2008-2009 florida school improvement plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: RIVIERA MIDDLE SCHOOL

District Name: Dade

Principal: Valerie Carrier

SAC Chair: Deborah White

Superintendent: Alberto M. Carvalho

Date of School Board Approval: Pending School Board

Approval

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

325 West Gaines Street Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

VISION: Riviera Middle School, in collaboration with all its stakeholders, is committed to the use oftechnology as a springboard into the future. We are committed to the integration of technology with thecore curriculum. The use of current and future technologies will enable our students to achieve theirmaximum intellectual capability and to become independent, contributing, responsible members of oursociety.

MISSION: The mission of Riviera Middle School is to develop each child's academic, technological, social,physical and emotional potential in a wholesome, supportive environment so as to create lifelong learnersand contributing citizens in a Multicultural and changing world. The values believed to be essential inaccomplishing this mission are: respect, discipline, responsibility, honesty, and pursuit of excellence.

SCHOOL PROFILE DEMOGRAPHICS

Riviera Middle School (RMS) is located on 8 acres at 10301 S.W. 48 Street in Miami, and has been inoperation since 1958. The current enrollment is 741 students, 258 are in grade six, 269 in grade seven,and 209 in grade eight. Riviera Middle School is a center for Students with Disabilities (SPED). There are182 SPED students, or 25% of the total population. This includes 111 students who are Gifted. The otherexceptionalities served include Specific Learning Disabled (SLD), Profoundly Mentally Handicapped (PMH),Trainable Mentally Handicapped (TMH), Orthopedically Impaired (OI), and other exceptionalities. Asignificant number of students are English Language Learners (ELL). There are 71 students in the English forSpeakers of Other Languages (ESOL) program. This is 10% of the student body. The free or reduced lunchprogram is provided for 70% of the total student population. The ethnic background of the students is asfollows: White Non-Hispanic 8%, Black Non-Hispanic 5%, Hispanic 88%, and Asian, Multiracial or Other2%. The percentage of attendance for students was 95.1% The faculty and parents, along with theEducational Excellence School Advisory Council (EESAC), work together to ensure our school is …a placethat values every child.

Results from the 2008 administration of the Florida Comprehensive Assessment Test indicate that 60% ofstudents scored at or above a Level 3 in reading while 40% scored at or below a Level 2. In mathematics,60% f d d b l 3 h l 0% d b l l 2 9 %

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60% of students scored at or above a Level 3 while 40% scored at or below a Level 2. In writing, 94%scored at or above the state proficiency Level of 3.5. Science results indicated that 31% of studentsscored at a Level 3 or above while 69 %of students scored at or below a Level 2. This year RMS did notmake adequate yearly progress (AYP) under the No Child Left Behind Act. The Hispanic subgroup was thestrongest in both reading and mathematics while ELL students are the school’s biggest challenge. Inreading, 52% of Hispanic students scored at or above a Level 3, 51% of Economically Disadvantagedstudents scored at or above a Level 3, 38% of SWD scored at or above a Level 3 and 27% of ELLstudents scored at or above a Level 3. In mathematics, 54% of Hispanic students scored at or above aLevel 3, 51% of Economically Disadvantaged students scored at or above a level 3, 39% of SWD studentsscored at or above a Level 3 and 35% of ELL students scored at or above a Level 3. The 2008 results areall the highest earned by the school in both math and reading for each of the subgroups. In addition, 64%and 66% of students scoring in the bottom 25% made learning gains in reading and math respectively.

Riviera Middle School employs 94 full time faculty and staff, and 3 part time staff members. The full-timeemployees include three administrators, 27 general-education teachers, 16 SPED teachers, onespeech/language pathologist, three counselors, one media specialist, two reading coaches, one SCSIteacher, 16 paraprofessionals, eight custodians, two security monitors, four clerical workers, onecomputer specialist and one cafeteria manager. The ethnic background of the full-time staff is as follows:White Non-Hispanic 27%, Black Non-Hispanic 10%, Hispanic 62%, and Asian American 1%. The ethnicbackground of the school’s part-time staff is as follows: White Non-Hispanic 14%, Black Non-Hispanic 5%,and Hispanic 81%. The Level of education of the instructional staff is as follows: Masters Degree 35%,Specialist Degree 9%, and Doctoral Degree 1%. The part time staff includes two teachers.

Riviera Middle School belongs to the Southwest High School feeder pattern and has the followingelementary schools which transition to it after 5th grade: Tropical Elementary, Royal Palm Elementary,Cypress Elementary, Blue Lakes Elementary and Olympia Heights Elementary. In addition, RMS is home tothe Multimedia Industrial Arts Experience (MIX). This magnet provides students with the technologicalknowhow that can lead to exciting careers in the graphic design and music industry. Students in thisprogram utilize software to manipulate their art, make movies, shoot public service announcements aswell as create their own music. Due to the high percentage of students receiving free and reduced lunches,RMS qualifies for Title I funding. This funding from the federal government assists the school in staffing apart-time music teacher for the MIX program as well as allowing the school to hire an additional counselor.As a result of not making AYP this year and being designated as a Prevent 1 school on the state’sDifferentiated Accountability Plan RMS must make available to its students the option of receiving freesupplemental educational services provided by state sanctioned private tutoring companies.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Ms. Carrier has worked within Miami-Dade County Public Schools for over 30 years. As a teacher sheworked in elementary school in regular education and exceptional education as well as in middle school inexceptional education. As a Teacher on Special Assignment she was the initiating teacher for the TotalOutreach Program, a diagnostic and placement grant for children exhibiting deviant behavior in a regularprogram; and was a Staffing Specialist. She was the first county teacher for emotionally handicapped in thesecondary school site setting, the chairperson for the North Area monitoring committee for emotionallyhandicapped and liaison to the District for contract placement for emotionally handicapped. As an



handicapped and liaison to the District for contract placement for emotionally handicapped. As anadministrator, Ms. Carrier has worked at elementary, middle and high school in both capacities of assistantprincipal and principal. During the 2007/2008 school year, Ms. Carrier was a finalist for the MDCPS Principalof the Year. She has been recognized twice as county runner-up for Administrator of the Year inExceptional Education and has twice won the recognition as Dade County Association for Counseling andDevelopment Administrator of the Year. Additionally, she has received recognition as Career EducationAdministrator of the Year; Administrator of the Year for the Mason’s and Exemplary Leadership (Top in theCounty) PROUD Certificate of Excellence from the Office of Multicultural Programs. While under herleadership, schools in her responsibility have received recognition as a National Exemplary Program Award(Tomas Rivera) for Closing the Digital Divide; National Demonstration School and Florida Marlins ModelPhysical Education Award for Adaptive Physical Education; The Florida Sterling Council Award for recognitionfor the Sterling Challenge and State of Florida-Governor Bush recognition for one of the top 50combination schools in the State of Florida that has made the most year-to-year progress. Her educationincludes an Associates of Arts degree in Education and Psychology; Bachelor of Science Degree inChildhood Education; Master of Science Degree in Diagnostic Teaching and a second Master of ScienceDegree in Administration and Supervision K-12.

Albert Mancebo has worked as an educator in M-DCPS for 12 years. Prior to that he held positions as anASC Activity Leader and as a Temporary Instructor. As a teacher Mr. Mancebo has taught students ingrades 1-5 beginning his classroom teaching experience at Kendale Lakes Elementary (KLE). During histenure at KLE, he taught gifted students in grades 1-5, guided an Odyssey of the Mind team of 4th and 5thgrade students to a 3rd place finish at World Finals competition. Mr. Mancebo then assisted with theopening of Christina M. Eve Elementary (CME). As CME's first intermediate language arts teacher Mr.Mancebo had an instrumental role in the school's academic successes. Twice during his 4 year term, atCME, 4th grade students earned the highest mean FCAT Writing scores in the state of Florida. Upon leavingthe classroom setting, Mr. Mancebo became Lead Teacher at Dante B. Fascell Elementary (DBFE). Duringhis year as Lead Teacher he was the lead writer for DBFE Governor's Sterling Award winning application. Hewas then promoted as the school's assistant principal where he served for one year. After serving a yearas assistant principal at Sunset Park Elementary, Mr. Mancebo took on the challenge of opening theCharter school at Waterstone as its first middle school principal. Mr. Mancebo guided the school, with over85% of students at the lowest Levels of proficiency in mathematics and reading, towards earning a gradeof B on the state of Florida’s school accountability system. Mr. Mancebo returned to M-DCPS and iscurrently the assistant principal for curriculum at Riviera Middle School where he was been nominated forthe Councils for Exceptional Children’s Administrator of the Year award. He has earned a Bachelor ofScience Degree in Elementary Education, a Master’s of Science Degree in Exceptional Student Education,and is currently working on his Educational Doctorate Degree in Organizational Leadership and BrainResearch. Mr. Mancebo holds state certification in Elementary Ed. (1-6) and Educational Leadership as wellas having his ESOL and Gifted Endorsement.

Ms. Cunningham has worked within Miami-Dade County Public Schools for over 30 years. As a teacher sheworked with exceptional education children in a high school setting moving after seven years into aguidance counselor position for six years at the same high school. During her tenure as a teacher she wasrecognized as “Rookie Teacher of the Year”; Teacher of the Year, Exceptional Student Education Teacherof the year and Countywide as runner-up for the Council of Exceptional Children (CEC) Administrator of theYear. She received community service recognition for her time commitment to the PTSA, Girl Scouts ofAmerica and was honored with a life membership by the Miami Norland Senior High Band Association. Asthe District Citizen’s Advisory Committee Feeder Pattern Representative (Vice President) she has extensiveinvolvement and sensitivity to the school community. Following Ms. Cunningham’s teaching experience,she was selected to work within the high school as an Administrative Assistant which provided her threeyears experience as a liaison between instructional staff and administrators prior to being appointed toassistant principal, and at a later date as a principal. During Ms. Cunningham’s tenure as an administratorshe has designed and implemented programs to enhance the learning environment, participated in HarvardLeadership Training to expand her knowledge, and has focused on the mental health and well-being of thestudents by developing and supervising attendance and student services programs that support academicadvancement. One of the programs received State recognition from the Florida State Council of Florida.Ms. Cunningham’s tenacious approach to discipline has developed a learning environment at Riviera MiddleSchool conducive to student learning which has had a major impact on the increases in both studentachievement as well as in enrollment. Ms. Cunningham is certified in Specific Learning Disabilities, Guidanceand Counseling, and in Administration and Supervision. She earned a Bachelor of Science Degree in Specific



and Counseling, and in Administration and Supervision. She earned a Bachelor of Science Degree in SpecificLearning Disabilities and a Master of Science in Diagnostic Teaching.

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.

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

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Riviera Middle School (RMS) utilizes a variety of local, state, and federal programs to aid in the funding ofschool wide programs. The federal Title III grant assist in funding tutorial programs for ELL students as wellas providing parent workshops and counseling services free of cost to immigrant families. The school’sTRUST specialist, supported in part by the federal Drug Free Schools program, provides “at-risk” studentswith the tools necessary for the prevention of substance abuse and is responsible for the RMS Alternativeto Suspension program. The federal National School lunch program provides all students with a freebreakfast, and an affordable as well as nutritious school lunch. Riviera Middle School’s choice program,Multimedia and Industrial Arts Experience (MIX) was designated by M-DCPS, during the 2007/2008 schoolyear, as one twenty three middle school Magnet programs. This designation provides the fundingnecessary to provide over 200 students, from all parts of Miami-Dade County, the opportunity to developthe skills necessary for successful employment in the graphic arts and music industry.

School Wide Improvement Model




Riviera Middle School utilizes the 8-Step Instructional Process for improving student achievement.

This research-based program is a continuous improvement teaching / learning cycle which include thefollowing steps: 1. Disaggregate test data to identify instructional groups and identify weak and strong objective areas 2. Develop an instructional timeline 3. Deliver the instructional focus 4. Administer frequent assessments 5. Provide tutorials to re-teach target areas not mastered 6. Provide enrichment opportunities for students who have mastered target areas 7. Reinforce learning through maintenance 8. Monitor progress By disaggregating test data, an Instructional Timeline and Instructional Focus Calendar will be developed forinstructing the benchmarks in the core subject areas, specifically the tested benchmarks. Teachers willwork collaboratively to evaluate student data and develop the instructional timeline and instructionalcalendar, which will be re-evaluated after each scheduled assessment. Analysis of data will determine whichstudents require tutorials vs. enrichment. Ongoing monitoring of data with frequent classroom walk-throughs will be one of the most essential elements of this improvement model.

Analysis of achievement data over the last four years demonstrates significant upward trends inmathematics as well as upward trends in reading and writing. In addition, all AYP subgroups also havedemonstrated significant upward trends in achievement data over the same four year period.

NCLB Public School Choice


Our school utilizes a variety of methods to keep our community informed. The most basic of methods isto provide the information in a letter that we distribute to the students through homeroom to be takenhome and shared with their parents. The other more sophisticated methods include utilizing the Connect-Ed telephone message system; utilizing our website; posting letters to the parents/guardians; and sendingthe message as an email to the email address provided to the school by the parent.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


N/A

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Based on student data, classroom walk-through observations and input from the reading coach, theprincipal will identify classroom teachers who are successfully implementing the essential elements ofreading. These classrooms will be established as model classrooms for other teachers to visit. Teachers inneed of support may have an opportunity to observe a model classroom in action, practice the newbehavior in a safe context and apply the behavior with peer support in the classroom The mentor level



behavior in a safe context and apply the behavior with peer support in the classroom. The mentor levelteachers will be utilized in each area of the professional development plan that helps and supports teachersto strengthen their teaching skills in reading, build school site capacity, and provide for the follow-upactivities that extend the application of new knowledge to impact student achievement. Mentor levelteachers will be utilized within their classrooms to network and model exemplary teaching strategies andtechniques for staff as needed. In order to maximize professional development activities at the school site,school administrators, reading coaches, and mentor level teachers will articulate and coordinate the planfor professional growth showing differentiation, as needed, within the staff.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


Riviera Middle School provides all students with a structured tutorial program available daily before andafter school, at no cost to parents. Students in need of homework assistance or participating in theschool’s “Power of I” initiative may receive these services through the After-School All-Stars program.Students achieving below a Level 3 on any portion of the 2008 FCAT are also provided with individualizedtutorial services utilizing Classworks for mathematics and reading as well as Reading Plus. Studentsparticipating in the school’s ESOL program receive tutorial services through a federal Title III grant providedto all M-DCPS schools. Riviera Middle School has a large number of exceptional education students,extended school year services are provided during the summer months for students whose individualeducation plans (IEPs) require such services. During the school day, ELL students are pulled out of contentarea classes by a Home Language Assistant Program (HLAP) professional. ELL students have content areamaterial translated to their home language to assist them in acquiring said content. The mathematicsdepartment pulls out FCAT Level 1 and 2 students during the advisement period two times a week toprovide said students with additional assistance in meeting the Sunshine State Standards for mathematics.Students utilize software programs such as Riverdeep or Gizmos to enhance their mathematics skillsattainment.

All extended learning opportunities are provide to improve student achievement.

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

Can be found in the Strategies section for reading, mathematics, writing, and science (pp. 16-17, 20-21,24-25, and 28-29)

Responsibility of Teaching Reading for Every Teacher

Can be found in Strategies section for reading, mathematics, writing, and science (pp. 16-17, 20-21, 24-25, and 28-29).

Quality Professional Development for Teachers and Leaders

Can be found in each Professional Development Aligned with this Objective section for each school goal(pp. 18, 21-22, 25, 29, and 33).

Small Learning Communities (SLC)

The Riviera Middle School Literacy Leadership Team will work as a professional learning community, duringthis school year, to develop the skills necessary to differentiate the instruction of students based on theiracademic needs. This professional development opportunity will improve the use of data to drive wholegroup instruction as well as to provide students with the individualized instruction necessary to improveachievement.

In addition, RMS is one of 23 middle school Magnet schools providing students with a Multimedia andIndustrial Arts (MIX) academy that teaches participating students the skills necessary for futureemployment in the music or graphic arts industry.

Grade level teams will support the school’s academic probation program and the motivation and rewardprogram for students not on academic probation. Also, grade level teams will meet with parents on aregular basis to discuss with them the progress of students in need of additional assistance.

All SLC programs are designed to assist all students as they transition to high school. RMS is in discussionwith its feeder pattern high school (SWSHS) to develop a MIX academy of their own so that Magnetstudents from RMS can transition to SWSHS as well.

Intensive Intervention in Reading and Mathematics

Can be found in the Strategies section for the mathematics and reading goal (pp.16-17 and 20-21).

Parental Access and Support

Can be found in the Strategies section of the Parental Involvement goal (p. 33)

Applied and Integrated Courses

Teachers at each grade Level meet monthly to ascertain that all subjects, especially reading and writing,are integrated within the grade level curriculum of each class. This is done to provide real life relevance foreach course. Real world and hands-on inquiry teaching are utilized to ensure that students see therelevance and future implications for the courses they presently take.



Course Choice Based on Student Goals / Interests / Talent

Riviera Middle School is one of 23 middle school Magnet programs in M-DCPS. The school’s Multimedia andIndustrial Arts academy (MIX) allows students with talents in music, graphic arts, and technology toexplore, learn, and advance their skills using the latest software used in the music and arts industry. Inaddition, RMS offers students the unique opportunity to perform in both a jazz as well as rock bandthrough participation in the school’s music program. Dancers also are provided with the opportunity todevelop their skills by participating in the schools dance and cheer squads as well as taking dance as anelective. This is necessary for middle school students as they transition to high school where they areexpected to declare a major.

Riviera Middle School offers a wide variety of extra-curricular activities as well as those mentioned above.The sports program offers boys and girls the opportunity to compete against other middle schools insoccer, basketball, softball, volleyball, and bowling. Clubs also make up an important part of the school’sextra-curricular experience. These extracurricular activities require students to maintain a C average orhigher in all subjects. This in addition to the wide variety of activities offered by the school motivatesstudents to achieve to the best of their abilities and inspires them to continue to put forth maximum effortin every class.

Master Schedules Based on Student Needs

All master schedule decisions at Riviera Middle School are made with the students needs as the numberone priority. All state class size mandates are met and over 60% of SPED students are part of the school’sinclusion program. This program gives SPED as well as General Education students the opportunity toreceive instruction from two highly qualified teachers. The school’s tenacity in building a quality masterschedule has assisted its teachers in student achievement gains as demonstrated by results from the 2008administration of the FCAT where 60% of students scored at or above a Level 3 in reading while 40%scored at or below a Level 2. In mathematics, 60% of students scored at or above a Level 3 while 40%scored at or below a Level 2. In writing, 94% scored at or above the state proficiency Level of 3.5. Scienceresults indicated that 31% of students scored at a Level 3 or above while 69 %of students scored at orbelow a Level 2. This year RMS did not make adequate yearly progress (AYP) under the No Child LeftBehind Act. The Hispanic subgroup was the strongest in both reading and mathematics while ELL studentsare the school’s biggest challenge. In reading, 52% of Hispanic students scored at or above a Level 3, 51%of Economically Disadvantaged students scored at or above a Level 3, 38% of SWD scored at or above aLevel 3 and 27% of ELL students scored at or above a Level 3. In mathematics, 54% of Hispanic studentsscored at or above a Level 3, 51% of Economically Disadvantaged students scored at or above a level 3,39% of SWD students scored at or above a Level 3 and 35% of ELL students scored at or above a Level3. The 2008 results are all the highest earned by the school in both math and reading for each of thesubgroups. In addition, 64% and 66% of students scoring in the bottom 25% made learning gains inreading and math respectively.

Academic and Career Planning

Students at Riviera Middle School participate in the state required Career and Character Educationprograms. Students work with counselors and their social studies teachers to gain an awareness andappreciation for different career opportunities and their requirements despite the fact that the school no



appreciation for different career opportunities and their requirements despite the fact that the school nolonger can fund a career specialist. In addition, the school’s student services team routinely invitesmembers of the school community to speak to students about potential career opportunities. Each yearthe school’s principal for the day visits classrooms to speak to students about his/her career choices.

GOALS

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

*Needs Assessment: Based on the 2008 FCAT Reading Assessment results, none of the schools NCLBsubgroups made AYP targets. However, 60% of students scored at a Level 3 orabove which leaves 40% at Levels 1 and 2. The percentage of students scoringat a Level 3 or higher is up from the 2007 FCAT results when only 57% ofstudents score at or above a Level 3. In addition, 61% of students made learninggains in reading up from 55%, in 2007. An analysis of the school’s bottom 25%indicates that 64% of said students made learning gains compared to 63% in2007.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades 6 through 8 will increase to 65%meeting high standards on the 2009 administration of the FCAT Reading Test.

*Strategies: 1. Provide a variety of instructional formats including C.R.I.S.S. strategies andreciprocal teaching across the curriculum to address student learning, and/orcultural and language differences. (All NCLB Subgroups) 2. Provide reading coach to assist with the coordination of the K-12Comprehensive research-based Reading Plan, assist administration andclassroom teachers in the interpretation of student assessment data, assist incoordinating and implementing intervention services to identified students, utilizethe coaching model (planning, demonstrating, providing feedback) with teachers,provide site based staff development, participate in staff development and sharethe content with school site personnel. 3. Use technology-based programs, such as, FCAT Explorer, AcceleratedReader/STAR, Riverdeep, and Internet research to aid students in meeting highstandards. 4. Identify students who scored Level 1 and 2 on the 2006 FCAT ReadingAdministration and enroll them in Intensive Reading or Intensive Reading Plusclasses which incorporate the five major components of Florida’s Formula forReading Success; provide home language support services for ELL studentsthroughout the day. (All NCLB Subgroups) 5. Form a Literacy Leadership Team to implement a continuous improvementmodel to improve the reading proficiency of all students. 6. Provide teachers with access and training on the use of the Teacher Portal sothat they can utilize the Performance Monitoring Plan process to individualizeinstruction to meet the needs of their Level 1 and 2 students including allHispanic, ELL, ED, and SWD students while maintaining or increasing theproficiency of students reading at or above grade Level. (All NCLB Subgroups) 7. Provide explicit reading intervention before or after school for students scoring1 or 2 on FCAT Reading using programs such as Reading Plus and monitor theprogress of said students utilizing the FORF, GATES, and STAR assessments. (AllNCLB Subgroups) 8. Develop a master schedule to ascertain that every student in need ofassistance in reading is placed in an intensive or intensive reading plusassignment. (All NCLB Subgroups) 9. Promote reading throughout the curriculum through the use of themed chartsand content specific administrator, teacher, staff, student read alouds. 10. Implement Small Learning Communities (SLC) model for those students in



the school's lowest quartile in reading. (All NCLB Subgroups) 11. Develop master schedule to meet student needs.

*Evaluation: The objective will be evaluated by the 2009 FCAT Reading test, Interim Districtassessments, as well as Evidence-based Program assessments. Departmenthead will lead monthly data chats to drive instruction, remediation and schooltutorial and enrichment programs.

*Evidence-basedProgram(s):

McDougal Littell Word Skills, McDougal Littell Textbook and InterActive Readers,Creating Independence for Student Owned Strategies (CRISS), Quick Reads,Middle School Instructional Procedure, Florida’s Formula for Reading Success (5+ 3 + ii +iii), Language!, Voyager Passport, Gates-McGinitie Reading Tests, OralReading Fluency Test

*ProfessionalDevelopment:

August- Teacher Collaboration Site Student Profiles September- Data Collection/Analysis Baseline Assessment September- Language! Voyager Training October- Differentiated Instruction October- AR/STAR November- Effective Use of Interim Assessment Results December- Effective Use of CRISS Strategies January- Writing to Read January- Effective Use of Interim Assessment Results February- Crunch Time FCAT Prep Implementation All PD activities will assist RMS in achieving continued progress towards its readinggoals.

*Objective: Given instruction based on the Sunshine State Standards, Hispanic students willincrease their reading skills as evidenced by 65% meeting high standards on the2009 administration of the FCAT Reading Test.

*Strategies: 1. Provide a variety of instructional formats including C.R.I.S.S. strategies andreciprocal teaching across the curriculum to address student learning, and/orcultural and language differences. (All NCLB Subgroups) 2. Provide reading coach to assist with the coordination of the K-12Comprehensive research-based Reading Plan, assist administration andclassroom teachers in the interpretation of student assessment data, assist incoordinating and implementing intervention services to identified students, utilizethe coaching model (planning, demonstrating, providing feedback) with teachers,provide site based staff development, participate in staff development and sharethe content with school site personnel. 3. Use technology-based programs, such as, FCAT Explorer, AcceleratedReader/STAR, Riverdeep, and Internet research to aid students in meeting highstandards. 4. Identify students who scored Level 1 and 2 on the 2006 FCAT ReadingAdministration and enroll them in Intensive Reading or Intensive Reading Plusclasses which incorporate the five major components of Florida’s Formula forReading Success; provide home language support services for ELL studentsthroughout the day. (All NCLB Subgroups) 5. Form a Literacy Leadership Team to implement a continuous improvementmodel to improve the reading proficiency of all students. 6. Provide teachers with access and training on the use of the Teacher Portal sothat they can utilize the Performance Monitoring Plan process to individualizeinstruction to meet the needs of their Level 1 and 2 students including allHispanic, ELL, ED, and SWD students while maintaining or increasing theproficiency of students reading at or above grade Level. (All NCLB Subgroups) 7. Provide explicit reading intervention before or after school for students scoring1 or 2 on FCAT Reading using programs such as Reading Plus and monitor theprogress of said students utilizing the FORF, GATES, and STAR assessments. (AllNCLB Subgroups) 8. Develop a master schedule to ascertain that every student in need ofassistance in reading is placed in an intensive or intensive reading plusassignment. (All NCLB Subgroups)



9. Promote reading throughout the curriculum through the use of themed chartsand content specific administrator, teacher, staff, student read alouds. 10. Implement Small Learning Communities (SLC) model for those students inthe school's lowest quartile in reading. (All NCLB Subgroups) 11. Develop master schedule to meet student needs.






*Objective: Given instruction based on the Sunshine State Standards, Students withDisabilities will increase their reading skills as evidenced by 65% meeting highstandards on the 2009 administration of the FCAT Reading Test.

*Strategies: 1. Provide a variety of instructional formats including C.R.I.S.S. strategies andreciprocal teaching across the curriculum to address student learning, and/orcultural and language differences. (All NCLB Subgroups) 2. Provide reading coach to assist with the coordination of the K-12Comprehensive research-based Reading Plan, assist administration andclassroom teachers in the interpretation of student assessment data, assist incoordinating and implementing intervention services to identified students, utilizethe coaching model (planning, demonstrating, providing feedback) with teachers,provide site based staff development, participate in staff development and sharethe content with school site personnel. 3. Use technology-based programs, such as, FCAT Explorer, AcceleratedReader/STAR, Riverdeep, and Internet research to aid students in meeting highstandards. 4. Identify students who scored Level 1 and 2 on the 2006 FCAT ReadingAdministration and enroll them in Intensive Reading or Intensive Reading Plusclasses which incorporate the five major components of Florida’s Formula forReading Success; provide home language support services for ELL studentsthroughout the day. (All NCLB Subgroups) 5. Form a Literacy Leadership Team to implement a continuous improvementmodel to improve the reading proficiency of all students. 6. Provide teachers with access and training on the use of the Teacher Portal sothat they can utilize the Performance Monitoring Plan process to individualizeinstruction to meet the needs of their Level 1 and 2 students including allHispanic, ELL, ED, and SWD students while maintaining or increasing theproficiency of students reading at or above grade Level. (All NCLB Subgroups) 7. Provide explicit reading intervention before or after school for students scoring1 or 2 on FCAT Reading using programs such as Reading Plus and monitor theprogress of said students utilizing the FORF, GATES, and STAR assessments. (AllNCLB Subgroups) 8. Develop a master schedule to ascertain that every student in need ofassistance in reading is placed in an intensive or intensive reading plusassignment. (All NCLB Subgroups) 9. Promote reading throughout the curriculum through the use of themed chartsand content specific administrator, teacher, staff, student read alouds.



10. Implement Small Learning Communities (SLC) model for those students inthe school's lowest quartile in reading. (All NCLB Subgroups) 11. Develop master schedule to meet student needs.






*Objective: Given instruction based on the Sunshine State Standards, English LanguageLearner students will increase their reading skills as evidenced by 65% meetinghigh standards on the 2009 administration of the FCAT Reading Test.

*Strategies: 1. Provide a variety of instructional formats including C.R.I.S.S. strategies andreciprocal teaching across the curriculum to address student learning, and/orcultural and language differences. (All NCLB Subgroups) 2. Provide reading coach to assist with the coordination of the K-12Comprehensive research-based Reading Plan, assist administration andclassroom teachers in the interpretation of student assessment data, assist incoordinating and implementing intervention services to identified students, utilizethe coaching model (planning, demonstrating, providing feedback) with teachers,provide site based staff development, participate in staff development and sharethe content with school site personnel. 3. Use technology-based programs, such as, FCAT Explorer, AcceleratedReader/STAR, Riverdeep, and Internet research to aid students in meeting highstandards. 4. Identify students who scored Level 1 and 2 on the 2006 FCAT ReadingAdministration and enroll them in Intensive Reading or Intensive Reading Plusclasses which incorporate the five major components of Florida’s Formula forReading Success; provide home language support services for ELL studentsthroughout the day. (All NCLB Subgroups) 5. Form a Literacy Leadership Team to implement a continuous improvementmodel to improve the reading proficiency of all students. 6. Provide teachers with access and training on the use of the Teacher Portal sothat they can utilize the Performance Monitoring Plan process to individualizeinstruction to meet the needs of their Level 1 and 2 students including allHispanic, ELL, ED, and SWD students while maintaining or increasing theproficiency of students reading at or above grade Level. (All NCLB Subgroups) 7. Provide explicit reading intervention before or after school for students scoring1 or 2 on FCAT Reading using programs such as Reading Plus and monitor theprogress of said students utilizing the FORF, GATES, and STAR assessments. (AllNCLB Subgroups) 8. Develop a master schedule to ascertain that every student in need ofassistance in reading is placed in an intensive or intensive reading plusassignment. (All NCLB Subgroups) 9. Promote reading throughout the curriculum through the use of themed charts



and content specific administrator, teacher, staff, student read alouds. 10. Implement Small Learning Communities (SLC) model for those students inthe school's lowest quartile in reading. (All NCLB Subgroups) 11. Develop master schedule to meet student needs.






*Objective: Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students will increase their reading skills as evidenced by 65%meeting high standards on the 2009 administration of the FCAT Reading Test.

*Strategies: 1. Provide a variety of instructional formats including C.R.I.S.S. strategies andreciprocal teaching across the curriculum to address student learning, and/orcultural and language differences. (All NCLB Subgroups) 2. Provide reading coach to assist with the coordination of the K-12Comprehensive research-based Reading Plan, assist administration andclassroom teachers in the interpretation of student assessment data, assist incoordinating and implementing intervention services to identified students, utilizethe coaching model (planning, demonstrating, providing feedback) with teachers,provide site based staff development, participate in staff development and sharethe content with school site personnel. 3. Use technology-based programs, such as, FCAT Explorer, AcceleratedReader/STAR, Riverdeep, and Internet research to aid students in meeting highstandards. 4. Identify students who scored Level 1 and 2 on the 2006 FCAT ReadingAdministration and enroll them in Intensive Reading or Intensive Reading Plusclasses which incorporate the five major components of Florida’s Formula forReading Success; provide home language support services for ELL studentsthroughout the day. (All NCLB Subgroups) 5. Form a Literacy Leadership Team to implement a continuous improvementmodel to improve the reading proficiency of all students. 6. Provide teachers with access and training on the use of the Teacher Portal sothat they can utilize the Performance Monitoring Plan process to individualizeinstruction to meet the needs of their Level 1 and 2 students including allHispanic, ELL, ED, and SWD students while maintaining or increasing theproficiency of students reading at or above grade Level. (All NCLB Subgroups) 7. Provide explicit reading intervention before or after school for students scoring1 or 2 on FCAT Reading using programs such as Reading Plus and monitor theprogress of said students utilizing the FORF, GATES, and STAR assessments. (AllNCLB Subgroups) 8. Develop a master schedule to ascertain that every student in need ofassistance in reading is placed in an intensive or intensive reading plusassignment. (All NCLB Subgroups) 9. Promote reading throughout the curriculum through the use of themed chartsand content specific administrator, teacher, staff, student read alouds. 10. Implement Small Learning Communities (SLC) model for those students in



the school's lowest quartile in reading. (All NCLB Subgroups) 11. Develop master schedule to meet student needs.






Budget:

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

Description of Resources Funding Source AvailableAmount

Program and/or materials on hand, noadditional cost required. $0.00

Total: $0.00

Technology


AR/STAR EESAC $1,200.00

Total: $1,200.00




Total: $0.00

Other


Reading Coach Title I $48,000.00

Media Center Collection EESAC $5,000.00

Total: $53,000.00

Final Total: $54,200.00

*Non-Highly QualifiedInstructors:

N/A

End of Reading Goal



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

*Needs Assessment: Based on the 2008 FCAT Mathematics Assessment results, none of the schoolsNCLB subgroups made AYP targets. However, 60% of students scored at a Level3 or above which leaves 40% at Levels 1 and 2. The percentage of studentsscoring at a Level 3 or higher is up from the 2007 FCAT results when only 53%of students score at or above a Level 3. In addition, 70% of students madelearning gains in reading up from 67%, in 2007. An analysis of the school’sbottom 25% indicates that 66% of said students made learning gains comparedto 68% in 2007.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades 6 through 8 will increase to 68%meeting high standards on the 2009 administration of the FCAT MathematicsTest.

*Strategies: 1. Involve teachers in data-driven decision making by providing them with allavailable data to enable an analysis of the on-going progress of their students.(All students) 2. Administer district-developed interim assessments to all students to allowteachers to monitor progress and make necessary adjustments. (All students) 3. Provide a highly structured before school, and after school, tutorial assistanceprogram. (All Level 1 and 2 students) 4. Provide students with agenda books in order to improve students’organization and time management skills, document home learning activities,tests, and short and long range plans and encourage parents to regularly reviewthis agenda book with their child in order to improve student completion ofassignments. (All students) 5. As part of the Making Middle Grades Work initiative, require all students tocomplete all assignments. Provide additional help and/or extra time as needed forall assignments to be completed. (All students) 6. As part of the Making Middle Grades Work initiative, allow students to makemultiple attempts at any assignment that is not completed in a satisfactorymanner. Provide additional help as needed for student to complete assignmentsuccessfully. (All students) 7. Identify students who scored at or above FCAT Achievement Level 3 inmathematics in each subgroup identified as not making adequate yearly progressin order to target students for enrollment in advanced academic classes. (ELL,SWD, Economically Disadvantaged students) 8. Review curriculum to be sure it is aligned with Sunshine State Standards, andthat all mathematics teachers are using the same curriculum alignment. (Allstudents) 9. Provide a variety of instructional formats in the classroom to address studentlearning, language, and cultural differences. (ELL, SWD, EconomicallyDisadvantaged students) 10. Provide instruction using Riverdeep for students whose scores on the 2008Mathematics FCAT Administration were in the lowest 25%. (All Level 1 and 2students) 11. Implement use of Classworks program for after school care tutorialprogram. 12. Provide PLATO course recovery program to allow students who did not passMathematics class during the previous school year to recover the credit.(Students not passing mathematics last year)



13. Develop master schedule to meet student needs. (All students)*Evaluation: The objective will be evaluated by the 2009 FCAT Mathematics test, Interim

District assessments, as well as Evidence-based Program assessments.Department head will lead monthly data chats to drive instruction, remediationand school tutorial and enrichment programs.


Glencoe Core Mathematics Program


August- Teacher Collaboration Site Student Profiles September- Data Collection/Analysis Baseline Assessment September- PLATO October- Differentiated Instruction November- Effective Use of Interim Assessment Results December- Effective Use of CRISS Strategies January- Writing Across the Curriculum January- Effective Use of Interim Assessment Results February- Crunch Time FCAT Prep Implementation All PD activities will assist RMS in achieving continued progress towards itsMathematics goals.

*Objective: Given instruction based on the Sunshine State Standards, Hispanic students willincrease their mathematics skills as evidenced by 68% meeting high standardson the 2009 administration of the FCAT Mathematics Test.

*Strategies: 1. Involve teachers in data-driven decision making by providing them with allavailable data to enable an analysis of the on-going progress of their students.(All students) 2. Administer district-developed interim assessments to all students to allowteachers to monitor progress and make necessary adjustments. (All students) 3. Provide a highly structured before school, and after school, tutorial assistanceprogram. (All Level 1 and 2 students) 4. Provide students with agenda books in order to improve students’organization and time management skills, document home learning activities,tests, and short and long range plans and encourage parents to regularly reviewthis agenda book with their child in order to improve student completion ofassignments. (All students) 5. As part of the Making Middle Grades Work initiative, require all students tocomplete all assignments. Provide additional help and/or extra time as needed forall assignments to be completed. (All students) 6. As part of the Making Middle Grades Work initiative, allow students to makemultiple attempts at any assignment that is not completed in a satisfactorymanner. Provide additional help as needed for student to complete assignmentsuccessfully. (All students) 7. Identify students who scored at or above FCAT Achievement Level 3 inmathematics in each subgroup identified as not making adequate yearly progressin order to target students for enrollment in advanced academic classes. (ELL,SWD, Economically Disadvantaged students) 8. Review curriculum to be sure it is aligned with Sunshine State Standards, andthat all mathematics teachers are using the same curriculum alignment. (Allstudents) 9. Provide a variety of instructional formats in the classroom to address studentlearning, language, and cultural differences. (ELL, SWD, EconomicallyDisadvantaged students) 10. Provide instruction using Riverdeep for students whose scores on the 2008Mathematics FCAT Administration were in the lowest 25%. (All Level 1 and 2students) 11. Implement use of Classworks program for after school care tutorialprogram. 12. Provide PLATO course recovery program to allow students who did not passMathematics class during the previous school year to recover the credit.



(Students not passing mathematics last year) 13. Develop master schedule to meet student needs. (All students)

*Evaluation: The objective will be evaluated by the 2009 FCAT Mathematics test, InterimDistrict assessments, as well as Evidence-based Program assessments.Department head will lead monthly data chats to drive instruction, remediationand school tutorial and enrichment programs.





*Objective: 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 Reading Test.

*Strategies: 1. Involve teachers in data-driven decision making by providing them with allavailable data to enable an analysis of the on-going progress of their students.(All students) 2. Administer district-developed interim assessments to all students to allowteachers to monitor progress and make necessary adjustments. (All students) 3. Provide a highly structured before school, and after school, tutorial assistanceprogram. (All Level 1 and 2 students) 4. Provide students with agenda books in order to improve students’organization and time management skills, document home learning activities,tests, and short and long range plans and encourage parents to regularly reviewthis agenda book with their child in order to improve student completion ofassignments. (All students) 5. As part of the Making Middle Grades Work initiative, require all students tocomplete all assignments. Provide additional help and/or extra time as needed forall assignments to be completed. (All students) 6. As part of the Making Middle Grades Work initiative, allow students to makemultiple attempts at any assignment that is not completed in a satisfactorymanner. Provide additional help as needed for student to complete assignmentsuccessfully. (All students) 7. Identify students who scored at or above FCAT Achievement Level 3 inmathematics in each subgroup identified as not making adequate yearly progressin order to target students for enrollment in advanced academic classes. (ELL,SWD, Economically Disadvantaged students) 8. Review curriculum to be sure it is aligned with Sunshine State Standards, andthat all mathematics teachers are using the same curriculum alignment. (Allstudents) 9. Provide a variety of instructional formats in the classroom to address studentlearning, language, and cultural differences. (ELL, SWD, EconomicallyDisadvantaged students) 10. Provide instruction using Riverdeep for students whose scores on the 2008Mathematics FCAT Administration were in the lowest 25%. (All Level 1 and 2students) 11. Implement use of Classworks program for after school care tutorialprogram. 12. Provide PLATO course recovery program to allow students who did not passMathematics class during the previous school year to recover the credit.(Students not passing mathematics last year) 13. Develop master schedule to meet student needs. (All students)

*Evaluation: The objective will be evaluated by the 2009 FCAT Mathematics test, InterimDistrict assessments, as well as Evidence-based Program assessments.



Department head will lead monthly data chats to drive instruction, remediationand school tutorial and enrichment programs.





*Objective: Given instruction based on the Sunshine State Standards, English LanguageLearner students will increase their mathematics skills as evidenced by 68%meeting high standards on the 2009 administration of the FCAT MathematicsTest.



*Evidence-based Glencoe Core Mathematics Program



Program(s):*ProfessionalDevelopment:


*Objective: 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.






August- Teacher Collaboration Site Student Profiles September- Data Collection/Analysis Baseline Assessment



September- PLATO October- Differentiated Instruction November- Effective Use of Interim Assessment Results December- Effective Use of CRISS Strategies January- Writing Across the Curriculum January- Effective Use of Interim Assessment Results February- Crunch Time FCAT Prep Implementation All PD activities will assist RMS in achieving continued progress towards itsMathematics goals.

Budget:



Program and/or materials on hand, noadditional cost required.

$0.00

Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other

Description of Resources Funding SourceAvailableAmount


Total: $0.00

Final Total: $0.00


N/A

End of Mathematics Goal

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

*Needs Assessment: Based on the 2008 FCAT Writing Assessment results, all of the school’s NCLBsubgroups made AYP targets. In addition, 94% of students scored at a Level 3.5or above which leaves only 6% at Level 3 or below. The percentage of studentsscoring at a Level 3.5 or higher is up from the 2007 FCAT results when only 79%of students score at or above a Level 3.5.

*Objective: Given writing instruction based on the Sunshine State Standards(SSS)/Competency Based Curriculum (CBC) at least 95% of students in the 8th



grade will score at a 3.5 or higher on the 2009 administration of the FCATWriting Plus test.

*Strategies: 1. Increase student opportunity to write across the curriculum with emphasis onpersuasive essays. 2. Administer writing pre-test at opening of school year, use results to guideinstruction. 3. Involve teachers in data-driven decision making by providing them with allavailable data to enable an analysis of the on-going progress of their students. 4. Provide professional development across the curriculum in the use of rubricsand essay writing. 5. Provide support during before and after school and Saturday tutoring for theremediation of writing deficiencies. 6. Provide students with agenda books in order to improve students’organization and time management skills, document home learning activities,tests, and short and long range plans and encourage parents to regularly reviewthis agenda book with their child in order to improve student completion ofassignments. 7. As part of the Making Middle Grades Work initiative, require all students tocomplete all assignments. Provide additional help and/or extra time as needed forall assignments to be completed. 8. As part of the Making Middle Grades Work initiative, allow students to makemultiple attempts at any assignment that is not completed in a satisfactorymanner. Provide additional help as needed for student to complete assignmentsuccessfully. 9. Use CRISS Strategies across the curriculum. 10. Identify students who scored at or above 3.5 in FCAT Writing in order totarget students for enrollment in advanced academic classes. 11. Develop master schedule to meet student needs.

*Evaluation: The objective will be evaluated by the 2009 Writing test, Interim Districtassessments, as well as Evidence-based Program assessments. Departmenthead will lead monthly data chats to drive instruction, remediation and schooltutorial and enrichment programs.


Prentice Hall Writing and Grammar, Core Writing Program


August- Teacher Collaboration Site Student Profiles September- Data Collection/Analysis Writing Pretest September- Holistic Scoring Review October- Differentiated Instruction November- Effective Use of Writing Assessment Results December- Effective Use of CRISS Strategies January- Writing Across the Curriculum February- Crunch Time FCAT Prep Implementation All PD activities will assist RMS in achieving continued progress towards its Writinggoals.

Budget:




Total: $0.00

Technology



Total: $0.00






Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Writing Goal

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

*Needs Assessment: Results from the 2008 administration of the FCAT Science assessment indicatethat 31% of students scored at a Level 3 or above which leaves 69% at Levels 1and 2. The percentage of students scoring at a Level 3 or higher is down fromthe 2007 FCAT results when only 33% of students score at or above a Level 3.

*Objective: Given science instruction based on the Sunshine State Standards(SSS)/Competency Based Curriculum (CBC) at least 56% of students in the 8thgrade will score a Level 3 or above on the 2009 administration of the FCATScience test.

*Strategies: 1. Administer pre-test to grade six to eight students addressing the SSSbenchmarks included within the District-recommended scope and sequences foreach Science course. 2. Administer District-authored quarterly assessments at the end of each gradingperiod to enable teachers to monitor student progress and make necessaryadjustments. 3. Provide translational/tutorial services for ELL students, ESOL Levels 1—4throughout the day. 4. Increase the number of SPED students who spend 80% or more of their timewith non-disabled peers to 60%. Offer inclusion classes taught by both an SPEDteacher and a general-education teacher in Science. 5. Provide common planning time for SPED/General-education teachers who co-teach inclusive classes. 6. Provide a highly structured after school tutorial assistance program. 7. Provide students with agenda books in order to improve students’organization and time management skills, document home learning activities,tests, and short and long range plans and encourage parents to regularly reviewthis agenda book with their child in order to improve student completion ofassignments. 8. Require all students to complete all assignments. Provide additional helpand/or extra time as needed for all assignments to be completed, As part of theMaking Middle Grades Work initiative. 9. Allow students to make multiple attempts at any assignment that is notcompleted in a satisfactory manner. Provide additional help as needed for studentto complete assignment successfully, As part of the Making Middle Grades Workinitiative. 10. Provide ongoing communication in the students’ home language to increaseparental awareness regarding advanced academic opportunities in mathematicsin order to increase enrollment in advanced academic courses. 11. Review curriculum to be sure it is aligned with the district pacing guide andthat all teachers are on the right pace.



12. Provide a variety of instructional formats in the classroom to address studentlearning, language, and cultural differences. 13. Establish a school Science Fair that emphasizes the use of proper scientifictechniques and scientific method in the projects entered. 14. Conduct weekly laboratory activities using inquiry-based thinking skills for allscience classes. 15. Involve teachers in data-driven decision-making by providing them with allavailable data to enable them to analyze the on-going progress of their studentsand to modify instruction as needed to meet their needs. 16. Implement use of Explore Learning computer program. 17. Develop master schedule to meet student needs.

*Evaluation: The objective will be evaluated by the 2009 FCAT Science test, Interim Districtassessments, as well as Evidence-based Program assessments. Departmenthead will lead monthly data chats to drive instruction, remediation and schooltutorial and enrichment programs.


Glencoe Core Science Program


August- Teacher Collaboration Site Student Profiles September- Data Collection/Analysis Baseline Assessment September- PLATO October- Differentiated Instruction November- Effective Use of Interim Assessment Results December- Effective Use of CRISS Strategies January- Writing Across the Curriculum January- Effective Use of Interim Assessment Results February- Crunch Time FCAT Prep Implementation All PD activities will assist RMS in achieving continued progress towards itsScience goals.

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other





Total: $0.00

Final Total: $0.00


N/A

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: While Riviera Middle School continues to have a small but active PTSA, many ofthe families in the community are comprised of households in which both parentswork, some at more than one job. Attending school functions is challenging inthis situation. Despite this, PTSA rosters for the year just ended indicate thatenrollment in the RMS PTSA increased by 50% last year from 48 families to 98.

*Objective: At least 7% more parents (111 parents) will participate in Parent Academycourses (compared to 103 parents participating last year), as evidenced byParent Academy participation logs as well as participation reports provided by theParent Academy.

*Strategies: 1. Use fliers, calendars, and newsletters, distributed via students and/or U.S. Mail,to publicize information about the school, activities at the school, and waysfamilies can support their student's academic success. 2. Survey parents at the beginning, middle, and end of the school year todetermine what topics they are interested in, and what they would like to seepresented at school, in a parent education evening, or on the agenda of PTSA orparent booster club meetings, and their reaction to events at that occur atschool. Respond appropriately to the information revealed by the survey. 3. Plan and implement workshops to empower parents with the skills needed toassist students with home learning activities. If appropriate, presentedworkshops in the home language of parents of ELL students. 4. Provide a parent resource center with informational and instructional materials.5. Maintain an on-going line of communication between the home and the schoolthrough the use of student report cards, interim progress reports, letters, fliers,school newsletters, parent/teacher conferences 6. Plan and implement special parent programs such as Open House, andScience/Mathematics Night. 7. Provide opportunities for parents to become active participants in the PTSA.Recruit parent participants at events such as Open House. 8. Set up contract/compact with parents.

*Evaluation: This objective will be evaluated by assessing sign in sheets and parent surveys todetermine the number of parent participants in school activities.


National Council of Parent Teacher Associations


1. Provide training in customer satisfaction for office personnel.

Budget:


Available





Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


Academic Motivation Activities PTSA $8,000.00

Total: $8,000.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: Riviera Middle School's was at the 42nd %ile on the 2006/2007 publication ofthe State of Florida ROI index as compared to the 44th %ile on the 2005/2006publication.

Objective: Riviera Middle School will improve its percentile rank on the State of Florida ROIindex from the 42nd percentile on the 2006/2007 publication to the 43rdpercentile on the next publication of the index.

Strategies: 1. Work with District personnel to identify appropriate alternative allocations ofresources. 2. Readdress existing resources and facilitate the use of outside resources tominimize cost factors. 3. Utilize stakeholder groups to identify strategies for organization improvement.4. Utilize before and after school/Saturday school program, to reduce costs andincrease learning gains. 5. Utilize the District resources to increase the use of financial resources and theirimpact on the school program.

Evaluation: This goal will be evaluated by comparing the 2006/2007 ROI index to the2007/2008 index.

End of Return on Investment Goal



ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

ReadingProgram and/or materials onhand, no additional costrequired.

$0.00

MathematicsProgram and/or materials onhand, no additional costrequired.

$0.00

WritingProgram and/or materials onhand, no additional costrequired.

$0.00

ScienceProgram and/or materials onhand, no additional costrequired.

$0.00

Parental InvolvementProgram and/or materials onhand, no additional costrequired.

$0.00

Total: $0.00

Technology


Reading AR/STAR EESAC $1,200.00


$0.00


$0.00


$0.00

Parental InvolvementProgram and/or materials onhand, no additional costrequired.

$0.00

Total: $1,200.00



ReadingProgram and/or materials onhand, no additional costrequired.

$0.00


$0.00


$0.00


$0.00

Parental InvolvementProgram and/or materials onhand, no additional cost $0.00



required.

Total: $0.00

Other


Reading Reading Coach Title I $48,000.00

Reading Media Center Collection EESAC $5,000.00


$0.00


$0.00


$0.00

Parental Involvement Academic Motivation Activities PTSA $8,000.00

Total: $61,000.00


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

Riviera Middle School promotes a cooperative and collaborative system of leadership that includesrepresentatives from all stakeholders to serve on its primary decision-making council, the EducationalExcellence School Advisory Council (EESAC). The EESAC meets monthly to work to ensure studentachievement. One of the primary goals of the Council is to prepare and evaluate the School ImprovementPlan. EESAC has provided funding to support the technology in use at Riviera Middle School. BecauseRiviera is a technology-rich school, this support has been crucial in maintaining up-to-date technology. As aresult of EESAC assistance with the funding of important school related activities, progress towards school,state, and federal school achievement goals has been very positive over the last four years.

SAC Members

Members

1) Valerie V. Carrier, Principal

2) Deborah White, SAC Chair

3) William Weiss, Student

4) Michael Weiss, Teacher



) ,

5) Ileana DeSosa-Lopez, Teacher

6) Elenita Laverde, Teacher

7) Barbara Chennault, Teacher

8) Maria Andres, Parent

9) Connie Saunders, Parent

10) Norys Nodal, Parent

11) Brenda McRae, Parent

12) Barbara Barquin, Parent

13) Cynthia Weiss, Parent

14) Kimberly Still, Parent

15) Zavier Garcia, Community Member

16) Carlos Marera, Community Member

17) Danielle Graham, Community Member

18) Amy Rodriguez, School Support Personnel

19) Dean Coppolo, Union Steward

IMPLEMENTATION EVALUATION

Educational Excellence School Advisory Council (EESAC) committee will receive on-going reports on thestatus of the implementation of the School Improvement Plan (SIP). A mid-year review of theimplementation of the current SIP will be conducted in order to assess where resources need to betargeted for the remainder of the school year. Additionally, a progress assessment meeting will bescheduled at the end of the school year. In attendance will be the school principal, the EESAC chairperson,the United Teachers of Dade steward, an EESAC parent representative, the EESAC community/businessrepresentative, and the EESAC student representative (as applicable). At this meeting, the EESAC makes apresentation of findings. Included in this presentation are data elements that identify the Strengths andOpportunities for Improvement (OFIs) of the school. These results provide guidance for the future directionof the school and are included, as appropriate, as objectives and strategies in next year’s SIP. Staff atRiviera Middle School will review the status of SIP objectives and will collaborate with the EESAC todetermine how student achievement will be addressed next school year.

REPORTING

Baseline Data Report



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

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

38 62 33 67 21 79 0 0 0 0


MDCPSReadingBaselineAssessment

MDCPSMathematicsBaselineAssessment

MDCPSDistrictWritingPretest


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery



34 66 39 61 33 67 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

28 72 31 69 30 70 20 80 0 0





MDCPSScienceBaselineAssessment


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade RIVIERA MIDDLE SCHOOL 6801Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 671Math: 671

2007-2008 School Grade1:

B 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 99 Y 99 Y 53 N 54 N 86 91 Y NA 51 47 N 52 46 Y 52 N 60 NA

WHITE 100 Y 100 Y NA NA NA NA NA NA NA NA BLACK NA NA NA NA NA NA NA NA NA NA HISPANIC 99 Y 99 Y 52 N 54 N 87 92 Y NA 53 48 N 53 46 Y 53 N 61 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 51 N 51 N 83 90 Y NA 54 49 N 55 49 Y 50 N 60 NA

ENGLISHLANGUAGELEARNERS

99 Y 99 Y 27 N 35 N 76 71 N NA 79 73 N 72 65 N 48 N 60 N

STUDENTS WITHDISABILITIES 97 Y 97 Y 38 N 39 N 66 79 Y NA 63 62 N 63 61 N 40 N 40 N

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade RIVIERA MIDDLE SCHOOL 6801Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 674Math: 674


C Did the Schoolmake AdequateYearly Progress?

NO


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

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

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 97 Y 97 Y 49 N 48 N 89 86 N NA 48 51 NA 55 52 NA 43 NA 60 NA

WHITE 97 Y 97 Y NA NA NA NA NA 40 NA NA NA BLACK NA NA NA NA NA NA NA 71 NA NA NA HISPANIC 97 Y 97 Y 47 N 47 N 89 87 N NA 49 53 NA 57 53 NA 41 NA 60 NA ASIAN NA NA NA NA NA NA NA 30 NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 96 Y 96 Y 46 N 45 N 88 83 N NA 51 54 NA 62 55 NA 43 NA 59 NA


96 Y 96 Y 21 N 28 N 70 76 Y NA 68 79 NA 72 72 NA 47 NA 54 NA

STUDENTS WITHDISABILITIES 92 N 90 N 37 N 37 N 75 66 N NA 61 63 NA 70 63 NA 47 NA 53 NA

Subgroup(s) not making

AYP

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

Hispanic 33 67 34 66

Econ.Disadv.

31 69 32 68

SWD 24 76 29 71

ELL 27 73 33 67

End of Baseline Data Report

AYP DATA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade RIVIERA MIDDLE SCHOOL6801

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

Read: 701Math: 701


A Did the Schoolmake AdequateYearly Progress? 5

PRO


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

Group








SafeHarborReading


SafeHarborMath

2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N

TOTAL4 98 Y 99 Y 52 Y 45 N 85 89 Y NA 64 48 NA 56 55 N

WHITE 99 Y 99 Y 67 NA 60 NA NA NA NA 52 40 NABLACK NA NA NA NA NA NA NA NAHISPANIC 98 Y 98 Y 51 Y 43 N 85 89 Y NA 66 49 NA 57 57 NASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 98 Y 98 Y 49 Y 38 N 83 88 Y NA 67 51 NA 62 62 N


98 Y 98 Y 32 N 28 N 63 70 Y NA 84 68 Y 73 72 N

STUDENTS WITHDISABILITIES 96 Y 97 Y 39 N 30 N 56 75 Y NA 81 61 Y 82 70 Y

Dade School DistrictRIVIERA MIDDLE SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

60% 60% 94% 31% 245

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

61% 70% 131

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?

64% (YES) 66% (YES) 130 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 506 Percent Tested =99% Percent of eligible students tested

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

SCHOOL GRADE DATA



Dade School DistrictRIVIERA MIDDLE SCHOOL2006-2007

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

57% 53% 85% 33% 228

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

55% 67% 122


Adequate Progressof Lowest 25% inthe School?

63% (YES) 68% (YES) 131 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 481 Percent Tested =98% Percent of eligible students tested

School Grade C 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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