2008-2009 Florida School Improvement Plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: YOUNG MEN'S PREPARATORY

ACADEMY

District Name: Dade

Principal: Leonard Ruan

SAC Chair: Diane Serna

Superintendent: 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 Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

Vision Encourage and develop future leaders that will build upon the quality of life in our community while makinga difference in the future.

Mission Develop community leaders by providing an innovative and educational program that offers rigorousacademics and leadership development to change the life experiences of young men.

SCHOOL PROFILE DEMOGRAPHICS

School Facility

The Young Men’s Preparatory Academy is the first all-male public high school in Miami-Dade County PublicSchools. The Academy is situated on a one acre campus of what used to be Buena Vista ElementarySchool. The school is situated between the Wynwood-Art District Miami’s Fashion and Design Districts. Theoriginal structure was built in 1926 and is currently a Historical Preservation Site. The second building is astate-of-the-art emergency efficient structure built to match the existing architectural façade. Renovationand restoration of Buena Vista Elementary School to Young Men’s Preparatory Academy began in 2007and completed in 2008. Renovation was necessary to repair structural issues, modernize the workingspaces, satisfy current building codes and upgrade the technology infrastructure to support 21st centuryinstructional tools including electronic white boards and increase communications bandwidth. Designelements that enhance gender specific learning styles have also been added. Research supports thatadolescent males do not hear or see as well as their female counterparts. Classrooms at Young Men’s

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Preparatory have incorporated enhanced lighting and sound controls to address the aforementionedgender differences. There is a historically preserved architecturally elegant 400 seatauditorium/performance center. A physical conditioning center, dual basketball-volleyball court and cyberpatio and courtyard complete this College Preparatory small learning community.

School Community Description

Student Demographics and Performance Groups: A majority of the families are of low socio-economic status. According to free and reduced lunchapplications seventy-one percent (71%) of students are classified as economically disadvantaged.

Student Population

The Young Men Preparatory Academy currently serves 69 ninth and tenth grade students. StandardCurriculum students compose 96 percent of the student population. Students with Disabilities (SWD) makeup 4 percent of the. Currently there is no English Language Learners (ELL) enrolled in the studentpopulation. The SWD student population includes 2 Learning Disabled, 18 Gifted, and 1 Other HealthImpaired. The ethnic/racial makeup of the student population is 48 percent Hispanic, 9 percent White, and43 percent African American.

Teacher Population

The Young Men’s Preparatory Academy employs a total of 22 full-time staff members. Of this group, one isan administrator, 8 are classroom teachers, 1 is a Guidance Counselor, 3 are clerical employees, 3 arecustodians, 3 are security monitors, 1 is a Media Specialist, and 1 is a Computer Specialist. Of the teachingstaff, 100 percent are teachers new to this school, with the average length of time teaching at 13 years.Fifty-four percent have advanced degrees. The school staff ethnic ratios are as follows: 5 percent Whitenon-Hispanic, 54 percent African American non-Hispanic, 36 percent Hispanic and 1 percent Asian. There isone teaching position open for a Fine Art – Music Instructor.

Class Size and Teacher-to-Student Ratios

Class size and student-to-teacher ratios are well below the limits set forth by the State of Florida's ClassSize Amendment. The teacher ratio is 1 to 17 and no class has more than 20 students. There are threeStudents with Disabilities currently enrolled.

Promotion and Retention Rates

2008-2009 represents the schools inaugural year.

Graduation Rates

The first senior class is scheduled to graduate in 2012.

Attendance Rate

The Miami-Dade County Public Schools Daily Attendance Reports for the 2008-2009 school year indicatedthe Academy average daily attendance rate for the inaugural first quarter was 97 percent.

Feeder Pattern

Young Men’s Preparatory Academy is a senior high school within the Booker T. Washington Senior HighSchool Feeder Pattern. The contiguous feeder schools are Young Women’s Preparatory Academy, Design



g g p y y, gand Architecture Senior High School (DASH), School of Applied Technology, Law, Homeland Security andForensic Senior High School, The English Center Vocational, Lindsey Hopkins Technical Vocational, Jose deDiego Middle, Frederick Douglas Elementary, Eneida Hartner Elementary, Riverside Elementary, SouthsideElementary and Phyllis Wheatley Elementary. As a Choice School there is District wide enrollment based onan application and random selection process. Miami-Dade County School Board Rules govern ChoiceSchool enrollment. Young Men’s Preparatory Academy is a first year participant in the District’s SecondarySchool Reform initiative.

Special Programs

Young Men’s Preparatory Academy is a Magnet Choice School designed to prepare young men for collegeand adulthood by providing relevant and rigorous learning opportunities based on a firm student/teacherrelationship. Students will be prepared with 21st century skills such as literacy, competence in themathematical skills, innovative problem solving and self-development. The core curriculums consist ofHonors, and Advanced Placement courses coupled with liberal arts electives and Sean Covey's 7 Habits ofHighly Effective Teens leadership program. A One-to-One technology initiative featuring Dell Computersprovide students with a personal laptop as an instructional tool for research and educational activities.Research by James Efaw, Scott Hampton, Silas Martinez, and Scott Smith, 2004 indicated students ofinstructors who integrated laptop computers into their classroom strategies scored significantly higher onexams than students of instructors who used traditional instructional and note-taking methods. A similartrend in favor of the technology use was evident in teaching efficiency. Homework assignments, bookreports, research papers, and projects could be completed within the times allocated for each activity.Additional classroom technology includes Promethean Electronic White Boards, Audio Enhancement soundsystems, projectors, electronic textbooks and maps. Unique Aspects

There is evidence that specific-gender classrooms help break down gender stereotypes when comparedwith coed classrooms. Girls in single-sex educational settings are more likely to take classes in math,science, and information technology. Boys in single-sex schools are more likely to pursue interests in art,music, drama, and foreign languages. Both girls and boys have more freedom to explore their owninterests and abilities in single-gender classrooms (http://www.singlesexschools.org/profdev.htm).

Young Men’s Preparatory Academy provides professional development for teachers and employs strategiesto address innate differ¬ences that impact the learning profile of young men. Research findings by LeonardSax, 2008 point out the wiring of the retina and the visual systems of girls differ to that of boys. This hasapplications on how and what boys write, there maybe an emphasis on action that may be traced in partto the differences in the wiring of the visual system. Girls and boys hear differently from birth. Many boys(not all) learn better when the teacher speaks in a louder tone of voice. Various regions of the braindevelop in a different sequence in boys compared with girls. In creating a small learning community focusedon the specific needs of young males, Young Men’s Preparatory Academy will seek to inspire young men toget excited about the arts, creative writing, poetry, and foreign languages, attend college and ultimatelybecome community leaders.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A

QUALITY STAFF



Highly Qualified Administrators

Note: Required for Title I

N/A

Recruitment/Retention of Highly Qualified Teachers


N/A

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


N/A

School Wide Improvement Model


N/A

NCLB Public School Choice


N/A

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


N/A

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


N/A



No Attached Teacher Mentoring List

Extended Learning Opportunities


N/A

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

Young Men’s Preparatory Academy offers a research-based single gender rigorous education based onSmaller Learning Communities (SLC), vertical transition and articulation of the curriculum program. We willconduct frequent and regular data-based professional development and emphasize parental involvement inthe students’ progress and achievement. Technology is integrated throughout the learning environment. Allclassrooms have state-of-the-art electronic interactive whiteboards and audio enhancement soundsystems within a wireless infrastructure that supports other technology based teaching tools. Everystudent has a laptop computer for school and home use. Florida Virtual High School classes are available tostudents to increase curriculum flexibility. All students are required to enroll in Advanced Placement andDual Enrollment classes.

Responsibility of Teaching Reading for Every Teacher

Every teacher will provide direct literacy instruction in all subjects to ensure that students not only can readcore subject text, but also learn specific strategies to read and comprehend all forms of narrative,expository, descriptive and persuasive text.

Quality Professional Development for Teachers and Leaders

At Young Men’s Preparatory Academy we will ensure that all teachers have high expectations for allstudents by providing data-driven, student-centered, research-based professional development that



focuses on differentiated instruction, inquiry based learning and assessment strategies.

Small Learning Communities (SLC)

Our academy will implement smaller learning communities, which include career advisement and advancedacademic studies. The SLC will involve students, teams of teachers, guidance counselor, lead teacher,mentors and an administrator. Core elements of the SLC include pacing guides for instructional planning,differentiated instruction utilizing explicit direct instruction strategies and guided groups, ongoing studentprogress monitoring, and quarterly data talks with students and teachers.

Intensive Intervention in Reading and Mathematics

Provide intensive reading and math courses for low performing students as an intervention to raise theiracademic proficiency. Based on FCAT scores, students are placed in courses to address their proficiency.Provide before and after school intervention programs, tutoring, intensive reading and mathematics classesand computer assisted instruction. Require all students to utilize the FCAT Explorer internet-based tooldesigned to help Florida students pass the FCAT by focusing on the Sunshine State Standards throughseveral interactive programs. FCAT Level 1 and 2 students have a Progress Monitoring Plan andintervention plan to address each student’s specific academic areas in need of improvement.

Parental Access and Support

Students receive Academic Progress Reports on a quarterly basis. Parent signatures are required forstudents receiving grades of C or lower. A monthly calendar highlights key dates and upcoming events tokeep parents informed. Parents are encouraged to volunteer and attend school activities. Parents canparticipate in advisory or support groups such as the Educational Excellence School Advisory Counsel(EESAC), Parent Teacher and Student Association (PTSA), Dad’s Club, and Bilingual Parent Support Group.

Parents have access through the district parent portal and school web site to school calendars, testingschedules, school related events, and the electronic grade book to view assignments and grades. Connect-ED messaging service provides automated communication on student attendance and upcoming events.

Applied and Integrated Courses

Applied and Integrated courses are evident. Inquiry based education and interdisciplinary instructionalstrategies are employed as required.

Course Choice Based on Student Goals / Interests / Talent

We utilize a curriculum bulletin and subject selection process that allows opportunities for students tochoose their courses based on their goals, interests, and talents.

Master Schedules Based on Student Needs

The master schedule has been developed based on student needs. Students have access to Honors,Advanced Placement, Dual Enrollment and Virtual High School Courses to address individual college and



career plans. All courses are offered at the Honors level or higher. Intervention courses are available forstudents that require skill development.

Academic and Career Planning

We plan to increase the use of Florida’s official online student advising system (www.FACTS.org). We willalso provide students college preparation assistance and include academic and career planning through ourleadership academy and mentoring program.

GOALS

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

*Needs Assessment: The 2008 FCAT Reading Test results indicate that 38% of ninth grade studentsand 30% of tenth grade students met high standards, by scoring at Level 3 orabove.

*Objective: Given instruction using the Sunshine State Standards, students in grades nine andten will improve their reading skills as evidenced by sixty-five percent of studentsscoring at or above FCAT Achievement level 3 in the 2009 administration of theFCAT.

*Strategies: 1. Implement the Florida continuous Improvement Model (FCIM) to increase reading achievement for all students.

2. Analyze data from Student Performance Indicators (SPI) and Edusoft to determine the students’ strengths and opportunities for improvement.

3. Implement the Jamestown Navigator Reading Program in all Intensive Reading and homogeneously grouped English Language Arts classes.

4. Provide research–based professional development opportunities to staff utilizing current resources, mentoring, modeling of lessons, utilization of technological resources, and training in differentiated instructional approaches designed to support the Sunshine State Standards.

5. Implement a before and after school computer-based tutoring program utilizing intervention as well as enrichment strategies.

6. Utilize student portfolios to have students track their growth in FCAT skills, as well as other curricular benchmarks.

7. Conduct regularly scheduled data chats with students and



provide them with data for their portfolios.

8. Utilize technology tools such as student individual laptop computers, Promethean Boards and sound systems in all classrooms to support and enhance classroom instruction.

9. Administer pre/post tests monthly as well as frequent interim assessments aligned to Sunshine State Standards tested benchmarks in all FCAT modalities including multiple choice, and short and extended responses.

10. Utilize the school wide Instructional Focus Calendar to direct explicit instruction on targeted reading benchmarks.

11. Implement Collaborative Planning and Teaching strategy with the library media specialist to support and enhance instruction in FCAT reference and research skills.

12. Provide classrooms with a variety of quality high interest titles for classroom libraries to support school wide reading goals and infuse reading across the curriculum.

*Evaluation: Results of the 2009 FCAT administration of the reading test. Benchmark Assessments in Reading Teacher developed benchmark assessments utilizing FCAT Test Maker

*Evidence-basedProgram(s):

Jamestown Navigator Reading Series Hampton-Brown Edge Reading, Writing, and Language Program FCAT Explorer

*ProfessionalDevelopment:

August 2008 Using Data and Assessment/Data Driven Decision Making Professional Development Plan Teaching Literacy Collaboratively September 2008 Leadership at the Young Men’s Preparatory Academy October 2008 Differentiated Instruction Promethean Board November 2008 The 7 Habits of Highly Effective Teens ( 3 days) December 2008 Utilizing Technology in the Classroom January 2009 Advanced Placement February 2009 Student Portfolios March 2009 Interdisciplinary Instruction April 2009 Brain-based Research May 2009 Curriculum Mapping August 2009 FCAT Explorer

Budget:

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

Description of Resources Funding Source AvailableAmount

Jamestown Navigator print andsoftware materials Classroom Libraries



software materials Classroom Libraries7 Habits of Highly Effective Teens textand support activities materials

On site-previously purchased $0.00

Total: $0.00

Technology


Student laptops Promethean BoardsClassroom Audio Systems On site-previously purchased $0.00

Total: $0.00



7 Habits of Highly Effective Teens 3 dayTraining Magnet I Choose Grant $14,000.00

Total: $14,000.00

Other


N/A $0.00

Total: $0.00

Final Total: $14,000.00

*Non-Highly QualifiedInstructors:

End of Reading Goal

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

*Needs Assessment: The 2008 FCAT Mathematics Test results indicate that 58% of ninth gradestudents and 62% of tenth grade students met high standards, by scoring atLevel 3 or above.

*Objective: Given instruction using the Sunshine State Standards, students in grades nine andten will improve their mathematical skills as evidenced by sixty-eight percent ofstudents scoring at or above FCAT Achievement Level 3 on the 2009administration of the FCAT.

*Strategies: 1. Develop a data/leadership team to communicate and assess data across both grade levels.

2. Provide instruction based on the Sunshine State Standards to enable students to improve their mathematics proficiency.

3. Provide Academic Enrichment Opportunities to improve and maintain Level 3 and above students.

4. Provide tutoring opportunities before and after school, and during lunch.

5. Utilize FCAT Explorer and other web-based programs.

6. Schedule in-school tutorial sessions (pull-outs) for the ninth



and tenth grade students identified as having the greatest need.

7. Administer and evaluate practice assessments.

8. Enlist the assistance of the school partners to mentor and tutor in math.

9. Implement the Florida 8-Step Continuous Improvement Model (FCIM) *Evaluation: 2008 FCAT results in mathematics

District Mathematics Interim Assessments Tutoring rosters and data reports Evaluation


FCAT Explorer Text books


Data Assessment FCAT teacher prep

Budget:



Advanced Algebra through anInvestigative Approach -Key CurriculumPress Advanced Algebra through DataExploration-Key Curriculum PressDiscovering Algebra, An InvestigativeApproach-Key Curriculum PressDiscovering Geometry, An InvestigativeApproach-Key Curriculum Press


Total: $0.00

Technology


Promethean Boards Student LaptopsClassroom Audio Systems On site-previously purchased $0.00

Total: $0.00



Collaborative Literacy ProfessionalDevelopment Plan (PDP)/ DataAssessment Technology in theClassroom Learning Styles and MultipleIntelligences Advanced PlacementPreparation Student PortfoliosInterdisciplinary Instruction Brain BasedResearch


Total: $0.00

Other


N/A $0.00

Total: $0.00

Final Total: $0.00




End of Mathematics Goal

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

*Needs Assessment: The 2008 FCAT Writing+ Test results indicate that 77% of tenth grade studentsachieved writing proficiency by scoring at 3.5 or above.

*Objective: Given instruction based on the Sunshine State Standards, students in grade 10will increase their writing skills as evidenced by a 1% point increase of studentsachieving 4.0 or higher on the FCAT Writing Test.

*Strategies: 1. Incorporate writing skills, holistic scoring, and timed writing throughout all content areas.

2. Provide training for all teachers in the Rubric Scoring Model to participate in accurate and meaningful scoring of writing assignments.

3. Utilize best practices and effective learning strategies including CRISS strategies, Graphic Organizers, One Sentence Summaries, Story Plans, Journals, and Peer Editing using Florida Writes Rubrics.

4. Conduct frequent and regular writing prompts (expository, persuasive, narrative). Conduct monthly formative assessments of writing prompts and include in data chats with students.

5. Promote, support and participate in school wide, district, local, and state and federal writing contests.

6. Implement interdisciplinary team teaching units with writing activities in all content areas.

7. Implement college/career portfolios for all students.

8. Provide monthly Instructional Focus Writing Calendars that will be used across the curriculum to improve writing skills.

9. Utilize Jamestown Navigator Series print and technology based lessons and activities to improve and strengthen grammar, spelling and overall writing skills of students who have a grade of 3 or below in the last FCAT Writing Test.

10. Utilize Prentice-Hall Writing and Grammar Program to teach effective writing and grammar skills.

11. Introduce students to self-editing rubrics so that they can assess and monitor their own writing skills as well as those of their peers.



12. Utilize computer assisted learning in the after school computer lab to provide students with support and enrichment in writing skills.

13. Provide teachers with adequate professional development opportunities in effective research based writing strategies and practices.

14. Provide students with extra-curricular activities that focus on writing skills (poetry club, yearbook, newspaper, writing club).

*Evaluation: Results of the 2009 administration of the FCAT Writing+ test.

Evaluation of monthly writing prompts Evaluation of benchmark assessments


Jamestown Navigator Series FCAT Explorer


October 2008 Using Promethean Board Technology and Resources to Support Writing Skills Differentiated Instruction November 2008 FCAT Writing Rubric January 2009 Using Graphic Organizers to Improve Writing Skills February 2009 Strategies in Teaching Effective Research and Research Writing Skills May 2009 Incorporating Writing Across the Curriculum Effective teaching of Jamestown English Navigator text software

Budget:



Jamestown Navigator English LanguageArts texts and software Prentice HallWriting and Grammar Text and supportmaterials Hampton Edge Reading,Writing, and Language Series FCATExplorer


Total: $0.00

Technology


Individual laptops for all studentsPromethean Boards in all classrooms On site-previously purchased $0.00

Total: $0.00





Promethean Boards training On site-previously purchased $0.00

Total: $0.00

Other


N/A $0.00

Total: $0.00

Final Total: $0.00

End of Writing Goal

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

*Needs Assessment: The 2008 FCAT Science Test results indicate that 29 percent of eleventh gradestudents met high standards, by scoring at Level 3 or above. District widestudents earned 50 percent or less in Mean Points Earned by Content Area onthe 2008 FCAT Science Test.

*Objective: Given instruction using the Sunshine State Standards, students in grade nine andten will improve their science skills as evidenced by sixty-five percent of studentsscoring at or above seventy percent on the 2009 administration of the schoolbased Science Post Test.

*Strategies: 1) Enroll all eleventh grade students in Integrated Science.

2) Align science to the District policies and the new District Cross FunctionalScience Plan.

3) Utilize the Florida Continuous Improvement Model (FCIM), apply the datacollected to assist classroom teachers in providing for differentiated instructionand monitoring of student progress. Teachers will utilize the Instructional FocusCalendars to address schoolwide deficiencies. Skills will be assessed bi-weeklyusing Edusoft to score and disaggregate data. Data will be reviewed by thedepartment chair and administrators and feedback provided to align instructionwith student needs.

4) Administer bi-weekly assessments aligned to the Sunshine State Standardstested benchmarks and implement a data management system, Edusoft, toscore assessments and generate disaggregated data reports to monitorschoolwide efforts and trends. Data will be shared with staff members at faculty,grade level team, department, leadership team and EESAC meetings.

5) Implement the use of pacing guides by providing teachers with a roadmap forthe year. They will serve as guides to help teachers develop scientific conceptsand processes through instruction and practice. Science teachers will meet bysubject area to prepare lesson plans, discuss strategies and determine pacing toprovide schoolwide compliance.

6) Incorporate laboratory activities that will enhance student scientific thinking,critical thinking and reading comprehension.

7) Incorporate CRISS strategies daily to enhance the reading skills of students



) p g y gwithin the science content area.

8) Use science Instructional Focus Calendars to ensure that all testedbenchmarks are covered prior to March 2009.

*Evaluation: Formative: Tutoring rosters and data reports Teacher based assessments Edusoft assessment reports Classroom based evaluations Quarterly Grade Analysis Reports Data Chats (Pride talks) Summative: 2009 FCAT results in Science


Textbooks - Physcial Science with Earth Science, Chemistry Matter and Changeand Chemistry Central Science


August – Data Analysis September – Using the Pacing Guide and Instructional Focus Calendars October - Science for Secondary Level Science Teachers November - Differentiated Instruction December - CRISS for Science Teachers - A Review January - FCAT Science Vocabulary February - FCAT Performance Items March - Science Fair Projects April - Cross Curricular Projests/Academy Projects May - Hands-On Laboratory Lessons June- Analyzing FCAT Data and Planning for Next Year

Budget:



N/A $0.00

Total: $0.00

Technology


N/A $0.00

Total: $0.00



N/A $0.00

Total: $0.00

Other


N/A $0.00

Total: $0.00

Final Total: $0.00


End of Science Goal



Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: District statistics show that there is a decrease in parental involvement whenstudents matriculate to high school. Although parental involvement andattendance at school-wide events such as assemblies, parent orientations andopen house activities during the 2007-2008 school year were successful, therecontinues to be a need for increased parental involvement.

*Objective: Given the school wide emphasis on parental and community involvement, theschool will demonstrate a minimum of 25 percent parent participation in allschool functions during the 2008-2009 school year, as evidenced by tallyingsign-in logs.

*Strategies: 1. Conduct parent orientation for incoming ninth grade students.

2. Host Open House activity to allow parents to visit their child’s classroom and learn about the expectations and requirements of the Young Men’s Preparatory Academy.

3. Conduct training for students, parents and faculty on bullying and harassment.

4. Conduct EESAC meetings to provide updates to parent representatives about school improvement efforts.

5. Provide monthly workshops for parents focusing on academic learning and parenting strategies by Student Services Department.

6. Advertise all PTSA sponsored activities to parents via flyers, school calendar, school website and Connect-Ed telephone communication system.

7. Provide a link to the Parent Academy on the school’s website to provide parents with district-sponsored parenting courses.

8. Create a school site resource center for parents.

9. Establish the Second Cup of Coffee Program for parents.

10. Provide curriculum mini-workshops on FCAT strategies. *Evaluation: The school will utilize sign-in logs for all parent activities at the school site.


National Standards for Parent and Family Involvement Program (PTSA). Inaddition, the Parent Academy will be utilized to increase parental involvement.


Training will be provided in the following areas: Bilingual Outreach ProgramMeetings, Division of Student Services-Safe Schools Program, Parent AcademyWorkshops, District Advisory meetings, Truancy Intervention Program trainings,and Monthly CIS meeting, EESAC trainings

• Monthly EESAC meetings • Parenting workshops

Budget:


Available




N/A $0.00

Total: $0.00

Technology


N/A $0.00

Total: $0.00



N/A $0.00

Total: $0.00

Other


N/A $0.00

Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The Young Men’s Preparatory Academy needs to establish partnerships withbusiness and community leaders.

Objective: The Young Men’s Preparatory Academy Return on Investment (ROI) percentileranking will increase by at least one percentage point.

Strategies: 1. Increase student achievement to ensure that ensure that invested funds have a positive return.

2. Review the calculations of the Return on Investment objective with staff members.

3. Consider sharing the use of the facility with in partnership with community agencies.

Evaluation: The Young Men’s Preparatory Academy will show progress toward reaching the50th percentile on the next Florida ROI Index publication.

End of Return on Investment Goal

ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET




Goal Description of Resources Funding Source AvailableAmount

Reading

Jamestown Navigator printand software materialsClassroom Libraries 7 Habitsof Highly Effective Teens textand support activitiesmaterials


Mathematics

Advanced Algebra through anInvestigative Approach -KeyCurriculum Press AdvancedAlgebra through DataExploration-Key CurriculumPress Discovering Algebra, AnInvestigative Approach-KeyCurriculum Press DiscoveringGeometry, An InvestigativeApproach-Key CurriculumPress


Writing

Jamestown Navigator EnglishLanguage Arts texts andsoftware Prentice Hall Writingand Grammar Text andsupport materials HamptonEdge Reading, Writing, andLanguage Series FCATExplorer


Science N/A $0.00

Parental Involvement N/A $0.00

Total: $0.00

Technology


ReadingStudent laptops PrometheanBoards Classroom AudioSystems


MathematicsPromethean Boards StudentLaptops Classroom AudioSystems


WritingIndividual laptops for allstudents Promethean Boardsin all classrooms


Science N/A $0.00


Total: $0.00



Reading 7 Habits of Highly EffectiveTeens 3 day Training Magnet I Choose Grant $14,000.00

Mathematics

Collaborative LiteracyProfessional Development Plan(PDP)/ Data AssessmentTechnology in the ClassroomLearning Styles and MultipleIntelligences Advanced On site-previously purchased $0.00



Placement Preparation StudentPortfolios InterdisciplinaryInstruction Brain BasedResearch

Writing Promethean Boards training On site-previously purchased $0.00

Science N/A $0.00


Total: $14,000.00

Other


Reading N/A $0.00

Mathematics N/A $0.00

Writing N/A $0.00

Science N/A $0.00


Total: $0.00

Final Total: $14,000.00

SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

SAC Involvement

The Educational Excellence School Advisory Council (EESAC) will receive progress reports on theimplementation of the School Improvement Plan (SIP). A mid-year review of the SIP will be conducted inorder to assess where resources need to be directed to address student achievement. A progress assessment meeting will take place at the end of the school year. The principal, EESACchairperson, United Teachers of Dade (UTD) steward, EESAC parent representative, EESAC community/business representative, and EESAC student representative will comprise the review team. At this meetingthe EESAC makes a presentation on the status of the school’s implementation of the SIP process. Thispresentation provides data elements that identify the Strengths and Opportunities for Improvement (OFI’s)of the school. These results provide guidance for the future direction of the school and are included, asappropriate, as objectives and strategies in the next year’s SIP. Staff at Young Men’s Preparatory Academy will review the status of SIP objectives and collaborate with theEESAC to determine how student achievement will be addressed next school year.

SAC Members

Members

1) Leonard Ruan , Principal



2) Marcus Calpakis , Student

3) Juan Zayas, Teacher

4) Raul Perez, Teacher

5) Lorraine Grochowski , Teacher

6) Juanita Conner-Raines , Teacher

7) Andre Gainey, Teacher

8) Debbie Koch, Business Member

9) Livette Eliason, Parent

10) Goia De Carla, Parent

11) Diane Serna (EESAC Chairperson) , Parent

12) Tonja Carter , Parent

13) Carmen Diaz , Parent

14) Melita Calpakis , Parent

15) Elizabeth Tibbs, Parent

16) Vanessa Ibañez, School Support Personnel

17) Shamsher Lamba, Union Steward

IMPLEMENTATION EVALUATION

The Educational Excellence School Advisory Council (EESAC) will receive progress reports on theimplementation of the School Improvement Plan (SIP). A mid-year review of the SIP will be conducted inorder to assess where resources need to be directed to address student achievement. A progress assessment meeting will take place at the end of the school year. The principal, EESACchairperson, United Teachers of Dade (UTD) steward, EESAC parent representative, EESAC community/business representative, and EESAC student representative will comprise the review team. At this meetingthe EESAC makes a presentation on the status of the school’s implementation of the SIP process. Thispresentation provides data elements that identify the Strengths and Opportunities for Improvement (OFI’s)of the school. These results provide guidance for the future direction of the school and are included, asappropriate, as objectives and strategies in the next year’s SIP. Staff at Young Men’s Preparatory Academy will review the status of SIP objectives and collaborate with theEESAC to determine how student achievement will be addressed next school year.

REPORTING



Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0





ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery



School District

2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 0% 0% % %

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 andabove on Science. Sometimes the District writing and/orscience average is substituted for the writing and/orscience component.

% of Students MakingLearning Gains 0% 0%

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

Adequate Progress ofLowest 25% in the School? % (0) % (0) 0

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

% of 11th and 12th gradersmeeting the graduationrequirement on the FCATretake

% % If 50% of 11th and 12th graders meet the graduationrequirement 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

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted

End of Baseline Data Report

AYP DATA

SCHOOL GRADE DATA



School District

2006-2007

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 0% 0% % %

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 andabove on Science. Sometimes the District writing and/orscience average is substituted for the writing and/orscience component.



Adequate Progress ofLowest 25% in the School? % (0) % (0) 0

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

% of 11th and 12th gradersmeeting the graduationrequirement on the FCATretake

% % If 50% of 11th and 12th graders meet the graduationrequirement 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

2005-2006

Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 0% 0% %

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



Adequate Progress of Lowest25% in the School? % (0) 0 Adequate Progress based on gains of lowest 25% of students .

Yes, if 50% or more make gains .Points Earned 0 Percent Tested = 0% Percent of eligible students tested

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



2008-2009 Florida School Improvement Plan...

Documents

Transcript of 2008-2009 Florida School Improvement Plan...