reading - miami-dade county public schoolsossip.dadeschools.net/midyearreport/7254.pdf1. institute...

YMAACD@ Miami Douglas MacArthur S

# 7254

Region Center: North

Principal: Marion L. Rogers Sr.

Contact Phone Number: 305-826-1989

School Name:

Work Location Number:

Charter School: No

of 12# 7254 YMAACD@ Miami Douglas MacArthur S HS N

Strategy 1 - On-going










READING

1.

1. Using fall and winter District Assessments students in grades 6 - 8 demonstrated a five percent increase in LA.E.2.3.1, and LA.A.1.3.2.2. Using fall and winter District Assessments; students in grades 9-12 demonstrated a four percent decrease in LA.A.2.3.8 and LA.E.2.2.1. 3. Using the Districts fall and winter assessment Black students in grades 6-8 demonstrated a five percent growth in LA.E.2.3.1 and LA.A..1.3.2.4. Using the District fall and winter assessments Hispanic students in grades 6-8 demonstrated a five percent growth in LA.E.2.3.1 and LA.A.1.3.2. 5. There was no comparative data for White non-Hispanic students. 5. No ELL students participated in the District Assessments.6. Using District fall and winter assessments students in grades 6-8 demonstrated a five percent decrease in LA.E.2.2.1.

2.

1. Implemented research-based reading program (Jamestown and Language !) and continue with Plato and Accelerated reader programs. 2. Developed a benchmark focus calendar with bi-weekly standard assessments for all subgroups. 3. Monitored FCAT practice test for areas of improvement . 4. Assigned students to teachers in the most conducive testing environment where teacher/student relationships provide maximum student participation and performance on the March 2009 administration of the FCAT. 5. Administered Mock FCAT examinations to simulate actual testing conditions and improve student participation and performance on the March 2009 administration of the FCAT. 6. Utilized paraprofessionals to work with identified students to increase student performance of both the lower 25 percent and bubble students via pullouts and one to one instruction. 7. Reciprocal teaching, direct instruction, differentiated instruction and vocabulary strategies.

3.

1. Conduct test talks with students to understand performance data and improve test results on the March 2009 FCAT for all NCLB subgroups.2. Implement FCAT pull-out groups to target level one and two student deficient areas.3. Administer mock FCAT examinations to simulate actual test for all NCLB subgroups.4. Implement differentiated instruction and CRISS strategies.5. Students will utilize computer based instruction (RiverDeep, Plato, FCAT Explorer) to improve FCAT areas of deficiency.6. The implementation of Total Reader Reading program.7. Reciprocal teaching, direct instruction, and vocabulary strategies.

4.

1. Provide professional development to all teachers in disaggregation of data.2. Provide professional development in curriculum and instruction improvement.Professional development will be evaluated by follow-up activities of all course participants, which includes a reflective work and direct instructional implementation.3. On going professional development on in the areas of curriculum and instruction are offered to all teachers during the

Strategies

Narrative

Describe the gains and/or decreases in mastery that have occurred since the beginning of the school year, citing the data source used to measure these changes. (Describe assessments used to determine progress.)

Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.

What additional professional development activities will be offered before the FCAT to help teachers increase student performance? How will professional development be evaluated as successfully impacting student achievement?


early release and professional development days by Reading Coach.












MATHEMATICS

1.

1. Using bi-weekly assessments students in grade 6-8 achieve mastery greater than 60 percent on the following benchmarks: a- MA.C.3.3.2, MA.A.1.3.4, MA.E.1.3.1.2. In grade 9 using the District fall and winter assessments there was a ten percent gain in students showing progress.3. In grades 10 using the District fall and winter assessments there was a forty-six percentage point increase in students showing progress.4. Sixty percent of Hispanic students in grades 6-8 achieved mastery MA.C.3.3.2, MA.A.1.3.4, MA.E.1.3.2.5. Fifty nine percent of Black students in grades 6-8 achieved mastery MA.C.3.3.2, MA.A.1.3.4, MA.E.1.3.2.6. Zero percent of white students participated.7. Less than twenty five percent of the students demonstrated mastery on the benchmarks MA.E.1.3.2.

2.

1. Develop a benchmark focus calendar with bi-weekly standard assessments for all NCLB sub-groups.2. Monitor FCAT practice test for areas of improvement in all NCLB subgroups3. Conduct Test Talks with level one and two students to understand performance data and improve test results on the March 2009 FCAT.4. Maximize use of Edusoft data reports.5. Implement more reading strategies to teach math content.6. Utilize more CRISS strategies for ESE and ELL students.7. Utilize differentiated instruction for level one and two students.8. Develop a benchmark focus calendar with bi-weekly standard assessments. for all subgroups.9. Monitor FCAT practice test ( North Region Eight week /forty day weekly assessments) for areas of improvement for level one and two students.10. Conduct Test Talks with students to understand performance data and improve test results on the March 2009 FCAT.11. Utilize the District's Math Pacing Guide in Grades 4-12th for all NCLB subgroups.

3.

1. Core classes in mathematics will use the District's 40 Day Countdown in each grade level with weekly assessments to improve student recognition of FCAT questions.2. Intensive math classes will use the District's 40 Day Countdown in each grade level with weekly assessments to improve student recognition of FCAT questions.3. Level 1 and 2 students in Intensive Math students will be pulled daily for one on one instruction.4. Students will utilize computer based instruction (River Deep, Plato, FCAT Explorer) to improve FCAT areas of deficiency.5. Sixty seven percent of SPED students in grades 6 - 8 scored below mastery on benchmark MA.A.1.3.4

4.

1. Provide professional development to all teachers in disaggregating data.2. Provide professional development in curriculum and instruction improvement.Professional development will be evaluated by follow-up activities of all course participants, which includes a reflective

Strategies

Narrative


Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or NCLB subgroup, including Level 1 and 2 students.



work and direct instructional implementation.3. On going professional development on in the areas of curriculum and instruction are offered to all teachers during the early release days.











WRITING

1.

1. No District writing Pre-Test Assessment was administered in August however using teacher feedback from classroom assessments and mid term exams students showed minimum gains in writing. 2. Using teacher feedback from classroom assessments and mid term exams students showed an increase in "word choice" in descriptive writing.

2.

1. Use disaggregated data, to identify students including those from all NCLBsubgroups scoring below 3.5 in writing and place those students in appropriatein-school school tutorial programs.2. Assign students to teachers in the most conducive testing environment whereteacher/student relationships are to provide maximum student participation andperformance on the March 2009 administration of the FCAT.3. Conduct Test Talks with students for better understanding of performance dataand inform them of areas of weakness and strengths to improve test results onthe March 2009 FCAT.4. Students were provided an opportunity to revise their mid-term essays after receiving feedback from their teachers, demonstrating an understanding of the FCAT rubric.

3.

1. Institute weekly writing prompt activities for all students through Language Arts and Social Studies that will be monitored by teachers.2. Feedback will be provided to students by teachers as well as student revisions being completed through the Language Arts and Social Studies departments.3. Upon receipt of the District Writing prompts pre-test and mid-year exams we administered to all students.4. Utilize the District Writing Assessment as a practice in all appropriate grade levels prior to the administration of the 2009 FCAT Writing Assessment.5. Within the SPED and ELL subgroups it was noted that there was a point one zero decrease on the mean score.

4.

1. Professional development will be provided to all instructional staff on understanding the usage of FCAT Writing rubrics.2. Professional development was offered to all instructional staff during the summer of 2008 that provided intensive training in CRISS and Differentiated Instruction which included writing strategies.3. A five point Likert Scale Survey was developed to measure teacher feedback on the intensive professional development offered at the school site.4. The impact of the professional development will be measured by the administration of the March 2009 FCAT.

Strategies

Narrative


Describe the specific strategies or school improvement activities that have contributed to increases in student mastery.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery?













SCIENCE

1.

1. Based on the District assessments there was a two percentage point decrease for eighth grade students on Fall and Winter assessments. 2. Based on the District assessments there was a four percentage point increase for tenth grade students on Fall and Winter assessments. 3. Based on the District assessments there was a sixteen percentage point increase for eleventh grade students on Fall and Winter assessments. 4. Based upon the District Interim Assessment from October to January for the SPED sub-group in seventh grade there was a fifty percent increase of the overall students tested. Within the same group there was a ten percent increase in the number of correct responses. The following data represents the eighth grade group: there was a twenty percent decrease of overall students tested from October to January and a twenty five percent drop in the number of correct responses. For tenth grade there was a one hundred increase in the number of students tested and a ten percent increase in the number of correct responses. 5. Data indicates from the SPED subgroup that: 1- In seventh grade SC.H.1.3.4 seventeen percent increased from October to January, SC.H.1.3.5, eighteen percent decrease, 2- In eighth grade SC.G.1.3.4 twelve percent decrease. 3- In tenth grade SC..H.1.3.5 nine percent decrease, SC.H.2.4.1 twenty six percent increase.

2.

1. Develop a benchmark focus calendar with bi-weekly standard assessments for all subgroups. 2. Monitor FCAT practice test for areas of improvement for all subgroups. 3. Allow the students to investigate through inquiry-based, hands-on activities, and allowing more time to think critically, rather than lecturing them or asking them to memorize a large of number of facts for SPED subgroups. 4. Collaborate within Science department to share successful strategies for all subgroups. 5. Utilize the Science District pacing guide in grades four to twelve for all subgroups. 6. Utilize Explorer Learning program (Gizmo) in computer lab to reinforce District "Crunch Time" curriculum for all subgroups.

3.

1. Administer mock FCAT examinations to simulate actual test for all subgroups. 2. Implement differentiated instruction and CRISS strategies for SPED and ELL subgroups. 3. Utilize annually assessed benchmarks to create a "Crunch Time" curriculum for all subgroups.

4.

1. On going professional development on in the areas of curriculum and instruction are offered to all teachers during the early release and professional development days. 2. Provide professional development to all instructional staff in disaggregating data. 3. Provide professional development in curriculum and instruction improvement. Professional development will be evaluated by follow-up activities of all course participants, which includes a reflective work and direct instructional implementation.

Strategies

Narrative


Describe the specific strategies or school improvement activities that have contributed to increases in student mastery.

What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery?






PARENTAL INVOLVEMENT

Reading

Math

Science

Social Studies

9/23/2008

9/23/2008

9/23/2008

9/23/2008

Back to School Night




45

45

45

45

Parent Portal

Parent Portal

Parent Portal

Connect Ed

Connect Ed

Connect Ed

Electronic Gradebook

FCAT Explorer

River Deep

Interim reports

Home Learning

FCAT Support message

9/23/2008

9/23/2008

9/23/2008

9/15/2008

10/15/2008

1/7/09

Strategies

Activities to Date

Activities to be Offered

Subject Date Curriculum Driven Activity # of Parents Participating

Subject Date Curriculum Driven Activity






RETURN ON INVESTMENT

Strategies





GRADUATION RATE

Strengths 1. Provide each student with a credit history advisement session after each grading period. After each grading period academic counseling sessions are conducted.2. Monitor attendance.3. Based on the summer 2008 data retrieved from PLATO Learning, indicates that the average number of modules mastered by learners showed a five percent mastery level. 4. FCAT Test Talks.5. Parent conferences.6. Graduation requirement conference.7 2006 graduation rate was 55%, 2007 graduation rate was 66% and 2008 graduation rate was 93%.8. Based on data retrieved from PLATO Learning for the 2008-09 school year indicates a range of one to ten percent of modules mastered.

OFIs 1. Afternoon tutorials abandoned due to District budget.2. Adult Ed after school component abandoned due to District budget.3. Loss of career specialist, Alternative School specialist and Group counselor due to District budget. 4. Initiate a program through Social Studies to meet community service graduation requirement.

Instructional Focus 1. School budget that would finance the transportation of students attending after school and adult education programs.2. The school is in need of more core teachers to establish small learning communities to adequately deal with at risk students. Moreover, implementation of these strategies will facilitate enhanced adequate AYP.

Professional Development 1. Greater number of resources for providing Professional Development.2. Professional Development for alternative school teachers that specifically deals with students assigned to alternative education.

Strategies


Strategy 11 - Ongoing

Strategy 12 - Ongoing

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APPENDIX - (Additional Goal/Strategies)


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APPENDIX - (Additional Parent Involvement Activities)

Category Subject - Date - Curriculum Driven Activity - Number of Participants

Date of EESAC meeting to review and approve SIP mid‐year Report (assure the minutes of the meeting reflect discussion and approval process): 2/4/2009

Date of EESAC meeting in which approval was given for any changes that were made in the online SIP document (assure the minutes of the meeting reflect discussion and approval process): 2/4/2009

EESAC Dates


reading - miami-dade county public schoolsossip.dadeschools.net/midyearreport/7254.pdf1. institute...

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