florida differentiated accountability program 2009 –...

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: LAWRENCE ACADEMY SENIOR HIGH CHARTER SCHOOL

District Name: Dade

Principal: Dr. Keitha Burnett

SAC Chair: Ms. Lorna Hawkins

Superintendent: Mr. Alberto Carvalho

Date of School Board Approval: Pending

Last Modified on: 09-09-2009

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 and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Vision: The Lawrence Academy High School team joins the parents and community to assist all students regardless of background in achieving success in high school, post secondary options, and life beyond. It is the vision of Lawrence Academy High that all students enroll in a post secondary education program. Mission: The mission of Lawrence Academy is to build character of tomorrow’s leaders for high school-grade students by cultivating a rigorous and challenging academic environment with a college preparatory curriculum infused with character building techniques through collaborative support and effort of the school, family, and community.

Brief History and Background of the School

Brief History and Background of the School Lawrence Academy, Inc. draws from America's full and rich heritage by promoting a strong work ethic and establishing commitment to moral development. The foundation of Lawrence Academy is based on core values, giving students the foundation to tackle vigorous and challenging curriculum, and further, giving students the tools to be productive citizens. The primary core values are derived from Miami-Dade County's character education curriculum, which are citizenship, cooperation, fairness, honesty, integrity, kindness, pursuit of excellence, respect and responsibility. Lawrence Academy is named in the honor of Mr. Allen Lawrence and the memory of the late Mrs. Roxie Lawrence, ordinary people who did extraordinary actions by setting examples of moral behavior and promoting a strong work ethic.

Lawrence Academy Senior High is located in the heart of Florida City, a federally declared Empowerment Zone. According to the 2000 census, the median household income is $14,923. The population at large in Florida City is one of the fastest growing cities in Miami-Dade county. From 1990 to 2000, the population increased by 35%. According to Mayor Wallace, Florida City has gained an additional 12,000 residents within the past several years and as a result, meeting the educational needs of the community will be challenging. In Florida City, only 45% of the population has graduated from high school and only 7% of the population has obtained a college degree. The population of Florida City is 56% Black, 43% Hispanic, 7% White Non-Hispanic, and 4% Other.

Lawrence Academy Senior High is 62% Hispanic, 19% Black, and 19% White. The ratio of male to female is approximately 2:3. Nearly 70% of our students qualified for free or reduced lunch and it is expected that the percentage will be at least the same or higher for the 2010-2011 school year based on the demographics of the student population. The student teacher ratio is 20:1. Lawrence Academy has one Executive Director, one part-time Director/Principal, one Lead Teacher, seven full-time teachers, two part-time teachers, one registrar, two substitute teachers, one part-time community involvement specialist, one part-time computer technician, one part-time ESE teacher, one custodian, one security guard, two part-time cafeteria aides and one paraprofessional. Lawrence Academy is located in an 11,000 square feet facility that has eight classrooms, three offices, two student bathrooms, one teacher's lounge and a cafeteria.

Unique School Strengths for Next Year

Unique School Strengths for Next Year Lawrence Academy utilizes the Florida’s Continuous Improvement Model (FCIM) which is comprised of formulating a plan, optimizing a timeline, concentrating and collaborating on teaching benchmarks, utilizing assessments and sustaining learning. As a result, Lawrence Academy Senior for the 2007-2008 school year had 97% of the criteria met. However, due to the enrollment numbers, Lawrence Academy Senior did not receive a school grade.

During the 2008-2009 Lawrence Academy underwent a review from the Southern Association of Colleges and Schools. After

the review, Lawrence Academy received a recommendation by the Quality Assurance Review Team to become a SACS accredited school. Lawrence Academy is governed by a well-experienced board with over 120 years of experience collectively in administration and education.

Furthermore, the Quality Assurance Review Team commended Lawrence Academy on the faculty, staff, students and parents of Lawrence Academy for being passionate toward learning. The vision of the school is evident throughout the daily operations. Also, there is evidence of a positive climate. The school meets a local area need by serving at-risk students. Lawrence Academy does have quality classroom libraries, two mobile labs with internet access. Also, the students are able to access the county databases which are provided through the Miami-Dade Public Library System. The school has plans to establish a media center within 18 months.

Unique School Weaknesses for Next Year

Unique School Weaknesses for Next Year The school has identified areas of weaknesses using the Quality Assurance Review Team (QART) report which is derived from Administration, Faculty, students, parents, and other stakeholders. The QART Team is a group of education professionals which is organized by SACS. At the moment Lawrence Academy does not have a media center with a comprehensive materials collection and media services to support the instructional program.

In addition we are actively seeking to develop the use of an athletic complex for students and expand programming such as fine arts, foreign language and extra-curricular.

Student Demographics

Student Demographics The population of the student population of Lawrence Academy for the 2009-2010 school year is as follows: Hispanic: 67% Black (Non-Hispanic):24% White: 7% Other: 2% SWD:1% ELL:3% Gifted:3%

Student Attendance Rates

Student Attendance Rates Lawrence Academy Senior High has the attendance rate of 92.09% for the 2008-2009 school year. In comparison to the 2007-2008 school year, there was a decrease of 1.61

Student Mobility

Student Mobility Lawrence Academy High School’s mobility rate is less than 5%. This mobility rate is reflective of the migratory needs of our migrant student population.

Student Suspension Rates

Student Suspension Rates Lawrence Academy High School’s number of suspensions increased in the past two years. In 2007-2008 there was 1 outdoor suspension and this escalated to 14 in 2008-2009 school year. This increase is evident by an increase in student enrollment as well as stringent enforcement of school rules and policies.

Student Retention Rates

Student Retention Rates Lawrence Academy High School’s number of retentions in the 2007-2008 school year was 1. This retention rate decreased to 0% in the 2008-2009 school year.Lawrence Academy works together with Sweet Vine which is located directly across from the school site. Students who receive in schoool suspensions are required to attend Sweet Vine for the duration of their indoor suspension. While at Sweet Vine, students are required to participate in the conflict resolution program.WHen students return from their indoor suspension, they bring with them a certificate of completetion to the school which is then filed in their student records.

Class Size

Class Size To reduce discipline problems and strength the one-on-one relationship between students and teachers, the average class sizes are as follows: 9th Grade 25 students, 10th Grade 25 Students, 11th Grade 10 students. The teacher to student ratio in the classrooms for each grade would be 20 students to 1 teacher for 9th and 10th grade classes and 10:1 for the 11th grade class

Academic Performance of Feeder Pattern

Academic Performance of Feeder Pattern Lawrence Academy is a Prevent I school. The middle schools that feed into Lawrence Academy Senior are the following: Campbell Drive Middle School and Homestead Middle School. Campbell Drive Middle School’s grade was an “F” for the 2006-

2007 school year and increased to a “C” for the 2007-2008 school year. Homestead Middle School’s grade increased from a “D” in the 2006-2007 school year to a “B” in the 2007-2008 school year. None of the schools made AYP in the 2006-2007 school year or 2007-2008 school year.

In the 2006-2007 school year, all subgroups and Campbell Drive Middle School and Homestead Middle School failed to meeting the Math and Reading proficiency. In the 2007-2008 school year, the Black and ELL subgroups failed to meet the math proficiency and the Hispanic, Economically disadvantaged, and SWD subgroups failed to meet the reading proficiency at Homestead Middle School. At Campbell Drive Middle School in the 2007-2008 school year, the Black, Economically Disadvantaged, ELL subgroups failed to meet the reading and math proficiency.

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

Partnerships and Grants Lawrence Academy has established partnerships with the following non-profit organizations: Enfamilia (provides parental education), Florida International University (Upward Bound and Pre-College programs), Family Christian Association of America (Sports activities and student government training), Learning for life (Curriculum and facilitators to teach character education) and South Florida Work Force (staff volunteers). Lawrence Academy also receives Title I Grant (tutoring and supplemental educational materials). Lawrence Academy Middle Charter School collaborates with district programs and services, community agencies and the business community in order to integrate educational services to all students. This collaboration includes: the Parent Academy, the Parent Information and Resource Center (PERC), Upward Bound and Pre-collegiate programs at community colleges and universities. These collaborative efforts will eliminate gaps in service for the ELL students, children with disabilities, migrant children, N & D children, homeless children, and migrant children. An avenue will be provided for sharing information about available services, and for helping to eliminate duplication and fragmentation within the programs. Title I personnel will, on an on-going basis, work with the appropriate staff to increase program effectiveness of the instructional program. Representatives from these agencies will meet as necessary to coordinate various services for families and children to increase student achievement. Additionally, the school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as Differentiated instruction/intervention and classroom libraries.

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Keitha Burnett BA, MPA, Ph.D. 4 4

Director of Lawrence Academy High 2008-2009: Grade:C AYP:No Reading Mastery:35% Math Mastery:59% Science Mastery:NA 2007-2008: Grade:No Grade AYP:No Reading Mastery:NA Math Mastery:NA Science Mastery:NA (All students met the Math proficiency; 97% of the criteria was met) Director of Lawrence Academy Middle 2008-2009: Grade:B AYP:No 2007-2008 Grade:C No AYP 2006-2007 Grade:F No AYP 2005-2006 Grade: C

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Subject Area Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

N/A N/A N/A N/A

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

1. Networking for recruitmentKeitha Burnett, Executive Director.

Ongoing

2. Resume/Qualifications for hiring Keitha Burnett, Executive Director.

Ongoing

3. Professional Development for trainingKeitha Burnett, Executive Director.

Ongoing

4. On-going trainings and stipends for retentionKeitha Burnett, Executive Director

Ongoing

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

N/A N/A N/A N/A

Total Number of

Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of

Experience

% of Teachers with 6-14 Years of

Experience

% of Teachers with 15+ Years of

Experience

% of Teachers

with Advanced Degrees

% Highly Qualified

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

9 44 56 0 0 22 100 22 0 18

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Arlene Betancourt Kisha Davis

Arlene Betancourt has the same certification area (Social Sciences) and she has previously taught social science classes.

Weekly meetings Observations In-Service Shadowing Modeling

Title I, Part A

In Lawrence Academy Senior High, services are provided to ensure students requiring additional remediation are assisted through after-school programs or summer school. Support services are provided to secondary students. The administration / lead teachers, lead, and evaluate school core content standards/ programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. They identify systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assist in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment and implementation monitoring. Other components that are integrated into the school wide program include Parental Program; Title CHESS (as appropriate); Supplemental Educational Services; and special support services to special needs populations such as migrant, and neglected and delinquent students.

Title I, Part C- Migrant

Lawrence Academy Senior High provides services and support to migrant students and parents by referring them to Enfamilia and Coalition of Florida Farm Workers Organization.

Title I, Part D

N/A

Title II

N/A

Title III

N/A

Title X- Homeless

N/A

Supplemental Academic Instruction (SAI)

Cool Kids was selected by the parents, but the service was not rendered at Lawrence Academy.This year the school will be receiving supplemental academic instruction from FELC tutors in addition to tutoring services given by Lawrence Academy.

Violence Prevention Programs

Christian Empowerment Coalition and Sweet Vine, both non-profit organizations provide conflict resolution workshops for our students.

Nutrition Programs

Lawrence Academy was approved in January 2009 to be a part of the National School Lunch Program. As part of t he National School Lunch Program, Lawrence Academy developed a Wellness policy and contracted out to a vendor approved by the state to provide a well-balanced breakfast and lunch to our students. We teach nutrition through our science and physical education classes.

Housing Programs

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

Through our social studies classes, students get the opportunity to explore career opportunities and learn basic job skills as resume writing and interviewing. All students are enrolled in a computer applications course.

Job Training

Students learn job skills such as resume writing and interviewing techniques. The students are also placed on internships with local community offices and businesses (i.e. Florida City’s City Hall, Department of Children And Families).

Other

Lawrence Academy will involve parents in the planning and implementation of the Title I Program and extend an open invitation to our school’s parent resource center in order to inform parents regarding available programs, their rights under No Child Left Behind and other referral services. Increase parental engagement/involvement through developing (with on-going parental input) our Title I School-Parent Compact (for each student); our school’s Title I Parental Involvement Policy; scheduling the Title I Orientation Meeting (Open House); and other documents/activities necessary in order to comply with dissemination and reporting requirements.

Conduct informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our parents’ schedule as part of our goal to empower parents and build their capacity for involvement.

Complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev. 06-08) and the Title I Parental Involvement Monthly Activities Report (FM-6913 03-07), and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 1118.

Confidential “as-needed services” will be provided to any students in the school in “homeless situations” as applicable.

Additional academic and support services will be provided to students and families of the Migrant population as applicable.

School Improve Grant Fund/School Improvement Grant Initiative The school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to

Response to Instruction/Intervention (RtI)

School Wide Florida’s Continuous Improvement Model

increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as extended day remedial tutorial instruction, Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100. Additionally, Title I School Improvement Grant/Fund support funding and assistance to schools in Differentiated Accountability based on need.

Identify the school-based RtI Leadership Team.

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

School-based RtI Team

Our RTI team is our Literacy Team which is composed of a team of teachers from each area and stakeholders. Our Literacy Team is cross-curricular and encompasses the feeder pattern Elementary, Middle and High School. The literacy team meets on a monthly basis. The purpose of the Literacy Team is to determine appropriate teaching strategies for each student’s level. This levels are not only level I and II, but also classifying the students as Tier I, Tier II and Tier III. This level is determined using data from FCAT results, SPSS package and interim assessments. And additional goal of the literacy team is to incorporate literacy skills in all subjects. Principal Director Dr. Keitha Burnett Provides a common vision for the use of data-based decision making, ensures that the school-based team is implementing Rtl skills of school staff, ensures implementation, and documentation, ensures adequate professional development to support Rtl implementation, and communicates with parents regarding school- based Rtl plans and activities. The following teachers: Mrs. Lorna Hawkins (Language Arts), Ms. Arlene Betancourt, Ms. Ana Riera (Mathematics), Ms. Wajida Qureshi (Science), Mrs.Sheneka Stevenson (2nd grade Elementary), Ms.Christine Balharry, provide information about core instruction participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/ instruction with Tier 2/3.

The Rtl Leadership Team meets at the beginning of the year and analyzes previous years data, to establish school-wide goals, to assign roles to each teacher and to determine the process that will be implemented throughout the school year to improve academic achievement. The Rtl Leadership Team meets on a monthly basis to follow up with goals, to modify instructions, to implement new strategies and to analyze new data as it comes up. The previous year we met every the third Friday of every month. We will determine what day to meet during the PD days before the start of school in mid-August.

The Rtl Leadership Team provides data on. Tier 1,2,and 3 targets; academic and social/ emotional areas that need to be addressed; helps set clear expectations for instruction; facilitates the development of a systematic approach to teaching; and aligns processes and procedures. Examines the objective for each content area and provides intervention strategies to teachers to help them achieve the SIP objectives.

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

Baseline data: Progress Monitoring and Reporting Network (PMRN), Florida Comprehensive Assessment Test (FCAT), FAIR Assessment to levels 1 and 2, three times a year; Interim Assessment to the whole School three times a year; FCAT Writing practice three times a year. Frequency of Data Days: Twice a month for data analysis

Professional development will be provided for teachers’ common planning time and small sessions will occur throughout the year. Two PD sessions entitled: “ Rtl: Problem Solving Model: Building Consensus Implementing and Sustaining Problem Solving/ Rtl” and “Rtl: Challenges to Implementation Data- based Decision-making, and Supporting and Evaluating Interventions” will take place in September and in November.

The Rtl team will also evaluate additional staff PD needs during the monthly Rtl Leadership Team meetings.

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Plan

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

Strengths Grade 9: Math –Data Analysis Reading- Compare and Contrast Weaknesses Grade 9: Math- Number Sense Reading- Reference and Research

Lawrence Academy High School utilizes the district’s pacing guide to help guide instruction. Before the opening of the school, the principal and the lead teacher provided weakest strands in each area; based on FCAT data, IFC’s were created. The IFC will be updated in October 2009 as determined by disaggregated data results from the September Baseline, and December Interim Assessment Test. Data results from the September Baseline and December Interim Assessment Test will also be utilized. Teachers will be responsible for determining the instructional focus of the whole group lessons, and small group/ differentiated instruction. Benchmarks were selected as indicated by students’ strengths and weaknesses, which were measured by progress on class work, assignments, assessments, and data results. The duration of instruction for each Benchmark was determined by the amount of time allotted in the IFC to ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted the IFC, teachers will provide instruction on each Benchmark, allow the students an opportunity to practice, asses the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting. Administration will implement a continuous cycle of making classroom visitation, evaluating lesson plans, monitoring teacher data, and conducting meeting with teachers to ensure that the IFC is being utilized and implemented effectively. Lead teacher will monitor teachers to help them be as effective as possible and implement the strategies. Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The Department chairperson will provide additional assistance to the teacher. Professional Learning Communities are determined by the Administrator through each content area in order to provide support and education for teachers in their classrooms.

Based on the FCAT data that was collected from the previous year, the weakest areas are as follows: Grade 9 Reading: Students scored 44% in Reference and Researches. Math: Students scored 38% Number Sense. Grade 10 * Reading N/A. Math: N/A.

*2008-09 was Lawrence Academy High’s first year of 10th grade. There is no data reported. However we will examine individual student scores to develop a school report that addresses weakness and gains. 11th and 12th grade do not appear because the school did not have these grades in 08-09

Although we analyze student data, because of our small population, usually one teacher is responsible of each content area. But we do compare to the previous years and we have significantly increased within the past 3 years.

The school incorporates applied and integrated courses in several ways. The Language Arts Chair person uses technology to expose students to various job opportunities using career and college counseling through the FACTS website. Reading across the curriculum is taken from various areas, non-fictional and information. In math, several projects are done to show how math and science is applied to real –life situations. Additionally High School Students participate in community service, internships, College Experience field trips and competitions such as Brain Bowl and motivational field trip programs such as Recapture the Vision, Mock trials, etc.

Technology course teaches student how to use applications like Microsoft Office (Word, Excel, Publisher, Power Point, Access)

Lawrence Academy High ensures its students the opportunity to be exposed to different careers and course of study by implementing the following activities: 1) Career Projects- Projects and visuals to receive background knowledge in the field of profession.

2) Field trips- Trips that expose them to different professions. 3) Career Days- A variety of organizations come in to explain the requirements for the job. Guest speakers- Specific guest speakers come in to discuss their tasks.

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

DO

Through Professional Learning Communities teachers share best practices and resources. Furthermore, the teachers will follow the Sunshine State Standards, and Scope and Sequence. The IFC is constructed before the beginning of the school year by a team of grade level teachers and the Lead Teacher and Administrator. Afterwards, teachers give input during the weekly teacher meetings regarding what progress are being made in the weakest areas. This input along with assessment data, observation and the District pacing guide contribute to the instructional focus.

Furthermore, the teachers will follow a lesson plan format which incorporates mini-lessons that target the benchmarks being addressed that week. These 5-10 mini-lessons will be taught by content area teachers and also emphasized school-wide in other subjects. The IFC will be implemented across the curriculum.

Students master mini-assessments based on the focus lessons. Teachers analyze data results from focus lessons and intermittently re-assessed throughout the school year. Proficiency of skills or benchmarks should also be evident in skills and Benchmarks that are taught as part of the whole group instruction.

Based on students' needs as identified through the results of previous assessments, focus lessons are provided by the Lead teachers/department chairpersons for each subject area. The focus lessons selected are aligned to the Benchmarks and standards for each subject area and cover those Benchmarks that are annually assessed on the FCAT. A 5 to 10-minute focus lessons will be taught at the beginning of each class period. Reading, math, and science teachers will teach the focus lesson that correlates with their subject area. In the future, depending on need, elective and social studies teachers may also teach focus lessons.

Student mastery on mini-assessments based on the focus lessons will determine if the focus lessons needs to be revised and/or re-taught. Teachers and Dr. Keitha Burnett will ensure the effectiveness of the focus lessons by analyzing results of the data based on the mini assessments that were given pertaining to the focus lessons.

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

How are assessments used to identify students reaching mastery and those not reaching mastery?

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

CHECK

Mini-assessments based on the focus lessons will be administered. Ten questions per Benchmark will be utilized for assessment purposes. The assessments will be administered on a monthly basis. These mini-assessments will provide data to review and to direct instruction.

Mastery will be set at 80%. Mastery is set at higher than the traditional score of 70% to ensure student proficiency of each benchmark. The assessment results will be used to determine the instructional focus of whole group lessons. An Item Analysis of the assessment will be utilized to re-teach questions that students missed frequently. Teachers will identify students in need of additional instruction through assessments. Students scoring less than 50% will be provided instensive instruction, and additional instruction and practice opportunities will be provided for those students scoring 80%-100%.

All students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

proficiency.

Students who are not at mastery level will receive differentiated lessons and additional in-class and tutoring opportunities to help them reach mastery.

Teachers meet on a weekly. These meetings will be facilitated by the lead teacher. These meetings are a forum for teachers to review data results and discuss the results from their own assessments. Together with an administrator, teachers decide on the next step to modify the IFC. A teacher will be designated to take notes and be submit them to the administrator. The administrator will attend the meetings when necessary.

Lawrence Academy High School has a small faculty which can serve as an advantage because teachers work with the same students repeatedly and are able to communicate information regarding their behavior, progress and needs. Informally these meetings occur on a daily basis. Teachers and Administrators are constantly discussing the learning process and practicing in the classroom.

The principal and Leadership Team meets with the teacher either during weekly meetings or one-on-one to discuss assessment results. During these meetings, lesson plans, data binders, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual needs. Progress Monitoring logs will also be utilized to document the process of teaching, assessing, re-teaching, and re-assessing. Special attention will be given to special needs population such as migrant, homeless, neglected, and delinquent students. The economically disabled and the Hispanic sub groups that have been identified as performing below mastery. These groups will be targeted with additional strategies and material to aid them in reaching mastery.

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

How does the school identify staff’s professional development needs to improve their instructional strategies?

Which students will be targeted for supplemental and intensive instruction/interventions?

How will the effectiveness of the interventions be measured throughout the year?

ACT

The core materials that are used in each subject area are state adopted textbooks with student workbooks and activities designed along the Sunshine State Standards. Lawrence Academy Middle school provides supplemental materials such as Jamestown Navigator, Achieve 3000 (a web-based differentiated reading program), and FCAT Explorer. Lawrence Academy also provides, various opportunities for extra assistance. In-class content area teacher often group students using leveled material and increase the difficulty as the students progress. The school offers Saturday School, Miami-Dade College Saturday tutoring in Math and Reading, Summer Programs, and After School Tutoring. This year the Part-Time Reading coach will also work students independently or in small groups.

Resources from state adopted textbooks which are designed for intensive instruction will be utilized. Teachers devote time to struggling students within the classroom setting and use other strategies are (grouping, and pairing, technology). Based on student data, the reading coach will determine who the students are that require the immediate intervention.

Lawrence Academy provides its teachers professional development through in-house as well as outside workshops. Each mentor teacher is assigned a mentee for guidance and role modeling. Common areas of concern are classroom management, instructional delivery, and time management. The administrator will look for assessments, observations, evaluations, teacher surveys, student performance to recommend specific professional development.

Based on assessments, teacher recommendations and parent recommendations the students who perform below the norm will be selected for supplemental and intensive instruction and/or interventions.

The teacher will measure effectiveness by informal and formal assessments. Some informal assessments will be quizzes, oral

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status No Attached Notification of (School in Need of Improvement) SINI Status Public School Choice with Transportation (CWT) Notification No Attached Public School Choice with Transportation (CWT) Notification Notification of (School in Need of Improvement) SINI Status No Attached Supplemental Educational Services (SES) Notification

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Describe how students are identified for enrichment strategies.

tests, and weekly assessments. Some formal tests the Middle School utilizes are the District Interim; Edusoft generated assessments, textbook tests and FCAT. All of the staff will meet to discuss progress of the students not meeting mastery level. They will discuss strategies and intervention processes. Also, the teachers will look into other residing factors such as attendance and behavior. Strategies that are unsuccessful will immediately be discontinued and alternative activities will be replaced.

Lawrence Academy High School is developing its Advanced Placement program to provide the additional opportunities for students. This year we will add AP Psychology and forecast to add four additional AP courses by the following year. Two teachers are currently pursuing the gifted endorsement. Also teachers were asked to report a week early for professional development during which they were trained to incorporate reciprocal teaching strategies in the lessons. Selected teachers present techniques to effectively implement differentiated instruction. Teachers also use project-based learning as well as technology-based activities.

Students are identified through teacher recommendations, formal assessments, and student performance. Assessments such as FCAT weigh heavily on the schools enrichment selection process. Parents/guardians have input on the enrichment selection process. Based on meetings with the principal, teacher, and lead teacher, the parents/ guardians are counseled on the expectations for the student in the higher level course.

PLC Organization (grade level, subject, etc.) PLC Leader

Frequency of PLC Meetings Schedule (when)

Primary Focus of PLC (include Lesson Study and Data Analysis)

9th, 10th and 11th grade reading teachers,

reading coach, ESE/ESOL Teacher/consultant.

Beverly Talbert, reading Coach

Bi-Weekly Friday

Analyze the effectiveness of the Reading FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.

9th, 10th and 11th grade math teachers, Math Department chairperson.

Israel Katz, Principal

Ana Riera, Math Chairperson

Bi-Weekly Friday

Analyze the effectiveness of the Math FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions

9th, 10th and 11th grade science teachers, Science Department Chairperson


Wajida Qureshi, Science Chairperson

Bi-Weekly Friday

Analyze the effectiveness of the Science FCIM calendars, focus lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.

Faculty

Yolanda LaCount, Lead Teacher


Bi-weekly Friday

Data Chats, Professional Development, Student needs assessment; Lesson Study centered on lesson planning with and utilizing the research-based lesson delivery model. Data analysis of common assessments and FCIM mini-assessment results.

Leadership Team

Dr. Keitha Burnett, Executive Director


Weekly Monday Identify weekly objectives

Pre-School Transition

Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

NA

The Director of Lawrence Academy reviews each student’s academic history to track their progress with the pupil progression plan. Lawrence Academy also has activities and fieldtrips that highlight career opportunities and provide support in helping students to understand the requirements to reach their individual goals. Furthermore, Lawrence Academy will host workshops on how to apply for grants, financial aid, and admission to colleges and ensure that all students attend local college fairs and tours. Lawrence Academy works in collaboration with Florida International University and Miami-Dade Community College to ensure that the students have the opportunity to attend collegiate programs in order to provide students the experience of going to college and see what colleges can offer them post graduation. This year Lawrence Academy will offer an AP course for its high school students in addition to continuing to offer honors courses.

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grade 9-10, 35% of students achieved mastery on the 2009 FCAT Reading test. This represents a decrease of 10 % when compared to 45% who achieved mastery in 2008.

Given instruction using the Sunshine State Standards, 72% of the students in grades 9-11 will achieve mastery for reading on the 2010 FCAT Reading Test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 1.FAIR assessments to monitor student progress.

1. Director and Lead Teacher

1. Review FAIR data reports to ensure teachers are assessing students according to the created schedule

1. Printout of FAIR assessments.

2 2. Examine rubrics and the appropriate benchmarks to ensure a complete understanding of the skill being assessed.

2. Language Arts Chair 2. Review Lesson plans and classroom observations; Rubric

2. Classroom Observation record of how rubric is being used

3 3. Develop an Instructional Focus Calendar for Reading and Language Arts classes.

3. Lead Teacher and Language Arts Chair.

3. Administration will be aware of the IFC’s upcoming focus and monitor implementation through classroom walk throughs.

3. Effectiveness will be determined through FAIR assessments.



In grade 9-10, 32% of Economically Disadvantaged students achieved mastery on the 2009 FCAT Reading test. There is no data to compare to in 2008.

Given instruction using the Sunshine State Standards, 72% of the Economically Disadvantaged students in grades 9-11 will achieve mastery for reading on the 2010 FCAT Reading Test.



Evaluation Tool

1 1. Interim assessment to monitor student progress.

1. Interim assessment to monitor student progress.

1. Interim Assessments Results by benchmarks.

1. Edusoft Reports

2 2. Use Reciprocal Teaching included in the lesson plans.

2. Lead Teacher 2. Classroom observations of teacher using reciprocal teaching model

2.Classroom observation records

3 3. Students will practice locating and verifying details

3. Language arts teachers

3. Discuss results of related instructional assignments

3. Mini-assessment related to locating and verifying details



In grades 9-10 on the 2009 administration of FCAT Reading, 60% the lower quartile made learning gains. There is no data from the previous school year to compare to.

Given instruction using the Sunshine State Standards, 61% of the lower quartile in grades 9-11 will make learning gains on the 2010 FCAT Reading Test.

Person Responsible Process Used to

Action Step for Monitoring the Action Step

Determine Effectiveness of Action Step

Evaluation Tool

1 1. Have students graphically depict comparison-and contrast relationships to help them understand

1. Language arts teachers

1. Classroom walk-through to observe evidence of graphically depicting comparison-and contrast relationships.

1. Walk-Through observation checklist.

Professional Development Aligned with Objective:

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every

Teacher

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

72% of the students in grades 9-11 will achieve mastery for reading on the 2010 FCAT Reading Test

Effective implementation of the Instructional Focus Calendar.

Lead Teacher

August 2009

Lesson Plans Classroom Visits

Director and Lead Teacher

72% of the Economically Disadvantaged students in grades 9-11 will achieve mastery for reading on the 2010 FCAT Reading Test

Effective use of Rubrics

Language Arts Chair

August 2009

Scheduled lesson plans reflecting use of rubrics will be shared with Administration and Language Arts Dept.

The Director and Language Arts Dept. Chairperson Lorna Hawkins.

61% of students in the lower quartile in grades 9-11 will achieve learning gains on the 2010 FCAT Reading Test.

Effective use of the Reciprocal Teaching Model

Language Arts Chair

August 2009

Scheduled lesson plans reflecting use of reciprocal teaching model will be shared with Administration and Language Arts Dept.

The Director and Language Arts Dept. Chairperson Lorna Hawkins.

On a weekly basis the teachers will meet to discuss the focus calendar and the benchmarks that are being

targeted for instruction across the curriculum. The school will participate in a school wide reading block where

every teacher will be teaching a reading strategy (using passages from different content areas) and vocabulary.

Also there will be follow up activities and reading contests. Language Arts Chair will observe and debrief with all

content area teachers in order to improve their ability to implement reading strategies.

Budget:

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

Description of Resources Funding Source Available Amount

FCAT Explorer, Jamestown Navigator General $8,500.00

State adopted textbooks General $5,500.00

Total: $14,000.00

Technology


FCAT Explorer Achieve 3000 General (Achieve 3000) $2,500.00

2 Mobile Labs Title I $34,000.00

Total: $36,500.00

Professional Development


District Professional Development District Funds and Title I $0.00

Total: $0.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $50,500.00

End of Reading Goal

Mathematics Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?



In grades 9-10, 59% of students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents a 4% increase compared to 55% who achieved mastery in 2008

Given instruction using the Sunshine State Standards, 74% of students in grades 9-11 will achieve mastery on the 2010 administration of the FCAT Mathematics Test



Evaluation Tool

1 1.Develop departmental guidelines for all student learning notebooks designed to increase student achievement in Algebra I, Algebra II, Geometry, and Pre-Calculus

1. Mathematics Chair 1.Focused walkthroughs by department chair

Evaluation Tool 1.Walk through checklist

2 2.Utilize the FCIM to identify students in the core curriculum needing intervention and enrichment

2. Principal, Lead Teacher, Mathematics Chair

2. Review student grouping charts frequently and ensure groups are redesigned to target the need of students based on assessment.

2.Progress of all students on assessment

3 3.Assist teachers with effective strategies for integrating technology in their lessons

3.Math Chair/ Lead Teacher

3.Review student progress on FCAT explorer math timeline by logging in to the Teacher management system of FCAT explorer

3.FCAT Explorer print outs



In grades 9-10, 62% of the Economically Disadvantaged students achieved mastery on the 2009 administration of the FCAT Mathematics Test. There is no data to compare to in 2008.

Given instruction using the Sunshine State Standards, 74% of Economically Disadvantaged students in grades 9-11 will achieve mastery on the 2010 administration of the FCAT Mathematics Test



Evaluation Tool

1 1. Increase the use of manipulatives and hands-on activities to reinforce mathematics concepts.

1. All math teachers 1. Math Chair will assist teachers in the creation of centers and interactive math learning stations, and administration will ensure activities are implemented

1. Progress of students on assessments

2 2. Provide students with differentiated instruction

2. All math teachers 2. Maintain a record of strategies and interventions utilized with the lowest 25 percentile

2. Increased achievement between assessments



Based on the 2009 FCAT Mathematics data, 73% of the bottom quartile in grades 9-10 showed learning gains. There is no data to compare learning gains to in 2008.

Given instruction using the Sunshine State Standards,75% or more of the bottom quartile students in grades 9-11will make learning gains on the 2010 administration of the FCAT Mathematics Test



Evaluation Tool

1 1.Provide students with more practice in converting real numbers written in scientific notation to

1. All math teachers 1.Informal/formal assessment/ teacher observation

1.Mini-project based on applying the converting real numbers written in scientific notation to standard form

standard form and vice versa

and vice versa

2 2. Provide all students with more practice in solving equations for a variable in terms of one or more variables

2. All math teachers 2. Informal/formal assessment/ teacher observation of the skill

2. Assignments and assessments related to solving equations for a variable in terms of one or more variables

3 3. Provide inductive reasoning strategies that include discovery learning activities

3. All math teachers 3. Review of planned lessons involving the use of inductive reasoning strategies

3. Assessments of discovery learning activities




Person Responsible

for Monitoring

74% of students in grades 9-11 will achieve mastery on the 2010 administration of the FCAT Mathematics Test

Effective Implementation of the Instructional Focus Calendar

Math Chair August 2009 Modeling of lessons/Mini-lessons/ Classroom visits

Principal, Lead Teacher, Math Chair

74% of Economically Disadvantaged students in grades 9-11 will achieve mastery on the 2010 administration of the FCAT Mathematics Test

Effective use of technology, manipulatives and Hands-on Activities in the mathematics classroom

Math Chair September 2009/ October 2009

Observation of math centers and technology documentation in lesson plans

Principal, Lead Teacher, Math Chair

75% or more of the bottom quartile students in grades 9-11 will make learning gains on the 2010 administration of the FCAT Mathematics Test

Differentiated Instruction in the mathematics classroom

Principal/Lead Teacher

All math teachers will participate in a differentiated instruction training by October 2009

School leadership team will conduct targeted walkthroughs to monitor effectiveness of differentiated instruction training in using evidence-based instruction/ interventions within the mathematics blocks

Principal, Lead Teacher, Math Chair will be responsible for monitoring the use of differentiated instruction in the Mathematics blocks

Budget:



State-Adopted textbooks General $3,500.00

Manipulatives and various math supplies General $600.00

Total: $4,100.00

Technology


Mobile Computer Lab Title I $15,300.00

Total: $15,300.00



Consultant General $3,000.00

$0.00

District Workshops General $0.00

State Conferences General $2,500.00

Total: $5,500.00

Other


$0.00

Total: $0.00


End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



Lawrence Academy High Charter School did not take the 2009 Science FCAT. The 2009-2010 school year will be the first time Lawrence Academy High Charter school will have students in grade 11. Thus these students will take the 2010 Science FCAT

Given instruction based on the Sunshine State Standards, 50% of students will score at level three or above on the 2010 FCAT Science Assessment.



Evaluation Tool

1 1. Utilize hands-on laboratory experiments weekly using the 5E model and science stations.

1.All science teachers 1. Lesson plans will be created incorporating hands-on activities and will be monitored by the Science Chair

1.Improvement on the science mini-assessments

2 2. Provide inquiry-based lab activities of life and environmental science systems, for students to make connections to real-life experiences, and explain and write about their results and experiences

2. All science teachers 2. Lesson plans will be created incorporating inquiry-based lab activities of life and environmental science systems and will be monitored by the Science Chair

2. Improvement on the science mini-assessments

3 3.Provide opportunities for Level 1 and 2 students to participate in scientific thinking enrichment activities, Saturday school tutorials, science conferences and science clubs

3. All science teachers 3. Lesson plans will be created incorporating scientific thinking enrichment activities and a science club will be established as well as Saturday school tutorials and science conferences being held. All will be monitored by the Science Chair

3. Improvement on the science mini-assessments




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, 50% of students will score at level three or above on the 2010 FCAT Science Assessment

Florida’s Continuous Improvement Model

Lead Teacher

August 2009

Weekly meetings will be held to ensure data trends are discussed and lesson plans are developed

Principal/Lead Teacher

Given instruction based on the Sunshine State Standards, 50% of students will score at level three or above on the 2010 FCAT Science Assessment

Effective Instruction in Science using 5 E Model

Science Teacher

September 2009

Principal/ Lead Teacher will attend training and ensure strategies are implemented

Principal/Lead Teacher/ Science Chair

Budget:



Mini-labs General $3,400.00

State adopted textbooks General $6,500.00

Total: $9,900.00

Technology


Measuring-Up software General $3,400.00

$0.00

Total: $3,400.00



District Workshops General $0.00

Total: $0.00

Other



Total: $0.00


End of Science Goal

Writing Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



Based on the 2009 administration of the FCAT Writing Test, 82% of students in grade10 scored a level 3.5 or above. There is no data to compare to for the previous school year.

Given instruction based on the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 83% of grade 10 students will achieve a 4.0 or above.



Evaluation Tool

1 1. Students will use the writing process daily including in content areas

1. Language Arts Teachers/ Content Area Teachers

1. Review lesson plans reflecting the writing process

1. Progress between the Pretest Prompt and Mid-year Prompt

2 2. .The revision and editing process will be explicitly taught and seen in student writing drafts.

2. Language Arts Teachers

2. Administration will monitor revision and editing process by reviewing student drafts

2. Progress between the Pretest Prompt and Mid-year Prompt

3 3. Students will keep daily journals including content area teachers.

3. All teachers 3. Administration wil monitor use of daily journal in all content area

3. Observation of student journals




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 83% of grade 10 students will achieve a 4.0 or above.

Effective use of rubrics when writing

Language Arts Chair

September 2009

Monitor student writing portfolios, notebooks or journals. The students will use red pens to make revisions and edit so that their self-correcting behavior can be easily monitored

Principal, Lead Teacher, Language Arts Chair

Given instruction based on the Sunshine State Standards, on Teaching the six

Teacher lesson plans demonstrating the use of the Principal, Lead

the 2010 administration of the FCAT Writing Test, 83% of grade 10 students will achieve a 4.0 or above.

traits of writing to content area teachers

Language Arts Chair

September 2009

strategies and sample assignments. Discussion of the effectiveness and follow-up during weekly meetings

Teacher, Language Arts Chair

Budget:




Total: $0.00

Technology



Total: $0.00



Temporary coverage for professional development General $300.00

Total: $300.00

Other



Total: $0.00

Final Total: $300.00

End of Science Goal

Parent Involvement Goal

Needs Assessment: Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?



Based on documented parental involvement in 2008-2009 school year, Lawrence Academy High Charter School had a parental involvement rate of 33%.

50% of the parents will become actively involved at Lawrence Academy High Charter School in the 2009-2010 school year



Evaluation Tool

1 1.Monthly family event nights

1. Director/CIS 1. Maintain notebook with flyers and sign-in sheets

1.Sign-in sheet/ agendas

2 2.Encouraging calls from classroom teachers

2.Lead Teacher 2.Maintain monthly telephone logs

2.telephone logs

3 3.Attend monthly Parent Task Force meeting

3.CIS 3.Maintain agenda from meeting

3.Meeting Agenda/Sign in sheets



Increase parent contact Lawrence Academy High Charter School will increase the number of parent contacts by 1% by June 2010



Evaluation Tool

1 1.Offer before/after school meetings to address academic needs

1.Director 1.Review parent telephone logs

1.Parent Attendance sign-in sheets

2 2.Mainatain parental telephone logs and activity report

2.CIS/ Selected school staff

2.Tally parental involvement monthly school and activity reports

2. Title I Administration Parental Involvement Monthly Activities report

3 3.Telephone contacts 3.CIS/Teachers/ Administration

3.collect telephone logs 3.Title I Administration Parental Involvement Monthly School report



School staff survey indicated teachers communicated with only 5% of parents once per month

Increase teacher communication with parents to 80% of their student’s parents, at least once per month



Evaluation Tool

1 1. Conduct a needs assessment through the EESAC based on the National Standards for Home-School Partnerships.

1.Principal/ Parent Liaison

1.Collect feedback surveys from parents and teachers

1.Parent and teacher surveys

2 2. Provide staff in-service on home-school communication.

2.Principal 2.Collect workshop participation logs

2.Workshop evaluation logs

3 3.Provide mini-workshops on how to effectively communicate with parents through make and take home activities

3.Principal/CIS/ Lead teacher

3.Sign-in sheet from mini-workshops

3.Make- and- take home activities




Person Responsible

for Monitoring

50% of the parents will become actively involved at Lawrence Academy High Charter School in the 2009-2010 school year

Importance of parental involvement

Director/EN Familia

August-September 2009

Effectiveness will be determined by the number of participating parents in the workshops and meetings offered at Lawrence Academy

Principal/CIS

Lawrence Academy High Charter School will increase the number of parent contacts by 1% by June 2010

Title I in Action: A Practioners Perspective

District’s Summer Heat Training for Principals

Ongoing throughout the 2009 – 2010 school year.

Effectiveness will be determined by the completion of parent surveys.

Selected school staff identified by the Principal; Office of Community Services and the Office of Program Evaluation

Increase teacher communication with parents to 80% of their student’s parents, at least once per month

Effective two-way communication

Office of Parental Involvement

Third month of school

Parent liaison will participate in common planning to provide follow-up

Parent Liaison

Budget:



Monthly Family Nights Title I $250.00

1% of Title I Part A School-wide allocation and District parental set-aside Title I Part A $120.00

Total: $370.00

Technology



Total: $0.00



In-Service Title I $500.00

Total: $500.00

Other


In-kind En Familia $4,500.00

In-kind Sweet Vine $600.00

Total: $5,100.00


End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/9/2009 8:35:50 AM)

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Reading FCAT Explorer, Jamestown Navigator General $8,500.00

Reading State adopted textbooks General $5,500.00

Mathematics State-Adopted textbooks General $3,500.00

Mathematics Manipulatives and various math supplies General $600.00

Science Mini-labs General $3,400.00

Science State adopted textbooks General $6,500.00

Parental Involvement Monthly Family Nights Title I $250.00

Parental Involvement1% of Title I Part A School-wide allocation and District parental set-aside

Title I Part A $120.00

Total: $28,370.00

Technology


Reading FCAT Explorer Achieve 3000 General (Achieve 3000) $2,500.00

Reading 2 Mobile Labs Title I $34,000.00

Mathematics Mobile Computer Lab Title I $15,300.00

Science Measuring-Up software General $3,400.00

Science $0.00

Total: $55,200.00



Reading District Professional Development District Funds and Title I $0.00

Mathematics Consultant General $3,000.00

Mathematics $0.00

Mathematics District Workshops General $0.00

Mathematics State Conferences General $2,500.00

Writing Temporary coverage for professional development General $300.00

Science District Workshops General $0.00

Parental Involvement In-Service Title I $500.00

Total: $6,300.00

Other


Mathematics $0.00

Parental Involvement In-kind En Familia $4,500.00

Parental Involvement In-kind Sweet Vine $600.00

Total: $5,100.00


Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkj Prevent Inmlkji NAnmlkj

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 principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business

and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

Projected use of SAC Funds Amount

Facilitate communication among teachers, students, and parents 2500

Describe the Activities of the School Advisory Council for the Upcoming Year

SAC Members

The School Advisory Council (SAC) has an important function for the success of Lawrence Academy High Charter School. Listed below are some of the functions of the SAC: Reach out to community to obtain more parteners Organize FCAT Family Night Event Sponsor drives to increase parent involvement Assist the school to create and analyze school climate surveys for parents and students

Members

1) Dr. Keitha D. Burnett, Principal

2) Ms. Lorna Hawkins, SAC Chair

3) Ms. Yolanda LaCount, Teacher

4) Ms.Sheneka Stevenson, Teacher

5) Ms. Howell, Parent

6) Sonja Pavon, Parent

7) Benita Remy, Parent

8) Betty Manrique, Parent

9) Carmen Williams, Parent

10) Wanda Peterson, Parent

11) Ms. Maria Scott, Parent

12) Ms. Jennifer Evelyn, Community Member

13) Mr. Confessor Torres, School Support Personnel

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade LAWRENCE ACADEMY SENIOR HIGH CHARTER SCHOOL 7036

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 38Math: 38

2008-2009 School Grade1:

C Did the School make Adequate Yearly Progress?

NO

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N

TOTAL4 100 Y 100 Y 35 N 59 N NA NA 55 65 N 45 41 N 31 N 56 N

WHITE NA NA NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC NA NA NA NA NA NA NA NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 100 Y 100 Y 32 N 62 N NA NA 68 NA 38 NA 30 N 58 N

ENGLISH LANGUAGE LEARNERS NA NA NA NA NA NA NA NA

STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA NA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade LAWRENCE ACADEMY SENIOR HIGH CHARTER SCHOOL 7036

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 15Math: 15

2007-2008 School Grade1:

Did the School make Adequate Yearly Progress?

NO

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

GroupReadingTested 95% of the students?

MathTested 95% of the students?

58% scoring at or above grade level in Reading?

62% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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

TOTAL4 100 Y 100 Y 45 N 55 N NA NA 55 NA 45 NA 36 N 73 Y

WHITE NA NA NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC NA NA NA NA NA NA NA NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED NA NA NA NA NA NA NA NA

ENGLISH LANGUAGE LEARNERS NA NA NA NA NA NA NA NA

STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA NA

Dade School DistrictLAWRENCE ACADEMY SENIOR HIGH CHARTER SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

32% 59% 82% 33% 206

Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.

% of Students Making Learning Gains

64% 75% 139

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

Adequate Progress of Lowest 25% in the School?

60% (YES) 73% (YES) 133

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

% of 11th and 12th graders meeting the graduation requirement on the FCAT retake

NA

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

Points Earned 478 Percent Tested = 100% Percent of eligible students tested

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

School District

2007-2008

Reading

Math

Writing

Science

GradePointsEarned


0% 0% % %


% of Students Making Learning Gains 0% 0%



% (0) % (0) 0



% %



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

School District

2006-2007

Reading

Math

Writing

Science

GradePointsEarned


0% 0% % %


% of Students Making Learning Gains 0% 0%



% (0) % (0) 0



% %



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

florida differentiated accountability program 2009 –...

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