10/21/2008 2008-2009 florida school improveme…ossip.dadeschools.net/sip/08-09/pdf/6611.pdf ·...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: COUNTRY CLUB MIDDLE SCHOOL

District Name: Dade

Principal: Jose Bueno

SAC Chair: Linda Belkin

Superintendent: Alberto Carvalho

Date of School Board Approval: December 1, 2008

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: Country Club Middle School is committed to serving our students’ educational needs in an exemplary andappropriate manner. MISSION: Country Club Middle School will provide a positive learning environment that will inspire students to reachtheir maximum potential and to achieve their academic goals. CORE VALUES: Excellence Country Club Middle School sets high standards for all stakeholders of the school. Equity Country Club Middle School strives to provide an equitable educational program that meets the needs ofthe student population.

SCHOOL PROFILE DEMOGRAPHICS

Facility/Community: Country Club Middle School, built in 2005, is located in Northwest Miami Dade, Florida on a thirteen acrecampus. The architecture of the building is typical of the new school trend with pre-fabricated walls. Thecampus consists of three buildings: main office building (including the music and band rooms), cafetoriumbuilding, and a three-story high main classroom building. Covered walkways identify the directions to eachbuilding and a large outdoor pavilion for students to congregate is located in between all three buildings.The school has a population of approximately 1560 students in grades six, seven, and eight. Of the entirepopulation, approximately 72%(1118) of the student body is eligible to receive free or reduced lunch.

Student Demographics: The student population consists of 1320 standard curriculum students, 130 Students with Disabilities(SWD) and approximately 110 English Language Learners (ELL) students. Of the total student population,68 percent are Hispanic, 25 percent Black, 4 percent White, Non-Hispanic, and 3 percent Asian, Indian orMultiracial. Students identified as Level 1 and Level 2 students, totaling approximately 620 students,receive additional instruction through intensive courses. Additionally, students identified as gifted alsoreceive services to meet their academic needs.

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Unique Aspects/STRENGTHS: The most unique aspect of Country Club Middle School is the fact that it is still a new building and theavailability of the latest technology. Parents and students enjoy the beautiful facilities and take pride in thefact that everything is new and state-of-the-art. Additionally, our staff is highly committed to educationalexcellence. We have a CRISS trainer as part of our faculty and have added a Math Coach this year to assistall teachers with data analysis. Moreover, we have become a Healthy Alliance School, enabling us toencourage our students and staff to improve their eating habits as well as increase their level of activity.

Unique Aspects/Areas of Concern: Clearly, Country Club Middle School’s unique aspect is that this school year is the first in which the schoolwill operate as a complete middle school with the addition of the eighth grade class. This addition of over400 students has brought about an increase in over 30 teachers new to Country Club Middle School.Having a faculty that has gradually grown over three years together as one is definitely an area of concernand one that will be addressed continuously.

Teacher Demographics: The faculty and staff total 103 employees. Four administrators, 3 counselors, 79 teachers, 4paraprofessionals, a Computer Technician, a Community Involvement Specialist, three full-time clerical staffand five part-time, two full-time security monitors and eight part-time, and six full-time custodians and 3part-time have started the school year. The ethnic breakdown of the faculty consists of 14 (17%) White,37 (45%) Black, and 30 (37%) Hispanic. Fifty- five (67%) instructional staff members are female andtwenty-seven (33%) are male. Twenty seven (33%) instructional staff members have a Master's degreeand five (6%) hold a Specialist or Doctorate degree. The faculty includes four teachers completing their firstyear and two experienced teachers who are National Board Certified. The Leadership Team consists of theAdministrative Team, Department Chairpersons, the Reading Coach, the Math coach, and the MediaSpecialist.

Class size/Student to teacher ratio: Country Club Middle School has an average class size for general education courses of 20.92. The teacherto student ratio is 19.74 (79 teachers for 1560 students). The teacher student ratio in classes of SWD is 1to 13. In the standard curriculum the class size in sixth grade by subject level is as follows: Language Arts:22 Mathematics:24 Science:22 Social Studies:25

In the standard curriculum the class size in seventh grade by subject level is as follows: Language Arts:21 Mathematics:23 Science:22 Social Studies:23

In the standard curriculum the class size in eighth grade by subject level is as follows: Language Arts:20 Mathematics:23 Science:23 Social Studies:24

Attendance Rate: The attendance rate of Country Club Middle School is consistently high averaging 95%-97% on a dailybasis. Country Club Middle School surpassed both the district (95.38%) and the Region (95.34%)attendance averages. For the 2007-2008 school year, Country Club Middle School ranked number 18 inthe district with an average 96.1%. Additionally, Country Club Middle School had the following attendancepercentages quarterly: Q1 (96.27%), Q2 (95.35%), Q3 (96.48%), and Q4 (95.55%)

Promotion and Retention Rate: In the 2007-2008 school year, Country Club Middle School had a sixth grade promotion rate of 98.8% and



a retention rate of 1.2%. In seventh grade, the promotion rate was 96.75% and the retention rate was3.25%. Country Club Middle School did not have an eight grade class during the 2007-2008 school year,therefore, that data is not available.

Feeder Pattern: Country Club Middle School is part of the American Senior High School Feeder Pattern. The majority of ourincoming sixth graders come from Joella C. Good Elementary School and Palm Springs North ElementarySchool. A small number of students come from Charles D. Wyche Elementary School. All of the eighthgrade students will transition to American Senior High upon completion of their middle school career.

Special Programs: Country Club Middle School is a Title I school and utilizes the funds from the federally funded program toenhance classroom instruction and increase student achievement within the subgroups. Country Club Middle School is also a Healthy Alliance School that follows federal governmentrecommendations as it pertains to foods offered at the school site and Physical Education classes offered.

School Community Relations/Partners: Country Club Middle School will expand the number of Dade Partners associated with the school. Havingmoved in less than two years ago, strong connections with neighboring businesses are still in the processof being formed. It is anticipated that with the addition of Community Involvement Specialist, ourcommunity relations and partnerships will increase significantly.

Grants: In addition to Title I, Country Club Middle School is utilizing Title III funds for an after school tutorialprogram for ELL students in the areas of Mathematics, Reading, and Science.

Title I Status: Country Club Middle School is a school wide Title I school.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Country Club Middle School is led by a highly qualified administration with diverse backgrounds who aredeeply committed to educational excellence. All of the administrators have worked and continue to workcollaboratively to improve student achievement.

Mr. Jose Bueno, the principal, has a Bachelor of Science in Social Studies and a Master of Science inEducational Leadership. Mr. Jose Bueno has exhibited exceptional leadership skills during his 15 years ofservice to Miami-Dade County Public Schools. As a teacher, Mr. Bueno was instrumental in establishingprocedures in the School Center for Special Instruction that enabled students to work more intensely onbasic skills and career preparation. As an assistant principal at Citrus Grove Middle School, Mr. Buenomastered all areas of school administration. His adeptness at budgetary matters allowed teachers toreceive a wide array of materials, supplies, and advanced technology that enhanced curricular endeavors.His continued success as an administrator was the catalyst for Mr. Bueno being nominated as AssistantPrincipal of the Year for ACCESS Center 4 (Miami High School Feeder Pattern) two years in a row. Beforebecoming principal, Mr. Bueno took on the responsibility of curricular issues. Utilizing a school as a teamhil h M B ’ f id d b 12 i i i di d h hi h



philosophy, Mr. Bueno’s reforms were evidenced by a 12 point gain in reading and math scores whichbrought Citrus Grove from a C- to a solid C score on Florida’s A+ rating system.

As his first principal assignment, Mr. Bueno targeted the area of writing for improvement at Jose MartiMiddle School. Combined with an ongoing increased emphasis on curriculum projects that focused on data-driven instruction, Jose Marti Middle School students increased their writing score from 89% meeting highstandards in 2003 to 93% on the 2004 administration of the FCAT Writing Test. For the 2005-2006school year, the school grade at Jose Marti Middle School increased from a C to an A. This continuedsuccess allowed him the opportunity to establish and open Country Club Middle School during the 2006-2007 school year. Mr. Bueno made it his focus to increase student achievement in the areas of readingand mathematics as well as to provide a high quality education in all subject areas. This was evident with2008 administration of the FCAT when Country Club Middle School rose from a “D” to an “A”.

Ms. Viviana Lebeña, assistant principal, has a Bachelor of Science and a Master of Science degree fromFlorida International University in Special Education and a certificate in Educational Leadership. Ms. Lebeña isentering her second year as an assistant principal. Ms. Lebeña came to Country Club Middle School aftercompleting nine successful years as an Exceptional Student Education teacher, department chair andprogram specialist at North Miami Senior High where she collaborated with the administration and was apart of the schools' improvement from a "D" to an "C". Ms. Lebeña works collaboratively with theleadership team to develop instructional focus calendars and pacing guides as well as increase the rate ofparental involvement. Additionally, her increase understanding of data during the 2007-2008 school yearcontributed to the move from a “D “ to an “A”.

Dr. Mia Merritt, assistant principal, has a Bachelor of Science in Elementary Education, a Master of Sciencein Exceptional Education, an Educational Specialist Degree in Educational Leadership, and a Doctorate inOrganizational Leadership. Additionally, Dr. Merritt is also a college professor at Barry University where sheteaches Introduction to Exceptional Education. Dr. Merritt came to Country Club Middle School with awealth of knowledge in the areas of curriculum, exceptional education, and school operations. Heradministrative background comes from Skyway Elementary setting where she served as an assistantprincipal for five years. Prior to becoming an administrator, she served for eight years as a second andthird grade teacher, and a fourth grade alternative education teacher at Brentwood Elementary school. Dr.Merritt works collaboratively with the Special Education department to improve student achievement andattendance. Furthermore, she oversees the Title I program and assists the community involvementspecialist to increase parent involvement.

Mr. Eduardo Molliner, assistant principal, has a Bachelor of Science in Social Studies and Master of Sciencein Educational Leadership. Mr. Molliner came to Country Club Middle School from North Twin LakesElementary Community School after serving there for over two years as the community school assistantprincipal and one year as an assistant principal at Phyllis Wheatly Elementary School. Prior to that, Mr.Molliner worked at Hialeah Middle School as a social studies teacher for four and a half years and two and ahalf years as the SCSI instructor. Mr. Molliner ensures that students learn in a safe, nurturing, andsupportive environment.

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.

The faculty and staff at Country Club Middle School understands and believes that every child can succeed.Opening a new school clearly builds cohesion. Without question, the faculty of Country Club Middle Schooltakes great pride in being the founding faculty and continues to work diligently to set high standards for theschool in all areas. Country Club Middle school is committed to attract and retain highly qualified teachers.



To accomplish this goal, the school maintains a high faculty morale and provides personal opportunities forprofessional growth.

At Country Club Middle School, each first year teacher is assigned a mentor, from their respectivedepartment, who assists with procedure compliance and subject area success. In the past, first yearteachers at Country Club Middle School have found that the assistance they were provided afforded themthe opportunity to focus on developing and maintaining quality classroom instruction. Furthermore, Country Club Middle School provides teachers opportunities for professional developmentactivities and to share best practices. This ensures that all stakeholders are involved in promoting studentachievement.

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Coordination and Integration: Title I funds will be used for the addition of a Math Coach, a Community Involvement Specialist, and theavailability of two sixth period supplements to help alleviate class size.

The Math Coach will direct instructional services in math to students and provide technical assistance toteachers. Additional emphasis will be placed on providing direct instruction to the most academicallychallenged students. The Math Coach will play a pivotal role in the success of the school-wide instructionalprogram by closely monitoring the results of the monthly assessments. The Community Involvement Specialist (CIS) will conduct various educational support work by acting asthe liaison between the district, region, school, home and/or community. Additionally, the (CIS) willfacilitate the implementation and administration of programs such as Title I Parent Involvement andSubstance Abuse Intervention and Prevention program. This work will be performed under the generalsupervision of the assigned assistant principal.

FCAT enhancement funds will be used to provide tutoring services to promote and increase studentachievement.

School Wide Improvement Model


School wide Improvement Model: Country Club Middle School will be implementing the 8-Step Continuous Improvement Model (CIM), adata-driven, decision-making, results-oriented improvement model. 1. Disaggregate data by school, sub group, discipline, individual classroom and student. Teachers will be inpossession of the various data useful for classroom planning. Examples of data kept are BenchmarkBaseline Assessment Results, Departmental Assessments and School Wide Monthly InstructionalAssessments.

2. Develop an instructional focus calendar that addresses the needs of the students in each departmentand/or sub group. Instructional focus calendars will complement and correlate with the curriculum mapscreated by each department, pacing guides offered by the district, and Sunshine State Standards.

3. Deliver instruction that is developed utilizing relevant data, reflects the needs of the students and hasquality authentic assessment attached.

4. Assess frequently, utilizing district required interim assessments, school administered released FCATexams and authentic department and teacher assessments



exams and authentic department and teacher assessments.

5. Provide tutoring and additional assistance to students who are not reaching the desired level of successin the form of Saturday tutoring and home based computer based assistance.

6. Provide enrichment services to those students whose levels are proficient but have not made significantprogress through the use of Saturday school tutoring and computer based enrichment activities at home.

7. Monitor the implementation of steps one through six utilizing data chats at weekly departmentmeetings, and scheduled teacher planning days. Administrators will monitor high quality instruction andprovide teachers with the tools needed for implementation of a curriculum that differentiates and meetsstudents needs.

8. Evaluate results to determine program effectiveness and re-focus instruction and tutorial services ifnecessary.

This best practices model provides for continuous monitoring of performance, addresses the achievementgap between all sub groups, and supports data-driven decision making and individualized instruction.Meetings emphasizing this model will take place during department chairperson meetings, and SchoolLiteracy team meetings. Department Chairpersons will meet bi-monthly on Tuesdays. Departments willmeet weekly on Friday mornings. The Literacy team will meet once a month to discuss current strategiesand innovative programs which help students achieve their set expectations. Additionally, the administrative team will closely monitor the instructional delivery in the classroom, throughconsistent classroom walkthroughs, in order to assess progress and make adjustments when and ifnecessary.

NCLB Public School Choice


NCLB Public School Choice Country Club Middle School maintains and encourages constant communication with parents and guardiansas it pertains to the progress of the school as a Title I school, bound by the provisions in the No Child LeftBehind Act (NCLB). All parents are informed of their choices in both English and Spanish through writtencommunication and via the Connect Ed telephone service. Moreover, the school’s website also providesimportant information including a regularly updated calendar and a copy of the parent handbook. In addition, the EESAC and PTSA remind parents of their choices as it pertains to school and tutoringservices throughout the year at their respective scheduled meetings.

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


Country Club Middle School is committed understands the importance of supporting and mentoring boththe first year and the new teachers to the school. Therefore, the following activities will be implementedduring the 2008-2009 school year:



g y

1.The experienced teachers within the respective departments, will mentor and guide new teachersthrough their responsibilities during the first year.

2.Identified members of each department who have demonstrated proficient learning gains, will takeownership of their new teachers and be a guiding force in their development at becoming highly-qualified.New teachers will be afforded the opportunity to be observed by experienced department members forguidance. Additionally, all teachers will be afforded the opportunity to observe peers within theirdepartments.

3.The subject area administrator at the school site meets with the beginning and/or struggling teachers toassess progress in addition to subsequent classroom observations. At the end of the school year, teachersare encouraged to participate in programs sponsored by the district to strengthen their teaching andclassroom management skills. Country Club Middle School adheres to the policies and procedures set forth by the District’s ProfessionalAssessment and Comprehensive Evaluation System (PACES) manual. Additonally, the school is in thesecond year of implementation for the Instructional Performance Evaluation and Growth Systems (IPEGS)pilot program .

Show Attached Teacher Mentoring List

Extended Learning Opportunities


Country Club Middle School will provide additional practice in the Sunshine State Standards through aSaturday tutorial program designed to meet the academic needs of students scoring at Levels 1 and 2 onthe FCAT. The tutorial program will focus on Reading, Math, Writing, and Science. Data from the monthlyassessments as well as teacher made tests are used to measure success.

Furthermore, in order to improve student achievement and reform efforts for English Language Learners(ELL), a tutorial program will be implemented during the 2008-09 school year with the use of Title III funds.This program will be a tutoring program which will hire teachers to work with small groups of ELL studentsin the areas of Reading, Mathematics, and Science.

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

Different Innovative Approaches to Instruction: At Country Club Middle School, innovative approaches to instruction are evident on a daily basis. Theutilization of the Voyager Passport Reading program and the Language Program assists reading instructorsin the implementation of differentiated instruction. Additionally, the incorporation of the VMath Technologycomponent in conjunction with the Voyager Math Program in Intensive Mathematics classes promotesdifferentiated instruction in the mathematics department. Another alternative instructional delivery modelprovides a course recovery option to seventh and eighth grade students who failed a core course duringthe previous school year. The utilization of the PLATO program allows students to work on computer-based modules in a specific subject area. While teacher interaction is an important aspect of anyclassroom, this alternative instructional delivery method focuses more on the teacher as a facilitator ofstudent learning. Additionally, the consistent use of technology promotes the use of kinesthetic, visual, and tactual learningstyles. At Country Club Middle School every classroom is equipped with the SMARTBoard technology, whichencourages students to use multiple intelligences in their learning endeavors.

Responsibility of Teaching Reading for Every Teacher

Responsibility of Teaching Reading for Every Teacher: Every teacher at Country Club Middle School is provided with Reading strategies to be implemented in theirclassroom. Additionally, through the use of CRISS strategies, teachers have the ability to contribute toevery students’ reading improvement. All teachers are instructed on how to accurately assess the readinglevel of the literature they use in their class and appropriately adjust their plans to meet the various needsof their standard curriculum students, as well as the SWD, and the ELL. The Reading Coach providesmodeling and coaching to all classroom teachers regardless of subject area. Teachers are supplied withclassroom libraries which contain a variety of books at various reading levels. Additionally, Country Club Middle School is implementing a “Word of the Week” activity in every homeroomclassroom. Homeroom teachers are provided with daily activities in the areas of Mathematics, LanguageArts, Science, and Social Studies. The purpose of these activities is to expand on the students currentvocabulary.

Quality Professional Development for Teachers and Leaders

Quality Professional Development for Teachers and Leaders: At Country Club Middle School, professional development, both through the District and the school, willfocus on meeting student needs through enhanced and differentiated instructional strategies. Severalindividuals on the instructional staff have attended training in these areas and will utilize the teacher-as-trainer model with the faculty. Specifically, the Reading Coach, Math Coach, and Language Arts DepartmentChair will host professional development sessions on these topics. Country Club Middle School promotes and encourages professional development for the faculty and staff ina variety of methods. Temporary duty is given to teachers who express an interest in district offerings.

Small Learning Communities (SLC)

Small Learning Communities (SLC): At Country Club Middle School, teachers have the opportunity to schedule small groups within theirclassrooms. In addition, opportunities for small learning communities extend beyond the classroom. TeamLeaders, Department Chairpersons, Club Sponsors, Athletic Sponsors, Community members and feederpattern academy representatives work collaboratively toward a shared vision to address the various needsof learners in their respective area. Bridging the gap between class and home will allow students to witnessreal-world connections and begin to create realistic pathways toward career choices.

Intensive Intervention in Reading and Mathematics



Intensive Intervention in Reading and Mathematics: All students who scored an FCAT Level 1 and 2 in Reading during the 2008 FCAT Spring administration andthose students identified as low performers on the Florida Oral Reading Fluency exam(FORF) are scheduledbased on needs in phonics or fluency. From this data students are placed in an Intensive Reading or anIntensive Reading Plus class.

All students who scored an FCAT Level 1 and 2 in Mathematics during the 2008 FCAT Spring administrationare homogeneously placed into mathematics classes in order to better address their needs. In addition, allstudents are monitored utilizing the Performance Monitoring Plan (PMP).

Parental Access and Support

Parental Access and Support: Country Club Middle School affords parents and guardians every opportunity to access tools and resourcesin order to monitor their child's progress in school. Monthly scheduled departmentalized family nightsprovide parents with the hands on information they need to ensure their child’s success in middle school.Additionally, the district mandated parent-teacher conferences provide families with an opportunity tonetwork with their child’s teachers. Additionally, the school web-site is regularly updated with valuable information and up-to-date teacher e-mails for the use both parents and students.

Applied and Integrated Courses

Applied and Integrated Courses: At Country Club Middle School, the curriculum is developed in a manner that affords students theopportunity to see how one discipline affects the other and how all disciplines relate to real- world settings.Students participate in activities that extend beyond the classroom either through volunteer projects, clubcompetitions or class requirements. After being exposed to an applied and integrated course that bridgesthe gap between school and home, students are better prepared to choose academies when transitioningto high school.

Course Choice Based on Student Goals / Interests / Talent

Course Choice Based on Student Goals / Interests / Talent: Since many students are mandated to take reading courses, at Country Club Middle School we havecreated elective wheels that are utilized to expand the elective choices for students who are enrolled in thesix period middle school schedule. Having a variety of electives to choose from allows for a well roundedstudent to further explore high school options.

Master Schedules Based on Student Needs

Master Schedules Based on Student Needs: At Country Club Middle School, students are assigned to specific classes based on the Pupil ProgressionPlan. Students are also scheduled with Intensive classes for Reading and Math based on their FCAT Level.Students are scheduled with required courses based on retention and / or labels such as Gifted, ELL and/orSPED. Additionally, students are given a variety of electives to choose from.

Academic and Career Planning

Academic and Career Planning: At Country Club Middle School, students are afforded the opportunity to explore meaningful course studiesso they may achieve goals they have set for themselves. This opportunity is available through thevocational education course offerings. In addition, “career day” is held to expose students to variouscareers in various fields. Additionally, the student services department will host a “Magnet program” nightto expose students to the various Magnet programs available and encourage their enrollment during theirhigh school careers.



GOALS

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

*Needs Assessment: Needs Assessment: The 2008 Adequate Yearly Progress (AYP) Report indicates that ELL students didnot make adequate yearly progress according to the No Child Left Behind (NCLB)requirements. Results indicate there is a need for on-going assessments toidentify the students’ ability to master the Sunshine State Standards (SSS).

Results of the 2008 FCAT Reading Test indicate that 63 percent of studentsachieved an FCAT LEVEL 3 or above. Results also show that 72% of students inthe lowest 25% made learning gains in Reading. In addition 70% of the schoolspopulation made learning gains.

*Objective: >>>Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades six through eight will increase by 5percentage points to 68% on the 2009 administration of the FCAT-Reading Testas compared to the 2008 administration of the FCAT Reading Test.

>>>Given instruction based on the Sunshine State Standards, English LanguageLearner (ELL) students will increase their reading skills as evidenced by 65%meeting high standards on the 2009 administration of the FCAT-Reading Test.

*Strategies: 1. Train teachers to identify student strengths and weaknesses in reading andimplement appropriate strategies to address weaknesses and enhance strengthsthrough differentiated instruction. This is an ongoing process between thelanguage arts department and the administration.

2. Increase the number of students in advanced and gifted language arts coursesthrough academic counseling and teacher recruitment of students. This is anongoing process between language arts teachers and the student servicesdepartment.

3. Administer and analyze results of the district Interim Reading Assessments tomonitor student progress and adjust instruction. This is done collaborativelybetween the Reading Coach, reading and language arts teachers, and theassistant principal for curriculum.

4. Involve teachers in data-driven decision making by providing teachers with allavailable data. This is an ongoing process completed by the reading coach andlanguage arts department chair.

5. Utilize the school's Instructional Focus calendar, the District LanguageArts/Reading Pacing Guide and the Comprehensive Research-Based Reading Plan.This is an ongoing process by all langauge arts and reading teachers inconjunction with the social studies teachers.

6. Identify low performing students for placement in a reading elective. Studentprogress will be monitored through the use of the F-ORF. This is completed bythe Reading Coach at the completion of the October, February, and Mayadministration.

7. Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an ongoing basis. This is anongoing process by all teachers.

8. Offer students in the Black, Hispanic, and Economically Disadvantagedsubgroups remedial opportunities, including intensive classes and tutorialsessions. This is an ongoing process by all teachers.

9. Administer and analyze results of the school wide monthly assessments to



monitor student progress and adjust instruction. This is an ongoing processcompleted collaboratively by th reading coach and language arts teachers.

*Evaluation: 1.School wide monthly Assessment Tests 2.STAR Testing and monthly monitoring of the implementation of the ARprogram. 3.Reading Logs 4.FORF results to monitor fluency. 5.District Interim Assessments

*Evidence-basedProgram(s):

1.Voyager Passport Reading program 2.Language Reading program 3.Accelerated Reader/STAR testing 4.READ 180 (Saturday Tutoring) 5.FCAT Explorer 6.CRISS Strategies

*ProfessionalDevelopment:

1.Voyager Passport Training 2.Language Training 3.CRISS Training and Follow-up

Budget:

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

Description of Resources Funding Source AvailableAmount

Saturday Tutorial Program Title I and FCAT Enhancement Funds $1,500.00

Tutorial Program for ELL students Title III $1,650.00

Total: $3,150.00

Technology


No Data No Data $0.00

Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $3,150.00

*Non-Highly QualifiedInstructors:

End of Reading Goal

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

*Needs Assessment: Needs Assessment: The 2008 Adequate Yearly Progress (AYP) Report indicates that students in fouridentified subgroups, Hispanic, English Language Learners, EconomicallyDisadvantaged students and Students with Disabilities did not make adequateyearly progress according to the No Child Left Behind (NCLB) requirements.



Results indicate there is a need for on-going assessments to identify thestudents’ ability to master the Sunshine State Standards (SSS).

Results of the 2008 FCAT Mathematics Test indicate that 54 percent of studentsachieved an FCAT level 3 or above. Results also show that 69% of students inthe lowest 25% made learning gains in Math. In addition 69% of the schoolspopulation made learning gains.

Results indicate that sixth grade students, current seventh graders, maintainedtheir learning gains in the content cluster of Data Analysis (55.6%), and Algebraicthinking (50%) while at the same time making vast gains in the Geometry(66.7%) content cluster. The decrease in percentage in the content clustersNumber Sense (44.4%) and Measurement (44.4%) indicate a need forimprovement.

Results show that seventh grade students, current eighth graders, showed vastimprovement in the content cluster of Data Analysis (66.7%). Students wereable to maintain their learning gains in the content clusters Number Sense(55.6%), Geometry (50%), Measurement (55.6%) and Algebraic Thinking(55.6%).

*Objective: >>>Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades six through eight will increase to 68%meeting high standards on the 2009 administration of the FCAT MathematicsTest.

>>>Given instruction based on the Sunshine State Standards, Hispanic studentswill increase their mathematics skills as evidenced by 68% meeting highstandards on the 2009 administration of the FCAT Mathematics Test.

>>>Given instruction based on the Sunshine State Standards, Students withDisabilities will increase their mathematics skills as evidenced by 68% meetinghigh standards on the 2009 administration of the FCAT Mathematics Test.

>>>Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students will increase their mathematics skills as evidenced by68% meeting high standards on the 2009 administration of the FCATMathematics Test.

>>>Given instruction based on the Sunshine State Standards, English LanguageLearners will increase their mathematics skills as evidenced by 68% meeting highstandards on the 2009 administration of the FCAT Mathematics Test.

*Strategies: 1. Identify and target students who scored at FCAT Level 1 and 2 on the 2008administration of the FCAT, and coordinate additional services needed utilizing theprogress monitoring plan (PMP). This was completed during the summer by themath coach and assistant principal for curriculum.

2. Utilize CRISS strategies in mathematics to ensure differentiated instruction.This is an ongoing process by all mathematics teachers in collaboration with ourin-house CRISS trainer.

3. Provide small group instruction placing emphasis on individual’s areas ofweaknesses. This is an ongoing process by all mathematics teachers.

4. Utilize data management system Edusoft to score assessments and/ordisaggregate data. Edusoft will be used to align assessments; disaggregate datafor AYP groups; and guide test data discussions amongst students, teachers,parents, counselors and administrators. This is an ongoing process completed bythe math coach.

5. Accelerate and compact the mathematics curriculum in order to challenge allstudents to reach their full mathematical ability, by offering Pre-Algebra, Algebra,Geometry, Gifted, and the Advanced Academics Program. This was completedwith the master schedule.



6. Conduct FCAT presentations providing students with an analysis of theircontent clusters and FCAT Scores. Students will also set individual long term andshort term academic goals. This strategy will implemented and monitored by theprincipal in collaboration with the assistant principal for curriculum and the mathcoach. These presentations occur twice a year, October and February.

7. Continue to align the Mathematics and Science District / School WideCurriculum Maps and Pacing guides to help facilitate instructional delivery and helpmeet the needs of our students. This is an ongoing process by the math coachand mathematics teachers.

8. Provide individualized tutorial services for all students not meeting the No ChildLeft Behind (NCLB) Federal guidelines.

*Evaluation: This objective will be evaluated by analyzing results of the 2009 FCATMathematics Assessment, District provided interim assessments, district providedbaseline assessments, in house pre and post tests as well as reports generatedform researched based programs utilized in the school.


1. Middle School Math: Glencoe 2. Voyager Learning (VMATH) 3. Success Maker 4. FCAT Explorer 5. Achieve 3000, 6. Riverdeep Web applications


1. Provide CRISS training to new teachers and untrained content-area teachers. 2. Provide teachers time to participate in classroom observations and provideopportunities to share best practices and techniques. 3. Provide training in Reciprocal Teaching techniques. 4. Provide continuous training in the 8-Step Continuous Improvement Model 5. Provide training in Guided Reading and Differentiated Instruction. 6. Provide teacher training on the use of the Student Performance Indicators(SPI) database and Edusoft assessments.

Budget:





Total: $3,150.00

Technology


VMATH Discretionary Funds $25,000.00

Total: $25,000.00




Total: $0.00

Other


Math Coach Title 1 $63,000.00

Total: $63,000.00



End of Mathematics Goal



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

*Needs Assessment: As this is the first year with eighth grade students, previous FCAT Writing + datais not available. Last school year, data collected from the District Pre and Post-Tests showed that students are in need of improvement in the area ofpersuasive writing. Country Club Middle School will utilize the District WritingAssessments as tools to determine student achievement in this area.

*Objective: Given instruction using the Sunshine State Standards, students in grade eight willdemonstrate their skill proficiency in writing, as evidenced by 90% of studentsmeeting high standards on the 2009 FCAT Writing+.

*Strategies: 1.Cross-curricular holistic scoring teams in language arts and social studies.This isan ongoing process between the language arts teachers and the social studiesteachers.

2.Administration and analysis of the District Persuasive Pretest. This is monitoredby the language arts department chair in collaboration with the assistant principalfor curriculum.

3.Administration and analysis of the District Expository Pretest. This is monitoredby the language arts department chair in collaboration with the assistant principalfor curriculum.

4.Implementation of the E-writing program for all eighth grade students. This willbe implemented by the language arts teachers in collaboration with the assistantprincipal for curriculum. This program will be completed in October 2008.

5.Adherence to the scope and sequence and focus calendar which emphasizesfocus, support, conventions, and organization. This is an ongoing process by alllanguage arts teachers.

6.Instruction directed to enhance elaboration, writing complex sentences, wordchoice, and revision strategies. This is an ongoing process by all language artsteachers.

7.Provide teacher training on rubric assessment and holistic scoring to improvewriting instruction. This training will be conducted by the language artschairperson to all teachers during a professional development activity inSeptember 2008.

8.Incorporate individual conferencing with students for the purpose of identifyingstrengths and areas in need of improvement. This is an ongoing process for allteachers.

9.Encourage participation in district and state writing contests. This is an ongoingprocess with all language arts teachers.

*Evaluation: 1.District Persuasive and Expository Pretest and Posttest 2.Daily writing in all classes across the curriculum 3.Teacher generated assessments 4.Implementation of the E-writing Program


*Houghton-Mifflin English *Write Traits *E-Writing Program


1.Writing Workshop- early release September 18 2.In-service for teachers who are not familiar with holistic scoring 3.On-going Cross-curricular Holistic Scoring Teams 4.Weekly grade-level planning 5.E-Writing Training 6.Write Traits training 7.Weekly introduction of strategies at language arts department meetings



Budget:




Total: $1,500.00

Technology


LearningExpress Folio DiscretionaryFunds $4,000.00

Total: $4,000.00




Total: $0.00

Other



Total: $0.00


End of Writing Goal

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

*Needs Assessment: As this is the first year with eighth grade students, previous FCAT Science data isnot available.

*Objective: Given instruction based on the Sunshine State Standards, 50 percent of studentsin grade eight will meet high standards on the 2009 FCAT Science Test.

*Strategies: 1.Increase the use of process skills through group work in writing and inquiry-based activities in science classes. This is an ongoing process by all scienceteachers in collaboration with the language arts department.

2.Increase the number of students enrolled in advanced and gifted sciencecourses through academic counseling and teacher recruitment. This is an ongoingprocess between the science teachers and the student services department.

3.Host a Math and Science Families to School Night to inform parents of thespecifics regarding assessments in science and the course curriculum. This isscheduled for November 2008 between the science department and theadministration.

4.Offer CRISS training to Science teachers. This is an ongoing process betweenthe science department and our in house CRISS trainer.

5.Utilize the school's Instructional Focus Calendar and the District Science PacingGuide. This is an ongoing process for all science teachers.

6.Implement the Continuous Improvement Model (CIM) to monitor studentachievement and the instructional program on an ongoing basis. This is anongoing process by all science teachers.

*Evaluation: This objective will be evaluated by the percentage of students that meet high



standards on the school-created science assessment.*Evidence-basedProgram(s):

1.Glencoe Science Series 2.FCAT Explorer 3.Jamestown Reader


1. District-based Science inservices 2. Continuous Improvement Model training

Budget:




Total: $1,650.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00



End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: An analysis of parental involvement in school-sponsored activities such as OpenHouse, Honor Roll Assemblies, and Parent Conferences indicates that the numberof parents attending these activities decreases significantly as students move intohigher grades. For the 2007-2008 school year, an average of one hundredparents attended honor roll assemblies, parent conferences anddepartmentalized parent nights.

Parent attendance at PTSA and EESAC meetings during the 2007 – 2008 schoolyear also reveals that less than one percent of parents attend monthly meetings.

*Objective: Given the school wide emphasis on parental involvement, Country Club MiddleSchool will demonstrate an increase of 5 percentage points in the number ofparents attending evening training sessions as evidenced by comparing sign insheets from the 2007-2008 to those from the 2008-2009 school year.

*Strategies: 1. Conduct a Parent Night and a Resource Fair to increase awareness of thecurriculum, to showcase student achievement, and to inform parents on policiesand procedures. This will be completed during the first nine weeks, all teacherswill participate and it will be supervised by an assistant principal.



2. Conduct a Parent Night for ELL students in Spanish to increase awareness ofthe curriculum and inform parents on policies and procedures. This will becompleted during the first nine weeks, all teachers of ELL students will participateand it will be supervised by an assistant principal.

3. Conduct quarterly individual conferences with parents of students who are notmeeting standards in one or more classes. This is an ongoing process that will becompleted by the student services department and supervised by an assistantprincipal.

4. Conduct departmentalized parent Outreach Nights. These family gatherings willbe used to deliver a variety of topics for parents to assist at home with theirchildren. This is an ongoing process that will be completed by each departmentand supervised by an assistant principal.

5. Post and update a monthly calendar of school events and a quarterlyinformational newsletter to parents on the school website. This is an ongoingprocess that will be completed by the student services department andmonitored by an assistant principal.

6. Hold team parent conferences with parents where students’ strengths andweaknesses are discussed and goals for each child are collaboratively set. This isan ongoing process that will be completed and monitored by team leaders.

7. Utilize parent compact/contract at the Opening of School Title I meeting inorder to establish mutual goals between parents and school. This is an ongoingprocess that will be monitored by the community involvement specialist and anassistant principal.

*Evaluation: The progress of this objective will be monitored and assessed by analyzing dataobtained from attendance records, PTSA rosters, EESAC rosters, communicationlogs, and surveys.


National Standards for Parents and Family Involvement Programs by the NationalPTSA.


Monthly - Provide workshops coordinated by the Title 1 Community InvolvementSpecialist.

October- Science Project Night

November-Math Night

January- Hungry for Reading Night

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00



Other


Community Involvement Specialist Title I $36,000.00

Total: $36,000.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: As a relatively new school, previous data is not available.

Objective: Country Club Middle School will rank at or above the 90th percentile statewide inthe Return on Investment (ROI) index of value and cost effectiveness of itsprograms.

Strategies: 1.Collaborate with the District on resource allocation. 2.Consider shared use of facilities, partnering with community agencies. 3.Become more informed about the use of financial resources in relation toschool programs. 4.Continue to educate the faculty and staff regarding the Florida Department ofEducation Return on Investment.

As a new school, this will be an ongoing process from the administration and theentire staff.

Evaluation: On the next State of Florida ROI index publication, Country Club Middle Schoolrank at or above the 90th percentile statewide in the Return on Investment(ROI) index of value and cost effectiveness of its programs.

End of Return on Investment Goal

ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading Saturday Tutorial Program Title I and FCAT EnhancementFunds $1,500.00

Reading Tutorial Program for ELLstudents Title III $1,650.00

Mathematics Saturday Tutorial Program Title I and FCAT EnhancementFunds $1,500.00

Mathematics Tutorial Program for ELLstudents Title III $1,650.00

Writing Saturday Tutorial Program Title I and FCAT EnhancementFunds $1,500.00

Science Tutorial Program for ELLstudents Title III $1,650.00

Total: $9,450.00

Technology

Goal Description of Resources Funding Source Available



Goal Description of Resources Funding Source Amount

Mathematics VMATH Discretionary Funds $25,000.00

Writing LearningExpress Folio DiscretionaryFunds $4,000.00

Total: $29,000.00



No Data No Data No Data $0.00

Total: $0.00

Other


Mathematics Math Coach Title 1 $63,000.00

Parental Involvement Community InvolvementSpecialist Title I $36,000.00

Total: $99,000.00


SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the 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 EESAC is the sole body responsible for final decision-making at the school relating to theimplementation of the school improvement plan. Additionally, the EESAC assist the school with thefollowing: 1. Supports the administrative efforts to improve student achievement and will budget financial resourcesto support their efforts. 2. Recommends and actively supports ongoing professional development that assists instructional staffmembers in meeting student needs. 3. Supports the school's enhancement of the instructional program by encouraging the acquisition ofacademic and technological resources to promote increased student achievement. 4. Supports and commends the faculty and staff of Country Club Middle School in their efforts to utilizetechnology throughout the educational process, including e-mail and the electronic gradebook. 5. Supports the school's effort to recruit and hire highly qualified faculty members. 6. Recommends that the Student Services department continue to provide academic, personal, social, andcareer counseling to the student population. 7. Offers support in the school's endeavors in providing a high quality educational program. 8. Recommends that the faculty continue to develop the practices of departmental self-reflection andexamination of best practices as more faculty members are hired.

SAC Members

Members



1) Jose Bueno, Principal

2) Linda Belkin, SAC Chair

3) Mathew George, Student

4) Diana Darhi-Cabezas, Student

5) Gustavo Gil, Teacher

6) Gina Covone, Teacher

7) Karen House, Teacher

8) Susan Hildenbrand, Teacher

9) Niesha Mack-Freeman, Teacher

10) Orlando Rodriguez, Business Member

11) Adrian Freeman, Business Member

12) Faye Mongbeh, Parent

13) Judy Cartwright, Parent

14) Annmarie Hobson, Parent

15) Wanda Chacon, Parent

16) Haylen Gonzalez, Parent

17) Cynthia Reinhart-Incera, Parent

18) Gloria Giron, Parent

19) Ivonne Mesa, School Support Personnel

20) Marisol Pino, School Support Personnel

21) Denise Conroy, Union Steward

IMPLEMENTATION EVALUATION

The EESAC will receive on going reports on the status of the implementation and monitoring of the SchoolImprovement Plan (SIP). A mid year review of the implementation of the current SIP will be conducted inorder to assess where resources need to be targeted for the remainder of the school year. Additionally, aprogress assessment meeting will be scheduled at the end of the school year with attendance from theschool administration, the EESAC chairperson, the United teachers of Dade steward, an EESAC parentrepresentative, the EESAC community/business representative, and the EESAC student representative. Thecommittee will discuss opportunities of Improvement and provide guidance, as appropriate in terms ofbuilding the following year's SIP.

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 Mathematics Writing Science Baseline Data



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade COUNTRY CLUB MIDDLE SCHOOL 6611Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 1065Math: 1065

2007-2008 School Grade1:

A Did the Schoolmake AdequateYearly Progress?

NO

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

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

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

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 100 Y 100 Y 59 Y 50 N NA NA 52 41 NA 58 50 Y 56 NA 56 NA

WHITE 100 Y 100 Y NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 53 N 43 N NA NA 55 47 Y 57 57 N 50 NA 50 N HISPANIC 100 Y 100 Y 61 Y 53 N NA NA 51 39 NA 57 47 Y 58 NA 58 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 56 N 47 N NA NA 56 44 Y 62 53 Y 53 NA 54 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 36 N 43 N NA NA 64 NA 57 NA 55 N 69 Y

STUDENTS WITHDISABILITIES 99 Y 99 Y NA NA NA NA NA NA NA NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade COUNTRY CLUB MIDDLE SCHOOL 6611Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 400Math: 400

2006-2007 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?

51%scoringat orabovegradelevel inReading?

56%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

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

TOTAL4 100 Y 100 Y 48 N 42 N NA NA 52 NA 58 NA 34 NA 38 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 45 N 43 N NA NA 55 NA 57 NA 29 NA 43 NA HISPANIC 100 Y 100 Y 49 N 43 N NA NA 51 NA 57 NA 34 NA 37 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 44 N 38 N NA NA 56 NA 62 NA 33 NA 35 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES 100 Y 100 Y NA NA NA NA NA NA NA NA

Baseline Data Baseline Data Baseline Data Baseline DataBaseline Data

No data submitted

End of Baseline Data Report

AYP DATA

SCHOOL GRADE DATA



Dade School DistrictCOUNTRY CLUB MIDDLE SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

63% 54% 92% 39% 248

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

70% 69% 139

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

Adequate Progressof Lowest 25% inthe School?

72% (YES) 69% (YES) 141 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 528 Percent Tested =100% Percent of eligible students tested

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

Dade School DistrictCOUNTRY CLUB MIDDLE SCHOOL2006-2007

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

53% 46% 90% 34% 223

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

50% 48% 98


Adequate Progressof Lowest 25% inthe School?

58% (YES) 52% (YES) 110 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 431 Percent Tested =100% Percent of eligible students tested

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

School District

2005-2006

Reading

Math

Writing

GradePointsEarned

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

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

% of Students MakingLearning Gains 0% 0%


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

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

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



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