9 and 10 in theimplementation of best practices in differentiated instruction. Provide professional development on the Continuous Improvement Model. Provide professional development in the use of manipulatives to improveproblem solving skills. Provide professional development in using CrISS Strategies. Provide District's Professional Development that enhances mathematics skills.

Budget:



Mastering FCAT Math Grade 10 (40copies) Principal 02 $800.00

Total: $800.00

Technology


Network Splitters Principal 02 $500.00

Total: $500.00



$0.00

Total: $0.00

Other


After school/Saturday Tutorial Program Secondary School Reform $2,000.00

Total: $2,000.00




End of Mathematics Goal



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

*Needs Assessment: The results of 2008 FCAT Writing+ Assessment indicates 90 percent (90%)ofthe students in grade ten achieved a score of 3.5 or above on Florida Writes. Inthat percentage, 74 percent(74%) of those students scored 4.0 or above on thepersuasive prompt. Data reveals that students in grade 10 need additionalinstructions in writing and particularly in the area of conventions.

*Objective: Given instruction based on the Sunshine State Standards, students in grade 10will demonstrate their proficiency in writing, as evidenced by a 91 percent (91%)or more of students meeting high standards on the 2009 FCAT Writing+Assessment.

*Strategies: 1. Use the writing process across the curriculum

2. Use learning logs and journals in the Language Arts classroom to increasewriting fluency and student voice.

3. Provide explicit instruction in focus and organization by emphasizing sentencecompletion, the use of thesis statement and topic sentences, supporting details,descriptive language, and sentence variation.

4. Familiarize students with the Florida Writes FCAT Scoring Rubric and anchorwriting samples having scores of 3.5 or higher for modeling purposes.

5. Provide professional development for teachers in the writing process.

6. Provide professional development for teachers in the Florida Writes FCATScoring Rubric and key features of the released 2008 FCAT Writing anchorsamples.

7. Prepare tenth grade students for the FCAT Writing+ administration byproviding diversified expository and persuasive prompt writing exercises in bothlanguage arts and content area classes.

*Evaluation: 2009 Florida Writes test results, District pre and post test and prompt writing activities, monthly assessments using District prompts to monitor students' progress.


Utilize the effective writing component of the Comprehensive Reading Program(CRP).


Professional Staff Development training in writing across the curriculum. Provideprofessional development training on the techniques of writing and using thewriting rubric scale with applications across the curriculum. School-site trainingwill be providing all teachers and staff members on holistic scoring and strategiesto improve student’s writing. This ongoing professional development will takeplace during common grade level planning periods and on early release days. Monthly Professional Development

August 2008 - Differentiated Instruction, Data Disaggregation, Gradebook; September 2008 - Holistic Scoring using Anchor Papers, Learners Express, Writing Monday Madness; October 2008 - Disaggregation of Data (Pre-Writing Assessment), Writing Across the Content Areas; November 2008 - Best Practice Strategies for Writing, Six Writing Traits; December 2008 - Data Chats, Shared Best Practices; January 2009 - Crunch Time Planning, Construction of Convections Activities/Assessment;



February 2009 - Test Taking Strategies, March 2009 Review of all Benchmarks, Curriculum Mapping;

Budget:



$0.00

Total: $0.00

Technology


No Data No Data $0.00

Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Writing Goal

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

*Needs Assessment: Based on the 2008 FCAT Science performance data, students scored at 33percent (33%) in Science where as in 2006-2007 students scored at 30 percent(30%). Therefore, compared to the state's mean points by content, it is evidentthat Corporate Academy South Senior High students need to improve in allcontent cluster areas.

*Objective: Given instructions based on the Sunshine State Standards, the number ofstudents meeting high standards in Grade 11 will increase by 25 percentage(25%) points on the 2009 FCAT Science Test as compared to the 2008administration of the FCAT Science Test.

*Strategies: 1. Implementation of the Continuous Improvement Model will enable the team toeffectively disaggregate data and review classroom assessments, to makeinformed decisions regarding teaching and learning.

2. Utilize collaborative planning time on Early Release, Teacher Planning days, anddepartment meetings to infuse best-practices across the curriculum and alignscience curriculum horizontally and vertically.

3. Utilize curriculum maps with instructional focus calendars (that are aligned tothe Competency-Based Curriculum and the Sunshine State Standards) toemphasize weekly focused lessons in Science for academic achievement andexcellence of content focus clusters.



4. Monitor students progress through lesson plans, class activities, groupinteraction, and school generated bi-weekly benchmark assessments.

5. Implement classroom activities and project based learning (which includeslaboratories, cooperative grouping, and problem solving strategies) to infuseproject based software that will provide all students with an inquiry basedscientific approach which employs all the elements of the scientific method tofurther development and understand the science process skills.

6. Enhance the instructional delivery of lessons by infusing technology in allclasses, including laboratories, and cooperative learning groups, to incorporateprograms such as Riverdeep and GIZMOS. Infuse critical thinking strategies andproject based software which will aid in students understand of the scientificmethod in order to increase science processing skills.

7. Implement a weekly laboratory hands-on activity that reinforces best-practicestrategies. Incorporate 18 hours of science laboratory activities per nine-weeks.

8. Provide extended learning opportunities through science tutorials for studentswho have been identified as not meeting high standards, specifically targeting AYPsubgroups. Tutoring sessions are offered after school/Saturday tutorialprograms.

*Evaluation: 1. Summative evaluations will be based on the student scores on the 2009 FCATScience administration.

2. Benchmark Assessments at the beginning of the year for all students in grade11 to identify their current academic knowledge regarding the content clustersadministered on the FCAT Science test.

3. Progress monitoring will occur throughout the school utilizing districtassessments and teacher generated assessments.

4. Administration will monitor classroom instructions to ensure properimplementation of content clusters is being infused with the Instructional FocusCalendars and curriculum maps.


State adopted textbooks. Riverdeep FCAT Explorer Gizmo


On-site professional development from the science department and the district'sOffice of Professional Development will provide workshops throughout the 2008-2009 school year that will address the content clusters on the 2009 FCATScience test.

Monthly Professional Development August 2008 - Differentiated Instruction, Data Disaggregation, Gradebook; September 2008 - Gizmo Training, Short and Extended Responses, Holistic Scoring (Short and Extended Responses); October 2008 - Disaggregation of Data (Bi-weekly/Interim), Writing Across the Content Areas; November 2008 - Best Practice Strategies, Inquiry-base Learning; December 2008 - Data Chats, Shared Best Practices; January 2009 - Crunch Time Planning, Construction of Laboratory Activities/Assessment; February 2009 - Test Taking Strategies; March 2009 - Review of all Benchmarks, Curriculum Mapping.

Budget:





Integrated Science 1, 2, and 3Workbooks SAC Allocations $1,200.00

Portable Science Lab District Title I $3,000.00

Total: $4,200.00

Technology



Total: $0.00




Total: $0.00

Other


Afterschool/Saturday Tutorial Programs Secondary School Reform $2,000.00

Total: $2,000.00




End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: In 2007-2008, Corporate Academy South Senior High increased their parentinvolvement from 52 percent (52%) (2006-2007) to 85 percent (85%) (2007-2008). However, there is a need to increase parent involvement by 10 percent(10%) for the 2008-2009 school year, due to the lack of parent understandingof how important parental involvement can increase academic achievement.Also, many parents are unfamiliar with the process of state examinations,promotion, and graduation requirements. Corporate Academy South Senior Highwill offer workshops and activities that will provide informational knowledge thatwill enable parents to assist and motivate their children academic achievementand lifelong learners.

*Objective: Given the school wide emphasis on parental and community involvement, theschool will demonstrate an increase of 10 percentage (10%) in the number ofparental and community contacts as evidenced by comparing logs for the 2007-2008 and the 2008-2009 school year.

*Strategies: 1. Distribute Parent Compact to encourage home learning supervision, testawareness, high expectations, and daily attendance.

2. Maintain an on-going line of communication in three languages between thehome and school through the use of student report cards, interim progressreports, letters, flyers, parent handbook and school newsletters.

3. Provide a Resource Center for parents with monthly workshops that will focuson parental skills, healthcare, educational growth, and use of computertechnology.



4. Promote personal growth and partnerships in learning through theimplementation of Parent Academies and the Lion Parent Program

5. Conduct a Parent Teacher Student Association drive to increase parentparticipation in school-wide activities.

6. Utilize the Connect-Ed system to inform parents of events at and on thecampus of Corporate Academy South Senior High School.

7. Provide information on Parent Academy courses to increase parentalinvolvement in The Parent Academy.

*Evaluation: 1. Workshop logs 2. School's volunteer database 3. 2008-2009 School Climate Survey 4. Utilizing the District Sponsored Visitation to provide feedback on the status ofthe implementation of the School Improvement Plan.


2008-2009 School Climate Survey


1. Provide professional development on assessing District-wide “ParentAcademy” workshops concerning technology and college/financial planning. 2. School sponsored parent / faculty workshops concerning FCAT, graduationrequirements, and Code of Student Conduct.

Budget:



$0.00

Total: $0.00

Technology


Newsletters and Parental supplies SAC Allocations and District Title I $300.00

Total: $300.00



School-site Activities School-siteActivities and Workshops SAC Allocations and District Title I $400.00

Total: $400.00

Other


The Parent Academy SAC Allocations and District Title I $140.00

Total: $140.00

Final Total: $840.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: Corporate Academy South Senior High School has no prior ROI to compare



because the school did not have enough cases to calculate a meaningful indexand have meaningful data to be graded prior to 2007-2008 school year.

Objective: Corporate Academy South Senior High School ROI index percentile ranking willincrease by 20 percent (20%) based on the next published ranking.

Strategies: 1. Share budget with faculty and allow Reading Coach to assist in purchasingmaterials and monitoring program effectiveness as it relates to studentachievement. 2. Increase faculty and staff awareness of how financial resources are utilized tosupport school programs. 3. Utilize student performance data to influence decision making. 4. Collaborate with the District on resource allocation. 5. Use data to target specific areas for improvement and make purchases thatwill foster student achievement. 6. Research reconfiguration of existing resources or take advantage of a broaderresource base, e.g. private foundations, volunteer networks

Evaluation: On the next ROI index publication, Corporate Academy South will show progresstowards reaching the 20 percentile.

End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: The 2007 – 2008 Graduation Percentage Rate dataindicates that based on the FCAT assessment sixty-five percent (65%)of the seniors graduated. Corporate Academy South Senior High Schoolneeds to increase its graduation rate from sixty-five percent (65%) toeighty-five percent (85%).

Needs Assessment:

Objective: Given instruction based on the Sunshine State Standards, Corporate AcademySouth Senior High School will improve its graduation rate by twenty percentage(20%) points during the 2008-2009 school year as compared to the 2007-2008school year.

Strategies: Establish Academy where ninth grade students are provided leadership,academic, interpersonal, career, and employability skills to effectively succeedwithin the high school setting.

Conduct conferences with parents and students to address their needs andconcerns.

Identify retained students in grades 9, 10, and 11. Discuss with these studentsthe after school credit recovery/adult education program and enroll thesestudents in the proper courses to ensure that graduation requirements are met.

In conjunction with Community In Schools (CIS), provide retained and newstudents with mentors to assist with meeting desired graduation goals.

Evaluation: The graduation rate will be monitored through the adequate yearly progressreport from the Florida Department of Education.

Evidence-basedProgram(s):

N/A

ProfessionalDevelopment:

Professional development will be provided to all 9th grade teachers for support inhelping our students transition successfully to the high school. A strongfoundation in 9th grade will help improve our graduation rate. Student Serviceswill also be provided with professional development in helping students choosethe correct and most beneficial career track.



Budget:



Plato Credit Recovery Program South Regional Center $0.00

Total: $0.00

Technology


All recourses are already available inthe school -site. N/A $0.00

Total: $0.00



Selected staff will be trained on the useand monitoring of the Credit Recoveryprogram.

N/A $0.00

Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $0.00

End of The 2007 – 2008 Graduation Percentage Rate data indicates that based on the FCAT assessment sixty-fivepercent (65%) of the seniors graduated. Corporate Academy South Senior High School needs to increase its graduation

rate from sixty-five percent (65%) to eighty-five percent (85%). Goal

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

ReadingCorrective Reading MasterFCAT Reading Grade 10Workbooks (40 copies)

Principal 02 $559.14

MathematicsMastering FCAT Math Grade10 (40 copies) Principal 02 $800.00

Writing $0.00

ScienceIntegrated Science 1, 2, and 3Workbooks SAC Allocations $1,200.00

Science Portable Science Lab District Title I $3,000.00

Parental Involvement $0.00

The 2007 – 2008Graduation PercentageRate data indicates thatbased on the FCATassessment sixty-fivepercent (65%) of theseniors graduated.Corporate AcademySouth Senior High School

Plato Credit Recovery Program South Regional Center $0.00



needs to increase itsgraduation rate fromsixty-five percent (65%)to eighty-five percent(85%).

Total: $5,559.14

Technology


Reading Reading Plus Principal 02 $640.00

Mathematics Network Splitters Principal 02 $500.00

Parental Involvement Newsletters and Parentalsupplies

SAC Allocations and DistrictTitle I

$300.00

The 2007 – 2008Graduation PercentageRate data indicates thatbased on the FCATassessment sixty-fivepercent (65%) of theseniors graduated.Corporate AcademySouth Senior High Schoolneeds to increase itsgraduation rate fromsixty-five percent (65%)to eighty-five percent(85%).

All recourses are alreadyavailable in the school -site.

N/A $0.00

Total: $1,440.00



Reading $0.00

Mathematics $0.00

Parental InvolvementSchool-site Activities School-site Activities and Workshops

SAC Allocations and DistrictTitle I $400.00


Selected staff will be trainedon the use and monitoring ofthe Credit Recovery program.

N/A $0.00

Total: $400.00

Other


Reading Afterschool/Saturday TutorialProgram

Secondary School Reform $2,000.00

MathematicsAfter school/Saturday TutorialProgram Secondary School Reform $2,000.00

ScienceAfterschool/Saturday TutorialPrograms Secondary School Reform $2,000.00

Parental Involvement The Parent Academy SAC Allocations and DistrictTitle I

$140.00




$0.00

Total: $6,140.00


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 principaland an appropriately balanced number of teachers, education support employees, students (for middle, juniorhigh and high school only), parents, and other business and community citizens who are representative of theethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

Corporate Academy South Senior High promotes a cooperative and collaborative system of leadership thatinvolves all stakeholders to serve as the primary force behind decision making. The SAC supports thereading, mathematics, writing, and science curriculum in order to promote academic achievement forstudents. The council reviews and recommends the appropriate instructional needs for supplementalmaterials that will drive explicit instructions in every classroom. The goal for the 2008-2009 school year isto increase the use of technology, provide all supplemental materials need for the learning environment.

SAC Members

Members

1) Dr. David H. Brooks , Principal

2) Simon Chirikjian , SAC Chair

3) Henrry Gomez, Student

4) Leslie Lamkin , Teacher

5) Sonia Schnepel, Teacher

6) David Rich, Business Member

7) Ann Smutny, Parent

8) Monica Grant , Parent



9) Nilsa Alfinez, Parent

10) Elyssa Arroyo , Community Member

11) Natasha Valladares, Community Member

12) Ivy Scott, School Support Personnel

IMPLEMENTATION EVALUATION

Given school-wide instruction in reading using the Sunshine State Standards and the ComprehensiveReading Plan, students in all subgroups will improve their reading comprehension skills as evidenced by aminimum of 65 percent (65%) of the students scoring at or above a level 3, while 55 percent (55%) ofthe students in the lowest 25 percentile demonstrate learning gains on the Florida ComprehensiveAchievement Test administered in 2009.

Given school wide instruction in mathematics using the Sunshine State Standards, the mathematics skillswill increase by a minimum of 68 percent (68%) of the students scoring at a level 3 or above, were as 55percent (55%) of the students in the lowest 25 percentile demonstrate learning gains on the FloridaComprehensive Achievement Test administered in 2009.

Given school wide instruction in Science using the Sunshine State Standards and the Competency BasedCurriculum, students in all subgroups will increase their science skills by a minimum of 25 percent (25%) ofthe students scoring at state achievement level for Florida Comprehensive Achievement Test administeredin 2009.

Given school wide instruction in the writing process, students in grade 10 will improve their writing skills asevidenced by a minimum of 91 percent (91%) of students scoring a 3.5 or above on the administer of2009 Florida Writing+ Assessment.

The School Improvement Plan will be placed on the EESAC agenda quarterly for discussion. All stakeholderswill have an opportunity to address any concerns regarding the School Improvement Plan. The FloridaContinuous Improvement Model (FCIM) is implemented across the curriculum to ensure that all studentsknow and understand what benchmarks mean through the use of “essential questions”. Through the FCIM,students are tracked either for remediation and/ or enrichment. Corporate Academy South offersafterschool and Saturday tutoring to students who need additional support and service. In addition, Sciencelaboratories are displayed on Saturday’s for all 11th grade students. At this present time, CorporateAcademy South does not have any new teachers therefore there teacher mentoring relationship is notoccurring. However, teachers do collaborate to share best-practices on early release and teacher planningdays. CrISS strategies are implemented across the curricula to enhance learning. Reading Coaches modelvarious strategies and techniques to aid in the implementation of the FCIM. Teachers are givenopportunities to seek professional development through Teacher Education Center (TEC) throughout theschool year. Data indicates that students are not performing at grade level; therefore, reading programssuch as the Hampton Brown Edge, Jamestown Voyager, and Reading Plus are exploited to assist studentsin areas of weaknesses. Parental Involvement is an essential tool where education is concern. CorporateAcademy South provides parental workshop to parents to discuss health, life skills, career opportunities forstudents, and parenting skills. Through data, informal/formal observations, and classroom visitations arecompleted to ensure all stakeholders will receive current information regarding the effectiveness of the SIP.If the areas of concerns are not showing improvement, all stakeholders will collaboratively address theseissues as they occur.



REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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 ofAssessmentUsed


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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





ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

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



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 100 0 100 0 0 0 100 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 100 0 100 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 100 0 100 0 0 0 0 0 0




2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade CORPORATE ACADEMY SOUTH 8201Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 49Math: 49

2007-2008 School Grade1:

F Did the Schoolmake AdequateYearly Progress?

NO

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

This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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 18 N 44 N 94 Y 44 26 N 91 82 NA 74 56 NA 31 NA 62 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK NA NA NA NA NA NA NA NA NA NA HISPANIC NA NA NA NA NA NA NA NA NA NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 7 N 37 N NA NA 93 NA 63 NA 17 NA 60 NA

ENGLISHLANGUAGELEARNERS

NA NA NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA NA NA NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade CORPORATE ACADEMY SOUTH 8201Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 52Math: 51


P Did the Schoolmake AdequateYearly Progress?

NO


This section shows the improvementfor each group used to determineAYP via safe harbor (Part b2).

This section shows the percent ofstudents "on track" to beproficient used to determine AYPvia the growth model.

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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 98 Y 9 N 26 N 94 Y 41 44 Y 91 N 67 74 N 35 N 48 N

WHITE NA NA NA NA NA 75 33 NA NA NA NA NA BLACK NA NA NA NA NA 36 33 NA NA 77 NA NA NA HISPANIC NA NA NA NA NA 27 60 NA NA 60 NA NA NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN


ECONOMICALLYDISADVANTAGED 100 Y 97 Y NA NA NA 43 50 NA NA 73 NA NA NA



STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA NA NA NA

Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

Subgroup(s) not making

AYP

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

EconomicallyDisadvantaged

100 100

End of Baseline Data Report

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade CORPORATE ACADEMYSOUTH 8201

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

Read: 42Math: 41


Did the Schoolmake AdequateYearly Progress? 5

NO


This section shows theimprovement for each group usedto determine AYP via safe harbor(Part b2).

Group








SafeHarborReading


SafeHarborMath

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 99 Y 99 Y N 33 N NA 36 41 Y 90 N 81 67 Y

WHITE NA NA NA NA NA NA NA NABLACK NA NA NA NA NA NA NA NAHISPANIC NA NA NA NA NA NA NA NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED NA NA NA NA NA NA NA NA


NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA NA

Dade School DistrictCORPORATE ACADEMY SOUTH2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 18% 44% 90% 33% 185

Writing and Science: Takes into account the %scoring 3.5 and above on Writing and the %scoring 3 and above on Science. Sometimes theDistrict writing and/or science average issubstituted for the writing and/or sciencecomponent.

% of Students MakingLearning Gains 26% 71% 97

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

Adequate Progress ofLowest 25% in the School? 27% (NO) 67% (YES) 94

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

% of 11th and 12th gradersmeeting the graduationrequirement on the FCATretake

NA If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 376 Percent Tested = 99% Percent of eligible students tested

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

SCHOOL GRADE DATA



Dade School DistrictCORPORATE ACADEMY SOUTH2006-2007

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 9% 26% 83% 30% 148

Writing and Science: Takes into account the %scoring 3.5 and above on Writing and the %scoring 3 and above on Science. Sometimes theDistrict writing and/or science average issubstituted for the writing and/or sciencecomponent.

% of Students MakingLearning Gains 41% 52% 93


Adequate Progress ofLowest 25% in the School? 47% (NO) 47% (NO) 94

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

% of 11th and 12th gradersmeeting the graduationrequirement on the FCATretake

NA If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 335 Percent Tested = 97% Percent of eligible students tested

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

School District

2005-2006

Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 0% 0% %

Writing: Takes into account % scoring 3.5 and above.Sometimes the District writing average is substituted for thewriting average.

% of Students MakingLearning Gains 0% 0%


Adequate Progress of Lowest25% in the School? % (0) 0 Adequate Progress based on gains of lowest 25% of students .

Yes, if 50% or more make gains .Points Earned 0 Percent Tested = 0% Percent of eligible students tested

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



2008-2009 florida school improvement plan...

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