FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM …osi.dadeschools.net/sip/09-10/pdf/2005.pdflearning ensure that all Rise Scholars are prepared to succeed in college. Rise Academy is

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: RISE ACADEMY-SOUTH DADE CHARTER SCHOOL

District Name: Dade

Principal: Ms. Gemma Torcivia

SAC Chair: Ms. Carol Clinton

Superintendent: Mr. Alberto Carvalho

Date of School Board Approval: Pending

Last Modified on: 09-11-2009

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

School Vision: Rise Academy-South Dade Charter School believes that all students can learn and that all students deserve an excellent education. Our school is grounded in standards-based instruction, rigorous assessment, highly-structured environments, and the designs of top-performing charter schools.

School Mission: Rise Academy-South Dade Charter School provides a college preparatory education beginning in kindergarten and extending through eighth grade. Within a structured and rigorous learning environment, Rise Academy students are prepared to excel in academics and the world.

Brief History and Background of the School

Rise Academy- South Dade Charter School just completed its first year of operation. The school opened in August 2009 with K, 1st and 6th grade with a plan to add an additional grade level each year. As planned, our grades for the 2009-2010 school year are: K, 1st, 2nd, 6th and 7th.

Our school is a free, open-enrollment, college-preparatory school that believes every child should have the opportunity to receive an excellent college preparatory education for free, and we are bringing this choice to families who might not traditionally attend college preparatory schools.

At Rise, we prepare all of our students to make it to and through college. By building a partnership between students, parents and teachers, we are able to put learning first. Our outstanding teachers and the extra time our students receive for learning ensure that all Rise Scholars are prepared to succeed in college.

Rise Academy is open to any student residing in Miami-Dade County, regardless of primary language spoken, special needs, or economic hardship. Our students come from Florida City, Homestead, and nearby Naranja.

Unique School Strengths for Next Year

For the 2009-2010 school year Rise Academy will :

1. Continue with the extended school day (8:00 a.m. to 4:00 p.m.) which gives our students more time for academic instruction. 2. Schedule two periods of math for all students, regardless of their score on the FCAT. 3. Continue to be a data-driven school that aligns instruction with assessments and constantly progress monitors its students. These strategies proved extremely successful last year and resulted in increased DIBELS and Developmental Reading Assessment(DRA) scores: • Kindergarten and first grade students had an average 1.33 years of growth as determined by the DRA. • Kindergarten and first grade students showed increased mastery on DIBELS with 75% of students benchmarking on the final assessment compared to only 53% on the first assessment. • Sixth grade students had an average 2.07 years of growth as determined by the DRA. • Sixth grade students showed increased mastery on FORF with 62% of students benchmarking on the final assessment compared to only 31% on the first assessment. 4. Use the newly hired reading teacher, who has seven years experience at both high and low-performing schools in Florida, to coach the faculty and conduct professional development sessions.

Unique School Weaknesses for Next Year

1. The school is moving into a new building for the 2009 -2010 school year and had to move all of its furnishings, etc. to the new facility and notify parents of the change. 2. Close to 90 % of our students are economically disadvantaged and do not have even basic school supplies. The school supplies many of these needs. 3. Math was our lowest performing area on the 2009 FCAT with only 30% of our students performing at a high level. Each student this year will have two periods of Math. 4. Florida City has a large Hispanic and Haitian population and more than 50 % our parents do not speak or read English at a level to assist their children academically at home.

Student Demographics

The population of our school is African Americans (44%), Hispanic (44%), Whites-Non Hispanic (9%), and other (4%). Nearly all of our students (90%) qualify for the federal free and reduced lunch program, and the average household income of our families is $15,791/year. Twenty percent of our students are English Language Learners (ELL) since we have a large population of both Spanish and Creole speaking students. Additionally, ten percent of our students have special needs, which are outlined in their Individual Educational Plans (IEP’s.) Our students come primarily from the Homestead High School feeder pattern: Florida City Elementary, West Homestead Elementary , Laura C. Saunders Elementary and Campbell Drive Elementary as well as South Dade Middle, Campbell Drive Middle and Homestead Middle.

Student Attendance Rates

For the 2008-2009 school year Rise Academy South Dade Charter School had an average daily attendance rate of 85%. This is a result of poor attendance at the elementary school, especially in kindergarten where parents had to be educated about the importance of regular attendance and its impact on academics. Many parents saw kindergarten as an extension of pre-school or day care. In addition, our attendance rate was also affected by the migrant students who move with their parents to different states.

Student Mobility

The school had a mobility rate of 3% for 2008-2009 school year.

Student Suspension Rates

The school had 18 in-school suspensions and 9 outdoor suspensions. These students were referred to our Student Support Specialists who determined that much of the behavior resulted from problems in the home and low self-esteem due to their learning difficulties. The specialist contacted the Chrysalis Center which provided counseling at the school for individual students and at home for students and their families. In addition, the school partnered with Sweet Vine, a local non-profit agency that collaborates with MDCPS, to provide social services for students on outdoor suspension. While on outdoor suspension, students attended classes at the agency to help them modify their behavior.

Student Retention Rates

All of our students were promoted to the next grade level for the 2009-2010 school year.

Class Size

The average class size for K-1st grade was 17. The average class size for the 6th grade was 15. Rise Academy uses an inclusion model for SWD and ELL students who are included in the above-mentioned averages. A SPED and ESOL specialist will provide services to these students.

Academic Performance of Feeder Pattern

As a charter school in the Homestead Senior High feeder pattern, our students come from the following elementary and middle schools: Elementary • Florida City Elementary, a Correct II school, is a “C” school. The school was a “B” school in 2008 and a “C” school in 2007. The school has not met AYP for the past six years.

• Campbell Drive Elementary, a Correct II school, is a “C” school. The school has been a “C” school for the past three years. During the past six years the school only made AYP in 2005.

• Laura C. Saunders Elementary, a Correct II school, is a “D” school. The school was a “C” school in 2008 and a “B” school in 2007. The school has not made AYP in the past six years.

• West Homestead Elementary, a Correct II school, is a “C” school. The school was a “C” school in 2008 and an “F” school in 2007. During the past six years the school only made AYP in 2006 Middle • South Dade Middle, a Prevent II school, is a “B” school. It was a “C” school in 2008.

• Homestead Middle, a Correct II school, is a “B” school. The school was also a “B” school in 2008. During the past six years the school only made AYP in 2006.

• Campbell Drive Middle, a Correct II school, is a “C” school. The school was a “C” school in 2008 and an “F” school in 2007. The school has not made AYP in the past six years.

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

Partnerships and Grants Rise Academy-South Dade Charter School is partnering with Miami-Dade College again this year to provide informational session at the school site and to conduct college tours at the Kendall campus. The school has also secured an agreement from the University of Miami to conduct a college tour for all of our students.

The school will continue the partnership it built with Le Jardin and Little School for Little People, two preschools in the community. Last year, our administrators, faculty and staff visited both schools and conducted informational sessions for parents about the school. Students, teachers and parents from both preschools visited Rise to talk to our teachers and observe our classes. This collaboration proved very successful and will continue this year.

Rise Academy will also continue its partnership with the DARE program to provide our students with information on the dangers of drug use.

The Chrysalis Center, a counseling and intervention agency, and Sweet Vine, a non-profit agency for at-risk youth, will continue to partner with Rise to provide counseling and behavioral management services to our students.

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal Gemma Torcivia

Bachelor of Interdisciplinary Studies – UF

1 1

Principal of Rise Academy 2008-2009 Grade: F; AYP: 87% Reading Mastery: 40%; Math Mastery:30%

2007-2008 Executive Director in Training at Building Excellent Schools Learned financial controls and systems for effective classroom management.

2006-2007 Executive Director in Training at Building Excellent Schools Learned financial controls and systems for effective classroom management.

2005-2006 ESE/Reading Teacher- Miami Central Senior High Grade: F AYP: 56% Reading Mastery: 11%; Math Mastery: 34%; Writing Mastery:63%

2004-2005 ESE/Reading Teacher – Miami Central Senior High Grade: F AYP: 37% Reading Mastery: 9%; Math Mastery: 26%; Writing Mastery:73%

Assis Principal Carol Clinton

Master of Science – English Education, FIU; Florida Certificate K-12 English

1 2

Assistant Principal of Rise Academy 2008-2009: Grade: F; AYP: 87% Reading Mastery: 40%; Math Mastery:30%

Assistant Principal of Rosa Parks Charter School 2007-2008: Grade: F; AYP: 77% Reading Mastery: 24% Math Mastery:26% Science Mastery:42% Writing Mastery:89%

Grant Director of Rosa Parks Charter School 2006-2007: Grade: F; AYP: 77% Reading Mastery: 38% Math Mastery:36% Science Mastery:3% Writing Mastery: 77%

Academic Advisor at Miami-Dade Community College (Homestead Campus)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

2005-2006

Program Manager – ReCapturing the Vision (non-profit agency for at-risk youth) (2002- 2005)

* 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 *

Reading Monica Oliva Reading 1 5

2008-2009 Charter Schools District Office Reading Coach 2004-2008 District Office Adult ESOL Programs

Math and Science

Eliette Barrios Math and Science 1 1

2003-2005 Teacher Keys Gate Charter School The School moved from not meeting AYP and meeting AYP with a school grade of B 2005-2009 Teacher Campbell Drive Middle School The school moved from an F in 06-07 to C in 07-08 and 08-09. They never met AYP March 2009-Present District Math and Science Coach District's Office

* 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. Partnering new teachers with experienced teachers 2. 3. Continued relationship with Teach for America and the e-recruiting websites.

Principal/AP On-going

2. Early identification of struggling teachers in need of coaching and Professional Development Principal/AP On-going

3. Continued relationship with Teach for America and the internet websites. Principal/AP On-going

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Jesslyn Mullett Temporary Math: 6th and 7th grade ath

Ms. Mullett will take the Middle Grade Mathematics 5th to 9th grade test on October 24th, 2009.

Marquita Eldridge Temporary Science/Math: 6th and 7th grade

Ms. Eldridge will take the Middle Grades Integrated Curriculum 5th to 9th grade test on October 24th, 2009.

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

14 35 65 7 0 21 80 7 0 21

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Ms. Ovando is a new kindergarten

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Sarah White Danielle Ovando

teacher who will be paired with Ms White who also teaches kindergarten. Ms. White also taught kindergarten last year at the school

The teachers will meet biweekly to share ideas, problems and best practices. Time will be given for feedback, coaching, co-planning and observations.

Aixa Marchand Erin Ellis

Ms. Marchand is new middle school Language Arts and Reading teacher. She will be paired with the grade level team leader and Language Arts/ Reading teacher Erin Ellis who has been teaching for seven years at both low and high-performing schools in Florida


Stacy Arnold Craig Stacey

Mr. Stacey is a new first grade teacher. Ms. Arnold is the Elementary Grade Level Team Leader. She taught first grade last year


Johanna Ralston Angelina Trepasso

Ms. Ralsten will be teaching first grade. Ms. Trepasso taught first grade last year.


Title I, Part A

Title I, Part A – Rise Academy- South Dade 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: Exceptional Student Education, Staff Development Department, Miami-Dade County Health Department, community colleges, universities, ESOL/LEP Programs, and Pre-collegiate programs at community colleges and universities. These collaborative efforts will eliminate gaps in service for the ELL students and children with disabilities. 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.

Title I, Part C- Migrant

N/A

Title I, Part D

N/A

Title II

N/A

Title III

N/A

Title X- Homeless

N/A

Supplemental Academic Instruction (SAI)

Supplemental Academic Instruction (SAI) – Rise Academy will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEFP) allocation.

Violence Prevention Programs

Our 6th grade students will participate in the DARE program again this year.

Nutrition Programs

1) Rise Academy adheres to and implements the nutrition requirements stated in the District Wellness Policy. 2) Nutrition education, as per state statute, is taught through physical education. 3) The School Food Service Program - school breakfast, school lunch, and after care snacks- follows the Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy.

Housing Programs

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

Response to Instruction/Intervention (RtI)

Parental – Rise Academy encourages parents to get involved in all aspects of their child’s education. Parents will be invited once again to meet with their child’s teacher at the end of each grading period. Additional parent conferences will be held at the parent’s or teacher’s request. The school’s PTA meets monthly and helps to raise funds for the school. Our Student Support Specialist works extensively with parents whose children are struggling academically or have behavioral problems.

Open House is planned for August 21st, 2009 and additional activities such as FCAT night and honor roll ceremonies will be held to increase parent involvement.

Identify the school-based RtI Leadership Team.

School-based RtI Team

Principal: The principal ensures that the RtI is implemented at the school and that the team meets bi-weekly and works towards its goal. The principal will receive updates through minutes from the meetings. The principal will attend meetings at her discretion.

Assistant Principal: The AP will provide training on RtI with assistance from the State and District. The AP will also ensure that RtI is implemented and will attend at least one meeting per month. Minutes will also be emailed to the AP after each meeting. The AP will ensure that the school utilizes data to drive instruction and that all students are progress monitored.

SPED/Student Support Specialist: The SSS integrates core instructional activities/resources into both Tier II and Tier III instruction. The school uses the inclusion model for SWD students, therefore the specialist will also meet with general education teachers to provide professional development and collaborate on strategies.

Grade Level Team leaders (Elementary and Middle): The GLT leaders provide information about core instruction, participate in student data collection and analysis, assist in professional development, coordinate the implementation of all levels of RtI and monitor the delivery of Tier I instruction/intervention. The team leaders will also communicate with parents regarding the schools plans and activities.

School Wide Florida’s Continuous Improvement Model

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

The team will have one primary focus and goal at its meetings: to systematically examine all data in order to align instruction with assessment and improve student achievement. It will ensure that low-performing students are progress monitored and receive the early and continuous intervention needed to improve academically and behaviorally, if necessary. In addition, high-performing students will receive the enrichment they need.

The team will meet bi-weekly to review both academic and behavioral data gathered from a variety of sources including state, district and school site assessments as well as district and school site behavioral management systems. Initially, students will be identified, using baseline data, as either in need of intervention or enrichment and regular progress-monitoring will be implemented. With the assistance of the State and District, professional development sessions will be held to train teachers on RtI and the team will follow up with PDs on data analysis, aligning instruction with assessment, progress monitoring and differentiated instruction.

The team will provide data to teachers and all stakeholders on student achievement on a variety of assessments including FAIR, school-based tests and FCAT. The Student Support Specialist will also provide vital behavioral information from the data she collects from the school’s internal system for monitoring student discipline. As the SPED and LEP coordinator, she also provides data on Tier 3 students.

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), FAIR, FCAT, Interim Assessment Midyear: Interim Assessment, PMRN, FAIR End of Year: FCAT, Interim, FAIR, PMRN Frequency of Data Days: Twice a month

Staff will be trained by the Assistant Principal in conjunction with the reading specialist provided by the state and the reading coach provided by the district. Training should start in early September.

Data Disaggregation 2008-2009 FCAT Data

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

Instructional Calendar Development

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

Plan

Strengths: • 100 % of students were tested on 2009 FCAT. • It its first year of operation the school met 85% of the criteria for AYP. • 57% of students made learning gains in Reading • In Reading, Main Idea/Purpose and Comparisons were the highest-performing content clusters (average percent correct: 55%). • In Math, Geometry was the highest-performing content cluster (average percent correct: 56%).

Weaknesses: • 40% of students were proficient in Reading. • 30% of students were proficient in Math. • In Reading, Reference & Research and Words & Phrases were the lowest-performing content clusters (average percent correct: 50%). • In Math, Measurement was our weakest content cluster (average percent correct: 33%). • 39% of students made learning gains in Math • 47% of lowest 25% made gains in Reading • 36% of lowest 25% made gains in Math

The leadership team conducted data chats with the teachers about the 2009 FCAT. Teachers were made aware of how

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?

students performed in each tested benchmark.

This information will be compared with the data from the Baseline Benchmark Assessment given at the beginning of school to check for performance patterns and statistical changes. The data from the baseline test will be used to generate the IFC. The IFC will be updated as more data is collected from the Interim tests, FAIR, school-site assessments and FCAT mini-assessments. The RtI team will play a vital role in analyzing this data, discussing it with teachers and ensuring that the data is used to guide instruction, intervention and progress monitoring.

Lesson plan reviews and classroom walkthroughs will be conducted to ensure the IFC is being followed. Teachers will receive immediate feedback either in writing or during one-on-one conferences with administrators.

Following are the instructional Benchmarks that will be given priority focus as determined by the 2009 FCAT are:

• Reading: Words & Phrases and Reference & Research (average percent correct: 50%). • Math: Measurement (average percent correct: 33%). • Science: n/a • Writing: n/a

After each major assessment, the benchmarks will be reviewed for revision.

Data will be reviewed after each major assessment to determine the academic needs of each student. All students will be progress monitored and those in need of intervention will receive more individualized instruction in small groups and during after-school tutoring. Lesson plans will be reviewed to check for differentiated instruction.

Teachers at Rise are constantly reinforcing to students how their academic performance and personal choices impact their future education, earning potential and everyday life. Rise offers electives in art, music creative writing and Spanish to give our students a well-rounded education. In addition, speakers from a variety of career fields are invited to the school to speak to students on college and career choices.

Electives are available on our schedule for students who are not required to take intensive classes as determined by their FCAT scores.

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

Grade level teams (K-2 and 6-7) will meet bi-weekly to discuss student achievement based on assessments and class work and identify students’ strengths and weaknesses. Both low-achieving and high-achieving students will be identified and lesson plans will utilize differentiated instruction to reach all students.

After a review of the data from assessments and a determination of the areas in which students are having the most difficulty, instructional focus lessons will be developed to move students towards mastery. The focus lessons will be aligned to the FCAT benchmarks and standards. The lessons will be taught at the beginning of class.

FCAT based mini-assessments will be given bi-weekly to assess student mastery of the benchmarks. Based on the results, it will be determined if teachers need to re-teach the lesson.

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?

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.

CHECK

FOCUS mini-assessments will be used to determine student mastery.

Five or more questions per benchmark will be used on these assessments.

Assessments will be administered twice a month at the beginning of the school year and on a weekly basis after mid-year.

The assessment results will be used to determine which benchmarks need re-teaching in the classroom and in tutorials for selected students.

Using the results from the assessments, teachers will be able to group students for differentiated instruction according to their mastery level. For example, students working below mastery will receive more teacher-led, small group instruction while those at mastery or above can work more independently.

Students at mastery level will continue to be progress monitored and will receive instruction that requires higher-level thinking skills and more complex assignments.

Teachers will meet bi-weekly in their teams. Each grade level team leader – one from the elementary grades and one from the middle grades - will facilitate each team meeting. An agenda, which will include such topics as data disaggregation and best practices, will be created for each meeting to ensure meetings are focused and effective. Notes taken at each meeting will be shared with the team and administrators.

One member of the leadership team will attend each meeting. The Principal and Assistant Principal will receive the minutes from each meeting. The AP will attend at least one meeting each month. The administrators will also review student data and conduct data chats with teachers and students.

In addition, lesson plans will be reviewed to determine if the needs of students are being met, to ensure that data are used to drive instruction and to check for differentiated instruction.

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?

ACT

The school will use Houghton Mifflin as its Reading core and Voyager as its intervention program at the elementary level. Glencoe will be used as the Reading core and Voyager as its intervention program at the middle school level. In addition, technologically-based programs like FCAT Explorer, Riverdeep and Gizmos will also be used.

Students who demonstrate non-mastery from the first baseline assessment will be required to attend after-school tutorials twice a week. The tutorials will be taught by teachers. Students will also be recommended for pull-outs and push-ins during the school day conducted by the math co-teacher and the reading co-teacher.

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

Pre-School Transition

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?

Enrichment

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

Describe how students are identified for enrichment strategies.

Observations by Grade Level Team Leaders, Department Heads and Administrators will be used to identify staff members in need of professional development. In addition, teachers will create a professional development plan through IPEGS.

Students who continually perform below mastery on the FAIR, interim assessments and teacher-made tests will be targeted for supplemental and intensive instruction. Tutoring is offered twice a week after school.

Students not making mastery will be assisted during the regular school schedule using differentiated instruction, pull-outs and push-ins. They will also be assisted after school in small-group tutorials.

Data from all major assessments – state, district and school-based - will be collected and tracked for each student to measure his or her progress in intervention. The mini-assessments will also give quick and immediate feedback on a student’s understanding of the intervention measures.

Teachers at Rise Academic use a variety of instructional delivery methods to support acceleration and enrichment activities which include: peer tutoring, cooperative learning and learning centers.

Students will be identified for enrichment based on FCAT results, Baseline Benchmark Assessment, Interim Assessments and school-based assessments.

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

Frequency of PLC Meetings Schedule (when)

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

Elementary PLC will consist of the K-2 grade level team leader, ESE Student Support Specialist and LEP specialist.

Elementary Team Leader Bi-weekly Fridays

Analyze data from all major assessments and devise strategies to improve instruction and student achievement. Share best practices.

Middle School PLC will consist of Grade Level Team Leader, ESE Student Support Specialist and LEP specialist

Middle School Team Leader

Bi-weekly Fridays

Analyze data from all major assessments and devise strategies to improve instruction and student achievement. Share best practices.

Rise Academy partnered with two VPK schools, Le Jardin and Little School for Little People for the 2008-2009 school year. A special open house was held for approximately 30 participants from Le Jardin to visit our school during the 4th quarter. Students, accompanied by their parents and teachers, sat in on classes and interacted with our students and teachers. Our faculty members, led by our principal, also visited Le Jardin on numerous occasions to meet with the directors, parents, teachers and students. An after-school informational session about the school attracted over 50 parents and students.

Postsecondary Transition

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

Our Elementary Assistant Principal visited the Little School for Little People to exchange information about the school’s mission, structure, goals and curriculum. This outreach proved very successful and we were able to recruit students from both schools.

At Rise Academy, all incoming Kindergarten students are assessed upon entering Kindergarten in order to ascertain individual and group needs and to assist in the development of robust instructional/intervention programs. All students are assessed within the areas of Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension, using the Florida Assessment for Instruction in Reading (FAIR). A checklist is used to determine students' letter naming knowledge (lowercase and uppercase) and letter-sound matching skills. Students will also be assessed on site-word knowledge, using the Dolch site word lists.

Teachers will assess each individual student’s reading level within the first three weeks of school, using Reading A-Z benchmark books. All of these tests will be re-administered mid-year and at the end of the year in order to determine student learning gains in order to determine the need for changes to the instructional/intervention programs. The teachers will also use the Reading A-Z running records to maintain current reading level scores for all students and therefore provide the most level-appropriate instruction and interventions throughout the school year.

In order to promote cohesiveness with school and home, all of the assessment results and applicable strategies will be communicated to the families of the kindergarteners in the first weeks of school at the mandatory parent/teacher conferences.

The principal will continue to build partnerships with the local pre-kindergarten programs, including the pre-kindergarteners taking a field trip to Rise Academy classrooms and the Rise leadership team conducting information sessions at area Pre-K programs. Through this joint venture, families and children will gain familiarity with kindergarten as well as receive information relative to the matriculation of students at Rise Academy.

N/A

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

40% of students achieved mastery on the 2009 FCAT. The lowest scoring mastery levels were in Words & Phrases and Reference & Research.

Given instruction using the Sunshine State Standards, 72% of the students will achieve mastery on the 2010 FCAT Reading.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 Develop an instructional Focus Calendar based on the results of the Baseline Benchmark Assessments. The calendar will be updated to address the needs of students as determined by other major assessments

1. Grade Level Team Leader/ Administrator

. Student progress will be monitored to check for mastery of the benchmarks on the focus calendar

Focus calendar/ Lesson plans/ Walkthroughs

2 Teachers will use a variety of instructional strategies to increase students understanding of Reference and Research including opinion proofs, summarization skills, and encouraging students to read from a wide variety of texts.

Grade Level Team Leader/ Administrator

Lesson plans will be reviewed weekly and classroom walkthroughs conducted

Lesson plans/ Teacher observations

3 Teachers will use a variety of instructional strategies to increase student understanding of Words and Phrases including word walls, instruction in differences in meaning because of context and engaging in affix or root word activities.


Lesson plans will be reviewed weekly and classroom walkthroughs conducted

Lesson plans/ Teacher observations



42% of Economically Disadvantaged students achieved mastery on the 2009 FCAT

Given instruction using the Sunshine State Standards, 72 % of Economically Disadvantaged students will achieve mastery on the 2010



Evaluation Tool

1 The Reading co-teacher will do pull-outs and push-ins for the lowest-performing students

Administrator /Reading Teacher

Increased student achievement

Review lesson plans and data collected from assessments

2 Administrators will conduct Administrator /Reading Aggregation and Data chat protocols

data chats with teachers and teachers will conduct data chats with students

Teacher disaggregation of data

3 Remediation through intensive classes and after-school tutoring will be provided using Voyager intervention program for middle school

Reading Teacher/ Grade Level Team Leader

Students will be assigned to Intensive classes and tutoring based on their FCAT results and subsequent performance on the Baseline Test and Interim Assessments

Tutoring sign-in sheets; Data from the assessments

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 students will achieve mastery on the 2010 FCAT

Effective implementation of the focus calendar

Administrator & Grade Level Team Leader

August/September 2009

Classroom Visits; Review of lesson plans

Grade Level Team Leader/ Principal/AP


Words Walls – their purpose and how to use them effectively

Reading Teacher September 2009 Classroom visits; Review of lesson plans



Using reading strategies across the curriculum Reading Teacher On-going

Classroom visits; review of lesson plans


At the beginning of the 2009-2010 school year, the Reading teacher will conduct a professional development

session on literacy across the curriculum. The sessions will include: reciprocal teaching, KWLs, and think-pair-

share, all of which can be used in other subject areas. In addition, the social studies teacher will work closely

with the reading teacher to align their focus calendars.

Budget:

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

Description of Resources Funding Source Available Amount

Houghton Mifflin Reading Core and Intervention Reader’s Workshop Title 1 $6,500.00

Total: $6,500.00

Technology


Riverdeep District $0.00

FCAT Explorer State $0.00

Total: $0.00

Professional Development


Development of Reading Focus Calendar; Effective use of Word Walls; Reading across the Curriculum

School $0.00

Total: $0.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $6,500.00

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?



30% of students achieved mastery on the 2009 FCAT Math. The lowest scoring mastery levels were in Measurement , Number Sense and Data Analysis

Given instruction using the Sunshine State Standards, 74% of the students will achieve mastery on the 2010 FCAT



Evaluation Tool

1 Develop an instructional Focus Calendar based on the results of the Baseline Benchmark Assessments. The calendar will be updated to address the needs of students as determined by other major assessments.

Grade Level Team Leader /Administrator

Focus calendar will be shared with teachers. Focus calendar will be updated as needed. Lesson plans will be reviewed to make sure the calendar is being followed and teachers are using the data provided. Teachers will also be observed in their classrooms.

Focus calendar/Lesson plans

2 Students will use manipulatives such as tiles to learn area and everyday items like beans and milk cartons to learn volume. Students will also have hands-on experiences with measuring, using scale and proportionality, and estimation.


Lesson plans will be reviewed weekly and classroom walkthroughs conducted.

Student work/project

3 Students will learn varied methods of data collection and data analysis from graphs, charts and other graphical representations of data

Grade Level Team Leader /Administrator

Lesson plans will be reviewed weekly and classroom walkthroughs conducted.

Lesson plans/ Student work and projects



30% of Economically Disadvantaged students achieved mastery on the 2009 FCAT

Given instruction using the Sunshine State Standards, 74% of Economically Disadvantaged students will achieve mastery on 2010 FCAT.



Evaluation Tool

1 The math co-teacher will do pulls-outs and push-ins with students

Administrator/ Math teacher

Review lesson plans and assignments from pull-outs and push-ins

Teachers shared plans from math teacher and co-teacher

2 Students will be progressed monitored based on their testing outcomes.

Administrator/ Test Chair

Aggregation and disaggregation of data.

Progress of students

3 Remediation through intensive classes and after-school tutoring will be provided

Math Teacher/ Grade Level Team Leader

. Lesson plans for after school will be reviewed; tutoring sign-in sheets to check attendance will be used; assessments given in after school will be analyzed

Progress of students


Objective Addressed Content/Topic Facilitator Target Date


Person Responsible

for Monitoring

74% of the students will achieve mastery on the 2010 FCAT

Effective implementation of the focus calendar

Administrator/ Grade Level Team Leader

August 2009

Classroom Visits; review of lesson plans

Grade Level Team Leader/Principal/AP

Economically Disadvantaged students scoring at mastery will increase from 30% to 74% on the 2010 FCAT

Effective use of manipulatives and the instructional strategies needed to improve our scores in Measurement, Number Sense and Data Analysis

Math Teacher September 2009



Budget:



Manipulatives such as rulers; bean counters, tiles, etc. Title 1 $200.00

Total: $200.00

Technology


Gizmos District $0.00

FCAT Explorer State $0.00

Total: $0.00



Development of Math Focus Calendar School $0.00

Total: $0.00

Other



Total: $0.00

Final Total: $200.00

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?



District-wide, 34% of grade 8 students achieved mastery on the 2009 FCAT. The lowest scoring mastery level was Earth and Space science

Given instruction using the Sunshine State Standards, 50% of students will achieve mastery on the school site administered Science test given in Spring of 2010



Evaluation Tool

1 Create an instructional focus calendar for science based on Baseline Benchmark Assessment.

Administrator/ Grade Level Team Leader/

Administrator will review lesson plans for compliance with the calendar and administration will visit classrooms to ensure teachers are adhering to the calendar

Lesson plans; student work

2 Utilize hands-on laboratory experiments weekly; incorporating the Essential


Review of lesson plans/classroom visits

Experiments; Lab notes

Labs to address the assessed benchmarks

3 Utilize Gizmos to provide students with engaging, technological activities


Review of lesson plans/classroom visits

Lesson plans; classroom visits; Gizmos report usage; student work




Person Responsible

for Monitoring

50% of our students achieve mastery on the school - site administered Science test given in Spring of 2010

Use Essential Labs/Gizmos Science Teacher September

2009



50% of our students achieve mastery on the school - site administered Science test given in Spring of 2010

Creation of focus calendar

Grade Level Team Leader/Administrator

September 2009

Classroom Visits; review of lesson plans


Budget:



Current Science; Science Weekly School $100.00

Total: $100.00

Technology


Gizmos District $0.00

Total: $0.00



Essential Labs training School and State $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?



District wide, 88% achieved mastery on the 2009 writing prompt.

Given instruction using the Sunshine State Standards, 90% of students will achieve mastery on the school -site administered writing prompts – expository and persuasive - in the Spring of 2010



Evaluation Tool

1 Students will be taught the FCAT writing rubric and how to score sample FCAT essays using the rubric

Reading Teacher /Administrator

Review of lesson plans FCAT practice essays

2 Students will be taught the writing process and will use the writing process on a weekly basis; all writing will be dated, and recorded in a journal, notebook, or work folder for monitoring of growth across time

Reading Teacher /Administrator

Review of lesson plans Student journals

3 Students will have the opportunity to write for real-world situations (such as letters to community members), which is shown to increase student engagement.

Language Arts Teacher/Administrators

Review of lesson plans Sample letters




Person Responsible

for Monitoring

90% of students will achieve mastery on the school- site administered writing prompts – expository and persuasive - in the Spring of 2010.

Expository and Persuasive Writing

FCAT scoring rubric

Reading teacher

September/October 2009

Review of lesson plans/ Review of student work


Budget:



Sample FCAT released prompts;Sample FCAT papers – scored with rubric;Step up to writing;Writer’s workshop

District/School $0.00

Total: $0.00

Technology


Word processing programs for writing projects School $0.00

Total: $0.00



FCAT writing rubric;Writer’s workshop School $0.00

Total: $0.00

Other



Total: $0.00

Final Total: $0.00

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?



Increase parental involvement in the school from 40% to 50 %

At least 50% of parents will attend at least one event at the school for the 2009-2010 school year to learn strategies to improve their child’s academic achievement



Evaluation Tool

1 Offer meetings before and after school to provide parents with skills needed to improve their child’s academic improvement.

Title I coordinator Review parent logs. Parent-Attendance sign-in sheets.

2 Provide translations of all invitations sent home and translators at meetings.

Select school staff Review of parental notices Parental notices; increased parental involvement

3 Maintain parental telephone logs and activity reports

Title I coordinator Tally Parental Involvement Monthly School and Activity Report

Title I Administration Parental Involvement Monthly Activities Report




Person Responsible

for Monitoring

At least 50% of students will attend at least one event at the school for the 2009-2010 school year

Increasing parental involement in schools

Title I Coordinator

October 2009

Completion of parent surveys

Title 1 coordinator

Budget:



FCAT night; Open House,etc. Title 1 $200.00

Total: $200.00

Technology


Automated call system similar to Connect ED School $300.00

Total: $300.00




Total: $0.00

Other



Total: $0.00


End of Parent Involvement Goal

Other Goals

Increased daily attendance, Goal:



Increase average daily attendance, especially at the early elementary level.

The school will increase its average daily attendance from 85% to 90% for the 2009-2010 school year



Evaluation Tool

1

Check daily attendance logs provided by District and contact parents of students who are absent on a regular basis

Registrar/Attendance clerk

Change in the attendance patterns of students who are absent on a regular basis.

Attendance logs/gradebook




Person Responsible

for Monitoring

The school will increase its average daily attendance from 85% to 90% for the 2009-2010 school year

How to increase parental involvement in their child’s education

Title 1 coordinator

September; on-going

Attendance logs will be monitored and parents will be contacted by phone and mail before absences become excessive.

Title 1 coordinator

Budget:



Attendance logs; Letters and calls home to parents School $0.00

Total: $0.00

Technology



Total: $0.00



Strategies on how to effectively communicate with parents; data on the link between absenteeism and academic achievement

School $0.00

Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Increased daily attendance, Goal

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/9/2009 11:04:40 PM)

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Reading Houghton Mifflin Reading Core and Intervention Reader’s Workshop Title 1 $6,500.00

Mathematics Manipulatives such as rulers; bean counters, tiles, etc. Title 1 $200.00

Writing

Sample FCAT released prompts;Sample FCAT papers – scored with rubric;Step up to writing;Writer’s workshop

District/School $0.00

Science Current Science; Science Weekly School $100.00

Parental Involvement FCAT night; Open House,etc. Title 1 $200.00

Increased daily attendance, Attendance logs; Letters and calls home to parents School $0.00

Total: $7,000.00

Technology


Reading Riverdeep District $0.00

Reading FCAT Explorer State $0.00

Mathematics Gizmos District $0.00

Mathematics FCAT Explorer State $0.00

Writing Word processing programs for writing projects School $0.00

Science Gizmos District $0.00

Parental Involvement Automated call system similar to Connect ED School $300.00

Total: $300.00



Reading

Development of Reading Focus Calendar; Effective use of Word Walls; Reading across the Curriculum

School $0.00

Mathematics Development of Math Focus Calendar School $0.00

Writing FCAT writing rubric;Writer’s workshop School $0.00

Science Essential Labs training School and State $0.00

Increased daily attendance,

Strategies on how to effectively communicate with parents; data on the link between absenteeism and academic achievement

School $0.00

Total: $0.00

Other


No Data No Data No Data $0.00

Total: $0.00

Final Total: $7,300.00

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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

Supplemental education materials; teacher appreciation, fied trips 500

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

SAC Members

1. Review and update the School Improvement Plan as needed 2. Review and monitor school data and student achievement

Members

1) Eric Woods, Student

2) Paola Vasquez, Student

3) Erin Ellis, Teacher

4) Stacey Arnold, Teacher

5) Yaney Hatfield, Parent

6) Deborah Ferguson, Parent

7) Macarena Dupres, Parent

8) Wendy Rosario, Parent

9) Billy Jones, Community Member

10) Carol Clinton, Assistant Principal

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade RISE ACADEMY-SOUTH DADE CHARTER SCHOOL 2005

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 62Math: 62

2008-2009 School Grade1:

F 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 40 N 30 N NA NA 60 NA 70 NA 47 N 35 N

WHITE NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y 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 42 N 30 N NA NA 58 NA 70 NA 48 N 35 N

ENGLISH LANGUAGE LEARNERS NA NA NA NA NA NA NA NA

STUDENTS WITH DISABILITIES NA NA NA NA NA NA NA NA

School District

2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

0% 0% % %

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 0% 0%

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?

% (0) % (0) 0

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

% %

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 0 Percent Tested = 0% Percent of eligible students tested

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

School District

2007-2008

Reading

Math

Writing

Science

GradePointsEarned


0% 0% % %





% (0) % (0) 0



% %




School District

2006-2007

Reading

Math

Writing

Science

GradePointsEarned


0% 0% % %





% (0) % (0) 0



% %




Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM …osi.dadeschools.net/sip/09-10/pdf/2005.pdflearning ensure that all Rise Scholars are prepared to succeed in college. Rise Academy is