VISION/MISSION/BELIEF STATEMENTS SCHOOL PROFILE …ossip.dadeschools.net/sip/08-09/pdf/0400.pdf · Student Information System which is disaggregated in a formative assessment format

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: RENAISSANCE ELEMENTARY CHARTER

SCHOOL

District Name: Dade

Principal: Ana Cordal

SAC Chair: Mr. George Meneses

Superintendent: Mr. Alberto M. Carvalho

Date of School Board Approval: Pending 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 Education 325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTS Note: Required for Title I

SCHOOL PROFILE DEMOGRAPHICS

We believe that all children can develop as intellectual learners, function as good citizens, and become

academically successful.

The mission of Renaissance Elementary Charter School is to provide a foundation that will enable students to

reach their highest potential in academics, citizenship and life skills.

Renaissance Elementary Charter School (RECS) was opened in August of 1999 as the Nation’s first Charter

School in the work place (formerly known as Ryder Elementary Charter School). The school began with 300

students (Kindergarten through Third Grade) and has just completed its ninth year of operation, serving 500

students in Kindergarten through Fifth Grade. The RECS school staff is compiled of highly qualified

professionals that are motivated and determined to ensure academic achievement for all students. The

school serves students from Miami-Dade and Broward Counties.

Renaissance Elementary Charter School (RECS) has a culturally diverse student population of 500 students.

The school serves students within the Doral community as well as students living throughout Dade and

Broward counties whose parents work in the Doral area. The ethnic breakdown at RECS is as follows:

Hispanic 67%, White (not of Hispanic origin) 23%, Black (not of Hispanic origin) 7% and Other 3%. The

percentage of RECS students receiving Free or Reduced Lunch is 18%.

Page 1 of 242008-2009 Florida School Improvement Plan (Print-View)

10/20/2008http://www.flbsi.org/0809_sip_template/Public/print.aspx?uid=130400

SCHOOL MATCH Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Although a large percentage of our student population is comprised of Hispanic students from various Nations

there has been a continued upward trend in academic achievement. For the last six years we have exceeded

State Standards and continue to outperform District Schools with similar populations, celebrating dramatic

gains. This is due to the dedication of our staff, students, parents, and our supportive community.

The desire for parents to have their children attend the school is high and demand for student space exceeds

availability, due to the high performance trends exhibited over the years. A lottery process is necessary to

determine the selection of students. Under this lottery, priority is only given to children whose parents are

serving in the military and siblings of attending students. Parents and the community recognize that RECS is

committed to provide academic and co-curricular programs which assist all students to be successful in

scholastic achievement, personal growth and social awareness. RECS expects all students to acquire skills,

knowledge, and values, which will prepare them to be contributing, constructive citizens of our society.

Parents highly value our dedication to implementing effective school practices and the partnerships that are

fostered between school, parents and the community, to continue to strive for a superior education. This

year the school was honored with the prestigious 2008 NO Child Left Behind Blue Ribbon of Excellence Award

as a testament to the dedication of all our stake holders.

The staff at Renaissance is composed of 40 full-time staff members. There are two administrators, one

curriculum specialist, 2 clerical, 1 cafeteria manager, and twenty seven teachers. The breakdown of teachers

is as follows: 2 exceptional education, 5 special area/elective and twenty classroom teachers. The

ethnic/racial breakdown of the teacher population is 3 percent White, .03 percent Black and 89 percent

Hispanic. Five teachers have advanced degrees. There are no part time teachers at the school.

The average class size in grades K-3 is 18 students per teacher. The average class size in grades 4-8 is 22

students per teacher. The average class size for SPED students in grades K-3 is 3 students per class. The

average for SPED students in grades four and five is 2 students per class.

Attendance of school is a part of our Parent/student contract. Students who are excessively absent or tardy

(20 or more combined) must reapply and are placed in the lottery for the following school year. Due to this

policy RECS student attendance rate is at 97%.

The retention rate for the 2007-2008 school year was 4.4%. The promotion rate for the 2007-2008 school

year was 95.6% in kindergarten through fifth grade.

NA

Mrs. Ana Cordal, Principal, holds a Florida certificate in Educational Leadership and is being honored by the

United States Department of Education for leading Renaissance Elementary Charter School for the last seven



Recruitment/Retention of Highly Qualified Teachers


No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


School Wide Improvement Model


years as an NCLB Blue Ribbon School of Excellence.

Mr. Paul Thompson, Assistant Principal, holds a Florida certificate in Educational Leadership and has

supported the efforts of the school in maintaining the high level of student achievement.

Renaissance Elementary Charter School only hires Highly Qualified Teachers. All teachers must have a valid

Florida State Certification in Education. RECS administration collaborates with the Leadership Team and

Charter School USA (CSUSA). We are committed to hiring the best candidates for our teaching positions

within our organization. Together we review resumes of potential candidates. After choosing the best

candidates for the positions available, we interview and we select the best candidate for the position.

We recruit teachers locally, out-of state, as well as out of the country. CSUSA continuously participates in

local job fairs and national teacher job fairs. We are committed to developing a diverse group of teachers,

therefore offering them several opportunities for staff development.

RECS staff development is aligned with Marzano’s What Works in Schools as well as The Art & Science of

Teaching. We also concentrate on the areas that best meet the needs of our students at our school. Since

our school is departmentalized our teachers become experts in the specific areas that they teach. For

example, our Language Arts and Reading teachers participate in workshops that enhance researched based

reading strategies. Also CSUSA offers professional development for new teachers throughout the school year.

NA

Based on Robert J. Marzano’s research, "What Works in Schools" Renaissance Elementary Charter School has

developed a student achievement plan that integrates School Level Factors, Teacher Level Factors, and

Student Level Factors.

School Level Factors focus on a Guaranteed and Viable Curriculum, School Goals and Feedback, Parent and

Community Involvement, Safe and Orderly Environment and Collegiality and Professionalism. Teacher Level

Factors focus on Instructional Strategies, Classroom Management and Classroom Curriculum Design. Student

Level Factors focus the Home Environment, Learning Intelligence/Background Knowledge and Student



NCLB Public School Choice


No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


No Attached Teacher Mentoring List

Extended Learning Opportunities


Motivation.

Renaissance Elementary Charter School provides professional development for the staff along with Charter

Schools USA School Site Visit Plan that aligns with all the above of factors.

NA

NA

RECS provides multiple opportunities for teacher mentoring. The Administration and Mentor teachers

(Leadership Team) support classroom teachers through workshops of best practices and proven researched

based educational strategies. High performing teachers are encouraged to mentor and share their areas of

expertise with colleagues. They are paired with new teachers to assist, support and offer guidance. Potential

leadership candidates are offered opportunities for administrative experience and encouraged to pursue

career growth.

RECS offers FCAT tutoring programs before and after school at no cost for those non-proficient students in

grades 3-5 in reading, math, writing and science.

RECS offers enrichment opportunities afterschool for those high performing students.

Non-proficient students are identified through various assessments such as quarterly CSUSA Benchmarks,

FCAT results and teacher evaluations.



SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Parental Access and Support

Applied and Integrated Courses

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA



Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Academic and Career Planning

NA

NA

NA



GOALS

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

*Needs Assessment: The 2008 FCAT Reading scores demonstrated that 92% of the students at RECS were reading at or above grade level. All subgroups met AYP. The proficiency level remained constant for the last three years while the percentage of students making gains remained above 50%.

*Objective: Given instruction using the Sunshine State Standards, students in grades 3 through 5 will improve their reading scores by a one percent increase from a score of 92 percent in the percentage of students scoring level three and above on the 2009 FCAT Reading Test as compared to scores on the 2008 FCAT Reading Test. Given instruction using the Sunshine State Standards, 65 percent or greater of all identified NCLB subgroup students will achieve FCAT level three or above in reading. Sixty Five percent or greater of Students with Disabilities in grades 3 through 5 will score a level three or above on the FCAT Reading Test in 2009.

*Strategies: 1. Using FCAT and Benchmark data teachers and administration will target areas of need for individual students. 2. Implement departmentalization in grades 1-5. 3. Identify students for Gifted program by providing critical thinking skills and enrichment throughout all grade levels. 4. Implement tutorial Program for students in levels 1 and 2 including the lowest 25% in reading according to 2008 FCAT and SAT 10 results. 5. Incorporate Character education within the curriculum that enhances the reading program. 6. Monitor the use of student performance though the data available on the CSUSA Student Information System which is disaggregated in a formative assessment format identifying strengths and needs according to the FCAT content areas.

*Evaluation: Weekly Benchmark testing and skills assessment. Teacher and non-teacher made tests. Standardized tests (FCAT, SSS and SAT 10) Quarterly Charter Schools USA Benchmark Testing.

*Evidence-based Program(s):

*Open Court/Imagine It Reading Series. *Marzano's "What Works in Schools Model" and The Art and Science of Teaching" model. *CSUSA Site Visit Evaluative Program *Quarterly Benchmark Assessments *Voyager *Study Island Web Based Curriculum Program *FCAT Explorer *Smart Board Tecnology added to Classroom Instruction

*Professional Development:

*Staff training in the effective use of Open Court *August *Workshops on the use of Data to drive instruction *September *PMP writing and implementation workshop *September *Grade Level Meetings, mentoring, modeling lessons *Ongoing *Marzano's What Works in Schools training *October *Marzano's The Art and Science of Teaching Workshop *October *School Grade Calculation Workshop for Staff *November *Staff training to implement Content area reading strategies(CARS)*Dec.



*Smart Board Training for Staff *Ongoing

Budget:

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

Description of Resources Funding SourceAvailable

Amount

SRA Imagine It FTE $6,843.00

Harcourt Achieve FTE $2,253.00

Great Source FTE $5,380.00

Mentoring Minds FTE $1,859.00

Total: $16,335.00

Technology


Amount

Smart Technologies Fund Raising $10,000.00

Smart Technologies FTE $10,000.00

Study Island Web-Based Program FTE $1,500.00

Total: $21,500.00



Amount

Smart Board Training Fund Raising $200.00

Study Island Training FTE $500.00

Total: $700.00

Other


Amount

Benchmark Tests FTE $250.00

Scholastic Magazine FTE $3,593.00

Tutorial Program FTE $3,000.00

Total: $6,843.00

Final Total: $45,378.00

*Non-Highly Qualified Instructors:

End of Reading Goal

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

*Needs Assessment: The 2008 FCAT Mathematics scores demonstrated that 97% of the students at RECS were at or above grade level. All subgroups met AYP. The proficiency level increased for the last three years while the percentage of students making gains



remained above 50%.

*Objective: Given instruction using the Sunshine State Standards, students in grades 3 through 5 will improve their mathematics scores by a one percent increase from a score of 97 percent in the percentage of students scoring level three and above on the 2009 FCAT Mathematics Test as compared to scores on the 2008 FCAT Test. Given instruction using the Sunshine State Standards, 68 percent or greater of all identified NCLB subgroup students will achieve FCAT level three or above in mathematics. Sixty eight percent or greater of Students with Disabilities in grades 3 through 5 will score a level three or above on the FCAT mathematics Test in 2009.

*Strategies: 1. Using FCAT and Benchmark data teachers and administration will target areas of need for individual students. 2. Implement departmentalization in grades 1-5. 3. Identify students for Gifted program by providing critical thinking skills and enrichment throughout all grade levels. 4. Offer tutorial Program for students in levels 1 and 2 including the lowest 25% in mathematics according to 2008 FCAT and SAT 10 results. 5. Utilize the Dyna-Math magazine monthly. 6. Monitor the use of student performance through the data available on the CSUSA Student Information System which is disaggregated in a formative assessment format identifying strengths and needs according to the FCAT content areas.

*Evaluation: *Weekly Benchmark testing and skills assessment. *Teacher and non-teacher made tests. *Standardized tests (FCAT, SSS and SAT 10) Quarterly Charter Schools USA Benchmark Testing.


*Sadlier Progress in Math Series. *Marzano's "What Works in Schools Model" and The Art and Science of Teaching" model. *CSUSA Site Visit Evaluative Program *Quarterly Benchmark Assessments *Voyager *Study Island Web Based Curriculum Program *FCAT Explorer


*Staff training in the effective use of Progress in Math Series *August *Workshops on the use of Data to drive instruction *Sept. PMP writing and implementation workshop *Sept. *Grade Level Meetings, mentoring, modeling lessons *Ongoing *Marzano's What Works in Schools training *October *Marzano's The Art and Science of Teaching Workshop *October *School Grade Calculation Workshop for Staff *November *Smart Board Training for Staff *Ongoing

Budget:



Amount

Sadlier Oxford Progress in Mathematics FTE $14,000.00

Triumph Learning FTE $3,180.00

Total: $17,180.00



Technology


Amount

No Data No Data $0.00

Total: $0.00



Amount


Total: $0.00

Other


Amount

Benchmark Tests FTE $250.00

Tutorial Program FTE $3,000.00

Total: $3,250.00



End of Mathematics Goal

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

*Needs Assessment: The 2008 FCAT Writing scores demonstrated that 90% of the students at RECS were writing at or above grade level. The proficiency level remained increased for the last three years.

*Objective: Given instruction based on the Sunshine State Standards, students in grade 4 will improve the writing scores by one percentage increase from a score of 90% in the percentage of students scoring level 3.5 or and above on the 2009 FCAT writing test as compared to scores on the 2008 FCAT assessment.

*Strategies: 1. Conduct weekly grade level meeting analysis of writing prompts 2. Implement Foursquare Writing Program K-5 3. Provide opportunities for teachers to observe best practices in writing. 4. Provide Weekly PowerPoint writing prompts 5. Participation of students in essay writing contests 6. Provide tutorial writing program for students identified that present need assessed by writing pre-test and weekly prompts

*Evaluation: *Weekly writing prompts *FCAT 2009 Writing Assessment


*Four Square Writing Program *Write Traits *Buckle Down Florida FCAT Writing


*Four Square Writing training for staff *Ongoing *Rubric Writing and Scoring training for staff *September *Student monthly writing data analysis training for staff *September



Budget:



Amount

Great Source FTE $770.00

Mascot Press FTE $150.00

Total: $920.00

Technology


Amount


Total: $0.00



Amount

Four Square Writing Strategies FTE $230.00

Total: $230.00

Other


Amount

Benchmark Testing FTE $170.00

Tutorial Program FTE $200.00

Total: $370.00


End of Writing Goal

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

*Needs Assessment: The 2008 FCAT Science scores demonstrated that 69% of the fifth grade students at RECS were at or above grade level. The proficiency level increased 22 percentage points in the last two years.

*Objective: Given instruction using the Sunshine State Standards, 72% of students in grade five will achieve the state required mastery level of a level 3 or above as documented by the scores on the 2009 FCAT Science assessment.

*Strategies: 1. Continue departmentalization of grades K-5 2. Conduct a Science Fair 3. Utilize Cross Curricular reading to include science based material 4. Implement the use of National Geographic Explorer for Kids Series 5. Incorporate Study Island Web-based program 6. Provide use of FCAT Explorer 7. Create a tutorial program for students identified through CSUSA benchmark test

*Evaluation: *Weekly Science experiments



*CSUSA quarterly benchmark assessments *Teacher created assessments *FCAT 2009 Science Assessment


*Houghton-Mifflin Series *Houghton-Mifflin Leveled Science Readers *Scientific Method instruction (Hands on Labs)


*District Sponsored Workshops *Ongoing *Focus calendar *Ongoing *Houghton-Mifflin Science Workshop *August

Budget:



Amount

Houghton Mifflin FTE $6,889.00

People Publishing FTE $876.00

Total: $7,765.00

Technology


Amount


Total: $0.00



Amount


Total: $0.00

Other


Amount

National Geographic FTE $1,579.00

Total: $1,579.00



End of Science Goal

Goal: Parental Involvement *Note: Required for Title I

*Needs Assessment: To increase parental involvement to 100 percent, efforts with parents and community business partners need to be focused and well-planned to maximize the efforts and generate increased participation and support, thus leading to greater student academic achievement.

*Objective: Through numerous volunteer opportunities parent participation of a minimum of twenty hours will increase from 98% to 100% of all parents completing their



service hours as evidenced by the Student Information System volunteer data log during the 2008-2009 school year.

*Strategies: 1. Make parents aware of teacher needs through the use of teacher websites. 2. Conduct workshops for parents on how to be an effective volunteer. 3. Conduct workshops on how to effectively use parent service hours in the classroom to increase student achievement. 4. Conduct workshops for parents on Research Based Reading Strategies.

*Evaluation: *Student information system data collection of parent service hours *PTO attendance logs for meetings and sponsored events *Open house attendance logs *Back to school night attendance logs


*Marzano's What Works In Schools Model *Character Education Web-based training for parents through the Clarion Council *PTO Today Website


*CSUSA annual PTO conference *June *Character education training for parents (Clarion Council)*September *Ongoing support provided to parents on the Student Information System in order to utilize to its fullest potential (gradebook access, activities, volunteer log, etc.)

Budget:



Amount


Total: $0.00

Technology


Amount


Total: $0.00



Amount


Total: $0.00

Other


Amount

Weekly Communications FTE $1,000.00

Total: $1,000.00


End of Parental Involvement Goal

Goal: Return on Investment Needs Assessment: There is no ROI data available for Charter Schools.

Objective: RECS will demonstrate efforts to improve student perfomance in an ethical and



fiscally efficient manner. Without a percentile ranking it is impossible to set a numerical goal.

Strategies: Improve Annual Learning Gains 1. Use student data analysis results in order to find or develop more educational strategies that meet the needs of students and staff 2. Identify the lowest 25% of students and provide assistance 3. Provide strategies for parents that fosters their children's academic success. 4. Continue to provide high quality staff development Strategies to Lower Cost Continue to purchase materials and services that are offered at the lowest cost available to meet the needs of our school and ensure that they are used in accordance with educational standards of excellence

Evaluation:

End of Return on Investment Goal



ADDITIONAL GOALS No Additional Goals were submitted for this school



FINAL BUDGET


Goal Description of Resources Funding SourceAvailable

Amount

Reading SRA Imagine It FTE $6,843.00

Reading Harcourt Achieve FTE $2,253.00

Reading Great Source FTE $5,380.00

Reading Mentoring Minds FTE $1,859.00

MathematicsSadlier Oxford Progress in Mathematics

FTE $14,000.00

Mathematics Triumph Learning FTE $3,180.00

Writing Great Source FTE $770.00

Writing Mascot Press FTE $150.00

Science Houghton Mifflin FTE $6,889.00

Science People Publishing FTE $876.00

Total: $42,200.00

Technology


Amount

Reading Smart Technologies Fund Raising $10,000.00

Reading Smart Technologies FTE $10,000.00

ReadingStudy Island Web-Based Program

FTE $1,500.00

Total: $21,500.00



Amount

Reading Smart Board Training Fund Raising $200.00

Reading Study Island Training FTE $500.00

Writing Four Square Writing Strategies FTE $230.00

Total: $930.00

Other


Amount

Reading Benchmark Tests FTE $250.00

Reading Scholastic Magazine FTE $3,593.00

Reading Tutorial Program FTE $3,000.00

Mathematics Benchmark Tests FTE $250.00

Mathematics Tutorial Program FTE $3,000.00

Writing Benchmark Testing FTE $170.00

Writing Tutorial Program FTE $200.00



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 principal

and an appropriately balanced number of teachers, education support employees, students (for middle, junior high

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.

SAC Involvement

SAC Members

Science National Geographic FTE $1,579.00

Parental Involvement Weekly Communications FTE $1,000.00

Total: $13,042.00


Yes. Agree with the above statement.

The SAC will meet quarterly to discuss goals. During SAC meetings, faculty representatives will report on

progress of SIP goals. Representatives will outline monthly activities that correlate to SIP strategies in each

of the goal areas. SAC members will discuss and suggest strategies to increase student achievement. SAC

members will discuss and decide possible funding opportunities through SAC allocations. Meetings take place

to evaluate student achievement through SIP plan. Review and discuss FCAT results to incorporate SIP

strategies.

Members

1) Ana Cordal, Principal

2) Jorge C. Meneses parent, SAC Chair

3) Nicole Langesfeld, Student

4) Sara Alfaro, Teacher

5) Mindy Mansfield, Teacher

6) Elaine Castellanos, Teacher

7) Ana Vinageras, Teacher

8) Maria Fernandez, Teacher

9) Ken Haiko, Business Member



IMPLEMENTATION EVALUATION

10) Gene Hitchens, Parent

11) Andrea Langesfeld, Parent

12) Linda Preston, Parent

13) Lori Warring, Parent

14) Taileen Arias, Community Member

15) Marelly Ramos, School Support Personnel

The Administration, Leadership Team, and EESAC will periodically review the status of the implementation of

the School Improvement Plan (SIP). A mid-year review of the implementation of the current SIP will be

conducted in order to assess where resources need to be targeted for the remainder of the school year.

Additionally, a progress assessment meeting will be scheduled at the end of the school year. These results

provide guidance for the future direction of the school and are included, as appropriate, as objectives and

strategies in next year's SIP.



REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and

all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

Reading Baseline

Data

Mathematics Baseline

Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%

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 of Assessment Used


Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data



%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery



Baseline data aggregated at school level

End of Baseline Data Report

0 0 0 0 0 0 0 0 0 0



Reading Baseline

Data


Data

Writing Baseline

Data

Science Baseline

DataBaseline

Data

%


% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

% Mastery

%Non- Mastery

0 0 0 0 0 0 0 0 0 0


Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted



AYP DATA

SCHOOL GRADE DATA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade RENAISSANCE ELEMENTARY CHARTER SCHOOL 0400

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

Read: 247 Math: 247

2007-2008 School Grade1:

A Did the School make Adequate Yearly Progress?

YES

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.

Group

Reading Tested 95% of the students?

Math Tested 95% of the students?

58% scoring at or above grade level in Reading?

62% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

Safe Harbor Reading

Percent of Students below grade level in Math

Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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

TOTAL4 100 Y 100 Y 91 Y Y Y NA 10 9 NA 10 NA 80 NA 92 NA

WHITE 100 Y 100 Y 93 Y Y NA NA 8 7 NA 10 NA 84 NA 93 NA

BLACK NA NA NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 89 Y Y Y NA 9 11 NA 9 NA 76 NA 92 NA

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED

NA NA NA NA NA NA NA 24 NA NA NA

ENGLISH LANGUAGE LEARNERS

100 Y 100 Y 73 Y 88 Y NA NA 22 27 NA 14 12 NA 73 NA 88 NA

STUDENTS WITH DISABILITIES


2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade RENAISSANCE ELEMENTARY CHARTER SCHOOL 0400


Read: 224 Math: 224


A Did the School make Adequate Yearly Progress?

YES



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

Group








Safe Harbor Reading


Safe Harbor Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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 100 Y 100 Y 90 Y 90 Y 90 Y NA 13 11 NA 12 10 NA 86 NA 87 NA

WHITE 100 Y 100 Y 92 Y 90 Y NA NA 7 NA 10 NA 88 NA 82 NA

BLACK NA NA NA NA NA NA NA 33 NA NA NA

HISPANIC 100 Y 100 Y 91 Y 91 Y 90 Y NA 17 12 NA 12 9 NA 87 NA 90 NA

ASIAN NA NA NA NA NA NA NA NA NA NA

AMERICAN INDIAN



100 Y 100 Y 81 Y 76 Y NA NA 20 NA 21 24 NA 76 NA 73 NA


100 Y 100 Y 78 Y 86 Y NA NA 32 NA 16 14 NA 78 NA 85 NA


NA NA NA NA NA NA NA 27 NA NA NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2Dade RENAISSANCE ELEMENTARY CHARTER SCHOOL 0400


Read: 203 Math: 203


A Did the School make Adequate Yearly Progress? 5

YES



Group








Safe Harbor Reading


Safe Harbor Math

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 100 Y 100 Y 90 Y 88 Y 90 Y NA 20 10 NA 28 12 NA

WHITE 100 Y 100 Y Y Y NA NA 11 NA 22 NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 86 Y 88 Y 90 NA NA 25 14 NA 29 12 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN

NA NA NA NA NA NA NA NA


100 Y 100 Y 79 Y 79 Y NA NA 34 21 NA 39 21 NA


99 Y 100 Y 82 Y 84 Y NA NA 35 18 NA 41 16 NA


NA NA NA NA NA NA NA NA

Dade School District RENAISSANCE ELEMENTARY CHARTER SCHOOL 2007-2008

Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

92% 97% 90% 69% 348

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

75% 85% 160

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?

81% (YES) 86% (YES) 167 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.

Points Earned 675 Percent Tested = 100% Percent of eligible students tested

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


Reading

Math

Writing

Science

Grade Points Earned

% Meeting High Standards (FCAT 92% 91% 90% 47% 320

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




Reading

Math

Writing

Grade Points Earned

% Meeting High Standards (FCAT Level 3 and Above)

92% 90% 83% 265 Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.

% of Students Making Learning Gains

79% 93% 172

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?

81% (YES) 81 Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .

Points Earned 518 Percent Tested = 100% Percent of eligible students tested

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



Documents

VISION/MISSION/BELIEF STATEMENTS SCHOOL PROFILE …ossip.dadeschools.net/sip/08-09/pdf/0400.pdf · Student Information System which is disaggregated in a formative assessment format