vision/mission/belief statements school profile …ossip.dadeschools.net/sip/08-09/pdf/8019.pdf ·...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: ACADEMY FOR COMMUNITY

EDUCATION (ACE)

District Name: Dade

Principal: Carlos Cambo

SAC Chair: Nilda Cruz

Superintendent: Alberto M. 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

The mission of the Academy for Community Education (ACE) is to provide an active and interactivelearning and working environment where at-risk students are empowered to achieve and succeedacademically, socially, technologically and economically in a multicultural and diverse global Society.

SCHOOL PROFILE DEMOGRAPHICS

The Academy for Community Education (ACE)is an alternative high school (grades 9-12) which offerseducation to students who have been identified as being at high risk of dropping out due to habitualtruancy, lack of motivation, disruptive behavior, or an extreme disinterest in school. Inspite of this, theschool attendance rate has improve from 89.18 to 89.48 in two years. The core values of the schoolfocus on bringing each student as close as possible to the apex of his/her potential through high academicstandards and expectations, behavior modification, and character education. Other values stem from thenotions that each learner is unique, yet all children can learn; and that time for learning is essential and allteachers must be allowed to teach and all children allowed to learn. Disruptive behavior is minimal, andstudents who continue to disrupt the learning environment are sent to Student Services where they arecounseled. Through practical academic strategies, a smaller student body, and culturally sensitiveinstruction and counseling, students are empowered to achieve academically and socially. Block schedulingat ACE is designed to provide students with the opportunity to engage in active learning, and to be taughtat their own academic levels, and in their varied learning styles, while striving to attain establishedstandards and benchmarks. Academically, these at-risk students are usually in need of remediation and/orother specialized services. Socially, they often come from dysfunctional families, have learned agressivebehavior, have histories of abuse, have experienced poverty, have been without caregivers, and/or haveother problems calling for special and specific counseling. Many students require "kid glove handling" due tointense sensitivity from traumatic experiences and losses. Florida Comprehensive Achievement Test(FCAT) results has improved every year since 2005/2006.

Teaching methodolgies for academic and behavioral learning combine accountability, high expectations, andidentified standards with the best of various curricula to aid students in meeting the Sunshine State

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identified standards with the best of various curricula to aid students in meeting the Sunshine StateStandards. Learning strategies are based on the Competency-Based Curriculum and further developedthrough the use of the District Comprehensive Reading Plan. ACE is in the process of incorporating a CareerBased Academy (Hospitality Management) as part of the Secondary School Reform (SSR) initiative.Furthermore, the Teenage Parent Program (TAP) and the vocational offering of On-the-Job Training (OJT)extend our provisions for student needs. Additional programs in behavior modification, athletics, individualand group counseling, and career mentoring meet multiple needs of students, guiding them to recognizealternative choices that can change the patterns of previously experienced failure. Utilization of FloridaInternational University (FIU) psychology interns, cooperation with the Switchboard of Miami andnetworking with other outside services allow for student contact with a broad spectrum of resources. Thepersonal interest and professional support imparted to our students help them to stablize, then develop aclear focus for learning while setting goals and planning for future success.

Enrollment at ACE is approximately 100. The student body is drawn from all of Miami-Dade County andrepresents every major ethnic group and economic level of the county. The breakdown of students are asfollows: Asian 1%, Black 50%, Hispanic 43% and White 6%. Admission is achieved through orientation andinterview of student and parent. Seniors receive a regular diploma after meeting the Florida staterequirements for graduation. Critical Success Factors contributing the the achievement of thevision/mission of the Academy for Community Education include dedicated leadership and staff who arecommitted to the school, its philosophy of learning as the ultimate priority, and procedures that ensure thesafety of the learning environment. ACE is comprised of seventeen dedicated and talented faculty and staffmembers who have chosen to work with challenged and challenging young people. Four members holdmaster's degrees. The ethnic composition of the degreed staff is four Hispanic, one Black and five White;additional staff include four Hispanic and three Black. The gender distribution is ten female and seven male.Several staff members have been with ACE over 10 years and have served as active participants inplanning, implementing, and re-tooling the unique structure of the school program. The EducationalExcellence School Advisory Council includes representatives of all stakeholders. Stakeholder input is soughtin a variety of ways, such as informal surveys, individual conversations, and collaborative meetings.Innovation is encouraged and new ideas are welcomed. Currently the school is implementing an eight credityearly schedule to facilitate credit recovery and credit acceleration. Parenting support includes providingtelephone and one-to-one conferences, as well as referrals to appropriate agencies that address parentingskills and effective communication. Connect-Ed and mail outs are sent to keep parents in touch with schooland the students; progress reports and report cards are mailed rather than sent home with students.

ACE is located on the campus of the Merick Educational Center in the city of Coral Gables, Florida, in afacility built in the 1920s and remodeled in the 1950's. Merrick is a stand-alone building of approximatelyone city block. The fact that the building is acutely inadequate for the seven programs it serves is one ofthe challenges facing the school. Classroom space, private office space, and parking areas are all needed atACE. The current operating budget of the school cannot begin to address these inadequacies. There is nospace for a media center; there are no physical education grounds or facilities for the physical educationstudents to dress. A challenge is also experienced both in guiding students to remain in school untilgraduation and in preparing students to make the transition from school to work. Problems faced as aresult of student profiles include lack of motivation, depression, and extraordinary family circumstances. Inaddition, students are often affected by a lack of self-confidence, low self-esteem, poor life style habits,risky behaviors, and deficient study skills. The educational programs design and development are alsochallenged by time constraints. There is insufficient planning time for teachers to prepare and developmultiple lesson plans, yet their commitment to the students and the program continues to drive thestrategic planning process.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A



QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Carlos Cambo, Principal; B.A. Tulane University 1981, M.S. Nova-Southeastern University, 1988. Under Mr.Cambo’s leadership, Citrus Grove Middle School improved their FCAT scores in 2004-2005 by 47 pointsand state school rating by one letter grade. In 2005-2006 ACE improved their FCAT score 45 points. ACEhas not been graded since 2005-2006. Mr. Cambo has twelve years of successful administrative (principal) experiences assisting low performingstudents. He also served as curriculum coordinator for mathematics at the South-Central Area Office from1989 to 1990 and was assigned in June 2005 as Principal of the Academy for Community Education withthe challenge of raising student FCAT scores. The scores has risen every year since 2005/2006.

Recruitment/Retention of Highly Qualified Teachers


Teacher recruitment strategies involved participation in the District’s Teacher Recruitment Fair, and carefulscreening of eligible applicants listed by subject area in the District’s “Applicant Tracking System”.

Particular attention was given to their qualifying score prior to requesting an interview. Prospectiveapplicants were contacted by the Assistant Principal by phone, e-mail or by mail to schedule an interview.An on site personnel interview committee conducted initial screening of applicants. Final interviews of themost eligible candidates were conducted by the Principal and Assistant Principal for Curriculum.

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


N/A

School Wide Improvement Model


The Academy for Community Education will utilize the Continuous Improvement Model to enhance studentachievement. Instruction will be based on data driven instruction, the implementation of an instructionalfocus calendar, remediation in targeted deficient reading and mathematics skill areas, related tutorialactivities, periodic assessments, enrichment/remediation and maintenance of related skill areas andmonitoring of identified learning activities.

NCLB Public School Choice


The Academy for Community Education is a School of Choice for at-risk high school students. The schooladheres to District admission's criteria which requires applicants to satisfy the following requirements: havea Grade Point Average less than 2 0 a combination of D’s and F’s in their previous record card have no



a Grade Point Average less than 2.0, a combination of D’s and F’s in their previous record card, have noserious behavioral problems, no major attendance concerns, and above all demonstrate a willingness toalter their behavior, improve their motivation and work to their potential. The admission’s process requires students and parents to attend scheduled orientation meetings, completeadmissions applications, complete parent and student information forms, and if selected, participate inindividual interviews. Students admitted will be notified by mail with the accompanying form letters.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


N/A

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


N/A

No Attached Teacher Mentoring List

Extended Learning Opportunities


Pull-out tutorial sessions will be provided both during and after regular school hours. Targeted students willbe all Level I, Level II and any other student that requests tutoring in the core areas. Tutorial sessions willbe provided by staff members, and university students tutors during Intensive Reading and Intensive Mathclasses. Tutorial assignments will target remediation in deficient skill areas identified by disaggregated datafrom the previous FCAT examinations and data from formal/informal test results. Computer assisted FCATenhancement instruction will be available via the FCAT Explorer on-line program. After school tutorialassignments will be provided on a scheduled basis, contingent upon transportation arrangements made bythe student receiving tutorial services.

SCHOOLS GRADED C OR BELOW

Professional Development

N/A

Disaggregated Data

N/A

Informal and Formal Assessments

N/A



Alternative Instructional Delivery Methods

N/A

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

This is addressed in the strategies section of Mathematics, Reading, Science and Writing.

Responsibility of Teaching Reading for Every Teacher

All teachers at ACE are Creating Independence through Student owned Strategies (CRISS) trained andteach across the curriculum. This a school-district and school-wide initiative

Quality Professional Development for Teachers and Leaders

This is addressed in every section of the School Improvement Plan (SIP) document.

Small Learning Communities (SLC)

Due to the size of the school (5 core teachers) the school, in itself, is a Small Learning Community.

Intensive Intervention in Reading and Mathematics

This is addressed in the Reading and Mathematics sections.

Parental Access and Support

This is addressed in the Parental Involvement section of the (SIP)

Applied and Integrated Courses

Students at ACE complete projects that are taught across subject areas. Cross content teaching allowsthem to achieve this.

Course Choice Based on Student Goals / Interests / Talent

All courses at ACE are matched as closely as possible to the student's previous schedule.

Master Schedules Based on Student Needs

The Master Schedule is based on graduation requirements and the needs of the student population.

Academic and Career Planning

ACE is a career-themed academy (Secondary School Reform Cohort II) for the 2008-2009 school yearwhich helps students in their career choices and future employment.



GOALS

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

*Needs Assessment: District and state statistical data confirm that 73% of ninth graders and 89% oftenth grade students at the Academy for Community Education scored at orbelow level 3 on the 2008 FCAT administration. An examination of district dataindicates that Development Scale Scores are relatively the same on the 2008FCAT when compared to similar scores on the 2007 FCAT administration. ACEachieved more than 50% learning gains in the overall percentage of studentstested and the lowest 25% of students tested.

*Objective: Given reading instruction in the Sunshine State Standards and CompetencyBased Curriculum, 65% of ninth grade and tenth grade students at the Academyfor Community Education will meet or exceed state proficiency standards inreading (Level 3 or higher) as evidenced by student performance on the 2009FCAT Reading administration.

*Strategies: 1. Provide additional reading instruction for Level I and II students via enrollmentin Intensive Reading and Intensive Reading Plus classes.

2. Provide target driven data instruction in Intensive Reading classes by utilizingthe eight step Continuous Improvement Model process.

3. Provide supplementary reading instruction to all students through during/afterschool tutorial reading activities.

4. Facilitate the assignment of teachers that would be effective test proctors forcertain students.

5. Access and provide reading and language arts teachers, individual reading skillsdeficiency data for Level 1 and Level II students to facilitate instructional planningaddressing FCAT reading skill areas (words and phrases, main idea, author’spurpose, making comparisons, and the utilization of reference and researchskills).

6. Facilitate and promote differentiated reading instruction to Level 1 and Level IIstudents in Intensive Reading classes.

7. Enable all students to access on-line FCAT enhancement programs such asFCAT Explorer, via the Internet.

8. Establish and require structured vocabulary learning activities in all contentarea classes (e.g. word walls).

9. Encourage teachers to utilize CRISS strategies and Reciprocal Teachingstrategies in Intensive Reading Plus and Language Arts classes.

10. Administer “mock” FCAT formatted reading tests to all students on a bi-monthly basis.

11. Use group report from Edusoft to monitor student progress.

12. Disseminate data and use debriefing protocols after every bi-monthlyassesstments.



*Evaluation: The Florida Oral Reading Test (FORF)will be administered to Level 1 and 2students, as a diagnostic pretest in September 2008. The same instrument willbe used to test Level 1 and 2 students in February 2009. Results will reflect a netincrease in student fluency scores from August 2008 to February 2009.Students, including the lowest performing 25% on the previous year’s FCAT, willbe administered oral fluency tests in September 2008 and January 2009 todetermine progress in reading fluency skills. The reading objective will beevaluated by scores in the 2009 FCAT Reading test

*Evidence-basedProgram(s):

Hampton Brown Edge Reading Program, Jamestown Navigator Reading Program,USA Today Reading Program.

*ProfessionalDevelopment:

August 2008 - Continuous Improvement Model (CIM) - Overview September 2008 - CIM - Data Driven Instruction-part 1 October 2008 - CIM - Data Driven Instruction-part 2 November 2008 - Differentiated Instruction December 2008 - Professional Learning Communities January 2009 - Writing Across the Curriculum February 2009 - CIM - Criss Strategies

Budget:

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

Description of Resources Funding Source AvailableAmount

Hampton Brown Edge JamestownNavigator Reading Program USA Today School/ District $5,000.00

Total: $5,000.00

Technology


FCAT Explorer 0 $0.00

Total: $0.00



Inservices/workshops School budget $1,000.00

Total: $1,000.00

Other


N/A N/A $0.00

Total: $0.00

Final Total: $6,000.00

*Non-Highly QualifiedInstructors:

Kelly Felipe, Language Arts Teacher, (6-12 language arts certification), M.Ed,Florida International University, Doctoral Student at Florida InternationalUniversity in Curriculum and Instruction, currently working on ReadingEndorsement.



Cheryl Carrell, Language Arts Teacher, (6-12 language arts certification) B.A.University of Miami, currently working on Reading Endorsement.

End of Reading Goal

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

*Needs Assessment: District and state statistical data confirm that 64% of ninth graders and 48% oftenth grade students at the Academy for Community Education scored at orbelow level 3 on the 2008 FCAT Mathematics administration. In addition, thenumber of students scoring at or above level 3 on the 2008 FCAT administrationimproved by 14% when compared to similar data on the 2007 FCATadministration. More than 70% of the students achieved learning gains overalland more than 70% of the students in the lowest 25% achieved learnign gains.An examination of district data indicates that Developmental Scale Scoresimproved on the 2008 FCAT examination when compared to similar scores onthe 2007 FCAT examination.

*Objective: Given mathematics instruction in the Sunshine State Standards and theCompetency Based Curriculum 68% of students at the Academy for CommunityEducation will meet or exceed state proficiency standards in mathematics (level 3or higher) as evidenced by student performance on the 2009 FCAT Mathematicsadministration.

*Strategies: Strategies for all Students:

1. Provide additional mathematics instruction for Level I and II students viaenrollment in Intensive mathematics classes.

2. Provide target driven data instruction in Intensive Mathematics classes byutilizing the eight step Continuous Improvement Model process.

3. Provide parents of all students with resources and strategies to assist studentsat home in preparation for the FCAT administration.

5. Facilitate pairing up teachers that would be effective test proctors for certainstudents.

6. Access and provide to mathematics teachers, individual reading skills deficiencydata for Level 1 students to facilitate instructional planning addressing FCATmathematics skill areas (number sense, measurement, geometry, algebraicthinking and data analysis).

7. Facilitate and promote differentiated mathematics instruction to Level 1 and IIstudents in Intensive Mathematics classes.

8. Enable Level I and II students to access on line FCAT Enhancement programssuch as FCAT Explorer, via the Internet.

9. Develop on-going departmental assessment instruments evaluating studentprogress on FCAT tested mathematics sub-skill areas.

10. Encourage teachers to utilize CRISS strategies and Reciprocal Teachingstrategies in Intensive Mathematics classes.

11. Administer “mock” FCAT formatted mathematics tests to all students on abi-monthly basis.


13. Disseminate data and use debriefing protocols after every bi-monthlyassessment.



*Evaluation: Pre/post tests will be administered to all students enrolled in the Academy forCommunity Education in the months of October 2008, and February 2009. Testresults will indicate a net increase in student scores on the Februaryadministration for all students when compared to the results on the October2008 administration. This objective will be evaluated by scores on the 2009FCAT Mathematics Test.


Algebra I and II, Prentice Hall Mathematics and Geometry, Concepts and Skills byMcDougal-Littell are the researched-based materials used in mathematicsclasses.



Budget:



Algebra I and II, Prentice HallMathematics and Geometry, Conceptsand Skills by McDougal-Littell

School/District $5,000.00

Total: $5,000.00

Technology


FACT Explorer School Budget $0.00

Total: $0.00



Inservices/workshops School Budget $500.00

Total: $500.00

Other


N/A N/A $0.00

Total: $0.00



N/A

End of Mathematics Goal

Goal: Writing*Note: Required for Title I



qScroll down for school data

*Needs Assessment: The Academy for Community Education scored 88% on the 2008 FCAT WritingPlus examination. The same score as 2007. The mean scale score improvedover 20 points from 2007. All sub-groups met state proficiency writing standardson the 2008 FCAT Writing Plus examination. Implementation of progressivewriting strategies with new and current students will focus attention ondeveloping topic sentences and supporting details for expository and persuasiveprompt writing activities.

*Objective: Given instruction in the Sunshine State Standards and the Competency BasedCurriculum, students at the Academy for Community Education will improvewriting performance as evidenced by a one percentage point increase in thenumber of students scoring 3.5 or higher on the 2009 FCAT Writing PlusExamination.

*Strategies: 1. Implement the use of writing strategies across the curriculum.

2. Provide writing practice through students recording their responses andthoughts in learning logs or journals.

3. Prepare students on the techniques of writing short and extended responses,by emphasizing sentence completion, the use of topic sentences, supportingdetails, descriptive language, words in context, and the preparation of complexsentences.

4. Familiarize students with writing samples having scores of 3.5 or higher formodeling purposes.

5. Prepare tenth grade students for the FCAT Writing Plus examination byproviding diversified expository and persuasive prompt writing exercises in bothlanguage arts and content area classes.

6. All 10th grade students will participate in a two month writing workshopthrough their Language Arts class.


*Evaluation: Formal/informal testing writing activities by language arts teachers. Pre/postwriting test will administered in September 2008 and in May 2009. The finalsummative evaluation will be based on 2009 FCAT results which will reflect a onepercentage point increase in the number of students scoring 3.5 or higher whencompared to similar results on the FCAT Writing Plus examination.


The Reading and Writing Sourcebook by Houghton Mifflin and the InteractiveReader Plus Program by McDougal Littell.



Budget:



The Reading and Writing Sourcebookby Houghton Mifflin and the InteractiveReader Plus Program by McDougalLittell.

School/ District $500.00

Total: $500.00

Technology

Description of Resources Funding Source Available



Description of Resources Funding Source Amount

N/A N/A $0.00

Total: $0.00



Inservices/workshops School/ District $500.00

Total: $500.00

Other


N/A N/A $0.00

Total: $0.00


End of Writing Goal

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

*Needs Assessment: ACE had 28% of students score at Level 3 and above on the 2008 FCAT Scienceexamination as compare to 6% on the 2007 FCAT Science examination. TheScience mean scale score improved from 248 (2007 FCAT) to 289 (2008FCAT). The gains were among the largest in the District. The content area scoresare as follows: Physical and Chemical Science 43% - Earth and Space Science50% - Life and Enviromental Science 36% - Scientific Thinking 55%.

*Objective: Given instruction in the Sunshine State Standards and the Competency BasedCurriculum, eleventh grade students at the Academy for Community Educationwill increase the school’s mean scale score by 22 points or more on the 2009FCAT Science exam when compared to similar data on the 2008 FCAT Scienceexamination.

*Strategies: 1.Increase the daily use of process skills through group work in writing,technology, and inquiry based thinking skills for 11th grade science classes tomonitor mastery of Sunshine State Standards.

2. Emphasize the Sunshine State Standards in all science classes on a daily basis.

3. Provide and encourage professional development activities on a regularly basiswhich strengthen the teachers' skills and science strategies which assist studentsin meeting Sunhine State Standards.

4. Increase all stundents' participation in science hands-on activities andlaboratory work by conducting weekly experiments/observations that will helpstudents towards mastery of the Sunshine State Standards.



*Evaluation: Pre/post tests will be administered to all students enrolled in the Academy forCommunity Education in the months of October 2008, and February 2009. Testresults will indicate a net increase in student scores on the Februaryadministration for all students when compared to the results on the October2008 administration. This objective will be evaluated by scores on the 2009FCAT Science Test.

*Evidence-based Glencoe/McGraw-Hill Publishing Series: Chemistry, Concepts and Applications;



Program(s): Physical Science by Glencoe. Biology, Visualizing Life, published by Holt, Winstonand Rinehart; and Science Insights, Exploring Earth and Space, published by ScottForesman and Addison Wesley. Amsco Series Tests.



Budget:



Glencoe/McGraw-Hill Publishing Series:Chemestry, Concepts and Applications;Physical Science by Glencoe. Biology,Visualizing Life, published by Holtz,Winston and Rinehart; and ScienceInsights, Exploring Earth and Space,published by Scott Foresman andAddison Wesley, Amsco Series Tests.


Total: $8,000.00

Technology


FCAT Explorer School Budget $0.00

Total: $0.00



Inservices/workshops School Budget $500.00

Total: $500.00

Other


N/A N/A $0.00

Total: $0.00



N/A

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: A large number of number of parents from the Academy for CommunityEducation community are employed in more than one job, with limited sparetime to attend to their children's academic and social activities. In the 2007-2008school year ACE had 111 documented parent visits.

*Objective: Given school-wide emphasis on parental involvement, parental participation in



school sponsored activities will increase by ten percent as documented by parentparticipation logs.

*Strategies: 1. Provide parents with strategies that can be used at home to support academicachievement through print and verbal information given out during weeklyparent/teacher conferences and meetings.

2. Encourage parental involvement by offering invitations/referrals to the ParentAcademy

3. Conduct quarterly EESAC meetings to provide updates to parent andcommunity representatives about school improvement.

4. Provide parents with strategies and information through the Student Servicesdepartment regarding student progress and graduation requirements.

*Evaluation: This objective will be evaluated by a 10% increase in parental involvement asdocumented by attendance log kept during the 2008-2009 school year.


Families Building Better Readers.


1. Facilitate an FCAT/Graduation Parent Information Meeting. (October 2008)

2. Facilitate a College and Career Orientation meeting for the parents ofgraduating seniors. (February 2009)

3. Quarterly EESAC meetings.

Budget:



Families Building Better Readers School/District $1,000.00

Total: $1,000.00

Technology


N/A N/A $0.00

Total: $0.00



1.FCAT/Graduation meeting 2. CollegeCareer Orientation meeting. 3. EESACmeetings

School/District $500.00

Total: $500.00

Other


N/A N/A $0.00

Total: $0.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: No data available for the school.



End of Return on Investment Goal

ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

ReadingHampton Brown EdgeJamestown Navigator ReadingProgram USA Today

School/ District $5,000.00

Mathematics

Algebra I and II, Prentice HallMathematics and Geometry,Concepts and Skills byMcDougal-Littell


Writing

The Reading and WritingSourcebook by HoughtonMifflin and the InteractiveReader Plus Program byMcDougal Littell.

School/ District $500.00

Science

Glencoe/McGraw-HillPublishing Series: Chemestry,Concepts and Applications;Physical Science by Glencoe.Biology, Visualizing Life,published by Holtz, Winstonand Rinehart; and ScienceInsights, Exploring Earth andSpace, published by ScottForesman and AddisonWesley, Amsco Series Tests.


Parental InvolvementFamilies Building BetterReaders School/District $1,000.00

Total: $19,500.00

Technology


Reading FCAT Explorer 0 $0.00

Mathematics FACT Explorer School Budget $0.00

Writing N/A N/A $0.00

Science FCAT Explorer School Budget $0.00

Parental Involvement N/A N/A $0.00

Total: $0.00



Reading Inservices/workshops School budget $1,000.00

Mathematics Inservices/workshops School Budget $500.00

Writing Inservices/workshops School/ District $500.00

Science Inservices/workshops School Budget $500.00

1.FCAT/Graduation meeting 2.



Parental Involvement College Career Orientationmeeting. 3. EESAC meetings

School/District $500.00

Total: $3,000.00

Other


Reading N/A N/A $0.00

Mathematics N/A N/A $0.00

Writing N/A N/A $0.00

Science N/A N/A $0.00

Parental Involvement N/A N/A $0.00

Total: $0.00


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

The School Advisory Council, referred in Miami-Dade County as the Educational Excellence School AdvisoryCouncil, is the sole body responsible for final decision making at the school relating to implementation ofthe provisions of Sections 1001.42(16) and 1008.345 F.S. (school improvement).

Activities and duties of SAC members: SAC members meet at designated monthly meetings to provide input in the preparation and implementation of the School Improvement Plan, and and other school related functions. These include EESAC fund expenditures, supporting of the SchoolImprovement Plan, and making recommendations involving extra-curricular activities, including after schooltutorial functions, senior class, and fund raising activities. In addition, members of the School AdvisoryCounsel provide a forum for business and community leaders to share ideas with parents, students, facultyand staff concerning student incentives, career preparation, scholarship assistance, and occupationaltraining and placement needs.

As required by School Board rule 6Gx13- 1B-1.031, teachers elect teacher representatives, parents electparent representatives, students elect student representatives, and education support employees electeducation support employee representatives. The principal and the designated United Teachers of Dadesteward are required members. The principal appoints business/community representatives. The SACmembership must be appropriately balanced and must be representative of the ethnic, racial, linguistic,disabled and economic community served by the school. Membership is reviewed annually by The SchoolBoard of Miami-Dade County to ensure compliance.

Amount of funds for use by the SAC and the purpose for which it will be used: $1,610.00 is available for FCAT enhancement. The money will be used to hire teachers and paraprofessionals to tutorninth and tenth grade students in FCAT reading and FCAT mathematics skills after school on an hourlybasis.

The SAC assists in the preparation and evaluation of the school improvement plan, serving as the finaldecision making body in the preparation of the plan and in the evaluation of the midyear and finalassessment of progress. The SAC makes recommendations to the principal on the development of theschool’s annual budget



school’s annual budget.

SAC Members

Members

1) Carlos Cambo, Principal

2) Nilda Cruz, SAC Chair

3) Shanteeana Perez, Student

4) Daniel Naranjo, Student

5) Cheryl Carrell, Teacher

6) Maxie Graham, Teacher

7) Anne McLaughlin, Teacher

8) Lynn Bauer, Business Member

9) Tom Abell, Business Member

10) Sharon Perez, Parent

11) Karla Montalban, Parent

12) Javier Perez, Community Member

13) Andre Whittle, Union Steward

IMPLEMENTATION EVALUATION

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 on 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 Teacher of Dade steward, an EESAC parent representative, the EESAC community/businessrepresentative, an the EESAC student representative (as applicable). At this meeting, the EESAC makes apresentation of findings. Included in this presentation are data elements that identify the Strenghts andOpportunities for Improvement (OFIs) of the school. These results provide guidance for the future directionof the school and are included, as appropriate, as objectives and strategies in next year's SIP. Staff at theAcademy for Community Education (ACE) will review the status of SIP objectives and will collaborate withthe EESAC to 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 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 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


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade ACADEMY FOR COMMUNITY EDUCATION (ACE) 8019Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 35Math: 35

2007-2008 School Grade1:

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 97 Y 97 Y 15 N 50 N Y 55 51 N 76 85 NA 58 50 NA 37 NA 74 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

NA NA NA NA NA NA NA NA NA NA

ENGLISHLANGUAGELEARNERS


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

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade ACADEMY FOR COMMUNITY EDUCATION (ACE) 8019Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 51Math: 52


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 95 Y 24 N 42 N 88 Y 53 55 Y 78 76 NA 65 58 NA 36 NA 75 NA

WHITE NA NA NA NA NA 80 63 NA NA 60 NA NA NA BLACK NA NA NA NA NA 50 42 NA NA 83 NA NA NA HISPANIC NA NA NA NA NA 46 68 NA NA 44 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 97 Y 94 N NA NA NA 52 41 NA NA 67 NA NA NA



STUDENTS WITHDISABILITIES

NA NA NA NA NA 33 NA NA 75 NA NA NA

No data submitted

End of Baseline Data Report

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade ACADEMY FOR COMMUNITYEDUCATION (ACE) 8019

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

Read: 56Math: 58


P 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 98 Y 98 Y 22 N 35 N 88 N 52 53 Y 83 78 NA 74 65 NA

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 98 Y 98 Y NA NA 93 NA NA NA 65 NA


NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES NA NA NA NA NA NA NA NA

School District

2007-2008

Reading

Math

Writing

Science

GradePointsEarned

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

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 andabove on Science. Sometimes the District writing and/orscience average is substituted for the writing and/orscience component.

% of Students MakingLearning Gains 0% 0%

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? % (0) % (0) 0

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

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

% % If 50% of 11th and 12th graders meet the graduationrequirement on the retake in both reading and math,ten bonus points are awarded

Points Earned 0 Percent Tested = 0% Percent of eligible students tested

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

SCHOOL GRADE DATA



School District

2006-2007

Reading

Math

Writing

Science

GradePointsEarned

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

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 andabove on Science. Sometimes the District writing and/orscience average is substituted for the writing and/orscience component.

% of Students MakingLearning Gains 0% 0%


Adequate Progress ofLowest 25% in the School? % (0) % (0) 0

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

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

% % If 50% of 11th and 12th graders meet the graduationrequirement on the retake in both reading and math,ten bonus points are awarded

Points Earned 0 Percent Tested = 0% Percent of eligible students tested

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

Dade School DistrictACADEMY FOR COMMUNITY EDUCATION (ACE)2005-2006

Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 23% 36% 77% 136

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

% of Students MakingLearning Gains 52% 64% 116


Adequate Progress of Lowest25% in the School? 50% (YES) 50 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 302 Percent Tested = 96% Percent of eligible students tested

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



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