2008-2009 florida school improvement plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: BOOKER T. WASHINGTON SENIOR

HIGH

District Name: Dade

Principal: Rhonda Y. Williams

SAC Chair: Anthony Jennings

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

VISION We, the faculty and staff of Booker T. Washington Senior High School, are committed to maintaining a safeand comfortable school, where all students gain knowledge from each other and the adults who guidethem. Students learn in different ways and succeed through active involvement. In our school, students’learning needs are the primary focus of all decisions. Teachers, administrators, parents, students, and thecommunity share the responsibility for advancing our mission, promoting mutual respect, and enhancingstudent self-esteem to become confident, self-directed, lifelong learners.

MISSION The mission of Booker T. Washington Senior High School is to promote a safe community that championshigh academic standards, self-realization and responsible citizenship for all students.

BELIEFS •Student learning is the chief priority for the school. •All students can learn. •Students learn best when they are actively engaged in the learning process. •Challenging expectations increase individual student performance. •Students learn best when they have appropriate opportunities for success. •Each student is a valued individual with unique physical, social, emotional, and intellectual needs. •A safe physically comfortable environment promotes student learning. •Teachers, administrators, parents, and the community share the responsibility for advancing the school’smission.

SCHOOL PROFILE DEMOGRAPHICS

SCHOOL FACILITY Built in 1999, the 20 acre campus of Booker T. Washington Senior High School, located at 1200 NW 6thAvenue, serves the communities of Overtown, East Little Havana and Wynwood, all of which are located in

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

http://www.flbsi.org/0809_sip_templ… 1/38

the heart of Miami, Florida. Booker T. Washington is a unique Title I school that offers a wide range ofprograms designed to meet the needs of students in grades nine through twelve. This historic site wasestablished in 1926 as the second high school in Dade County and the only school offering educationbeyond the eighth grade for children of color from Central Florida to Key West. Booker T. WashingtonSchool produced generations of community and business leaders, educators and professionals who proudlyclaim the title of Washingtonians. Currently there are no renovation projects.

In 1967, in response to a federal court decree for integration, the school was converted into a junior highschool and students were dispersed to neighboring high schools. For the next thirty-two years, membersof the community petitioned the school board to get their high school back. Finally, in 1999, Booker T.Washington reopened as a senior high school.

SCHOOL COMMUNITY DESCRIPTION Booker T. Washington Senior High School serves the communities of Overtown, East Little Havana andWynwood, all located in Miami, Florida. Our school serves 1284 students. Of this total, eighty one (81)percent receive free or reduced lunch. Booker T. Washington student demographics consist of thefollowing: fifty-four (54) percent African American, forty-four (44) percent are Hispanic, .3 percent Asian,.2 percent Multiracial, and 1.6 percent White. Students who require additional assistance are offeredtutoring after school and on Saturdays. Students who need to make-up credits or who wish to accelerateare offered Virtual School, credit recovery lab, and adult education classes.

Sixteen college-level Advanced Placement courses are offered. The school also offers both English as aSecond Language and Bilingual Curriculum Content program which serves the Limited English Proficientstudent population. The school has a special education program, which includes gifted, learningdisabled/varying exceptionalities, emotional mentally handicapped, emotional handicapped, trainablementally handicapped and autistic students. Identified At-Risk students receive additional assistancethrough the Stay-in-School Program, which is a grant-funded dropout prevention program.

Booker T. Washington Senior High School works collaboratively with the following community partners: • 5000 Role Models of Excellence • All American Sports • American Airlines Arena • Aspira • Carnival Cruise Line • Children’s Trust/Health Connect • City of Miami Parks • Delta Sigma Theta Sorority • Florida State Primitive Baptist Convention • Greater Israel Bethel Primitive Baptist Church • Gregg L. Mason Funeral Home • In-Lab Media • Jefferson Reeves Clinic • Miami Dade Inter American Campus • Miami Jackson Hospital • Miami Heat • New Jerusalem Primitive Baptist Church • Nike • Ocean Bank • Range Funeral Home • South Florida Educational Federal Credit Union • South Florida Work force • Target • University of Miami • Washington Mutual

STUDENT POPULATION Our school serves 1284 students. Of this total, eighty one (81) percent receive free or reduced lunch. Thestudent demographic population at Booker T. Washington Senior High is fifty-four (54) percent AfricanAmerican, forty-four (44) percent Hispanic, .3 percent Asian, .2 percent Multiracial, and 1.6 percent White.



American, forty-four (44) percent Hispanic, .3 percent Asian, .2 percent Multiracial, and 1.6 percent White.Additionally, forty eight percent of our student population is English language learners. Eighteen (18)percent are Students with Disabilities.

According to the results of the 2008 FCAT test, of the students in 62 percent of ninth grade and 73percent of 10th grade scored a Level 1 and 25 percent of ninth and 16 percent of tenth grade studentsscored a Level 2 in Reading; 37 percent of ninth grade students and 27 percent of tenth grade studentsscored a Level 1 and 28 percent of ninth grade and 35 percent of tenth grade students scored a Level 2 inMathematics. Out of 322 tested, 43 percent of students scored a Level 1 and 32 percent scored a Level 2on the FCAT Writing +. In Science, 14 percent of eleventh graders tested scored Level 3 or higher. Our NoChild Left Behind (NCLB) Sub-groups are Economically Disadvantaged, Black, Hispanics, Students withDisabilities and Limited English Proficient students.

TEACHER POPULATION Booker T. Washington Senior High School employs 83 classroom teachers of which 31 have MastersDegrees, 13 have Specialist Degrees and three have Doctoral Degrees. These teachers are complementedby one principal, one vice principal, and three assistant principals. All instructional staff is certified by theState of Florida and the administrative staff closely monitors certification status and requirements.

FACULTY/STAFF PROFILE There are a total of 88 full time teachers. The ethnic breakdown consist of 23 percent white, non Hispanic;43 percent black, 27 percent Hispanic, 2 percent Asian and 5 percent Native American. At the current timewe have two vacancies; one language arts and chemistry.

CLASS SIZE AND TEACHER TO STUDENT RATIOS Student to teacher ratios are not at state level requirements as evidenced by data reported on annualDistrict and School Profile reports due to the budget cuts for the 2008-2009 school year. The averageclass size for general education is 35 to 1 and 20 to 1 in special education program.

ATTENDANCE RATE Student attendance for 2007– 2008 was 92.1 percent as compared to the district’s 95 percent. Ourattendance rate continues to improve from previous school years. In 2006-07, our attendance rate was91.9 percent and 89 percent in the 2005-06 school year. The Instructional staff attendance rate was 95percent for the 2007-2008 school year.

PROMOTION AND RETENTION RATE During the 2007-08, Booker T. Washington Senior High School 2.6 percent (35) of the students wasretained. A total of 100 students (5.1 percent) were drop out.

GRADUATION RATE Out of 278 seniors, 222 graduated in the Class of 2008. Sixty two percent of the graduating class will beattending a post secondary institution. A total of $372,000 was awarded in scholarships. This has been thehighest in Booker T. Washington Senior High School’s history.

FEEDER PATTERN The majority of our ninth grade students matriculate From Jose de Diego Middle School. There are severalstudents that matriculate from Miami Edison Middle and Citrus Grove Middle School. Jose De Diego Middlereceived a school grade of “D”. Both, Jose De Diego and Miami Edison Middle were part of the District’sSchool Improvement Zone.

SPECIAL PROGRAMS: Booker T. Washington Senior High School is part of the Secondary School Reform, Cohort 1. We were thefirst school to implement the Advancement Via Individual Determination program (AVID) program in theMiami Dade County Public School District. Currently we are in our 3rd year of implementation of the AVIDprogram. We are in the process for certification of the program at the end of the 07-08 school year. Also,we were participants of the “I Choose” grant for Foreign Language and the Humanities. Over 80 percent ofour students were enrolled in a Foreign Language class. We offer 16 Advanced Placement classes to ourstudents.



Through the Business and Entrepreneurship Academy our students interned with Ocean and WachoviaBanks. In the Health Sciences Academy, our students worked closely with Jackson Memorial Hospital andJefferson Reeves Clinic. Our students in the Early Childhood Academy graduated with 9 college credits fromMiami Dade College.

UNIQUE ASPECTS: Our school motto is “Not the Largest, but the Best”. We brought back to the Overtown community the 4-A State Championship in football. For the first time in the school’s history 26 players were signed to postsecondary universities. Schools such as University of Miami, Florida State University, Florida InternationalUniversity, and William Penn University are just a few. Our cheerleading squad was InternationalCheerleading champions as well. Our students received many accolades both locally and internationally fortheir accomplishments for both academics and athletics. Throughout the school history, we had the highestgraduating class in the 2007-08 school year. Out of 278 seniors, 222 received their high school diploma.

GRANTS: We applied for the Ninth grade academy through AT&T High School Success Special Grants program.Results of this grant are pending approval in October 2008. We also receive funds from the SecondarySchool Reform grant through Miami Dade County Public Schools.

TITLE I SCHOOL STATUS: Booker T. Washington Senior High School is a Title I school serving students in grades nine through twelveand designated at SINI 6 for 2008-2009. Educational services are provided to students through acurriculum based on the Sunshine State Standards. Students select a Career Academy in the ninth gradeand complete a program of study within their chosen career path. There are seven academies offered: theAcademy of Education, Academy of Health Sciences, and Academy of Law and Public Service; Academy ofEntrepreneurship and Finance as well as Informational Technology; and Academy of Foreign Language andthe Humanities and Fine Arts. Every student is enrolled in an Academy.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

The school match for Booker T. Washington Senior High School for the 2008-2009 school year is: JensenBeach High School. Jensen Beach High School, located in Jensen Beach (Fla.) is a comprehensive high school serving 1503students (2006 - 2007 School Year). The school has been accredited by the Southern Association ofColleges and Schools (SACS), and we are an "A" school. Additionally, the Florida Department of Educationnamed JBHS as one of the top-50 high schools in the state. It has also been named a Positive BehaviorSupport (PBS) Model School (2007). The school is "open choice"; however, students attending JensenBeach High School live primarily in Jensen Beach, Palm City, and the eastern Stuart area of Martin County.

Jensen Beach High School employs a 4x4 block schedule with minor modifications to include “skinnies”—year-long mathematics, English/Reading, and Advanced Placement classes—to provide diversity inacademic approaches as suggested by the faculty and analysis of test data.

In support of academics, Jensen Beach High School initiated a collaborative planning process within eachdepartment. The concept is a “Bottom up approach” in which common assessments are developmentacross the curriculum, and reading and writing is developed across electives. Eventually, we envisionexpanding collaborative planning between departments. The process is accomplished on early release daysas well as hiring substitutes for an entire department on a scheduled day so those teachers can worktogether.

Jensen Beach High School offers students a wide variety of academic options. The Advanced Placementprogram contributes substantially to academic excellence. The Pre-Advanced Placement programintroduces students to the AP program while simultaneously preparing them for rigorous postsecondaryacademics. In 2004, 166 students participated in AP exams. Additionally, dual enrollment and honors level



academics. In 2004, 166 students participated in AP exams. Additionally, dual enrollment and honors levelcourses are offered.

Career and technical education (CTE) course work is designed to reach all students’ academic abilities andaptitudes. Jensen Beach High School offers seven career and technical education programs: Academy ofEntrepreneurship, Architectural Drafting, Environmental Science, Nursing Assisting, Pre-Engineering,Television Production, and Web Design.

The common vision shared by the Jensen Beach family is academic excellence, discipline, and preparingyoung adults for their roles as productive members of society and to be life-long learners.

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Rhonda Y. Williams The administrative staff at Booker T. Washington Senior High School consists of a principal, vice principaland three assistant principals. Ms. Rhonda Y. Williams, Principal, has eighteen years as an educator, elevenof which are in the area of administration. As a teacher, she was very instrumental in improving studentachievement in the area of math at one of the lower performing high schools in this area.

Ms. Williams developed a plan within the mathematics department that resulted in a seventeen percentagepoint increase on the High School Competency Test (HSCT). As an assistant principal, she has participatedin several successful action research projects in reading and mathematics to improve student achievement.The high school she worked at for seven years has made learning gains in its lower 25% and alwaysmaking Adequate Yearly Progress. Ms. Williams has a Bachelor of Science degree and a Master of Sciencedegree in Mathematics. She is presently working on her Doctorate in Organizational Leadership with sixmonths remaining until completion. Her Certification is in the areas of Mathematics, Chemistry GeneralScience, Middle Grades and Educational Leadership

Susana Mauri Ms. Susana Mauri was assigned to Booker T. Washington Senior High School (BTW) in the role of VicePrincipal in July, 2006. Ms. Mauri is currently working with the staff developing Professional Learning Teamsto promote collaboration and collegiality for the success of all students at BTW. Her endeavors are topromote a sense of belonging to the staff and students. The goal for BTW is to increase in the performanceof our students in the 2009 administration of the Florida Comprehensive Assessment Test. Ms. Mauri has11 years as an educator, six of which are in the area of administration. As an assistant principal Ms. Maurireceived a Doctoral degree from Nova Southeastern University. The dissertation was targeted at the urbanmiddle school she was assigned studying the effects of Student Teacher Progression (STP) as it relates tostudent achievement. Through the implementation of her study, the targeted middle school increased theFCAT grade from an F to a C. Also, with the implementation of STP the data has demonstrated thatsuspensions and incidents decreased significantly. Attendance has improved to an average of 92.74percent. We have ranked 24 of 52 middle schools in the District. Students that have progressed with Ms.Mauri have demonstrated academic gains in reading and mathematics as evidenced through the FloridaComprehensive Assessment Test (FCAT). During the 2004-2005 school year, Ms. Mauri became theDistrict Runner Up Secondary Administrator of the Year for Exceptional Student Education. Her area ofcertifications is Elementary Education and Educational Leadership.

Uwezo Frazier Mr. Frazier was assigned to Booker T Washington Senior High School on August 1, 2007. Because he wasa former teacher at the site, Mr. Frazier has a personal connection with the faculty, students, and thefacility itself. His educational experiences also prepared him for the job of resurrecting Booker T.Washington Senior from its current status as an “F” school. Mr. Frazier has worked on improving theattendance and suspension rate. He has targeted truant students to using diverse resources to make surethat they attend school and their progress is monitored. Furthermore, Mr. Frazier implemented the



that they attend school and their progress is monitored. Furthermore, Mr. Frazier implemented theSaturday Academy component to allow truant students to receive tutoring as part of their academiccontract. During his tenure Mr. Frazier has worked with every demographic scenario Miami-Dade CountyPublic Schools has to offer, as a teacher and a student, and he has done extremely well. He has been apart of the lives of children ranging from autistic to gifted individuals. His area of certification is Art andEducational Leadership.

Ms. Ana Pazos Ms. Ana Pazos was assigned to Booker T. Washington Senior High School (BTW) as an Assistant Principalin August, 2008. Ms. Pazos is currently the administrator responsible for the supervision of the LanguageArts, Reading and Special Education departments. Ms. Pazos was a District Supervisor for the SchoolImprovement Zone. She was assigned to Miami Jackson Senior High School, Homestead Senior, AllapattahMiddle School, Brownsville Middle School and Campbell Drive Middle School. Ms. Pazos’ main assignment atthese sites was to monitor the Assistance Plus Plan as well as monitor classroom instruction. During hertenure in this position the majority of the schools raised their school grade from an “F” to a “C”.

Ms. Pazos received her Bachelor’s degree in Special Education at the University of South Florida. She holdsher Master’s degree in Special Education from Nova Southeastern University as well as post graduate workin Educational Leadership from the same university. Ms. Pazos has been an educator in Miami Dade CountyPublic Schools for 23 years serving in several distinct capacities from teacher to department chairperson toProgram Specialist to school site administrator and district supervisor. Her certification is in the areas ofVarying Exceptionalities and Educational Leadership.

Lana Vecino Ms Lana Vecino was assigned to Booker T. Washington Senior High School (BTW) as an Assistant Principalin January, 2006. Ms. Vecino has 15 years of experience as an educator; four of these have been as anadministrator in urban high schools. During her tenure, Ms. Vecino has worked closely with her teachers tomonitor the progress, attendance, and discipline of the students as well as built collegiality among the staff.Ms. Vecino has data to demonstrate learning gains among the students assigned to her. Currently, Ms.Vecino is working towards the curriculum development for the 2008-2009 school year. Her goal is toprovide course offerings to our students to meet their individual needs and promote success.

Ms. Vecino received her Bachelor’s degree in dance education at Florida International University. She holdsher Master’s degree in Educational Leadership from Nova Southeastern University. Ms. Vecino is currently adoctoral student at Nova Southeastern University. Her area of study is alternative methods to reduce thesuspension rate at her school. Her areas of certification are Dance, Special Education, and EducationalLeadership.

Recruitment/Retention of Highly Qualified Teachers


Miami-Dade County Public Schools is committed to providing a highly qualified pool of teachers for allstudents. Instructional recruitment efforts include ongoing outreach to select Florida colleges anduniversities, in addition to higher education institutions across the nation. The District also utilizesalternative methods to prepare career changers and non-education majors for effective classroominstruction. The use of technology enables procedures to be streamlined, providing a more efficient methodof processing applicants and improving communication. Efforts to retain instructional staff are supportedthrough collaboration between Professional Development and Human Resources.

There are several ways the district serves to attract highly qualified teachers, all whom are certified in thesubject area they are currently teaching. We have attracted new teachers who are energetic, motivatedand eager to help the students of Booker T. Washington learn. Additionally, we have retained teachers whohave a wealth of experiences along with a genuine interest in improving academic achievement at BookerT. Washington Senior High School.

Miami-Dade County Public Schools personnel and recruitment department utilizes various methods torecruit and retain highly qualified teachers including: Recruiting Activities



Recruiting Activities • District-hosted recruitment events with onsite hiring of highly qualified candidates (interviewed andselected by principals) • Offers of hiring commitments (pre-contract binders) to education majors eligible to teach criticalshortage areas • Presentations to education majors currently doing their student teaching internships and assisting themwith the application process, scheduling them for priority interviews in the Instructional Staffing office, andrecommending them to principals for priority consideration. • Utilization of District Teacher Reserve PACs to initiate early hires in critical shortage areas • Attendance at education and general career fairs locally, in state, and nationally • Holding several general teacher recruitment information sessions throughout the school year to assistpotential teachers in navigating the teacher certification and District application process • Conducting seminars with non-education majors at selected colleges/universities prior to their graduation• Utilizations of web-based recruiting as a low-cost, effective method to attract new recruits

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Booker T. Washington Senior High School offers our students services through community resources suchas Aspira, Health Connect, Jefferson Reeves Clinic, Jackson Memorial Hospital as well as Ocean Bank andWachovia. Aspira provides stay in school counselors who work with the crime prevention program. Thecounselors build a line of communication between the home and school. The counselor monitors thestudent’s attendance and grades as well as provides weekly home visits.

Health Connect houses a nurse and nurse’s assistant at our school. They coordinate immunization shotsfor our students as well as medical attention to those in need. We also have a social worker assigned toour school who works with our Teenage parents. She also assists students who are homeless and ensuresthat they have transportation and support during these times.

Through our Academy of Health, our students are given internship opportunities both at Jackson MemorialHospital and Jefferson Reeves Clinic. In our Business and Entrepreneurship Academy, our students intern atOcean and Wachovia Banks.

School Wide Improvement Model


The researched-based school improvement model utilized by Booker T. Washington Senior High School isthe 8 –Step Continuous Improvement Model (CIM) which incorporates the Plan-Do-Study-Act (PDSA)cycle. PDSA is a data-driven results-oriented improvement model that addresses improving teaching andlearning through data disaggregation, instructional timelines, instructional focus, assessments, and tutorials,enrichment opportunities for students, reinforcing learning through maintenance and monitoring progress ina spiral fashion. This is a four-step process for quality improvement. In the first step (Plan), a plan to effectimprovement is developed, in the second step (Do); the plan is carried out, preferably on a small scale. Inthe third step (Study), the effects of the plan are observed. In the last step (Act) the results are studied todetermine what was learned and what can be predicted. It is a never-ending process that stimulateslearning and continuous improvement of techniques, processes, services and systems. This model isintegrated with the philosophies of Total Quality Management (TQM) and Effective Schools Research. It isaligned with the School Improvement Plan and the adequate progress quarterly assessments and mid-yearreview monitoring of student achievement. Data-driven instruction based on Benchmark instruction andthe PDSA cycle provides teachers with crucial information necessary in planning valid lessons that increase



student learning. The CIM/PDSA cycle integrates all aspects of curriculum, instruction, and assessmentacross all grade levels. It is a data-driven, results-oriented school reform that successfully implementsdata-driven instruction.

The Curriculum Council meets to review, discuss and create plans to improve classroom instruction.Components of the plans include Curriculum Maps, formative assessments and Instructional FocusCalendars. Department chairs meet with their teachers to develop focus calendars for the school year. Thedepartment then works collaboratively to monitor the progress of students and alter the plan as needed.

Furthermore, data chats take place with the administrative team and teachers to disaggregate the data aswell as strategies to continue infusing the weak benchmarks. Reading, writing, mathematics, and sciencedata are disseminated to staff, reviewed and students receive performance results. The results arediscussed at length. The benchmarks that are deficient are identified and reviewed in depth with the newbenchmarks according to the District Pacing Guides in the content areas.

Through the data chats the teachers have been able to monitor the progress of their students. Moreover,the data has demonstrated the areas of weakness. Teachers have been able to assist students’ needsbased upon the data. Learning gains have been evident in the 2008 FCAT administration, especially amongour lowest 20 percent. Fifty six percent made adequate progress in reading and 84 percent in mathematicsas compared to 63 percent in reading and 76 percent in mathematics in the 2007 FCAT administration.

NCLB Public School Choice


Parents are informed of pertinent information to include open house, PTSA meetings, EESAC meetings, andparent conferences through Connect ED. The messages are multilingual in English, Spanish, and Creole. Thishas become a useful tool in following up on erroneous phone numbers. Meeting minutes are posted on the District EESAC webpage after each meeting. The secretary records theminutes and the principal verifies them. Then they are available for public view. We disseminate flyers toour students in all three languages through the 1st period teacher to inform the parents of upcomingevents such as open house and parent teacher conferences.

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


Based on student data, classroom walk-through observations and input from the reading coach, theprincipal will identify classroom teachers who are successfully implementing the essential elements ofreading. These classrooms will be established as model classrooms for other teachers to visit. Teachers inneed of support may have an opportunity to observe a model classroom in action, practice the newbehavior in a safe context and apply the behavior with peer support in the classroom. The mentor levelteachers will be utilized in each area of the professional development plan that helps and supports teachersto strengthen their teaching skills in reading, build school site capacity, and provide for the follow-upactivities that extend the application of new knowledge to impact student achievement. Mentor levelteachers will be utilized within their classrooms to network and model exemplary teaching strategies and



teachers will be utilized within their classrooms to network and model exemplary teaching strategies andtechniques for staff as needed. In order to maximize professional development activities at the school site,school administrators, reading coaches, and mentor level teachers will articulate and coordinate the planfor professional growth showing differentiation, as needed, within the staff.

At Booker T. Washington Senior High School we offer our new teachers support through a Mentoring andInduction for New Teachers (MINT) headed by Jack Hart. He, together with Ellen Rose, District Supervisor,has provided our teachers with the needed support. We have two teachers that have been trained tomentor our new teachers Sophia Landau and Nikole Wright.

Our media specialist, Nidia Cabrera, is a National Board certified teacher, spearheads the NEST program forour annual contract teachers. She works with the teachers to develop a schedule for the online courses.Ms. Cabrera allows our teachers to have an open line of communication.

No Attached Teacher Mentoring List

Extended Learning Opportunities


Tutoring programs Booker T. Washington Senior High School hosts various after school tutoring programs from Septemberuntil May. Together with the Supplemental Educational Services Tutors such as Totley’s Tutoring, as well asSaturday Academy our FCAT Level 1-2 students are offered the opportunity to participate in theseremedial and enrichment programs and are selected based on analysis of their student performance data.Pull out tutorials for writing and science occur during the months of January through March. Students areselected for the Writing from the eighth grade scores as well as the results of baseline and interim writingresults. The science students are selected from FCAT Level 3-5 Mathematics results.

Daily classroom walkthroughs will be an additional tool that will help the administrators and curriculumfacilitators identify opportunities for improvement among beginning and veteran teachers. When lowperforming teachers are identified, they will immediately be provided with instructional and professionalsupport that addresses the area of opportunity for improvement.

SCHOOLS GRADED C OR BELOW

Professional Development

Booker T. Washington Senior High School is part of the Secondary School Reform(Cohort I). As such,Professional Learning Teams have been established to promote collegiality and small learning communitieswith the BTW School Within a School model. Teachers receive professional development on the use ofstudent work and data that correlates with the Continuous Improvement Model to ensure the success ofall students.

Disaggregated Data

Booker T. Washington uses the Continuous Improvement Model (CIM) throughout the curriculum. As partof the CIM model, the students are assessed quarterly in every subject area. The tests are inputted andscanned through Edusoft, where the coaches compile the reports for teachers to assess where thestudents’ areas of strength and weaknesses are. Furthermore, teachers have test talks with their studentsin all areas. They discuss the scores and set goals for the upcoming FCAT administration. Our teachershave two planning periods so that they can discuss the data. One planning period is designated for theteams and the other is for department business. In doing so, teachers share the information and monitorthe progress of the students and spiral to the next tri-weekly assessment.



Informal and Formal Assessments

FCAT Assessment administered in March In house assessments in all content areas: reading, mathematics, and science. These assessments takeplace quarterly. Curriculum Maps and Instructional Focus Calendars Learning Express for Writing District Practice Examinations in reading, mathematics and science administered in August, October, January, and May

Alternative Instructional Delivery Methods

One to One individual teacher instruction Small Group Instruction CRISS strategies Peer Tutoring Pull out tutoring Cooperative Learning Groups Hands on Instruction activities ie: labs and projects

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Booker T. Washington Senior high infuses the uses of technology through Smart boards in everyclassroom. Also, there is a minimum of three computers stations per classroom. Programs such asCognitive Tutor and Gizmos are used in mathematics and science classes to enhance studentachievement.

Differentiated instruction is evident in the rotation models implemented in all classes.

In science classes, students complete a minimum of two labs a month. They have implemented a standardlab report to use among all science classes to promote critical thinking skills and analyzing and synthesizingthe data.

Responsibility of Teaching Reading for Every Teacher

Implement the Comprehensive Research-based Reading Plan (CRRP), for students in grades nine throughtwelve, with intensive focus on differentiated instruction and vocabulary development to further increasereading ability.

Implement the Reading Instructional Focus Calendar school wide with identified weekly benchmarks.

All teachers must include reading benchmarks on all assessments.

Training on reading and CRISS strategies to all teachers in order to provide effective reading strategies thatsupport students as they interact with grade level text.

Build classroom libraries across the curriculum.

Quality Professional Development for Teachers and Leaders

Professional Development will be provided to teachers and appropriate staff during the common planningand early release schedule. Trainings will include CRISS strategies, Effective Planning and Instruction, Edu-Soft Software, and Reading strategies.



Small Learning Communities (SLC)

Booker T. Washington Senior High School implements Small Learning Communities through departments.Each department is designated a floor and all teachers collaborate with each other as to the progressmonitoring. Teachers share a common planning period by department to meet and assess the needs andconcerns as well as update instructional focus calendars to encompass the areas of needs for the successof students.

The Curriculum Council or Leadership team meets once a month to monitor the needs the areas ofstrengths and weaknesses school wide through departments. The team discusses the data and laterdisseminates it to teachers in their designated department.

Intensive Intervention in Reading and Mathematics

All students scoring who scored on level 1 or 2 on the FCAT Reading are placed in intensive reading classes.Booker T. Washington Senior High School provides extra instruction for lower performing math studentsusing small group learning communities, intensive mathematics classes and Cognitive Tutor. The entireschool has been restructured by departments. Every floor has a designated computer lab as well as aminimum of 3 computer stations per classroom to enhance the remediation of students via technology.

Parental Access and Support

Parental involvement is crucial at Booker T. Washington Senior High School. As such, parents will haveaccess to the Parent Resource Center located in the Fine Arts wing. Parents will be able to access theParent Portal to view student’s progress via the electronic grade book. During the 2008-2009 school year,the Parent Resource Center will offer more Parent Academy Courses to encompass the needs of parentalawareness in preparation for post secondary education such as financial aid, college readiness, and copingwith moving on.

Applied and Integrated Courses

Booker T. Washington Senior High School offers sixteen college-level Advanced Placement courses. Theschool also offers both English as a Second Language and Bilingual Curriculum Content program whichserves the English Language Learner student population. The school has a special education program,which includes gifted, learning disabled/varying exceptionalities, emotional mentally handicapped, emotionalhandicapped, trainable mentally handicapped and autistic students. Identified At-Risk students receiveadditional assistance through the Stay-in-School Program, which is a grant-funded dropout preventionprogram.

Course Choice Based on Student Goals / Interests / Talent

During articulation students have the opportunity to select the areas of interest for the upcoming schoolyear. During the middle school transition, the incoming ninth graders choose an academy of interest.Together with the counselors, students are scheduled based on the levels of achievement scores on theFCAT Reading, Mathematics, and Writing + scores.

Master Schedules Based on Student Needs

The master schedule is built on the needs of students as well as academic achievement on the FloridaComprehensive Assessment Test. Our Level 1 students in reading and mathematics are scheduled withintensive reading and mathematics classes. Our Level 3-5 students are recommended for AdvancedPlacement classes. Students have seven academies to choose while in the ninth grade year. We encouragestudents to select an academy of interest so that they may complete an executive internship during theirsenior year.



Academic and Career Planning

Booker T. Washington Senior High School is an academy based school. Students select a Career Academyin the ninth grade and complete a program of study within their chosen career path. There are sevenacademies offered: the Academy of Education, Academy of Health Sciences, and Academy of Law andPublic Service; Academy of Entrepreneurship and Finance as well as Informational Technology; andAcademy of Foreign Language and the Humanities and Fine Arts. Every student is enrolled in an Academy.

GOALS

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

*Needs Assessment: Based on the 2008 FCAT Reading Performance Data, 13 percent of ninth andtenth grade students met high standards by scoring at or above AchievementLevel 3.

Scores indicate that 13% of ninth grade students met high standards by scoringat or above Achievement Level 3, remaining the same from 2007.

Scores indicate that 11% of tenth grades students met high standards by scoringat or above Achievement Level 3, a 2 percentage point increase from 2007.

Data reveal that an average of 88% of students in grades nine and ten did notmeet high standards by scoring at Achievement Levels 1 or 2, a 10 percentagepoint increase from 2007.

Scores indicate that ninth grade students’ mean score by content cluster duringthe 2007 – 2008 school year were: Words and Phrases, a 1 percentage pointdecrease from 2007; Main Idea/Purpose, a 6 percentage point decrease from2007; Comparisons, a 0 percentage increase/decrease from 2007; and,Reference/Research a 11 percentage point increase from 2007.

Scores indicate that tenth grade students’ mean score by content cluster duringthe 2007 – 2008 school year were: Words and Phrases, a 6 percentage pointdecrease from 2007; Main Idea/Purpose, a 3 percentage point increase from2007; Comparisons, a 5 percentage decrease from 2007; and,Reference/Research, a 10 percentage point decrease from 2007.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades 9 through 12 will increase to 65%meeting high standards on the 2009 administration of the FCAT Reading Test.

*Strategies: • Identify students in grades 9 and 10 who scored at FCAT Levels 1 and 2(including ESE and LEP) and schedule them into an intensive reading class withthe appropriate comprehensive core reading curriculum (CCRP). • Foster a school-wide interest in reading through the use of promotional andmotivational events. • Provide opportunities for tutoring and increased access to reading resourcesbeyond school hours. • Implement a school-wide curriculum maps and reading instructional focuscalendar which includes selected CRISS strategies. • Administer assessments aligned to the Sunshine State Standards testedbenchmarks on a three-week and quarterly schedule using the Edusoft datamanagement system to score assessments and generate disaggregated datareports which will be used to redirect classroom instruction and to place studentsin flexible tutorial groups.

*Evaluation: •Regularly administered teacher-designed formative benchmark assessments •District Interim Assessments and school-developed quarterly benchmarkassessments will be administered.



•Oral Reading Fluency Assessment*Evidence-basedProgram(s):

• Core: McDougal-Littell Literature Series • Jamestown Reading Navigator • Hampton Brown Edge; Fundamentals/Level A, B, C • Accelerated Reader • SIPPS • REWARDS

*ProfessionalDevelopment:

Professional Development will be provided to teachers and appropriate staffduring the common planning and early release schedule. Trainings will include: September/October CRISS strategies September/January Effective Planning and Instructional Practices and August-December Using EduSoft Program Data to Realign Instruction

*Objective: Given instruction based on the Sunshine State Standards, 65 percent or greaterof the lowest 25 percent performing students on the 2009 FCAT Sunshine StateStandards reading component will make adequate progress as determined by the2009 Sunshine State Standards reading component scores.


*Evaluation: Regularly administered teacher-designed formative benchmark assessments

District Interim Assessments and school-developed quarterly benchmarkassessments will be administered.

Oral Reading Fluency Assessment *Evidence-basedProgram(s):

• McDougal-Littell Literature Series • Jamestown Reading Navigator • Hampton Brown Edge; Fundamentals/Level A, B, C • Accelerated Reader • SIPPS • REWARDS



*Objective: Given instruction based on the Sunshine State Standards, Black students willimprove their reading skills as evidenced by 65 percent scoring at a Level 3 orhigher on the 2009 administration of the FCAT Reading Test.










*Objective: Given instruction based on the Sunshine State Standards, Hispanic students willimprove their reading skills as evidenced by 65 percent scoring at a Level 3 orhigher on the 2009 administration of the FCAT Reading Test.








*Objective: Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students will improve their reading skills as evidenced by 65percent scoring at a Level 3 or higher on the 2009 administration of the FCATReading Test.

*Strategies: • Identify students in grades 9 and 10 who scored at FCAT Levels 1 and 2(including ESE and LEP) and schedule them into an intensive reading class withthe appropriate comprehensive core reading curriculum (CCRP). • Foster a school-wide interest in reading through the use of promotional andmotivational events. • Provide opportunities for tutoring and increased access to reading resourcesbeyond school hours. • Implement a school-wide curriculum maps and reading instructional focuscalendar which includes selected CRISS strategies. • Administer assessments aligned to the Sunshine State Standards testedbenchmarks on a three-week and quarterly schedule using the Edusoft data



management system to score assessments and generate disaggregated datareports which will be used to redirect classroom instruction and to place studentsin flexible tutorial groups.







*Objective: Given instruction based on the Sunshine State Standards, Students withDisabilities students will improve their reading skills as evidenced by 65 percentscoring at a Level 3 or higher on the 2009 administration of the FCAT ReadingTest.








Budget:

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

Description of Resources Funding Source AvailableAmount

CRISS Strategies, FCAT Reading(Amsco) Title I $20,000.00

Total: $20,000.00



Technology


Edusoft-duplicating, Peterson's FCATOnline Course

Title I $40,500.00

Total: $40,500.00



Release time for Mentor Teachers,CRISS Training - New Teachers, CRISSRefresher, Fluency/VocabularyDevelopment, Instructional Framework

FCAT Enhancement Title I $10,000.00

Total: $10,000.00

Other


Reading Leader, Hourly Tutors (4023),Full-time Paraprofessional (4023),Incentives, Tutoring

Title I, SAC $150,923.00

Total: $150,923.00

Final Total: $221,423.00

*Non-Highly QualifiedInstructors:

Megan Johnson is certified in English 6-12 and currently teaches English III and IVand Intensive Reading to students in grade(s) 11 and 12 and has registered forCompetency One (1) for Reading Endorsement

Pauline Lakanen is certified in Drama, English and Speech 6-12 and is currently ona teaching out-of-field waiver in the area of Gifted. She is currently enrolled in thefirst course of Gifted Endorsement

Sophia Landau, is certified in English 6-12 and teaches Intensive Reading ingrade(s) 9-12 and is currently on an out-of-field waiver and has registered forCompetency One (1) for Reading Endorsement

Jillian Ramsey is certified in English (MG) 5-9 and currently teaches IntensiveReading for grade(s) 9 and has registered for Competency One (1) for ReadingEndorsement

All the above stated teachers received and signed notification of their out of fieldstatus. As such, teachers are recommended to take coursework towards earningcertification. Furthermore, Dr. Ketty Kelley, Certification Officer Miami DadeCounty Public Schools meets with the teachers to advise them of certificationstatus and explains requirements for earning certification.

End of Reading Goal

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

*Needs Assessment: Based on the 2008 FCAT Mathematics Performance Data, 43 percent of ninthand tenth grade students met high standards by scoring at or aboveAchievement Level 3.

Scores indicate that 36% of ninth grade students met high standards by scoringat or above Achievement Level 3, a 1 percent increase from 2007.

Scores indicate that 39% of tenth grades students met high standards by scoringat or above Achievement Level 3, a 3 percentage point increase from 2007.



Data reveal that an average of 57% of students in grades nine and ten did notmeet high standards by scoring at Achievement Levels 1 or 2, a 2 percentagepoint decrease from 2007.

Scores indicate that 9th grade students’ mean score by content cluster duringthe 2007 – 2008 school year were: Number Sense, a 12.5 percentage pointincrease from 2007; Measurement, a 14.29 percentage point decrease from2007; Geometry and Spatial Skills, no change from 2007; Algebraic Thinking, nochange from 2007; and, Data Analysis and Probability, no change from 2007.

Scores indicate that 10th grade students’ mean score by content cluster duringthe 2007 – 2008 school year were: Number Sense, a 9.09 percentage pointincrease from 2007; Measurement, no change from 2007; Geometry andSpatial Skills, a 7.14 percentage point increase from 2007; Algebraic Thinking, nochange from 2007; and, Data Analysis and Probability, a 9.09 percentage pointincrease from 2007.

*Objective: Given instruction using the Sunshine State Standards, the number of studentsmeeting high standards in grades nine through ten will increase to 68% on the2009 administration of the FCAT Mathematics Test.

*Strategies: Show an increase in the use of varying teaching strategies that will include CRISS,technology and group centered activities.

Schedule all Level 1 and Level 2 (scores less than 290) in grades 9-10 intoIntensive Math classes.

Infuse the Algebra I and Geometry Cognitive Tutor program along with the TestsTools and FCAT Workshop software in the Intensive Math and Algebra I classesto enhance the students’ problem solving skills and reading skills. This will alsoprovide technological support for student mastery of algebraic and geometricconcepts.

Coordinate pull out tutoring from electives classes to provide support to “bubble”students and “lowest 25%” students.

Coordinate Saturday Academy and after school tutorials to re-teach skills forstudents needing additional assistance based on teacher observation andbenchmark performance results of regularly administered formativeassessments.

Develop curriculum maps to provide guidance and alignment across the subjectareas with adjustment made through the instructional focus calendar from datacollected on formative assessments. Teachers in grades 9 – 12 will consistentlyfocus on the strands of measurement and geometry and instruct the remainingstrands of number sense, algebraic thinking, and data analysis according to thetimeline identified in the instructional focus calendar.

Administer quarterly assessments and District Interim Assessments aligned to theSSS and use data to guide instruction.

Implement an “FCAT Problem of the Day” in Algebra I and Geometry classes toinsure that all the benchmarks will be reviewed.

Form professional learning teams and offer training to promote collaboration toimprove teaching practice for the success of all students.

*Evaluation: Regularly administered teacher-designed formative benchmark assessments, District Interim Assessments and school-developed quarterly benchmarkassessments will be administered. FORMAL: 2008 FCAT Mathematics Test resultsand teacher grades INFORMAL: Leadership Team feedback and Cognitive TutorReports.

*Evidence-basedProgram(s):

Core: McDougal-Littell Textbook, Prentice Hall Textbook series/Supplemental: Carnegie Learning Cognitive Tutor Algebra I and Geometry.


Professional development will be provided to teachers and appropriate staffduring the common planning time.



Trainings will include the core mathematics program, intervention programs, andassessments used at the high school level as follows: August Continuous Improvement Model August Effective Planning and Instruction for the Two-Hour Block UsingManipulative and Graphing Calculators in the classroom September and October Edusoft Software, August-May Common Planning Period (Communication and Exchange of Ideas)January Textbook Software August-May Carnegie Learning Cognitive Tutor software

*Objective: Given instruction using the Sunshine State Standards, the percentage of Blackstudents scoring at FCAT Achievement Level 3 or higher will increase to 68percent or higher on the 2008 administration of the FCAT Mathematics Test.

*Strategies: Show an increase in the use of varying teaching strategies that will include CRISS,technology and group centered activities. Schedule all Level 1 and Level 2 (scores less than 290) in grades 9-10 intoIntensive Math classes Infuse the Algebra I and Geometry Cognitive Tutor program along with the TestsTools and FCAT Workshop software in the Intensive Math and Algebra I classesto enhance the students’ problem solving skills and reading skills. This will alsoprovide technological support for student mastery of algebraic and geometricconcepts. Coordinate pull out tutoring from electives classes to provide support to “bubble”students and lowest 25 percent students. Coordinate Saturday Academy and after school tutorials to re-teach skills forstudents needing additional assistance based on teacher observation andbenchmark performance results of regularly administered formativeassessments.

Develop curriculum maps to provide guidance and alignment across the subjectareas with adjustment made through the instructional focus calendar from datacollected on formative assessments. Teachers in grades 9 – 12 will consistentlyfocus on the strands of measurement and geometry and instruct the remainingstrands of number sense, algebraic thinking, and data analysis according to thetimeline identified in the instructional focus calendar. Administer quarterly assessments and District Interim Assessments aligned to theSSS and use data to guide instruction. Implement an “FCAT Problem of the Day” in Algebra I and Geometry classes toinsure that all the benchmarks will be reviewed. Form professional learning teams and offer training to promote collaboration toimprove teaching practice for the success of all students.



Core: McDougal-Littell Textbook, Prentice Hall Textbook series Supplemental: Carnegie Learning Cognitive Tutor Algebra I and Geometry




*Objective: Given instruction using the Sunshine State Standards, the percentage of Hispanicstudents scoring at FCAT Achievement Level 3 or higher will increase to 68percent or higher on the 2008 administration of the FCAT Mathematics Test.

*Strategies: Show an increase in the use of varying teaching strategies that will include CRISS,technology and group centered activities. Schedule all Level 1 and Level 2 (scores less than 290) in grades 9-10 into



Intensive Math classes


Coordinate pull out tutoring from electives classes to provide support to “bubble”students and lowest 25 percent students.



Administer quarterly assessments and District Interim Assessments aligned to theSSS and use data to guide instruction. Implement an “FCAT Problem of the Day” in Algebra I and Geometry classes toinsure that all the benchmarks will be reviewed. Form professional learning teams and offer training to promote collaboration toimprove teaching practice for the success of all students.







*Objective: Given instruction using the Sunshine State Standards, the percentage ofEconomically Disadvantaged students scoring at FCAT Achievement Level 3 orhigher will increase to 68 percent or higher on the 2008 administration of theFCAT Mathematics Test.


Schedule all Level 1 and Level 2 (scores less than 290) in grades 9-10 intoIntensive Math classes








Implement an “FCAT Problem of the Day” in Algebra I and Geometry classes toinsure that all the benchmarks will be reviewed.








*Objective: Given instruction using the Sunshine State Standards, the percentage of LimitedEnglish Proficiency students scoring at FCAT Achievement Level 3 or higher willincrease to 68 percent or higher on the 2008 administration of the FCATMathematics Test.






Develop curriculum maps to provide guidance and alignment across the subjectareas with adjustment made through the instructional focus calendar from data



collected on formative assessments. Teachers in grades 9 – 12 will consistentlyfocus on the strands of measurement and geometry and instruct the remainingstrands of number sense, algebraic thinking, and data analysis according to thetimeline identified in the instructional focus calendar.


Implement an “FCAT Problem of the Day” in Algebra I and Geometry classes toinsure that all the benchmarks will be reviewed. Form professional learning teams and offer training to promote collaboration toimprove teaching practice for the success of all students.







*Objective: Given instruction using the Sunshine State Standards, the percentage of Studentswith Disabilities students scoring at FCAT Achievement Level 3 or higher willincrease to 68 percent or higher on the 2008 administration of the FCATMathematics Test.








Implement an “FCAT Problem of the Day” in Algebra I and Geometry classes to



insure that all the benchmarks will be reviewed.








Budget:



Carnegie Learning Title I $1,746.00

Total: $1,746.00

Technology


Edusoft Title I $25,000.00

Total: $25,000.00



Using Graphing Calculators, Releasetime for Mentor Teaching Title I $11,968.00

Total: $11,968.00

Other


Mathematics Coach, 1 MathematicsTeachers, Home Language Tutoring,Tutoring

Title I $102,000.00

Total: $102,000.00



Earl Tillman is certified in Mathematics (MG) 5-9 and has currently registered forthe January administration of the Subject Area 6-12 and is teaching Algebra 2

Javorie Wilson is currently holds a statement of eligibility and has registered forthe January administration of the Subject Area 6-12 and is teaching Algebra 2

All the above stated teachers received and signed notification of their out of fieldstatus. As such, teachers are recommended to take coursework towards earningcertification. Furthermore, Dr. Ketty Kelley, Certification Officer Miami DadeCounty Public Schools meets with the teachers to advise them of certification



status and explains requirements for earning certification.

End of Mathematics Goal

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

*Needs Assessment: Writing decreased by 1% from 83% in 2007 to 82% in 2008.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grade 10 will improve their writing skills asevidenced by an increase of 1% in the number of students achieving highstandards on the 2009 Administration of the FCAT Writing +.

*Strategies: Utilize 6+1 Write Traits process in order to increase students’ ability to writehighly proficient essays in Advanced Academic courses.

Provide coaching and mentoring prompts, interpretation of the 6-point scoringrubric, analysis of student papers, and specific strategies to guide instruction toensure writing gains.

Establish/Implement School-wide writing workshops for all 10th grade studentsin order to teach/practice the skills required by the FCAT Writes Rubrics.

Develop and implement an instructional calendar with focus on the WritingSunshine State Standards.

Utilize the Department of Education’s CD ROM to train students and teachers inappropriate criteria and rubric scoring.

Analyze data from the District’s Pretest expository /persuasive writing promptsto establish differentiated instruction groups.

Incorporate Writing Across the Curriculum, including strategies specific to eachsubgroup.

Utilize FCAT Writes curriculum to align with updated benchmarks anddistrict/state standards based on individual score range

Discuss and Analyze District Writing Pre-test results with teachers individually toin order to plan for effective instruction

*Evaluation: Evaluation will be based on teacher-created prompts to monitor students’progress, 2008 FCAT Writing Plus Test results, School-wide monthly writingassessments, Holistic scoring using the rubric, and writing portfolios.


Learning Express McDougal Littell Literature Series


Professional development will be provided to teachers and appropriate staffduring the common planning periods. Trainings will include the October andJanuary Core writing program August and September Intervention programs and assessments used at thesenior high school level as follows: December and May Pre-AP Vertical Teaming August-October Rubric Scoring November and January Write Traits September and October CRISS Strategies August-May Writing Strategies and Continuous Improvement Model

School-site writing resource personnel will train all teachers and staff memberson holistic scoring and strategies to improve students’ writing skills.

Budget:





Pre & Post Test Materials Title I $500.00

Total: $500.00

Technology


Department of Education-CD Rom(duplicates) Title I $20,100.00

Total: $20,100.00



Writing Across Curriculum TrainingRelease time for Mentor teachers FCAT Enhancement $679.00

Total: $679.00

Other


Language Arts Teacher FCAT Enhancement $47,690.00

Total: $47,690.00


End of Writing Goal

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

*Needs Assessment: An analysis of the data indicates that 14% of the 11th grade students scored anFCAT Achievement Level 3 or above on the 2008 FCAT Science Test.

Further analysis of the results indicates that the mean points earned by contentclusters/strands for Physical/Chemical was 5 out 14 possible points, Earth/Spacewas 4 out of 12 possible points, Life/Environmental was 5 out of 14 possiblepoints, and Scientific Thinking was 5 out of 11 possible points.

*Objective: Given instruction using the Sunshine State Standards, students in grades 11 willimprove their science skills as evidenced by 25% of students scoring at FCATAchievement Level 3 or above on the 2009 administration of the FCAT ScienceTest.

*Strategies: • Implement the District's required hands-on activities every nine weeks thatemphasize the annually assessed benchmarks. • Conduct a District provided baseline assessment, Mid-year assessment andPost-Assessment to gauge student progress. • Provide a variety of instructional strategies to address Limited English Proficient(LEP) students' learning and language differences. • Utilize Project CRISS strategies on assigned science related articles. • Increase the number of students enrolled in Advanced Placement science andhonors courses. • Provide District's developed interim assessments to 11th graders to monitorstudents' progress on the FCAT tested benchmarks. • Write laboratory reports using a Departmental Laboratory format • Share best practices during common department planning and meetings. • Identify students scoring in the high range on the FCAT Science test who arenot making acceptable learning gains and provide appropriate intervention



strategies. *Evaluation: The final evaluation for this objective will be measured by the 2009 FCAT Science

Test. Data provided from the District's administered interim assessments willdetermine the strengths and weaknesses of students on the benchmarks.


The Science Department will use the following state adopted textbooks: GlencoeEarth Space: Geology, the Environment and the Universe (Earth Space Regular)Glencoe Physical Science with Earth Science (Physical Science) Chemistry: Matterand Change (Chemistry Regular) Holt, Rinehart & Winston Florida Holt EarthScience, 2006 Edition (Earth Space Honors) Modern Chemistry, 2006 Edition(Chemistry Honors) Holt Physics, 2006 Edition (Physics Regular) Prentice HallPrentice Hall Biology, Florida Edition (Biology Regular) Biology: Exploring Life,Florida Edition (Biology Honors) Physics (Walker) (Physics Honors) Fundamentalsof Anatomy and Physiology (Anatomy & Physiology Honors) Campbell ReeceBiology, 7th Edition (Advanced Placement Biology) Brown LeMay Central Science,8th Edition (Advanced Placement Chemistry) Explore Learning


August-December Edusoft Training Snapshot Training November and May Advanced Placement Strategies September and October Project CRISS ESOL/ESE Strategies December Explore Learning Technology Training

Budget:



Glencoe McGraw Hill District Funded $0.00

Total: $0.00

Technology


Teacher Workstations, ScienceComputer Laboratory Title I $50,000.00

Total: $50,000.00


Description of Resources Funding SourceAvailableAmount

Release time for Laboratorydevelopment and Hands-on activities Title I, FCAT Enhancement $5,977.00

Total: $5,977.00

Other


Science Fair/Tutoring FCAT Enhancement Title I $24,240.00

Total: $24,240.00



Michael Robinson is certified in biology and has a Bachelor of Science inScienceand is currently teaching out-of-field in the course of Earth and SpaceScience.

All the above stated teacher received and signed notification of their out of fieldstatus. As such, teachers are recommended to take coursework towards earningcertification. Furthermore, Dr. Ketty Kelley, Certification Officer Miami DadeCounty Public Schools meets with the teachers to advise them of certificationstatus and explains requirements for earning certification.

End of Science Goal



Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Data from the Parent Resource Center as well as academically related events(e.g.open house, EESAC, and parent workshops) suggest that parentalinvolvement at Booker T. Washington Senior High School has been low. In aneffort to reduce this trend, the following needs have been identified: The need forimproved communication between the school and home. The need for increasedparental involvement designed to assist parents in promoting literacy at home(i.e. family literacy nights). There is a need to continue existing studentrecognition efforts to promote positive parental involvement.

*Objective: Given the school wide emphasis on parental and community involvement, theschool will demonstrate an increase of 5 percentage points in the number ofparents attending evening parent training sessions as evidenced by comparingsign in sheets for the 2007-2008 and 2008-2009 school years.

*Strategies: Implement Connect ED to inform parents of important news concerning schooland community relations.

Increase the number of opportunities for parents to participate in school activitiesthrough Schools-Within-Schools (i.e. student recognition programs).

Increase the number of parent compacts collected for the 2008-2009 schoolyear in comparison to the number collected in 2007-2008.

Continue the use of the on-line parent viewer through Pinnacle grade bookprogram.

Support Parent Academy initiatives by informing parents of services and events,hosting events and utilizing parent academy website.

Provide an accessible parent/family information and resource center to supportparents and families with training, resources and other services.

Review parent information and update periodically to maintain accurate schoolrecords through Connect Ed and Community Involvement Specialist.

Increase the volume of school/parent communication during the 2008-2009school year, as compared to 2007-2008 teacher logs as evidenced by guidancedepartment logs, parent resource center logs, direct mailing, call outs andparental attendance at school events.

*Evaluation: This objective will be evaluated by compiling evidence of collection of signature logs, Connect Ed, parent attendance rosters based on EESAC attendance, Teacher Logs, PTSA Meetings, Parent Academy Events, CIS Logs, School Climate Survey and Grade book Inquires.


National Parent-Teacher School Association (PTSA) Standards and Passport toSuccess


Parents and teachers will actively collaborate, participate and review thefollowing: August-May Educational Excellence School Advisory Council (EESAC SeptemberOpen House August-May Parent Teacher Student Association (PTSA) September-May Passport to Success Training/Parent Academy

Budget:


Description of Resources Funding SourceAvailableAmount

National PTSA Handbook $0.00

Total: $0.00

Technology

Description of Resources Funding SourceAvailable



Description of Resources Funding Source Amount

Computer Stations (Parent ResourceCenter and Guidance Office Station

Title I $10,000.00

Total: $10,000.00



Parent Workshops (CIS Overtime) Title I $900.00

Total: $900.00

Other


Community Involvement SpecialistMailing, Flyers, Home visits Title I $45,000.00

Total: $45,000.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the FLDOE indicate that Booker T.Washington Senior High School ranks 34 percent of all high schools in the stateon money spent per student.

Objective: Booker T. Washington Senior High School Return on Investment (ROI) percentileranking will increase by at least 1 percentage point on the next publication of theROI.

Strategies: Become more informed about the use of financial resources in relation to schoolprograms.

Collaborate with the district on resource allocation.

Consider reconfiguration of existing resources or taking advantage of a broaderresource base, e.g. private foundations, volunteer networks.

Consider shared use of facilities partnering with community agencies. Evaluation: The evaluation will be based on the next publication of the Florida ROI index.

End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Graduation Rate

Needs Assessment: Based on 2005-2006 NCLB data Booker T. Washington Senior High School didmeet adequate yearly progress for graduation proficiency. Our current graduationrate of 45 percent needs to increase by one percent in 2007-2008.

Graduation Rate •50 percent of Blacks increased by 1 percent •40 percent of Hispanics increased by 1 percent •44 percent of Economically Disadvantaged increased by 1 percent •23 percent of Limited English Proficiency increased by 1 percent •30 percent of Students with Disabilities increased by 1 percent



Objective: Given instruction based on the Sunshine State Standards, Booker T. WashingtonSenior High School will improve its graduation rate by one percentage pointduring the 2008-2009 school year as compared to the 2007-2008 school year.

Strategies: Continue Transition Academy Course for ninth grade students to providedevelopmentally appropriate activities based on acquiring knowledge, skills, andabilities to effectively manage lifelong career development.

Conduct conferences with parents and students to address their need, concernsand information needed for graduation.

Establish Credit Recovery Lab which will allow the students to make up missingcredits in their home school.

Identify retained students in grades 9, 10, and 11. Enroll these students in CreditRecovery Lab to ensure the graduation requirements are met.

Inform both parents and students on available programs (e.g. Virtual School,Adult Ed., Credit Recovery Lab, etc.)

Establish ninth grade academy. Provide common planning time and professionaldevelopment for teams to become Professional Leaning Teams.

Develop Student/Career Services team will develop learner outcomes usingstandards and benchmarks from the Standards-Based Student CareerDevelopment Program that will address students at-risk for dropping out ofschool.

Evaluation: Graduation rate will be evaluated through the parent conference logs from theguidance counselors. The graduation rate will be monitored through the adequateyearly progress report from the Florida Department of Education.

Evidence-basedProgram(s):

N/A

ProfessionalDevelopment:

Provide teachers with planning time to develop student development teams forat risk students (September and October). Provide school-to career trainings toschool-site staff (November). Provide teachers with planning time to developmentorship programs and career fairs (ongoing).

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 Graduation Rate Goal

Additional Goal:

Needs Assessment: Based on 2007-2008 NCLB data Homestead Senior High School did meetadequate yearly progress for graduation proficiency. Our current graduation rateof 49 percent will increase by one percent in 2008-2009.

Graduation Rate •Blacks increased by 5 percent •Hispanics increased by 9 percent •Economically Disadvantaged increased by 5 percent •Limited English Proficiency increased by 3 percent •Students with Disabilities increased by 1 percent

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Goal

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading CRISS Strategies, FCATReading (Amsco) Title I $20,000.00

Mathematics Carnegie Learning Title I $1,746.00

Writing Pre & Post Test Materials Title I $500.00



Science Glencoe McGraw Hill District Funded $0.00

Parental Involvement National PTSA Handbook $0.00

Graduation Rate $0.00

Total: $22,246.00

Technology

Goal Description of Resources Funding SourceAvailableAmount

Reading Edusoft-duplicating, Peterson'sFCAT Online Course Title I $40,500.00

Mathematics Edusoft Title I $25,000.00

Writing Department of Education-CDRom (duplicates)

Title I $20,100.00

ScienceTeacher Workstations, ScienceComputer Laboratory Title I $50,000.00

Parental InvolvementComputer Stations (ParentResource Center and GuidanceOffice Station

Title I $10,000.00

Total: $145,600.00


Goal Description of Resources Funding SourceAvailableAmount

Reading

Release time for MentorTeachers, CRISS Training -New Teachers, CRISSRefresher, Fluency/VocabularyDevelopment, InstructionalFramework

FCAT Enhancement Title I $10,000.00

MathematicsUsing Graphing Calculators,Release time for MentorTeaching

Title I $11,968.00

WritingWriting Across CurriculumTraining Release time forMentor teachers

FCAT Enhancement $679.00

ScienceRelease time for Laboratorydevelopment and Hands-onactivities

Title I, FCAT Enhancement $5,977.00

Parental Involvement Parent Workshops (CISOvertime) Title I $900.00

Total: $29,524.00

Other

Goal Description of Resources Funding Source AvailableAmount

Reading

Reading Leader, Hourly Tutors(4023), Full-timeParaprofessional (4023),Incentives, Tutoring

Title I, SAC $150,923.00

MathematicsMathematics Coach, 1Mathematics Teachers, HomeLanguage Tutoring, Tutoring

Title I $102,000.00

Writing Language Arts Teacher FCAT Enhancement $47,690.00

Science Science Fair/Tutoring FCAT Enhancement Title I $24,240.00

Parental InvolvementCommunity InvolvementSpecialist Mailing, Flyers,Home visits

Title I $45,000.00

Total: $369,853.00


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

BUDGET In accordance with Article XXVI of the UTD/M-DCPS Contract, the EESAC at Booker T. Washington SeniorHigh School assists in the preparation of the school's annual budget by developing recommendations forthe expenditure of school budgeted funds that are in support of the goals in the School Improvement Plan.

TRAINING The EESAC receives an update on the school's current budget monthly and the principal teaches the EESAChow to read and interpret the budget. Additionally, the EESAC Chair along with the Curriculum Councilreceived training in writing the School Improvement Plan.

INSTRUCTIONAL MATERIALS The EESAC recommends the continued use of the instructional materials currently being used at Booker T.Washington Senior High that are all research-based and are being implemented throughout the district atschools with similar demographics and achievement needs.

TECHNOLOGY The EESAC reviewed current technology in place and suggest that we continue to utilize all availableresources, including media center resources. Additionally, continue to infuse technology in all content areas,including the use of Smart Boards for classroom instruction.

STAFFING The EESAC recommended that we continue to use current hiring practices for faculty and staff. Theyapplauded the requirements of the zone and our school of having hiring only highly-qualified (in-field)teachers and that we continue this practice in the future.

STUDENT SUPPORT SERVICES The EESAC suggested forming a Student Honor Court to develop student leadership and provide a venuefor students to have input into school disciplinary policies. The EESAC also supports the continuation ofsmall groups and individual counseling by the Guidance Department. Furthermore, they encouraged thecontinued use of the CAP Advisor, TRUST Specialist, Career Specialist and Community InvolvementSpecialist to provide student support services.

OTHER MATTERS OF RESOURCE ALLOCATION The EESAC has agreed to provide funding for the recognition of students' academic achievement. This willprovide funding for award purposes.

BENCHMARKING The EESAC will be kept abreast of student progress and be provided with data from ongoing assessmentsperiodically throughout the school year.

SCHOOL SAFETY AND DISCIPLINE The EESAC was provided with current safety and discipline information and recommended the creation of aStudent Honor Court to involve students in maintaining a safe school and to develop leadership andownership among the student body.

IMPLEMENTATION AND EVALUATION Booker T. Washington anticipates measurable gains in all of our objectives subsequent to the



implementation of our School Improvement Plan. We have disaggregated data school wide and by teacherand class for the purpose of guiding instruction. Our instructional focus calendar places emphasis on readingin given benchmarks by week which all teachers must support through instructional delivery. Additionally,weekly and monthly assessments by benchmark will be administered through all core courses. Tutorial andenrichment programs have been planned in alignment with the school’s instructional focus timeline.Information from quarterly benchmark assessments, by student and mastery, will be maintained to targetindividuals not making gains and in need of further assistance and intense remediation. Student learning andteacher performance will be consistently monitored to allow for instructional plan revision and feedback.

Adequate yearly progress for the 2006-2007 school year due to the implementation and monitoring of ourSchool Improvement Plan is as follows:

95% of all 9th and 10th grade students will be tested in March 2008 52% of ninth and tenth grade students will score at level 3 or higher in reading 52% of all students will show learning gains in reading 64% of the bottom quartile will show learning gains in reading 62% of ninth and tenth grade students will score at level 3 or higher in mathematics 69% of all students will show learning gains in mathematics 77% of the bottom quartile will show learning gains in mathematics 80% of tenth graders will score a 3.5 or higher in writing The graduation rate at Booker T. Washington will increase by 1% from 2008-2009.

SAC Members

Members

1) Rhonda Y. Williams, Principal

2) Anthony Jennings, SAC Chair

3) Ashawnte Smathers, Teacher

4) Vicki Pollard, Teacher

5) Jennifer Conboy, Teacher

6) Clinton Brown, Business Member

7) David Brown, Business Member

8) Judge Adrien, Business Member

9) Deborah Thomas, Parent

10) Etha McCloud, Parent

11) Beverly Downing, Parent

12) Gwen Johnson, School Support Personnel

13) Michael Friedman, Union Steward

IMPLEMENTATION EVALUATION



Booker T. Washington anticipates measurable gains in all of our objectives subsequent to theimplementation of our School Improvement Plan. We have disaggregated data school wide and by teacherand class for the purpose of guiding instruction. Our instructional focus calendar places emphasis on readingin given benchmarks by week which all teachers must support through instructional delivery.

Additionally, weekly and monthly assessments by benchmark will be administered through all core courses.Tutorial and enrichment programs have been planned in alignment with the school’s instructional focustimeline. Information from quarterly benchmark assessments, by student and mastery, will be maintainedto target individuals not making gains and in need of further assistance and intense remediation. Studentlearning and teacher performance will be consistently monitored to allow for instructional plan revision andfeedback.

Adequate yearly progress for the 2008-2009 school year due to the implementation and monitoring of ourSchool Improvement Plan is as follows: 95% of all 9th and 10th grade students will be tested in March 2009 52% of ninth and tenth grade students will score at level 3 or higher in reading 52% of all students will show learning gains in reading 64% of the bottom quartile will show learning gains in reading 62% of ninth and tenth grade students will score at level 3 or higher in mathematics 69% of all students will show learning gains in mathematics 77% of the bottom quartile will show learning gains in mathematics 80% of tenth graders will score a 3.5 or higher in writing The graduation rate at Booker T. Washington will increase by 1% from 2007-2008.

Educational Excellence School Advisory Council (EESAC) committee will receive on-going reports on thestatus of the implementation of the School Improvement Plan (SIP). A mid-year review of theimplementation of the current SIP will be conducted in order to assess where resources need to betargeted for the remainder of the school year. Additionally, a progress assessment meeting will bescheduled at the end of the school year. In attendance will be the school principal, the EESAC chairperson,the United Teachers of Dade steward, an EESAC parent representative, the EESAC community/businessrepresentative, and the EESAC student representative. At this meeting, the EESAC makes a presentation offindings. Included in this presentation are data elements that identify the Strengths and Opportunities forImprovement (OFIs) of the school. These results provide guidance for the future direction of the schooland are included, as appropriate, as objectives and strategies in next year’s SIP. Staff at Booker T.Washington Senior High School will review the status of SIP objectives and will collaborate with the ESSACto determine how student achievement will be addressed next school year.

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 of



AssessmentUsed


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

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

38 62 33 67 53 47 0 0 0 0


ReadingBaseline Test

MathematicsBaseline Test

WritingBaseline Test


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

38 62 32 68 45 55 0 0 0 0




WritingBaseline Test


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

42 58 28 72 0 0 67 33 0 0




ScienceBaseline Test

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

Blacks 15 85 12 88

Hispanics 15 85 12 88

Students withDisabilities

14 86 12 88

EconomicallyDisadvantaged

15 85 12 88

End of Baseline Data Report



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade BOOKER T. WASHINGTON SENIOR HIGH 7791Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 693Math: 692

2007-2008 School Grade1:

D 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 98 Y 98 Y 14 N 37 N 83 82 N 31 45 Y 89 86 NA 64 63 NA 19 NA 64 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 98 Y 99 Y 9 N 32 N 83 83 N 35 50 Y 91 91 NA 72 68 NA 13 NA 60 NA HISPANIC 98 Y 98 Y 18 N 43 N 83 81 N 28 40 Y 87 82 NA 55 57 NA 24 NA 69 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 98 Y 98 Y 14 N 37 N 85 83 N 32 44 Y 89 86 NA 63 63 NA 18 NA 65 NA

ENGLISHLANGUAGELEARNERS

99 Y 99 Y NA NA 59 49 N 11 23 Y NA NA NA NA

STUDENTS WITHDISABILITIES 96 Y 97 Y 13 N 20 N 59 69 Y 12 30 Y 87 NA 92 80 NA 11 NA 48 NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade BOOKER T. WASHINGTON SENIOR HIGH 7791Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 785Math: 781


F 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 98 Y 98 Y 11 N 36 N 80 83 Y 34 31 N 90 89 NA 66 64 NA 29 NA 66 NA

WHITE NA NA NA NA NA 40 11 NA NA 50 NA NA NA BLACK 98 Y 98 Y 9 N 28 N 81 83 Y 42 35 N 93 91 NA 74 72 NA 25 NA 63 NA HISPANIC 98 Y 97 Y 13 N 45 N 79 83 Y 25 28 Y 87 87 NA 59 55 NA 34 NA 69 NA ASIAN NA NA NA NA NA NA NA 50 NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED

98 Y 98 Y 11 N 37 N 81 85 Y 36 32 N 89 89 NA 66 63 NA 31 NA 65 NA


98 Y 98 Y NA NA 52 59 Y 14 11 N NA 69 NA NA NA

STUDENTS WITHDISABILITIES 93 N 91 N N 8 N 58 59 Y 18 12 N 92 NA 89 92 NA 31 NA 49 NA

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade BOOKER T. WASHINGTONSENIOR HIGH 7791

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

Read: 936Math: 914


D 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 97 Y 97 Y 10 N 34 N 82 80 N 36 34 N 91 90 NA 71 66 NA

WHITE NA NA NA NA NA NA NA NABLACK 98 Y 97 Y 7 N 26 N 85 81 NA 41 42 NA 94 93 NA 78 74 NAHISPANIC 97 Y 96 Y 13 N 41 N 79 79 NA 32 25 NA 88 87 NA 63 59 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 98 Y 97 Y 11 N 34 N 83 81 NA 37 36 NA 90 89 NA 70 66 NA


97 Y 96 Y N 31 N 67 52 NA 31 14 NA NA 80 69 NA

STUDENTS WITHDISABILITIES 94 N 94 N 8 N 11 N 61 58 NA 12 18 NA 94 92 NA 91 89 NA

Dade School DistrictBOOKER T. WASHINGTON SENIOR HIGH2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 15% 43% 74% 14% 146

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 38% 71% 109

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? 56% (YES) 84% (YES) 140

Adequate Progress based on gains of lowest25% of students in reading and math. Yes, if 50%or more make gains in both reading and math.

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

32% 56% 0 If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 395 Percent Tested = 98% Percent of eligible students tested

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

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 13% 41% 75% 9% 138

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.



Adequate Progress ofLowest 25% in the School? 63% (YES) 76% (YES) 139

Adequate Progress based on gains of lowest25% of students in reading and math. Yes, if 50%or more make gains in both reading and math.

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

32% 53% 0 If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 386 Percent Tested = 99% Percent of eligible students tested

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


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 11% 39% 70% 120

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



Adequate Progress of Lowest25% in the School? 49% (NO) 49 Adequate Progress based on gains of lowest 25% of students

. Yes, if 50% or more make gains .Points Earned 282 Percent Tested = 97% Percent of eligible students tested

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



2008-2009 florida school improvement plan...

Documents