2008-2009 florida school improvement plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: SCHOOL FOR ADVANCED STUDIES -

SOUTH

District Name: Dade

Principal: Guillermo Munoz

SAC Chair: James Coats

Superintendent: ALBERTO M. CARVALHO

Date of School Board Approval: PENDING BOARD

APPROVAL

Dr.Eric J.Smith, Commissioner Florida Department of Education

325 West Gaines Street Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

Vision: School for Advanced Studies is committed to a comprehensive academic program which will enable ourstudents to become productive and active citizens.

Mission: School for Advanced Studies enables highly motivated students to achieve their academic and personalpotential through an accelerated, full-time high school dual-enrollment program in a college setting. In theprocess, students develop high levels of self-esteem, mutual respect, and appreciation for cultural diversitywhile demonstrating responsibility and independence as self-directed life-long learners.

SCHOOL PROFILE DEMOGRAPHICS

School Profile

School for Advanced Studies is a combined effort of Miami-Dade County Public Schools (M-DCPS) andMiami-Dade College (MDC) initiated in the 1988-89 school year. It is located at four MDC campusesthroughout Miami-Dade County: MDC Homestead Campus, MDC Kendall Campus, MDC North Campus,and MDC Wolfson Campus. All classes are held in the regular Miami-Dade College classrooms, with thestudents and faculty having full access to all services provided by the college. These include libraries,computer courtyards, college advisement, and student life.

Student Demographics The school population reflects the religious, ethnic, and cultural diversity of the community. The studentpopulation for the 2008-2009 academic year is composed of 509 students: 265 (64.7%) twelfth grade

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students [Homestead, 56; Kendall, 90; North, 62; Wolfson,46] and 244 (47.93%) eleventh gradestudents [Homestead, 50: Kendall, 109; North, 48; Wolfson,58]. When disaggregated by gender, thepopulation includes 322 (63.26%) female students [Homestead, 61; Kendall, 133; North, 66; Wolfson,62] and 187 (36.73%) male students [Homestead, 45; Kendall, 66; North, 34; Wolfson, 42]. An analysisof the ethnic composition indicates students have identified themselves as follows: Asian 24 (4.71% ascompared to 1.1% in the district in 2005-2006), Black 93 (18.27% as compared to 26.9% in the districtin 2006-2007), Hispanic 298 (58.54% as compared to 61.2% in the district in 2006-2007), Indian 1(0.196% as compared to 0.1% in the district in 2005-2006), multi-ethnic 11 (2.16% as compared to1.2% in the district in 2005-2006), and white 82 (16.11% compared to. 9.4% in the district in 2006-2007). The consultation model is provided to the 232 (45.57%) students who have been identified asgifted. In addition, our student population includes 2 (0.39%) students identified as needing specialeducation accommodations. From the four sites, 192 (37.72%) of the students are identified as ESOL, allbut two of whom are Level V and have been exited from the program.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Recruitment/Retention of Highly Qualified Teachers


No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


School Wide Improvement Model


NCLB Public School Choice




No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


No Attached Teacher Mentoring List

Extended Learning Opportunities


SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

The school utilizes a Shewhart Cycle to effect overall improvement in instructional services. Variousanalytical tools are used to gather data that will enable teachers to make decisions regarding teaching andlearning. The data is used to identify low performing students and provide appropriate remediation.

Students at School for Advanced Studies have numerous opportunities to extend their learning. School forAdvanced Studies provides a unique opportunity for highly motivated students to participate in both



Advanced Studies provides a unique opportunity for highly motivated students to participate in bothcurriculum enrichment and compacting. In addition, the school has implemented the Consultative Model toaddress the special needs of students identified as gifted. As dual enrollment students, all students earncollege and high school credits over the course of two years. All students graduate from our high schoolwith many college credits, some even earning their Associate of Arts degrees prior to their high schoolgraduation, with tuition, fees, transportation for eligible students and texts supplied by MDCPS. Additionally,School for Advanced Studies offers a variety of tutorial services to students: small student organized studygroups; two scheduled hours per day per teacher for tutoring; designated tutorials by members of theNational Honor Society, Mu Alpha Theta, and Future Teachers of America; before, during, and after schoolmock testing and review of standardized test data. Discussion of assigned summer reading and studyactivities initiate the focus on curriculum as soon as school begins in the fall.

Responsibility of Teaching Reading for Every Teacher

Given school wide emphasis on the AP curriculum, teachers engage in cross-curricular activities thatemphasizes student reading proficiency levels. In both language arts and social studies classes, teachersutilize PSAT and FCAT results to gauge student reading levels and establish remdiation guidelines.

Teachers use document based questions and Cornell note taking strategy to hone student readingcomprehension skills and identify areas of deficiency. Test and class performance data is then used toidentify low performing students and assigning said student for targeted remediation. Students are alsoassigned summer reading assignments and book projects throughout the school year.

Quality Professional Development for Teachers and Leaders

Given school wide emphasis on the AP curriculum, teachers engage in cross-curricular activities thatemphasizes student reading proficiency levels. In both language arts and social studies classes, teachersutilize PSAT and FCAT results to gauge student reading levels and establish remediation guidelines. Teachers use document based questions and Cornell note taking strategy to hone student readingcomprehension skills and identify areas of deficiency. Test and class performance data is then used toidentify low performing students and assigning said student for targeted remediation. Students are alsoassigned summer reading assignments and book projects throughout the school year.

Small Learning Communities (SLC)

Teachers engage in small learning communities on a monthly basis to discuss curriculum, reviewinstructional and assessment strategies, and share best practices. All teachers develop a ProfessionalDevelopment Plan which reflects the process of inquiry, reflection, research, action, and analysis.

Intensive Intervention in Reading and Mathematics

School faculty relies on PSAT and other performance data to identify potential low performing students.These students are then required to attend remediation sessions with their respective teachers. Also, thenational honor society provides student mentors to these individuals and provide one-on-one tutoring. Performance data is used by the teacher to prepare remediation and enriching student activities. Anintervention plan is developed and shared with students and parents, and student performance is trackedand the intervention plan modified depending on student performance outcome.

Parental Access and Support

The school in the last year has expanded parent outreach with monthly communications which includepertinent information relating to curriculum, students activities, upcoming events, and important deadlines.Additionally, the school has revamped its website to make it parent/student friendly. Contact information,curriculum bulletin policies and procedures and Educational Excellence School Advisory Council (EESAC)



curriculum bulletin, policies and procedures, and Educational Excellence School Advisory Council (EESAC)agenda and minutes are posted on the school website. A curriculum fair is scheduled at the beginning of theschool year to inform parents of the many programs and activities available at the school, including theParent Academy and the Parent Portal.

The school is committed to maintaining direct lines of communication with parents and students. In theevent that students exhibit a change in behavior or academic performance, the school immediatelyschedules parent conference to address the issues and create an action plan that will insure the greatestpotential of student success.

Applied and Integrated Courses

The School for Advanced Studies has articulation agreements with Miami Dade College which allows highschool students to take dual enrollment courses. Given the unique curriculum design of our program, ourstudents have ample opportunities to enroll in courses that expand their comprehension in and appreciationof the arts. Moreover, students are afforded opportunities to acquire dual language education by enrollingin intensive foreign language courses at the college level. Instructional personnel work in academic teams utilizing research-based instruction and assessment for thepurposes of expanding student opportunities to learn. Additionally, students are exposed to a myriad ofcareer opportunities through the dual-enrollment program, earning college credits while they acquirecareer-focused skills.

Course Choice Based on Student Goals / Interests / Talent

The School for Advanced Studies has articulation agreements with Miami Dade College which allows highschool students to take dual enrollment courses. Given the unique curriculum design of our program, ourstudents have ample opportunities to enroll in courses that expand their comprehension in and appreciationof the arts. Moreover, students are afforded opportunities to acquire dual language education by enrollingin intensive foreign language courses at the college level.

Master Schedules Based on Student Needs

The master schedule is developed at each campus to reflect the needs of the returning and incomingstudents. The high school classes are scheduled to provide optimal flexibility in scheduling of collegecourses. At the Homestead, North, and Wolfson Campuses, the four high school classes are held from11:15 am until dismissal at 2:30 pm. At the Kendall Campus, four high school classes are held from 12:45pm until dismissal at 4:00 pm. Block scheduling provides alternating days for 1st and 3rd period classesand days for 2nd and 4th period classes. During five day weeks or on days which require an interruption ofthe usual instruction for special events, all four periods occur in 45 minute segments in the afternoon. Thisscheduling facilitates equal distribution of instructional time for each period. The allocation of sections foreach particular course is a reflection of the selections by all students at the campus. The number ofsections is a direct correlation to the number of students enrolled, with the teachers providing instruction inthe areas meeting the student needs.

Academic and Career Planning

School for Advanced Studies offers the opportunity for almost every class in which the students areenrolled to afford them both high school and college credit. Students enrolled at School for AdvancedStudies earn a minimum of 18 college dual-enrollment credits each year. Moreover, numerous seniors earntheir Associate in Arts degree before their high school diploma by accruing college credits, AdvancedPlacement credits, and College-Level Examination Program (CLEP) credits from MDC.

Given the unique set-up of the school, instruction and student counseling is individualized to meet the



Given the unique set-up of the school, instruction and student counseling is individualized to meet theparticular scholastic and emotional needs of the student. Consequently, no student is left behind. Intensiveremediation and conferencing is held to ensure all students are successful.

GOALS

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

*Needs Assessment: The documented student success rate on the 2005-2007 Advanced PlacementU.S. History exam reveals a need to increase student ability to analyze andinterpret data-based questions relevant to U.S. History. (This course was lasttaught in 2007 and this year's student performance will be compared to the2007 results). Based on the AP results and teacher feedback, students have adocumented weakness in being able to interpret, analyze and synthesize relevantdata pertaining to the subject matter. The results for the past year indicate that62 percent of students enrolled in Advanced Placement United States Historycourse at the School for Advanced Studies (SAS) scored at a level of proficiencyas evidenced by a score of three or above on the College Board AP subject-areaexam. Presently the school average is above the state (40.5%) and nationalaverage (48.1%).

*Objective: Given instruction using the Sunshine State Standards and strategiesrecommended by Educational Testing Services and the College Board, SASstudents will increase their ability to analyze and interpret data- based questions,as evidenced by a three percentage points increase in the total number of SASstudents achieving a level of 3 or higher on the 2009 Advanced Placement Examin United States History as compared to the total number of SAS studentsachieving a level of 3 or higher on the 2007 Advanced Placement Exam in UnitedStates History. The school average based on the number of students earning a 3or higher on the AP United States History will increase from 62 percent to 65percent.

*Strategies: 1. Develop and implement timelines which include the identification ofbenchmarks and related activities to ensure student mastery of AP concepts.

2. Provide students with an in-class and home learning practice writing prompteach week and monitor student progress to ensure consistency with the CollegeBoard's AP format.

3. Identify low performing students in AP social studies classes and providetutoring.

4. Provide students receiving a grade of "C" or below in social studies with one-on-one and small group tutoring as well as mentoring using supplementaryinstructional and remediation materials.

5. Schedule monthly department meetings to share best practices.

6. Conduct two Advanced Placement dry-runs during the 2008-2009 schoolyear.

7. Provide opportunities for classroom visitations and peer review.

8. Use AP-style scoring rubrics in assessments in order to familiarize students



with performance expectations and College Board AP scoring. *Evaluation: All students at the School for Advanced Studies enrolled in AP U.S. History will

increase their ability to analyze and interpret data based questions, as evidencedby a three percentage points increase in the total number of SAS studentsachieving a level of 3 or higher on the 2009 Advanced Placement Exam in UnitedStates History as compared to the total number of SAS students achieving alevel of 3 or higher on the 2007 Advanced Placement Exam in United StatesHistory. The school average based on the number of students earning a 3 orhigher on the AP United States History will increase from 62 percent to 65percent.

*Evidence-basedProgram(s):

1. The College Board Practice materials

2. AP Central Practice materials

3. D &S Marketing Systems AP U.S. History Multiple-Choice & Free ResponseQuestions with DBQ in Preparation for the AP U.S. History exam.

4. The Enduring Vision. A History of the American People. Houghton Mifflin. *ProfessionalDevelopment:

• Reciprocal Teaching

• Strategies for Increasing Critical Thinking

• Analyzing Data to Target Instruction

• College Board Advanced Placement Workshop

• Provide continued in-service for social studies teachers in research andtechniques needed to implement the Advanced Placement curriculum

• Provide opportunities for staff development to allow collaborative planning andsharing of best practices on a monthly basis.

• Provide time, materials, and structure for implementation of on-site in-servicetraining and demonstration lessons in writing during Early-Release days.

Budget:

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

Description of Resources Funding Source AvailableAmount

Supplementary Materials General Fund $3,790.00

Total: $3,790.00

Technology


No Data No Data $0.00

Total: $0.00




Total: $0.00

Other





Total: $0.00

Final Total: $3,790.00

*Non-Highly QualifiedInstructors:

End of Reading Goal

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

*Needs Assessment: The documented student success rate on the 2007-2008 Advanced PlacementCalculus Exam reveals a need to increase student ability to work with functionsrepresented in a variety of ways: graphical, numerical, analytical, or verbal and tomodel a written description of a physical situation with a function, a differentialequation, or an integral. The results for the past year indicate that 43.846percent of students enrolled in the Advanced Placement Calculus AB course atthe School for Advanced Studies earned a score of 3 or above on the CollegeBoard AP subject-area exam. The school average is below both state andnational average (52.84 percent and 61.11 percent, respectively). We arecontinuously striving to improve our curriculum and ensure that a greater numberof students are afforded the opportunity to receive the enriching curriculumassociated with the AP program.

*Objective: Given instruction using the Sunshine State Standards and strategiesrecommended by Educational Testing Services and the College Board, SASstudents will increase their proficiency and understanding of calculus, asevidenced by a three percentage points increase in the total number of SASstudents achieving a level of 3 or higher on the 2009 Advanced Placement Examin Calculus AB as compared to the total number of SAS students achieving a levelof 3 or higher on the 2008 Advanced Placement Exam in Calculus AB. The schoolaverage based on the number of students earning a 3 or higher on the APCalculus AB exam will increase from 44 percent to 47 percent.

*Strategies: 1. Assist teachers in researching data regarding performance benchmarks toincorporate into instructional planning that helps students in improving areas ofweaknesses.

2. Provide students receiving a grade of "C" or below in mathematics with one-on-one and small group tutoring as well as mentoring using supplementaryinstructional and remediation materials.

3. Encourage high-achieving students who are members of various honorsocieties to provide tutoring to fellow students.

4. Administer and analyze results of interim mathematics assessments usingEdusoft to monitor student progress.

5. Ensure that teachers conduct monthly department meetings to share bestpractices.

6. Conduct regular assessments of student performance on identifiedbenchmarks and analyze student performance data to determine studentachievement. Make modification to lessons plans, if necessary.

7. Provide in-service on various topics related to mathematics instruction andassessment using technology in order to assist students in mastering themathematics benchmarks.

*Evaluation: The number of SAS students attaining a 3 or higher on the 2009 AP CalculusExam will increase by three (3) percent as compared to the total number of SAS



students achieving a level of 3 or higher on the 2008 Advanced Placement Examin Calculus AB. The school average based on the number of students earning a 3or higher on the AP Calculus AB exam will increase from 44 percent to 47percent.


• Educational Testing Service practice materials

• Princeton Review practice materials

• Barrons AP Calculus

• D & S Marketing Systems AP Calculus

• McDougal Calculus

*ProfessionalDevelopment:

• Encourage staff to participate in M-DCPS PD courses:

• AP Calculus Workshops

• Reciprocal Teaching

• Graphic Organizers: Inspiration

• Strategies for Increasing Critical Thinking


• Provide continued in-service for mathematics teachers in techniques toimplement effective test taking strategies.

• Provide opportunities for staff development to allow collaborative planning andsharing of best practices on a monthly basis.

• Provide opportunities for peer observation in order to model effective teachingstrategies.

Budget:



Supplementary Materials General Fund $1,709.60

AP Materials General Fund $13,646.50

Total: $15,356.10

Technology



Total: $0.00




Total: $0.00

Other





Total: $0.00


*Non-Highly QualifiedInstructors:

n/a

End of Mathematics Goal

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

*Needs Assessment: The documented student success rate on the Advanced Placement EnglishLanguage and Composition exam reveals 66% of the students scored at Level 3or higher on the exam. While the school average is above the state and nationalaverage (59 percent and 53 percent, respectively), we are continuously strivingto improve our curriculum and ensure that a greater number of students areafforded the opportunity to receive the enriching curriculum associated with theAP program. (This course was last taught in 2007 and this year's studentperformance will be compared to the 2007 results).

*Objective: Given instruction using the Sunshine State Standards and strategiesrecommended by Educational Testing Services and the College Board, SASstudents will increase proficiency in their ability to analyze and synthesize multipletexts and visual documents in support of assertions offered in argumentationessays, as evidenced by an increase of three percentage points in the totalnumber of SAS students achieving a level of 3 or higher on the 2009 AdvancedPlacement Exam in Language and Composition as compared to the total numberof SAS students achieving a level of 3 or higher on the 2007 AdvancedPlacement Exam in Language and Composition. The school average based on thenumber of students earning a 3 or higher on the AP English Language andComposition exam will increase from 66 percent to 69 percent.

*Strategies: 1. Develop and implement timelines that include the identification of benchmarksand related activities to ensure student mastery of synthesis-based essays byMay 2009.

2. Use AP style writing rubrics on multiple writing assignments in order tofamiliarize students with performance expectations and Advanced PlacementLanguage and Composition writing scoring methods.

3. Provide students with in-class and home learning synthesis-based writingactivities and monitor student progress to ensure adequacy in using multiplesources.

4. Identify low performing students in language arts classes and provide themwith before or after class tutoring.

5. Conduct regular assessments of student performance on identifiedbenchmarks and analyze student performance data to determine studentachievement. Modify lesson plans, if necessary.

6. Provide students receiving a grade of "D" or below in language arts with one-on-one tutoring and mentoring using supplementary instructional andremediation materials.

7. Share best practices in monthly department meetings to address enhancedteaching strategies.

8. Provide time, materials, and structure for peer classroom visitation,observation, and review.



9. Conduct at least two Advanced Placement dry-runs during 2008-2009. *Evaluation: SAS students will increase proficiency in written interpretation of literature, as

evidenced by a three percent (3%) increase in the total number of SAS studentsachieving a level of 3 or higher on the 2009 Advanced Placement Exam inLanguage and Composition as compared to the total number of SAS studentsachieving a level of 3 or higher on the 2007 Advanced Placement Exam inLanguage and Composition. The school average based on the number ofstudents earning a 3 or higher on the AP English Language and Compositionexam will increase from 66 percent to 69 percent.


• The National Council of Teachers of English (NCTE) • Links to Forceful Writing • Educational Testing Services, Released Advanced Placement Free ResponseQuestions and model essays • Voice Lessons - Maupin House • AP Vertical Teams Guide for English - College Board • 5 Steps to A 5: AP English Language - Murphy & Rankin • AP Central • Multiple Choice & Free Response Questions in Preparation for AP EnglishLanguage and Composition - D & S Marketing Systems • Patterns for College Writing: A Rhetorical Reader & Guide - Bedford/St. Martin's• College Board: AP English Language & Composition Professional Development2008-2009


• Encourage staff to participate in M-DCPS PD courses:

1. Writing Across the Curriculum: Step Up to Writing: Strategies to ImproveStudent Profiency in Writing Reciprocal Teaching

2. Graphic Organizers: Inspiration

3. CRISS

4. Strategies for Increasing Critical Thinking

5. Analyzing Data to Target Instruction

6. Provide continued in-service for English teachers in techniques to implementthe develop synthesis skills.

7. Provide opportunities for staff development to allow collaborative planning andsharing of best practices on a monthly basis.

8. Provide opportunities for peer observation in order to model effective teachingstrategies.

9. Provide time, materials, and structure for implementation of on-siteworkshops and demonstration lessons in writing during Early-Release days.

Budget:



Textbooks and SupplementaryMaterials Genenral Fund $32,928.15

Total: $32,928.15

Technology





Total: $0.00




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: Because of the nature of the School for Advanced Studies'structure andcurriculum offerings, the Science Goal is not applicable to the school. Studentsenrolled at School for Advanced Studies take science courses through the dualenrollment program at Miami Dade College.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

*Non-Highly Qualified



Instructors:

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: As reflected in the 2007-2008 Summary Report of the School Climate Survey,the parent return rate of the survey forms was seventy (70%).

*Objective: Given the school wide emphasis on parental and community involvement, Schoolfor Advanced Studies will increase the rate of return of parent responses to the2009 School Climate Survey as evidenced by an increase of three and halfpercentage points when compared to the rate of return of the 2008 School year,from 70 percent to 73.5 percent.

*Strategies: 1. Update and maintain a parent email group as a means of communicatinginformation relevant to all students and their families.

2. Post a school activity calendar to parents via website, email, or US mail on aregular basis.

3. Schedule EESAC meetings early in the morning at a central location to allowparents the flexibility to attend without severely impacting their jobresponsibilities and post minutes on the website and through the parent emailgroups.

4. Post teacher contact information and office hours on the school website anddisseminate through the parent email or U. S. mail.

5. Keep a log, by homeroom, of the students who have returned parent surveys.

6. Make individual follow-up emails and phone calls to parents who have notreturned surveys.

7. Post messages to parents via ConnectEd prior to distribution, upondistribution, and as a reminder following distribution of School Climate Surveys.

*Evaluation: The parent return rate of the 2009 School Climate Survey at the School forAdvanced Studies will increase by five percentage points from 70 percent to 73.5percent.


• National Parent-Teacher Association Just Read, Florida!

• Getting Involved in Your Child’s Education

• Scholastic site on Families

• Rutgers University Center for Family Involvement suggestions FloridaDepartment of Education website

• Resources for Parents Harvard Graduate School of Education – Ed. Magazineand faculty research


• TEC: Technology for Teachers


• Excelsior online grade book

• Up-to-date research and articles related to parental involvement postedregularly to the dadeschools.net email addresses for the teachers

• Teacher in-service training on improving teacher-parent communication.



• Staff in-service training on improving parent communication.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: Given the goal of School for Advanced Studies to facilitate a smooth transitionbetween a full-time secondary placement and a full-time college learningenvironment, it is imperative that students become adept in accessing onlinelearning and scheduling resources of colleges and universities. While the state anddistrict cost per student is $6,456 and $6,755, respectively, the school cost perstudent is $6,369.00, below both state and district average. A simple evaluationof the cost per student for School for Advanced Studies will fail to factor in thefact that besides students earning high school credits, through our partnershipwith Miami Dade College, students earn between 18 and 24 college credits, witha value of over $1877.76, plus college textbooks. Students attending the Schoolfor Advanced Studies continue their post-secondary study at colleges anduniversities transferring between 18 and 36 dual-enrollment college credits. Tomaximize the credits granted by upper level institutions and increasing theirprobability of acceptance, counseling services at SAS must guide students toselect Advanced Placement courses. To this end, the number of two-year trackstudents enrolled at School for Advanced Studies who earn 45 college credit priorto graduation from high school will increase three percentage points, from 77percent to 80 percent.

Objective: Given school-wide emphasis on post-secondary planning, the number of two-year track students at School for Advanced Studies who earn 45 college creditswill increase by 3 percent in 2008-2009 when compared to the number of two-year track students who earned 45 college credits during the 2007-2008 school



year, from 77 percent to 80 percent. Thus ensuring that cost for the programremains below the district and state average and resulting in a savings to thedistrict of approximately $2,000 per year or $4,000 cumulative over two years.

Strategies: The strategies used to meet the objective of increasing the number of collegecredits earned include:

- Conducting an orientation session with students and parents prior to enrollmentto review student course histories and requirements for graduation in order toensure that students maximize use of dual enrollment courses while enrolled atSAS, thus saving approximately $2,000 per year or $4,000 cumulative over twoyears;

- Advise students and parents on the rigor of Advanced Placement and dualenrollment courses;

-Refer students to the college advisement office at MDC to review Associates inArts Degree requirements;

-Review student histories each semester during the research class to monitoracademic progress; and

-Review the requirements for admissions to public and private postsecondaryinstitutions and advise students on how to reduce college costs throughAdvanced Placement, dual enrollment, and CLEP programs.

Evaluation: The number of two-year track students earning 45 college credits will increase by3 percent in 2008-2009 when compared to the number of two-year trackstudents who earned 45 college credits during the 2007-2008 school year, from77 percent to 80 percent.

End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Graduation Requirements

Needs Assessment: The school's mission of enabling students to achieve their academic and personalpotential through acceleration and enrichment suggests the appropriateness ofstudents' maintaining the standards commensurate with the Superintendent'sDiploma of Distinction while attending School for Advanced Studies.

Objective: Given school-wide emphasis on graduation requirements, the number of seniorswho qualify for the Superintendent's Diploma of Distinction during the 2008-2009school year will increase by two percentage (2%) points when compared to theresults from the 2007-2008 school year from 71 to 73 percent.

Strategies: 1. Conduct credit histories of all current 12th grade students and place studentsin classes needed to satisfy graduation requirements.

2. Monitor student community service hours.

3. Monitor student grade point average.

4. Schedule students who are deficient in credits required for graduation incourses available through the virtual school, MDCPS adult school and Miami DadeCollege (MDC) dual enrollment program.

5. Schedule meetings with borderline students.

6. Schedule monthly student services meetings to identify low performing



students.

7. Encourage a peer tutoring program through the National Honor Society andother academic honor societies.

Evaluation: The number of seniors who qualify for the Superintendent's Diploma of Distinctionduring the 2008-2009 school year will increase by two percentage points whencompared to the results from the 2007-2008 school year from 71 to 73percent.

Evidence-basedProgram(s):

1. Facts.org 2. High School Academic Evaluations 3. Graduation Options 4. Bright Futures Information 5. Earning College Credit in High School 6. Preparing for College: What to do and When 7. Higher Education Admissions Requirements

ProfessionalDevelopment:

1. Facts.org Advising Manuals 2. District CAP meetings

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Graduation Requirements Goal

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading Supplementary Materials General Fund $3,790.00

Mathematics Supplementary Materials General Fund $1,709.60



Mathematics AP Materials General Fund $13,646.50

Writing Textbooks and SupplementaryMaterials Genenral Fund $32,928.15

Total: $52,074.25

Technology


No Data No Data No Data $0.00

Total: $0.00




Total: $0.00

Other



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 EESAC committee meets on a monthly basis in order to approve and monitor the SAS SchoolImprovement Plan. The EESAC committee stays abreast of SIP activity by obtaining timely progressreports. Members provide insight and perspective into various facets of the Plan at all phases, fromplanning to fruition. The principal keeps the EESAC committee informed of all funds at their disposal. TheEESAC committee controls the quantity and distribution of these funds and ensures that both the letter andspirit of their intent are fulfilled for the enhancement of our students’ educational experience.

The EESAC committee establishes and funds a series of activities to serve as academic and attendanceincentives and rewards. The EESAC committee provides specific parameters for spending according to thecomplexity of any given activity. Once these parameters are approved, the school site exercises acomfortable degree of autonomy in implementing the details.

SAC Members



Members

1) Guillermo Munoz, Principal

2) James Coats, SAC Chair

3) Donovan Vail, Student

4) Dayana Hernandez, Student

5) Liliam Bez, Teacher

6) Juan Pino, Teacher

7) Michael Townsel, Teacher

8) Andrew Gottlieb, Teacher

9) Cecilia Reverte, Teacher

10) Barbara Schpilberg, Teacher

11) Max Rodriguez, Business Member

12) Nora Caldera, Parent

13) Norma Gongone, Parent

14) Manuel Sanchez, Parent

15) Linda Smith, Parent

16) Kirk Dobson, Parent

17) Maria Wood, Parent

18) Odalys Arevalo, Parent

19) Darla Thompson, Parent

20) Oscar Roque, Parent

21) Fred Hannum, Parent

22) Joni Shank, Parent

23) Sarah Mahler, Parent

24) Samay Alvarez, School Support Personnel

25) Emma Jackson, School Support Personnel

26) Omar Monteagudo, Assistant Principal



IMPLEMENTATION EVALUATION

Adequate progress of the School Improvement Plan is conducted in a variety of ways at School forAdvanced Studies. Review of student achievement and progress of the School Improvement Plan isdiscussed at monthly faculty meetings and EESAC meetings. Status reports and updated information aredisseminated at department meetings to staff members. Finally, the school presents an update on thestatus of improvement, along with adjustments to the plan, when warranted, at a district-required meetingwith Regional directors.

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

Name of



AssessmentUsed


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



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


WritingBaseline

ScienceBaseline

BaselineData



DataBaseline Data

Data DataData

%

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

No data submitted

End of Baseline Data Report

AYP DATA

SCHOOL GRADE DATA



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 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.



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 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.



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

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

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



2008-2009 florida school improvement plan...

Documents