2008-2009 florida school improvement plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: MAYS COMMUNITY MIDDLE SCHOOL

District Name: Dade

Principal: Kenneth S. Cooper

SAC Chair: Nancy Howard

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 The vision of Arthur and Polly Mays Middle Community School is to provide all students with an opportunityto obtain a comprehensive education which prepares them to become productive citizens.

Mission The mission of Arthur and Polly Mays Middle Community School is to provide quality learning experiencesthat encourage educational excellence, foster individual student and faculty growth and prepare studentsand staff for advancement within our global society.

SCHOOL PROFILE DEMOGRAPHICS

School Demographics

Arthur and Polly Mays Middle Community School is located on thirteen acres in South-Miami Dade Countyat 11700 SW 216 Street, Goulds, Florida. The neighborhood surrounding Mays is a moderate to lowsocioeconomic area. Three buildings house 52 classrooms including two computer labs. A state-of-the-artMedia Center that houses the Broadcasting Magnet was constructed in 2003. A new administrative officecomplex was also constructed in 2002. This sixty-plus-year-old building has been retro-wired to provideInternet service for all classrooms. During the 2005-2006 school year, the building was painted topromote a visually aesthetic and environmentally safe atmosphere for the students and community. MaysMiddle School has three portables which provide additional student stations for instruction. Ninety-twopercent of Mays Middle School students are on free and/or reduced priced meals; and therefore, theschool participates in the Title I Program.

Student Demographic: The anticipated total population of Arthur and Polly Mays Middle Community Schoolfor the 2008 – 2009 school year is 700. The demographic profile consists of: 75 percent standardcurriculum, 31 percent special education (SPED), four percent gifted and five percent English LanguageLearners (ELL). The school population reflects the multiethnic nature of the community. The ethnicbreakdown is as follows: four percent White; 44 percent Hispanic; 50 percent Black; one percent multi-

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racial; and one percent Asian. Sixty-five percent of Mays Middle School students scored at Levels 1 and 2in Reading and 66 percent of students scored at Levels 1 and 2 in Mathematics. The Talent MagnetProgram consists of 33 percent of the total student population. The average attendance for the school is94.18 percent.

Arthur and Polly Mays Middle Community School endeavors to become more involved with the communitythrough regularly scheduled parent workshops and inservices. An Open House at the school site isscheduled twice a year for parents to meet teachers.

Parent/teacher meetings are held every Friday morning at 8:25 a.m. This forum is for parents tocommunicate with classroom teachers, counselors, and administrators any and all concerns regarding theirchild’s progress.

Unique Aspects: AREAS OF STRENGTH: Mays offers extensive tutorial services and enrichmentopportunities. Instructional programs are designed to provide students with a comprehensive educationalprogram.

Mays addresses parental needs by providing parent nights, an adolescent program and community schoolclasses. The community school enrolls over 600 students per year in a variety of classes including basicliteracy, college courses, floral arrangement, and computer literacy. The community school also runs asummer program for school children ranging in age from six to twelve years old. A Visual and PerformingArts Magnet as well as a standard academic program utilizing a modified block schedule are in place forstudents in sixth through eighth grade.

Unique Aspects: AREAS OF CONCERN: Given the loss of experienced teachers to other districts and states,maintaining stability in the teaching ranks is difficult. The lack of availability of teachers in critical shortageareas such as reading, science and special education (SPED) greatly impacts the instructional program. Dueto the high mobility rate of teachers, it has become increasingly difficult to maintain a highly qualifiedleadership team and to encourage teachers to take on additional responsibilities such as peer mentoring,department head positions and tutoring. Enrollment at Arthur and Polly Mays Middle Community School hasdeclined over the past six years. Reasons for this decline include; other magnet schools including AmmonsMiddle, Southwood Middle, Cutler Ridge Middle, Homestead Middle School and various charter schools.Parental involvement continues to be a critical area of concern. Emphasis must be placed on increasingparental participation within the Parent-Teacher-Student Association (PTSA) and Educational ExcellenceSchool Advisory Council (EESAC). Additionally, strategies need to be incorporated to increase businesspartnerships designed to support student achievement.

Teacher Demographics: Mays Middle School has 75 authorized fulltime positions and 22 part-timeemployees. The instructional personnel include three National Board certified teachers, 45 regular educationand SPED certified teachers, two reading coaches, one media specialist, a part time occupational specialist,a community involvement specialist, and two counselors. The ethnic make-up of the staff is as follows: 15(16 percent) White; 61 (63 percent) Black; and 21 (22 percent) Hispanic. Presently, Mays Middle Schoolhas three open positions which is a concern for the administration as it relates to providing adequateinstruction. High teacher mobility and lack of teacher’s retention are challenges that Mays Middle Schoolfaces. The leadership team at Mays Middle School consists of the principal, assistant principals, core subjectdepartment chairs, magnet lead teacher, and the student services department chair.

Class Size/Teacher to Student Ratio: The class size ratio at Mays Middle School is one teacher to every 24students for general education students and one teacher to every 18 SPED students.

Attendance Rate: The student attendance rate at Mays Middle School is 94.18 percent, a marked increasefrom the 2005-2006 school attendance rate of 93.62 percent. The rate of attendance at Mays MiddleSchool is 1.2 percent lower than the district average of 95.38 percent.

Promotion/Retention Rates: Forty-seven students were retained upon completion of the 2007-2008school year, constituting six percent of the student population and a match to the district’s six percent rateof retention in 2007-2008 school year. Ninety-four percent of the student population at Mays Middle waspromoted to the next grade level with the same 94 percent average promotion rate at the district.



The instructional focus remains on the reading, mathematics and writing programs. Current data revealsthat the majority of students at Arthur and Polly Mays Middle Community School are performing belowgrade level in these areas. Although some progress was made during the 2007-2008 school year, FCATresults indicate that additional strategies must be implemented during the 2008-2009 school year in orderto raise student achievement.

Feeder Pattern: Mays Middle School is a part of the Miami Southridge Feeder Pattern which consists oftwelve elementary schools, four middle schools and two high schools. Students from Pine Villa Elementary,Caribbean Elementary, South Miami Heights Elementary and other surrounding elementary schools arerecruited through magnet choice options that feed into Mays Middle School. Eighth grade students fromMays Middle School transition to Miami Southridge Senior High (graded a D school according to theGovernor’s A+ Plan). Selected students also attend surrounding Schools of Choice i.e., Coral Reef Seniorand Robert Morgan Educational Center.

Special Programs: Students at Mays have an opportunity to participate in various clubs including dance,drama, chess, mathematics, science, Future Business Leaders of America, Future Teachers of America,Chamber of Commerce, Student Council, Color guard/flag team, Cheerleading, Weather, Environmental,and Recycling. Additionally, students can participate in activities such as tennis, volleyball, basketball, trackand field, and cross country. The school also has a viable Visual and Performing Arts Magnet that drawsstudents from 21 targeted elementary schools.

School Community Relations/Partners: Arthur and Polly Mays Middle Community School endeavors tobecome more involved with the community through regularly scheduled parent workshops and in-services.An Open House at the school site is scheduled twice a year for parents to meet teachers. Parent/teachermeetings are held every Friday morning at 8:25 a.m. This is a forum in where parents can communicatewith classroom teachers, counselors and administrators regarding their child’s progress or other concerns.The EESAC (Education Excellence School Advisory Council) serves as a link to the community addressingfinancial assistance for various projects designs to improve student achievement. Meetings are heldmonthly and are staggered to provide more parents with an opportunity to attend.

Grants: Arthur and Polly Mays Middle School participated in the David Fairchild Tropical Gardens grant whichoffered students the opportunity to experience the environment and participate in hands-on scienceexcursions. A butterfly garden was designed and executed as a result of these initiatives. A sciencesymposium has been held as a culminating activity during the past two years with the involvement ofcommunity agencies such as the National Park Service, Florida International University, Nursing Associationand Goulds Optimist. The Title I School Improvement Grant provided funding to upgrade technology andtutorial services. Mays is designated as a SINI 5 for 2008-2009.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Mr. Kenneth S. Cooper, Principal:

Mr. Kenneth S. Cooper has thirty-three years of experience as a professional educator and eighteen yearsas a school site principal. Mr. Cooper began his career with Miami-Dade County Public Schools as a socialstudies teacher and department chairperson at Citrus Grove Middle School. Mr. Cooper also taught social



studies teacher and department chairperson at Citrus Grove Middle School. Mr. Cooper also taught socialstudies at Southwood Middle School. In July 1983, Mr. Cooper was appointed to an assistant principalshipat Southwood Middle School. During the following six years, Mr. Cooper had numerous responsibilitieswhich included middle school teaming, community liaison, security and school safety, capital improvementprojects, facilities management, personnel, budget, attendance, and standardized testing. In August 1989, through leadership experiences in the District’s Executive Training Program, Mr. Cooperbecame involved in elementary education with an assignment at William Jennings Bryan Elementary School.During that year, Mr. Cooper chaired the Child Study Team. Other accomplishments included cadre supportunder the school based Shared Decision Making Model and PTA involvement to increase parentalinvolvement. In January 1990, Mr. Cooper was appointed principal at Jan Mann Opportunity School. Herestructured the instructional program and began utilizing technology to enhance literacy skills. In June1992, Mr. Cooper was asked to operate a school for students with disabilities. Over a four year period,Robert Renick Educational Center received many accolades, awards, and accomplishments. Mr. Cooperestablished an elective band program for emotionally handicapped and severely emotionally disturbedstudents. Through structure and consistency in the curriculum, students made positive strides in music, art,and academics. A community of learners included therapists, students, parents, teachers, and communitypartners. Mr. Cooper has written for the newspaper and other professional magazines. Mr. Cooper wasassigned to Pine Villa Elementary School in June 1996. Through his leadership, the school's negative budgetwas improved. The following year, Mr. Cooper moved to Mays Middle Community School. His leadershiphas added great strength to this historic school site. Mr. Cooper received a Bachelor of Science degree in Criminal Justice Administration and Masters of Sciencedegree in Adult Education Administration and Supervision. He has postgraduate work in social studies,education administration and supervision, and educational leadership. Mr. Cooper is certified in PoliticalScience 7-12 and holds a level 1 principal certificate from the State of Florida. His annual evaluations overthe past seventeen years are distinguished. Mr. Cooper is a member of Dade Association of SchoolAdministrators.

Ms. Beverley Salomatoff, Assistant Principal of Curriculum:

Ms. Salomatoff has worked for twenty years in the Miami-Dade County Public School System (MDCPS).Ms. Salomatoff holds a Bachelor of Science in History and a Masters of Science in Elementary Educationand Educational Leadership. For ten years, Ms. Salomatoff worked at Arthur & Polly Mays Middle as aninstructor of geography, civics, and U.S. history. Ms. Salomatoff's certification covers social studies 6-12,elementary education, and educational leadership. Ms. Salomatoff also served as Team Leadercoordinator, United Way Ambassador, Volunteer Liaison, Dade Partner Liaison, and Mediation Specialist. After teaching for ten years at Arthur & Polly Mays Middle School, Ms. Salomatoff was selected as theMagnet Lead Teacher/Administrative Assistant. This position entailed the day to day operation of themagnet program which included student recruitment, orientations, parent contacts, transportation, courseplacement, and discipline. As administrative assistant, Ms. Salomatoff helped develop the SchoolImprovement Plan and assisted in dissemination of District initiatives. Ms. Salomatoff became an AssistantPrincipal five years ago after serving the Arthur & Polly Mays Community School for fifteen years, makingher both a committed and integral part of the administrative team. As the assistant principal of curriculum,Ms. Salomatoff has led the curriculum support team in an effort to increase overall student achievement.Her current position is that of Assistant Principal of Curriculum.

Mr. LeRon Cook, Assistant Principal: Mr. Cook has worked for twenty-five years in the Miami-Dade County Public School system. Mr. Cookholds a bachelor of science degree in Industrial Arts Education from Florida A & M University. He alsoattended Nova Southeastern University where he received a masters degree in Educational Leadership. Mr.Cook began his career as a power and transportation and SCSI instructor at Brownsville Middle School. Healso, worked at Rockway Middle School teaching Industrial Arts Education. After spending about fourmonths at Rockway Middle School, Mr. Cook transferred to Miami Central Senior where began his career inadministration. He also served as an administrative assistant at Lake Stevens Middle and Miami NorlandSenior High. Mr. Cook’s first assignment occurred at Arthur & Polly Mays Middle Community School underthe leadership of Mr. Kenneth S. Cooper. Mr. Cook served the community of Goulds for three years beforereturning back to Norland Senior High. In May of 2006, Mr. Cook was asked to return to the communityhe loved. Dr. James Tranthem, Assistant Principal Community Education Dr. Tranthem has worked for twenty-six years in the Miami-Dade County Public School System (MDCPS).



Dr. Tranthem has worked for twenty-six years in the Miami-Dade County Public School System (MDCPS).Dr. Tranthem holds a Bachelor of Arts degree in English, Master of Science degree in EducationalAdministration, and a Doctorate in Community Educational Administration. Tranthem began his teachingcareer at Booker T. Washington where he taught English for three years. For the last twenty years of Dr.Tranthem’s career, he has worked as an Assistant Principal for Community Education (APCE). He wasAPCE of the Year for the 1999-2000 school year. Dr. Tranthem is an integral part of the administrativeteam at Arthur & Polly Mays Middle School by ensuring both students and parents has an opportunity tocontinue their education beyond the school day. He holds certification in English, Spanish and AdministrativeSupervision. Dr. Tranthem’s dedication and commitment to the Gould’s community ensure that everyonehas the opportunity to succeed. Dr. Tranthem’s involvement in the Goulds Coalition keeps the communityinterests at the forefront of all stakeholders’ agendas.

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.

Additionally, the Teacher Recruitment and Retention Collaboration Committee comprised of M-DCPS staff,community leaders, and representatives from the local colleges and universities is working to recruit andretain highly qualified educators for the students of M-DCPS. To ensure the retention of reading teachers,support through professional development that strengthens the knowledge base in reading, access tomentor teachers and collaboration with colleagues will be utilized.

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Arthur & Polly Mays Middle Community School has several programs that coordinate with state and federaldollars to ensure that the school can meet state and NCLB requirements. Idea funding along with Title Ifunds will be utilized to ensure students receive enrichment and remediation through tutoring before andafter school as well as the Saturday Academy. Level I and Level II students who are receiving free andreduced lunch will receive additional tutoring from supplimental education providers who are federallyfunded.

School Wide Improvement Model


The 8-Step Florida Continuous Improvement Model (FCIM) will be used at Arthur and Polly Mays MiddleSchool.



Step 1 Test Score Disaggregation – Principal, Assistant Principals, and Department Chairpersons will review2007-2008 Florida Comprehensive Assessment Test (FCAT) data to determine student weaknesses andstrengths in the various benchmarks and content strands.

Step 2 Time Line Development – Principal, Assistant Principals, and Department Chairpersons will developan Instructional Focus Calendar to drive instruction and curricular focus.

Step 3 Instructional Focus – Principal, Assistant Principals, Department Chairpersons, and Reading Coachwill monitor the appropriate delivery of the instructional focus lessons and the reading coach will modellessons for teachers to guarantee that the research programs are implemented with fidelity.

Step 4 – Assessment – Monthly assessments will be administered and data will be reviewed by teachers,department chairs, principal, assistant principals and the reading coach to identify areas of mastery or non-mastery and develop a prescribed plan for remediation.

Step 5 – Tutorials – Principal, Assistant Principals, Reading Coaches and teachers will provide interventionafter school tutorials to re-teach students that have not met mastery and align tutorial instruction to theinstructional focus calendar.

Step 6 – Enrichment – Principal, Assistant Principals, and Reading Coaches will organize enrichmentactivities for students that have mastered benchmarks. These opportunities will be provided through afterschool tutorials and Saturday FCAT Academy.

Step 7 – Maintenance – Principal, Assistant Principals and Reading Coaches will facilitate opportunities forre-teaching students that have not met mastery. These opportunities will involve teachers differentiatinginstruction to address the multiple intelligences of their student population. Fun and creative opportunitiesfor learning will be integrated into the schedule.

Step 8 – Monitoring – The Principal will monitor classrooms through daily learning walks and weeklymeetings with departments and department chairpersons. Accountability will be the focus at all faculty anddepartment level meetings.

NCLB Public School Choice


Arthur and Polly Mays disseminates tremendous amounts of information to parents throughout the schoolyear. In most instances, the letters are produced in three languages: English, Spanish, and Haitian-Creole.Information is distributed via monthly calendars, EESAC notification, Title I Parent Meetings and OpenHouse flyers. Connect-ED messages have been relayed to parents to inform them of the activities,attendance and other school information throughout the year. In addition, parents were notified of theirrights to school choice in letters dated both April and July of 2008.

Written communication is provided to parents concerning students’ academic progress every four and one-half weeks as well as the nine week report card. Parents are also invited to attend parent-teacherconferences which are held every Friday from 8:25 - 8:50 providing them with weekly updates of theirchild’s progress. Parents of students in the Magnet Program are invited to attend monthly parent counciland booster club meetings.

Additionally, a Parent Resource Center, located in the attendance office, provides parents with pertinentinformation regarding school procedures and upcoming events. On going communication with parents (inthe student’s home language) occurs between the home and the school through the use of studentprogress reports, report cards, letters, flyers, parent-teacher conferences, home visits by the communityinvolvement specialist, and telephone calls.



Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


All teachers new to the profession and/or school system will be involved in the New Teacher Orientationprovided by the District. In addition, a Professional Growth Team (PGT) will be developed to assist newteachers with effective classroom management strategies. Veteran teachers will be paired with newlyassigned and beginning teachers as mentors to provide assistance with methodology and pedagogy.

Quality professional development workshops on research-based instructional strategies will be conductedduring professional planning time and early release days for teachers to help elevate the quality ofinstruction.

Weekly Wednesday morning meetings will be required for the PGT teachers to discuss and share bestpractices and instructional delivery techniques as well as host training sessions. Our reading coach willmodel lessons in various subjects which will enhance the competencies of teachers.

The mentor level teachers will be utilized in each area of the professional development plan that helps andsupports teachers to strengthen their teaching skills in reading, build school site capacity, and provide forthe follow-up activities that extend the application of new knowledge to impact student achievement.Mentor level teachers will be utilized within their classrooms to network and model exemplary teachingstrategies and techniques for staff as needed. In order to maximize professional development activities atthe school site, school administrators, Reading Coaches, and mentor level teachers will articulate andcoordinate the plan for professional growth showing differentiation, as needed, within the staff.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


All students are provided an opportunity to participate in a variety of extended learning opportunities. MaysMiddle also offers after school FCAT tutoring in mathematics, reading, science and writing. Students arealso encouraged to attend Saturday school. Additional tutoring will be provided by Supplemental EducationProviders. Additionally, our community school provides students with an opportunity to attend tutoring andenrichment activities throughout the week.

SCHOOLS GRADED C OR BELOW



Professional Development

Arthur and Polly Mays Middle Community School provides pertinent professional development opportunitiesfor teachers to acquire essential skills needed to deliver effective instruction.

A needs assessment was conducted with the leadership team to identify opportunities for improvement forthe 2008-2009 school year.

Emphasis will be placed on school-wide literacy, classroom management and technology.

Additionally, teachers will be provided with on-going professional development opportunities relating todata collection and analysis through whole group and small learning communities to ensure differentiatedinstruction is occurring throughout the school.

Disaggregated Data

Teachers will be provided professional development utilizing the eight steps of the Florida ContinuesImprovement Model (FCIM). Data analysis is a crucial component of the CIM and can successfully improvethe quality of instruction with proper implementation.

Emphasis will be placed on disaggregating data throughout the school to ensure School Improvement Plan(SIP) objectives and strategies are implemented successfully.

Utilization of the regional focus calendar, district assessments and school site tests will provide data. Theliteracy leadership team and departments will utilize the data to determine the strengths and weaknessesof our students. Instructional strategies identified in the SIP will be reviewed and modified as needed by theInstructional Leadership Team to ensure student success.

Informal and Formal Assessments

Arthur & Polly Mays Middle Community School will utilize Baseline Benchmark Assessments, in reading,mathematics and science, District Interim Assessments, teacher created tests and the 2009 FCAT.

Literacy coaches will ensure that students enrolled in intensive reading classes are administered the FloridaOral Reading Fluency (FORF) probe and the Diagnostic Assessment of Reading (DAR).

Additional assessment data will be collected from the STAR (new reading series language), Reading Plus,Odyessey and GIZMO

Alternative Instructional Delivery Methods

Emphasis will be placed on providing teachers with professional development in the area of differentiatedinstruction techniques and CRISS strategies.

Computer programs will be utilized in Reading, Mathematics and Science to remediate and enrich studentlearning.

Programs include: Reading Plus, Accelerated Reader, Odyessey and Gizmo.

Supplemental Educational Service providers will also assist in tutoring identified students.



SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Addressed in both our reading and mathematics objectives.

Responsibility of Teaching Reading for Every Teacher

Addressed in our reading objective.

Quality Professional Development for Teachers and Leaders

Covered in all of our objectives. The South Regional Center has also established professional developmentopportunities to support the school-site.

Small Learning Communities (SLC)

Arthur & Polly Mays Middle Community School utilizes teams in grades 6-8. This allows teachers to plancollaboratively and reinforce difficult concepts. Additionally, our Friday parent meetings provide parents,students and teachers with an opportunity to discuss concerns in a small group setting.

Intensive Intervention in Reading and Mathematics

Addressed in both our reading and mathematics objectives.

Parental Access and Support

Parents are kept abreast of their child’s education through Connect-Ed messages, the parent portal, Fridayparent conferences, and Open House and parent nights throughout the year.

Applied and Integrated Courses

Interdisciplinary units will be utilized to ensure integrated curriculum across all subject areas.

Course Choice Based on Student Goals / Interests / Talent

Through our subject selection process, students are exposed to a variety of electives and magnetopportunities within the visual and performing arts. Students are accepted to the magnet program basedon talent. Teachers also identify students for advanced academic and gifted classes. Students can receivehigh school credit in Earth Space Science and Honors Algebra.



Master Schedules Based on Student Needs

The master schedule is created with the individual needs of our student population taken into consideration.The magnet program provides unique opportunities for students to be double blocked in an area ofinterest.

Academic and Career Planning

Counselors and the career specialist work with students utilizing Middle Moves, Transition Tools and careerportfolios.

Community involvement plays a crucial role by providing career and job opportunities for our students tolearn.

Additionally, our annual Science Symposium and Career Day will be held for all students in grades 6-8.

GOALS

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

*Needs Assessment: Mays Middle School’s diverse population indicates a strong need for intensiveinstruction in reading. The following subgroups scored below FCAT achievementLevel 3: 67 percent Black, 62 percent Hispanic, 66 percent of EconomicallyDisadvantaged.

Scores on the 2008 FCAT Reading Test indicate that 34 percent of students ingrade six scored at or above FCAT achievement Level 3; this was a one percentincrease from scores on the 2008 administration. The 2008 disaggregated databy strands, reflects sixth grade students had the greatest weakness in Referenceand Research averaging 40 percent correct.

Scores on the 2008 FCAT Reading Test indicated that 34 percent of the studentsin grade seven scored at or above FCAT achievement Level 3; this was a threepercent decrease from scores on the 2008 administration. The 2008disaggregated data by strands reflects seventh grade students had the greatestweakness in Main Idea averaging 44 percent and Reference and Researchaveraging 43 percent.

Scores on the 2008 FCAT Reading Test indicated that 35 percent of students ingrade eight scored at or above FCAT achievement Level 3; this was an 11percent increase from scores on the 2008 administration. The 2008disaggregated data by strands reflects eighth grade students had the greatestweakness in Reference and Research averaging 46 percent.



Sixty-two percent of the lowest 25 percent subgroup made learning gains.

Fifty-five percent of the students made learning gains.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades six through eight will increase to 65percent meeting high standards on the 2009 administration of the FCAT Readingtest.

*Strategies: Implement a school-wide reading benchmark focus that will allow all teachers,despite their disciplines, to spotlight a reading benchmark bi-weekly.

Implement the coaching model across the curriculum.

Employ the assistance of student services personnel to distribute on-goingcommunication to student homes informing parents of how they can assist theirchild in the area of reading.

Monitor all Level one and two students utilizing FORF group administeredmeasures.

Continue the implementation of a school-wide reading theme to foster a lifelonglove for reading; Reading Assures Me Success (RAMS).

Provide incentives to students actively participating in the school-wide readingprograms including, but not limited to, Accelerated Reader and VocabularyBuilder.

Use the FCIM to analyze and identify students who scored at Levels 1 and 2 onthe 2008 FCAT Reading Test and administer the Language Placement Test.

Provide before and afterschool tutoring.

Center tutorials on weaknesses addressed in content clusters by grade level.

Provide professional development on CRISS strategies and differentiatedinstruction and the new Reading Series Language and Voyager to ensure fidelity.

Continue to identify high performing students in reading through studentassessment, academic grades, and teacher recommendation for placement inadvanced classes in order to maintain Level 3 and higher on 2009 FCAT ReadingTest.

*Evaluation: Every student will be administered the Districts Baseline Benchmark Assessment.In addition, timed reading tests will be utilized along with the Language/VoyagerReading Series, Florida Oral Reading Fluency reports, District InterimAssessments, Triweekly assessments and the 2009 FCAT Reading Test.

*Evidence-basedProgram(s):

The primary research-based programs being utilized at Arthur and Polly MaysMiddle Community School are Language! a comprehensive intervention readingprogram published by Sopris West and Voyager Passport Journeys for sixth,seventh and eighth grades. Additional resources such as Soar to Success,Impact, Read 180, and Read XL are used.

*ProfessionalDevelopment:

Reading coaches will model lessons in classrooms and provide in-services toteachers throughout the year on topics such as vocabulary, comprehension, andfluency. New teachers will be trained utilizing CRISS strategies. Reading coacheswill be trained to use FORF and EduSoft. Additionally, in services will be presentedby support personnel on the use of CRISS strategies, Differentiated Instructionand curriculum Mapping.

Professional Development will also be provided for reading teachers utilizing thenew reading research-based programs; language and Voyager.

*Objective: Given instruction based on the Sunshine State Standards, the number of Black



students meeting high standards will increase to 65 percent meeting highstandards on the 2009 administration of the FCAT Reading test.

















*Objective: Given instruction based on the Sunshine State Standards, the number of Hispanicstudents meeting high standards will increase to 65 percent meeting highstandards on the 2009 administration of the FCAT Reading test.



Employ the assistance of student services personnel to distribute on-goingcommunication to student homes informing parents of how they can assist their



child in the area of reading.














*Objective: Given instruction based on the Sunshine State Standards, the number ofEconomically Disadvantaged students meeting high standards will increase to 65percent meeting high standards on the 2009 administration of the FCAT Readingtest.






Provide incentives to students actively participating in the school-wide readingprograms including, but not limited to, Accelerated Reader and Vocabulary



Builder.











Budget:

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

Description of Resources Funding Source AvailableAmount

No Data No Data $0.00

Total: $0.00

Technology


DVD players Reading Plus Title I $3,900.00

Total: $3,900.00



Training for implementation for readingprogram Title I $1,000.00

Total: $1,000.00

Other

Description of Resources Funding SourceAvailableAmount



Achievement enhancement incentives FCAT enhancement (8947) $2,741.00

Total: $2,741.00

Final Total: $7,641.00

*Non-Highly QualifiedInstructors:

End of Reading Goal

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

*Needs Assessment:An assessment of 2008 FCAT data reveals that 64 percent of students in gradessix through eight are below proficiency in Mathematics. Scores on the 2008 FCATMathematics Test indicate that 25 percent of students in grade six have scoredat or above FCAT Achievement Level 3; an increase of five percent from scoreson the 2007 administration. The 2008 disaggregated data by strand, reflectssixth grade students had the greatest weakness in Measurement and NumberSense averaging 33 percent.

Scores on the 2008 FCAT Mathematics Test indicate that 33 percent of studentsin grade seven have scored at or above FCAT Achievement Level 3; a decreaseof 10 percent from scores on the 2007 administration. The 2008 disaggregateddata by strands, reflects seventh grade students had the greatest weakness inthe areas Measurement and number sense averaging 33 percent.

Scores on the 2008 FCAT Mathematics Test indicate that 48 percent of studentsin grade eight scored at or above FCAT Achievement Level 3; an increase ofeleven percent from scores on the 2007 administration. The 2008 disaggregateddata by strands reflects eighth grade students had the greatest weakness inGeometry averaging 33 percent.

Specifically, the majority of Level 1 and 2 students in grades six through eightwith low test scores are 69 percent Black, 59 percent Hispanic and 66 percentEconomically Disadvantaged. These students need basic mathematics skills inorder to form a solid foundation. Implementation of listed strategies will assist inthe increase of the students’ test scores.

Sixty-six percent of the lowest 25 percent made learning gains and 63 percent ofthe entire student population made learning gains in mathematics.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents in grades six through eight will increase their mathematics skills asevidenced by 68 percent meeting high standards on the 2009 administration ofthe FCAT Mathematics Test.

*Strategies: Implement and monitor a more structured mathematics scope and sequenceusing the Competency Based Curriculum and Sunshine State Standards.

Integrate technology into mathematics instruction utilizing programs such asFCAT Explorer, Odyssey Compass Learning and Gizmo

Provide tutoring through supplemental education providers.

Construct and administer FCAT formatted teacher-made exams.

Utilize manipulatives to allow diverse learners a more hands on approach tolearning objectives.

Include students scoring at Levels 1 or 2 on the 2008 FCAT Mathematics Test forextended learning opportunities including, but not limited to, after-school tutoringand Saturday school.



Increase usage of RiverDeep Levels 1 and 2 students.

Use FCIM/PDSA to analyze and identify through student assessment andacademic classroom performance high achieving students for placement inadvanced academics and maintaining Level 3 and higher on FCAT test.

Implement school-wide benchmarks, focusing bi-weekly on a particularmathematics strand. All teachers will incorporate mathematics into classroomdiscussions.

*Evaluation: The following evaluation instruments will be used:

Baseline assessments Tri-weekly assessments FCAT 2009 mathematics test results Textbook assessments Interim Assessments (District)


The primary researched-based program being utilized at Arthur and Polly MaysMiddle Community School is the Prentice Hall mathematics series for sixth,seventh, and eighth graders.

Odyssey Compass Learning, a web-based mathematics program, designed toenhance mathematics literacy skills, will be utilized to improve studentachievement.


Assistance will be provided by departmental chairpersons and Regional supportpersonnel through the FAST initiative for teacher development duringdepartmental meetings and Professional Growth Team (PGT) meetings. Focuswill be placed on areas of test development, teaching strategies and technologyintegration.

Teachers will be provided with opportunities to attend district workshopsaddressing mathematics topics such as the use of manipulatives, FCAT Explorerand Odysseys Compass Learning.

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

*Strategies:Implement and monitor a more structured mathematics scope and sequenceusing the Competency Based Curriculum and Sunshine State Standards.









*Evaluation:The following evaluation instruments will be used:




*Evidence-basedProgram(s): The primary researched-based program being utilized at Arthur and Polly Mays

Middle Community School is the Prentice Hall mathematics series for sixth,seventh, and eighth graders.





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




















*Objective: Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students will increase their mathematics skills as evidenced by 68percent meeting high standards on the 2009 administration of the FCATMathematics Test.


















*Objective: Given instruction based on the Sunshine State Standards, Students withDisabilities students will increase their mathematics skills as evidenced by 68percent meeting high standards on the 2009 administration of the FCAT



Mathematics Test.










*Evaluation: The following evaluation instruments will be used:








Budget:



$0.00

Incentives EESAC $500.00

Total: $500.00

Technology





Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $500.00


End of Mathematics Goal

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

*Needs Assessment: Based on 2008 FCAT Writing, 81 percent of students met high standards inwriting. The data indicates that the writing scores remained constant whencompared to the 2007 administration of the FCAT Writing+. This trend delineatesthe need for additional emphasis on writing to ensure students attain thenecessary skills needed to be successful in future academic areas.

Results of 2008 FCAT Writing indicate that eighth grade students find expositorywriting to be more of a challenge than persuasive writing. Therefore, school widewriting prompts need to address this weakness.

*Objective: Given instruction based on the Sunshine State Standards, students in grade eightwill improve their writing skills as evidenced by an increase of one percentagepoint in the number of students achieving high standards on the 2009Administration of the FCAT Writing.

*Strategies:Administer pre, mid, and post writing tests documenting scores to help directinstruction.

Implement a school-wide warm-up writing practice in preparation for FCATWrites.

Provide students with daily reading and writing connection across the curriculumfocusing on persuasive and expository prompts.

Provide classroom opportunities directed by the teacher for students to practicepeer editing.

Provide all students with simulated timed test situations through the languagearts and social studies classes using FCAT writing strategies weekly.

Provide extended learning opportunities in the area of writing during tutoring andSaturday school.

Use the FCIM/PDSA to identify through student assessment and academicclassroom performance high achieving students for placement in advancedacademics, and maintaining Level 3 and higher on the FCAT Test.

Facilitate professional development in the area of holistic scoring overall essay



writing.

Construct and administer essay exams and other teacher made writing testssimilar to that of FCAT Writing.

Implement school-wide CRISS strategies and reciprocal reading.*Evaluation:

District writing pre-mid-post test 2009 FCAT Writing Test SES providers test data Attendance rosters for tutoring District Interim Assessments

*Evidence-basedProgram(s): Arthur & Polly Mays Middle Community School, in accordance with research, will

use FCAT AIM Higher reading and writing series, Get Set for Reading byContinental Press and the Curriculum model to improve student writing.Additionally, the state adopted text; Glencoe Writer’s Choice, has been adoptedand is being used.

*ProfessionalDevelopment: CRISS Training for new teachers will be provided.

Reciprocal Reading for entire faculty will be provided by Reading Coach.

Holistic scoring and essay writing for entire faculty will be provided by ReadingCoach.

Budget:




Total: $0.00

Technology



Total: $0.00



Training for writing improvement Title I $1,500.00

Total: $1,500.00

Other



Total: $0.00


End of Writing Goal

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



*Needs Assessment: Results of the 2008 administration of the FCAT Science test indicate that 18percent of the students scored at Level 3 and above. This data delineates theneed for intensive instruction for students in all areas. Eighth grade studentsshowed the greatest weakness in the Earth & Space strand averaging 36 percentcorrect. This indicates a need to provide remediation in this area. ProfessionalDevelopment is needed to assist teachers with differentiating instruction and toprovide pertinent hands on practice.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grade 8 will increase by 25 percent on the2009 FCAT Science Test as compared to the 2008 administration of the FCATScience Test.

*Strategies: Administer a baseline assessment to determine students’ strengths andweaknesses.

Integrate technology into science instruction utilizing programs such as Gizmoand FCAT Explorer.

Implement schoolwide benchmark testing on a tri-weekly basis in each disciplineat the end of each unit.

Correlate concept maps and vocabulary links to enhance comprehension of theconcept necessary for the FCAT.

Implement weekly science lab activities to monitor students' comprehension ofconcepts.

Provide a family science night for the science fair to allow students to displaytheir innovative experiments.

Integrate mathematics, science and technology by using graphing calculators andprobeware into instruction.

Incorporate Science into classroom discussions across the curriculum.

Continue to identify through student assessment and academic classroomperformance high achieving students for placement in advanced academics Level3 and higher.

Provide professional development for Science teachers in CRISS strategies,differentiated instruction and curriculum mapping.

Use the FCIM/PDSA to analyze 2008 FCAT for weaknesses in content clusterstrands.

Administer Interim Assessments and analyze data using the FCIM/PDSA.

Provide weekly meetings within grade level to discuss curriculum issues.

Implement pacing guides into classroom instruction.

Ensure that all 8th grade students are familiar with the layout and content of theScience FCAT.

Incorporate released Science FCAT items into classroom instruction (warm-up,activities and chapter assessment).

Give simulation test 4-6 weeks prior to the actual Science FCAT.*Evaluation: All student assessments will be monitored through student folders as well as

through pre and post tests that will be collected.

All Science teachers will access Web Student Performance Indicators (WSPI) todetermine areas of strength and weakness in reading and mathematics,fundamental to Science comprehension.



Samples of student writing will be maintained throughout the nine-week period toanalyze and evaluate the process of synthesizing Science information.

The 2009 FCAT will be utilized to determine growth and for the formulation of aneeds assessment for the 2009-2010 school year.

FCAT Science test will be given in March 2009. The results from the test will becompared to the results from 2008 to determine if the objective was met.


The primary research-based program being utilized at Arthur and Polly MaysMiddle Community School is the Glencoe science series for sixth, seventh, andeighth grades.

Additionally, the use of Universal Design for Learning / Assertive TechnologyRiverdeep will be utilized to enhance student performance.


Professional development for science teachers will be provided through a numberof resources. Weekly department meetings will provide opportunities for contentteachers to discuss best practices and other strategies that will increase studentachievement on the FCAT Science Test. The academic coaches will offer in-services, modeling, and coaching to science teachers on the most effective waysto incorporate reading strategies, including CRISS, Differentiated Instruction andcurriculum mapping into their lessons.

Teachers will be trained on the scientific method and completing a scienceproject.

Selected teachers will be trained in Technology for All Students (TFAST),integration of math, science and technology applications.

Data analysis FCIM will be provided.

Training using hands on Science activities will be provided.

Other professional development from the district learning resource specialist onScience strategies will be provided.

Budget:



$0.00

Lab supplies Instructional $741.00

Total: $741.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00



Final Total: $741.00


Leonardo Castro will attend professional development workshops to increasescientific knowledge. The department chairperson will assist teacher with contentand a classroom observation schedule will be created to provide the teacher withmodel classroom practices.

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: An analysis of 2007-2008 data compiled from Title I rosters, EESAC rosters,magnet parent council rosters, and volunteer logs indicated that 446 parentsattended various meetings. This indicates that an increased number of parentsparticipated in school meetings as compared to the 2006-2007 data. Thisnumber represents fifty percent of the school population indicating that moreparents need to become involved in the educational development of theirchildren.

*Objective: During the 2008-2009 school year, parental involvement will increase by tenpercent as compared to 2007-2008 as evidenced by attendance records fromEESAC rosters, Title I rosters, magnet parent council rosters, volunteer logs andmembership in the PTSA.

*Strategies: Utilize student services personnel to assist in home communication and toprovide parents with information regarding student progress.

Invite parents to attend monthly EESAC meetings to encourage additionalparental involvement.

Provide workshops for parents in their home language targeting FCAT andreading strategies to assist student at home.

Increase parental involvement by inviting parents to participate in the ParentAcademy.

Conduct magnet parent council meetings to increase parent participation inmagnet planning issues.

Invite parents to attend all school related assemblies and magnet performancesthroughout the school year showcasing student talent.

Hold parent-teacher-student associations (PTSA) drive to increase parentparticipation.

Utilize Connect-Ed to notify parents of important events, meetings etc.

Formulate an active PTSA.

Utilize the community involvement specialist to secure signed Title I parentcompacts/contracts.

*Evaluation: Parent involvement will be evaluated using Title I workshop attendance rosters,PTSA membership and attendance rosters, EESAC rosters, Title I parentconference sign-in sheets, magnet parent council rosters, and volunteer logs.


Research-Based Programs include:

National standards for PTSA

*Professional N/A



Development:

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the FLDOE indicates that in 2006-2007Arthur and Polly Mays Middle School ranked at the sixth percentile on the State ofFlorida Return On Investment index.

Objective: Arthur and Polly Mays Middle Community School will improve its ranking on theState of Florida ROI index publication from the sixth percentile in 2006-2007 tothe eighth percentile on the next publication of the index.

Strategies: Become more informed about the use of financial resources in relation to schoolprograms.

Reconfigure existing resources or take advantage of a broader resource base,e.g. private foundations, volunteer networks.

Collaborate with the district on resource allocation.

Share use of facilities for partnering with community agencies.

Evaluation: The evaluation will be based upon the next publication of the ROI.

End of Return on Investment Goal

ADDITIONAL GOALS



Additional Goal: Magnet

Needs Assessment:Based on magnet enrollment from the 2008-2009 school year, data reveals anincrease of 7 percent within the magnet program. However, enrollmentcontinues to decline school-wide, which creates the need to implement additionalstrategies to recruit and retain potential students. Emphasis must be placed onpositive marketing techniques and better public relations.

Additional strategies must be implemented to increase the number of studentswithin the magnet program.

Objective:Given the need to include the arts in academic areas, magnet enrollment in thevisual and performing arts will increase by 10 percent when comparingenrollment data from the 2007-2008 school year to the 2008-2009 schoolyear.

Strategies:Increase visibility through recruitment performances at the school site and withinthe community.

Provide arts teachers with professional development activities to enhanceknowledge within each strand.

Participate in District and State assessments to increase quality and standards.

Provide a more flexible audition schedule to accommodate working parents.

Increase parental involvement within the booster clubs and Magnet ParentCouncil.

Create interdisciplinary units to be utilized for arts inclusion within the generaleducation curriculum.

Schedule performances by magnet teachers to raise level of professionalismwithin department.

Create a partnership with the new South Dade Performing Arts Center located inCutler Bay.

Evaluation:Progress on this goal will be assessed by comparing enrollment data from the2007–2008 school year to enrollment data from the 2008-2009 school year.

M-DCPS recruitment zone report.

Evidence-basedProgram(s):

N/A

ProfessionalDevelopment: Professional Development activities will include:

Magnet teachers will participate in District and state workshops and events indrama, dance, music, and broadcasting.

Monthly magnet lead teacher workshops.

Weekly department meetings to develop interdisciplinary units.

Recruitment Techniques for Talent Magnet Programs

Creating an Audition

Marching band repertoire



Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Magnet Goal

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Mathematics $0.00

Mathematics Incentives EESAC $500.00

Science $0.00

Science Lab supplies Instructional $741.00

Total: $1,241.00

Technology


Reading DVD players Reading Plus Title I $3,900.00

Total: $3,900.00



Reading Training for implementation forreading program Title I $1,000.00

Writing Training for writingimprovement Title I $1,500.00

Total: $2,500.00



Other


Reading Achievement enhancementincentives

FCAT enhancement (8947) $2,741.00

Total: $2,741.00


SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principaland an appropriately balanced number of teachers, education support employees, students (for middle, juniorhigh and high school only), parents, and other business and community citizens who are representative of theethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The Educational Excellence School Advisory Council (EESAC) assisted in the preparation of the SchoolImprovement Plan relative to the following areas:

Budget - The EESAC recommended, reviewed and participated in the development of the budget for the2008 - 2009 school year.

Staffing - The EESAC recommended that school voluteers should be utilized within the classroom.

Training - The EESAC recognizes its role in supporting the development for professional growth regardingschool improvement goals and initiatives and in promoting a collegial climate as enabling tools forcontinuous school improvement.

Technology - The EESAC supports the existing technology infrastructure school-wide. They alsorecommended teachers pursue grant opportunities involving technology.

Student support services - The EESAC recommends that the Title I community involvement specialistcontinues to provide assistance to parents in need. In addition, EESAC recommends that the studentservices department provide more individualized counseling.

Instructional materials - The EESAC supports continued efforts to focus school instructional materials onSIP goals and state/district standards.

Benchmarkings - The EESAC will review student performance data as a baseline for assessing progressthroughout the year.

SAC Members

Members

1) Kenneth S. Cooper, Principal

2) Nancy Howard, SAC Chair

3) Michelle Delgado, Student



4) Ashley Dawson, Student

5) Andrea Bramson, Student

6) Judith Yanowitz, Teacher

7) Barbara Loffredo, Teacher

8) Janet Bell, Teacher

9) Delia Peruyera, Teacher

10) Marjorie McWeeny, Teacher

11) Zoraida Padron-Blanco, Teacher

12) John DeFranks, Teacher

13) Joseph L Demps, Business Member

14) Andrea H. Bramson, Parent

15) Cristina Paret, Parent

16) Alexa Martinez, Parent

17) Yojaira Lopez, Parent

18) Temperance Streeter, Parent

19) Marie St.Louis, Parent

20) Sharon Everett, Parent

21) Dr. Winston Freckleton, Union Steward

IMPLEMENTATION EVALUATION

To ensure Mays Middle Community Schools School Improvement Plan is successfully implemented, theFlorida Continuous Improvement Model will be utilized. Adequate Progress will be evidenced by improvedstudent performance on those objectives predicated upon student performance and progress toward theprescribed benchmark for all other objectives. At the school level, Quarterly Assessments, Writing Acrossthe Curriculum assessments, Science, Reading, and Mathematics Practice Tests, and core curriculum classtests will be utilized for systematic, on-going monitoring and assessment of progress. In addition, thedistrict will conduct a mid-year and an end-of-year review of adequate progress on the Objectives detailedin this School Improvement Plan. The Educational Excellence School Advisory Council (EESAC)will be kept abreast of the status of the SIPobjectives. Data presentations will be conducted to ensure all stake holders are aware of opportunities forimprovement. Students will be provided with opportunities to attend tutoring through SES providers andthe community school before and after school. This will provide students with an opportunity to beremediated and also provide enrichment to those students who are excelling academically. Professionaldevelopment opportunities will be provided for teachers to ensure the fidelity of adopted programs,expandsubject knowledge, instruction and classroom management. Parental involvement will be monitoredthrough Title I logs.



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

3 97 1 99 16 84 0 0 0 0


DistrictAssessment

DistrictAssessment

DistrictAssessment

DistrictAssessment




ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

4 96 0 100 12 88 0 0 0 0


DistrictAssessment

DistrictAssessment

DistrictAssessment

DistrictAssessment


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

3 97 6 94 16 84 5 95 0 0


DistrictAssessment

DistrictAssessment

DistrictAssessment

DistrictAssessment


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

Name ofAssessment



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade MAYS COMMUNITY MIDDLE SCHOOL 6431Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 653Math: 653

2007-2008 School Grade1:

C Did the Schoolmake AdequateYearly Progress?

NO

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

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

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

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 100 Y 100 Y 36 N 36 N 93 92 Y NA 69 64 N 68 64 N 34 N 45 N

WHITE 100 Y 100 Y NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y 33 N 31 N 92 Y NA 73 67 N 73 69 N 29 N 40 N HISPANIC 100 Y 100 Y 38 N 41 N 93 88 N NA 67 62 N 63 59 N 38 N 50 N ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 34 N 34 N 92 92 Y NA 70 66 N 68 66 N 33 N 43 N

ENGLISHLANGUAGELEARNERS

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

STUDENTS WITHDISABILITIES 99 Y 99 Y 18 N 12 N NA NA 82 Y 88 N 21 NA 21 N

Used

Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

Subgroup(s) not making

AYP

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

Black 2 98 3 97 9 91

Hispanic 4 95 2 98 100

White 100 1 99 25 75

SWD 4 96 5 95 7 93

EconomicallyDisadvantaged

3 97 2 98 5 95

End of Baseline Data Report

AYP DATA



2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade MAYS COMMUNITY MIDDLE SCHOOL 6431Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 745Math: 745


D 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 99 Y 99 Y 31 N 32 N 94 93 Y NA 66 69 NA 65 68 NA 39 NA 51 NA

WHITE NA NA NA NA NA NA NA 38 NA NA NA BLACK 99 Y 100 Y 27 N 27 N 92 Y NA 70 73 NA 71 73 NA 38 NA 49 NA HISPANIC 99 Y 98 Y 33 N 37 N 90 93 Y NA 61 67 NA 61 63 NA 40 NA 54 NA ASIAN NA NA NA NA NA NA NA 25 NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 30 N 32 N 94 92 Y NA 66 70 NA 67 68 NA 40 NA 51 NA


99 Y 97 Y NA NA NA NA NA 81 NA NA NA

STUDENTS WITHDISABILITIES 98 Y 97 Y N N 87 70 N NA 93 NA 92 NA 28 NA 35 NA

2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade MAYS COMMUNITY MIDDLESCHOOL 6431

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

Read: 739Math: 739


C Did the Schoolmake AdequateYearly Progress? 5

NO


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 99 Y 99 Y 34 N 35 N 90 94 Y NA 76 66 Y 71 65 N

WHITE NA NA NA NA NA NA NA 29 NABLACK 99 Y 98 Y 30 N 29 N 86 Y NA 82 70 Y 77 71 NHISPANIC 99 Y 99 Y 39 N 39 N 94 90 Y NA 73 61 Y 68 61 YASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 98 Y 34 N 33 N 88 94 Y NA 77 66 Y 72 67 N


98 Y 98 Y 19 NA 19 NA NA NA NA 88 81 NA

STUDENTS WITHDISABILITIES 98 Y 98 Y 7 N 8 N 58 87 Y NA 94 93 N 92 92 N

SCHOOL GRADE DATA



Dade School DistrictMAYS COMMUNITY MIDDLE SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

42% 42% 90% 23% 197

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% 63% 118

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?

62% (YES) 66% (YES) 128 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 443 Percent Tested =100% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

38% 39% 87% 23% 187

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

54% 59% 113


Adequate Progressof Lowest 25% inthe School?

68% (YES) 58% (YES) 126 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 426 Percent Tested =99% Percent of eligible students tested

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


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 41% 41% 83% 165

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

% of Students MakingLearning Gains 66% 68% 134


Adequate Progress of Lowest25% in the School? 66% (YES) 66 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 365 Percent Tested = 98% Percent of eligible students tested

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



2008-2009 florida school improvement plan...

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