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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: D.A. DORSEY EDUCATIONAL CENTER

District Name: Dade

Principal: Gloria F. Evans

SAC Chair: Martha Gibson

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending

Last Modified on: 08-27-2009

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

VISION Through effective and proactive leadership, we will unlock the potential of all learners. MISSION Our mission is to positively impact the residents of this community through educational and economic empowerment by providing sound academic programs spanning from literacy through vocational certification.

Brief History and Background of the School

D. A. Dorsey Educational Center was built in 1936 as Dorsey High School. In the 1950’s, the school was converted to D.A. Dorsey Junior High School. In 1967, Dorsey Junior High was closed. The school was retrofitted and reopened in 1969 as Miami Dorsey Skills Center. In the mid 1970’s the school acquired the name Miami Dorsey Adult Education Center. Between 1991 and 1993, the school was renamed D. A. Dorsey Educational Center. The school now offers postsecondary technical education programs in nine major areas and the Adult General Education program.

The school is located in the heart of Liberty City at 7100 Northwest 17th Avenue in Miami, Florida. The school is bordered on the east by I-95, and the south by State Road I12. The western boundary consists of warehouses, fast food restaurants and various small businesses. The eastern boundary is residential, which includes single family homes, apartments, and government assisted dwellings. One major residential area on the western border, the Scott Carver Homes, was vacated as part of the massive Hope VI urban renewal project. This renewal project is considered to be a failure. As a result, acres of land stand empty and the remaining structures are condemned. Currently, the school has one off-site campus located at Notre Dame Catholic Church, 130 N.E. 62nd Street. The Notre Dame campus provides instruction to English Language Learners (ELL). The site is a standalone Adult/Vocational Center and serves all of Miami-Dade County.

The Leadership Team consists of the Principal, two Assistant Principals, the Vocational Department Chair, the Adult General Education Department Chair, one Part Time Teacher and one Counselor. There are fourteen full time certified instructional personnel. Part time teachers are hired as program enrollment dictates. These part time teachers have often worked at D. A. Dorsey Educational Center previously and often work day jobs at the feeder high school or other local educational institutions.

Student enrollment is open and fluctuates. Attendance figures are measured in Literacy Completion Points (LCP) and Occupational Completion Points (OCP). Attendance and graduation rates are not compared on a District or State level. The Completion Rate Report is generated through Data in Your Hands. Class size and student to teacher ratio is dependent on personnel funding and student enrollment and cannot be specified as school funding for all purposes is determined from the prior year. This is different from a regular school setting whereby funding is determined through current FTE and class size may be pre-determined based on State and District requirements. D. A. Dorsey Educational Center is not part of the Title I program.

D. A. Dorsey Educational Center is a historical building and continues to need architectural repairs. Currently, there is a construction project underway which will provide needed enhancements to classrooms, including much needed computer labs. The land on which D. A. Dorsey stands was donated by Dr. Dorsey for the purpose of education and must remain a community hub for learning or revert back to the Dorsey family. Due to this unique aspect of its origin, D. A. Dorsey Educational Center has evolved and made changes to programs as community needs dictate.

Unique School Strengths for Next Year

The strength of D. A. Dorsey Educational Center lies in its longevity in the community as an educational institution. It provides a gateway to success for the community. Active alumni are committed to assuring the rich history of D. A. Dorsey is retained and the future will continue to hold valuable education and training at this site. Pharmacy continues to be one program that is unique to D. A. Dorsey and garners attendance from all over Miami-Dade County, as well as Broward County. Considering the current academic environment, D. A. Dorsey will be even more valuable for students to update skills levels and to obtain specific licensure for new employment opportunity. Course offerings are flexible and attempt to accommodate timeframes convenient to neighborhood students. Many of the surrounding schools need support and intervention and are in Correct or Intervene status. This center accommodates many of the needs for high school recovery coursework, GED preparation, skills building to adults for employability, and vocational programs offering licensure or industry certification to support area students in post secondary endeavors.

Unique School Weaknesses for Next Year

Concerns include state and district funding issues to be able to offer the full gamut of available instructional programs. Community housing shutdowns has caused the number of prospective neighborhood students to dwindle. The lack of scholarship funding is a key issue to student enrollment. Campaigns to increase enrollment must continue and denote the employment opportunity available to those that obtain the necessary skills for success, whether it be high school completion, learning English, improving basic skills, or completing a vocational program of study.

Student Demographics

D.A. Dorsey has a large immigrant student population. The largest student group is of Haitian descent. The school implements the adult education open entry policy. Although the process accommodates the socio-economic needs of the students, it creates a transient population for the school. Dorsey has a diversified staff: 2 percent White, 40 percent African American, 3 percent Hispanic, and 55 percent Haitian. Approximately 80 percent of the teaching staff is part-time; therefore, they are paid only for student contact hours.

Subgroups-N/A Adult/Vocational Non-Graded Educational Center Title I-N/A Adult/Vocational Non-Graded Educational Center Free/Reduced Lunch-N/A Adult/Vocational Non-Graded Educational Center Student population is approximately 95% black of which most are of Haitian descent. Immigration and student attendance may provide trend information for future analysis of student achievement.

Student Attendance Rates

N/A Adult/Vocational Non-Graded Educational Center Student enrollment fluctuates. The adult education center is open enrollment. Immigrants come and go based on their mobility within the county as employment or living arrangements change. Other students may be affected by family care arrangements, employment changes, or community housing arrangements.

Student Mobility

N/A Adult/Vocational Non-Graded Educational Center Mobility rates are not indicated in Miami-Dade County Public Schools Accountability Profiles. School history reflects a high mobility as a result of public housing and employment availability, as well as program availability. Students from the feeder pattern high school attend recovery classes as needed and available; AGE and vocational students attend from throughout the county as a result of program convenience. Economics has an impact on attendance, due to funding issues for classes and/or programs, and the need for students to suspend attendance for employment. The ESOL program size is determined by immigrant population.

Student Suspension Rates

N/A Adult/Vocational Non-Graded Educational Center

Student Retention Rates

Data in Your Hands provides information on enrollment and membership hours by term. Program membership has fluctuated from term to term in part due funding issues impacting classes offered and financial aid availability for vocational program students. The LCP summary reflects fiscal year 2007-2008 Survey F and W total enrollment 1319 and 2008-2009 enrollment 1995, this reflects an increase of 676. The OCP summary reflects consistently like enrollment in programs

Class Size

N/A Adult/Vocational Non-Graded Educational Center Although class size is not applicable due to the adult education status of this school, numerous programs address student achievement and lower class size intermittently. A pull out tutorial program is available in reading and mathematics and a VPI lab is available for vocational students needing to improve skills. D. A. Dorsey Educational Center was chosen to participate in the state initiative to improve reading, STAR Student Achievement in Reading, and had three participants attend training. STAR participants will work with faculty to appropriately infuse strategies for evidence based instruction and to strengthen student skills.

Academic Performance of Feeder Pattern

As an adult center, area schools do not have mandatory attendance to D. A. Dorsey Adult Educational Center and are not reflected in Miami-Dade County data as feeder pattern schools. Many of the surrounding schools need support and intervention and are in Correct or Intervene status. This center accommodates many of the needs for high school recovery coursework, GED preparation, skills building to adults for employability, and vocational programs offering licensure or industry certification to support area students in post secondary endeavors.

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

This center will continue to seek grants specific to enhance adult/vocational programs.

The school participated in the STAR grant and will continue based on funding status of the grant. This grant is a state initiative to improve reading skills of the middle level learner.

The District Adult Bilingual department provides funds for ESOL S.A.V.E.S. classes which has designated entry requirements and a maximum class size.

The school will continue its strong partnership between vocational programs and local industry to build workforce skills.

Partnership with Miami-Dade County Public Schools blood drives provides financial assistance to students.

The construction program will continue to participate in the local Habitat for Humanity and Workforce Miami program, whereby students are given the opportunity weekly to participate in hands on construction activities.

COE, Council on Occupational Excellence accreditation is also pending and will provide additional avenues for financial assistance and a strong partnership with industry.

Note: The following links will open in a separate browser window.

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

Gloria Evans Regional Principal of the Year

Bachelor and Masters of Education – North Texas State University Annenberg Principals Institute Graduate Certified in French, English, Guidance Counselor, School Principal, and Administration/Supervision K-12

3 20

Although prior performance record (include prior School Grades, FCAT, and AYP information along with the associated school year) is not applicable to this adult education center, many initiatives promote positive student performance:

• Implementation of the Informational Technology program • NATF National Automobile Technician Foundation Certification • Implemented computerized automotive curriculum program • Council on Occupational Excellence (COE) accepted D. A. Dorsey as a candidate for accreditation • Implemented Plato credit recovery online coursework program • Expanded tutoring program • Implemented STAR Student Achievement in Reading program • Implementation scheduled in 2009-2010 of Scholastic Aptitude Test/American College Test Prep (SAT/ACT), College Readiness Course, and a course in Career

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Decision Making

Assis Principal

Jean Garry Florestal Recipient of Numerous Awards including Who’s Who in America’s Teachers

Masters of Mathematics Education-Nova University Masters of Computer Science-FIU Bachelor and Graduate degree in Civil and Sanitation Engineering-Faculte des Sciences (Haiti) Certified in Middle Grades Math and Ed Leadership

5 10

N/A Although prior performance record (include prior School Grades, FCAT, and AYP information along with the associated school year) is not applicable to this adult education center, many initiatives promote positive student performance. Among the initiatives was the Council on Occupational Excellence (COE) and accepted D. A. Dorsey as a candidate for accreditation

Assis Principal

Diana Taub 1997 State of Florida Assistant Principal of the Year 1997 Commissioner of Education Frank Brogan Outstanding Assistant Principal – Region V

Bachelor Degree- Pratt Institute, New York Graduate Coursework-Barry University and University of Miami Masters of Reading-Nova University CRISS and STAR Certified Trainer Certified in Reading and Art K-12 and Administration/Supervision K-12

1 26

• Although prior performance record (include prior School Grades, FCAT, and AYP information along with the associated school year) is not applicable to this adult education center, many initiatives promote positive student performance. Among the initiatives was the Implemented STAR Student Achievement in Reading program.

* 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 *





* 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)

N/A Adult/Vocational Non-Graded Educational Center Although not applicable to this site as a non-graded center, teachers will continue to have professional development opportunities through the State, Regional Technical Assistance Councils and District programs.

Administration 8/10 N/A Adult/Vocational Non-Graded Educational Center

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

No data submitted

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

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 0 1 6 7 4 0 0 0 1

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities


N/A N/A

All teachers will receive IPEGS training and support to work through this new assessment system. Mentoring of new and struggling teachers will be in compliance with IPEGS procedures. New teachers will receive new teacer orientation from the M-DCPS Adult Education department. ESOL teachers receive additional support services from the Adult Bilingual department.

Title I, Part A


Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other

Response to Instruction/Intervention (RtI)

School Wide Florida’s Continuous Improvement Model

Identify the school-based RtI Leadership Team.

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

School-based RtI Team


Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

Data Disaggregation 2008-2009 FCAT Data

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

Plan

Although not a requirement by the State in this section of the School Improvement Plan, D. A. Dorsey Educational Center is a non-graded Adult/Vocational Center, it does use the Florida Continuous Improvement Model (FCIM) to promote continuous school improvement. This is reflected in the minutes of EESAC meetings and in the recent self study report for initial accreditation with the Council on Occupational Education (COE). D. A. Dorsey Educational Center is using FCIM which is an evidence-based and performance driven model and encompasses the following components:

• Data disaggregation and analysis is utilized. Lead teachers have disaggregated Data in Your Hands reports as a method of self study for both COE and basic program improvement. A review of available data is done annually, during each trimester, and as needed for self study program reporting. A collaborative method is utilized to analyze results.

Instructional Calendar Development

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

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?

• Instructional Focus is maintained by each teacher through the development of a course syllabus and long range plans aligned to State and District standards for each trimester and for each course of study. • Instructional lessons are based on identified need and are integrated with other subjects and differentiated based on student needs. • Professional development is offered by the District as necessary to enhance instruction. • Individual class adjustments are made as identified through regular program observation. • Tutorial classes are in place and focused on FCAT retakes as well as adult general education performance needs. • Maintenance activities are scheduled and include program self study reviews, informal and formal observations, and regular EESAC meetings. • Monitoring is completed by program administrators each trimester in a review and analysis of data. Informal monitoring is done throughout the year at weekly staff meetings. Classroom visits are made daily. Meetings with instructional teams are scheduled monthly.

Planning for school improvement is a result of data to determine LCP and OCP increase from previous year and opportunities to demonstrate performance improvement as related to instructional hours. There is no FCAT data of grade level, subject area, and cluster/strands.

N/A Adult/Vocational Non-Graded Educational Center Instructional personnel will develop individualized long range plans based on teaching assignment and term. All instruction is based on student need and industry requirements. All courses are a part of work readiness/employability and therefore appropriately incorporate relevance to students’ future as indicated in adult education standards. All students are on a path of study as related to completion/certification goals.


N/A Adult/Vocational Non-Graded Educational Center Formal and Informal needs assessment data generated from State, District, Teachers, and Students will provide input for master schedule development.

N/A Adult/Vocational Non-Graded Educational Center As an adult /vocational education program, all course are relevant to the students post secondary career plan, providing .

N/A Adult/Vocational Non-Graded Educational Center The school guidance counselor provides appropriate student intake after a review of previous course history. Appropriate courses are included in the master schedule.

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

DO

Lesson plans are aligned within program of study based on state adult education standards.

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

N/A Adult/Vocational Non-Graded Educational Center Instructional focus lessons are aligned to State Standards for adult/vocational education and delivered in a variety of formats, teacher directed, lecture, online, and hands on.


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

Student assessments are dictated by the program of study which includes Tests of Adult Basic Education (TABE),Comprehensive Adult Basic Education (CASAS), mid term, final and industry standard examinations.

Assessments required are a component of program completion.



N/A Adult/Vocational Non-Graded Educational Center The Leadership Team meets weekly at regularly scheduled times to review available data and makes ongoing informal and formal class visits. Staff meetings are scheduled monthly. Individual staff meetings are scheduled as needed. EESAC reviews available data each trimester.

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

ACT

N/A Adult/Vocational Non-Graded Educational Center Core textbooks are purchased by students a main source of reference. Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to provide differentiated instruction. Resources and strategies provided through professional development workshops (e.g. Educating, Learning, Inspiring, Empowering (ELITE), STAR, ABE, ESOL, vocational and regional) and instructional software (Reading Plus, Apangea, All Stars, Tell Me More, Read On, Ellis, My Skills Tutor, FCAT Explorer, various pre-GED prep programs, and numerous other site software) will be utilized to increase student performance. Tutorial and VPI programs are utilized to provide students an opportunity to master content.

Professional Learning Communities

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

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.

N/A Adult/Vocational Non-Graded Educational Center Tutoring and Vocational Preparation Instruction (VPI) is utilized to provide students an opportunity to master content. Instructional materials aligned to student academic needs and online instruction programs are utilized to supplement classroom instruction.

N/A Adult/Vocational Non-Graded Educational Center The school is not afforded a PD Liaison and therefore works with state, district, and instructional personnel and does informal and formal observation to determine professional development needs. Teachers also make professional development requests through informal survey.

N/A Adult/Vocational Non-Graded Educational Center Students are targeted for tutorial and VPI by instructional personnel based on course and/or program assessment and student requested need.


N/A Adult/Vocational Non-Graded Educational Center • Online Course Recovery • Supplemental Materials • Industry partnerships

N/A Adult/Vocational Non-Graded Educational Center • TABE • CASAS • Course completion

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

Frequency of PLC Meetings Schedule (when)

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

N/A Adult/Vocational Non-Graded Educational Center Informal PLC’s are held by the EESAC, academic leaders, and the COE vocational program leaders. There is no assigned district PD Liason. Programs are very individualized and independent of each other.

EESAC, academic leaders, and the COE vocational program leaders

Usually on a monthly basis

As needed Lesson Study Data Analysis COE Progress

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

Postsecondary Transition

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

N/A Adult/Vocational Non-Graded Educational Center Adult education programs help prepare parents in skills and career training which would transfer to parenting needs.


Adult education programs help prepare parents in skills and career training which would transfer to parenting needs.

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?

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 FacilitatorTarget Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

No data submitted

Budget:

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

Description of Resources Funding Source Available Amount

No Data No Data $0.00

Total: $0.00

Technology



Total: $0.00

Professional Development



Total: $0.00

Other



Total: $0.00

Final Total: $0.00

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?




Person Responsible

for Monitoring

No data submitted

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

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?




Person Responsible

for Monitoring

No data submitted

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final 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?




Person Responsible

for Monitoring

No data submitted

Budget:




Total: $0.00

Technology



Total: $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?




Person Responsible

for Monitoring

No data submitted

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Parent Involvement Goal

Other Goals

Increase Literacy Completion Points (LCP) and Occupational Completion Points (OCP). Goal:

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

District reports indicated that adult/vocational educational centers demonstrated a need for student performance improvement in all programs. The current fiscal year 0809 summary for D. A. Dorsey Educational Center reflects the following:

OCP Summary Survey F 585.81 Survey W 338.18 Survey S 239.75 Totals 343.67

LCP Summary Survey F 80.11 Survey W 125.30 Survey S 133.90 Totals 106.78

During the 2009-2010 school year, teachers will enhance evidence based instructional strategies to reflect improvement in adult basic skills and vocational program skills for completion to increase Literacy Completion Points (LCP) and Occupational Completion Points (OCP).

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1

Review LCP/OCP reports with instructional staff. Instructional Staff will develop a professional growth goal aligned to the adult/vocational education. Support instructional program with tutorial services and online learning through the vocational preparation lab.

Administration

Teacher developed reviews of individual LCP/OCP data and lesson plans reflecting instructional techniques to improve student learning. Instructional Staff has identified individual S.M.A.R.T. goal and ongoing progress is noted during classroom visitation and subsequent teacher/administrative reviews of data. Trimester reviews of tutorial participation and student progress. Tabe report analysis. Proficient in IPEGS Standards

Class Visitation Logs and Data in Your Hands Reports. Tutorial Data, Data in Your Hands Reports, and VPI ereports. Professional Development Aligned with Objective: Objective Addressed Content/Topic Facilitator Target Date Strategy for


Objective Addressed Content/Topic Facilitator Target Date


Person Responsible

for Monitoring

Improvement in adult basic skills and vocational program skills for completion Development of Professional Growth S.M.A.R.T. goals

ELITE Conference for Adult/Vocation/Post Secondary Education with topics in reading, mathematics, ESOL, and vocational programs offered at site. How to develop S.M.A.R.T. goals aligned to individual teaching assignments. Content will include understanding IPEGS and standards

Various Administration and Trained Instructional Staff

October 2009

ELITE Participation Logs and class visitations. Individual and/or group conferences to approve and review progress of S.M.A.R.T. goals. Class visitations and documenting evidence of teaching and learning aligned to S.M.A.R.T. goals.

Administration IPEGS Trained Team

proficiency.

Budget:



STAR Professional Development Training of Trainers

STAR Professional State grant funds for training and district support for professional development.

$0.00

Total: $0.00

Technology


ACT/SAT online programs distributed through ACT and College Board School Budgeted Funds $5,000.00

Total: $5,000.00



State and District Trained Staff State and Disrict $0.00

Total: $0.00

Other


ESOL and ABE Tutoring S.A.V.E.S. Grant ABE Grant $0.00

Total: $0.00

Final Total: $5,000.00

End of Increase Literacy Completion Points (LCP) and Occupational Completion Points (OCP). Goal

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Increase Literacy Completion Points (LCP) and Occupational Completion Points (OCP).

STAR Professional Development Training of Trainers

STAR Professional State grant funds for training and district support for professional development.

$0.00

Total: $0.00

Technology



ACT/SAT online programs distributed through ACT and College Board School Budgeted Funds $5,000.00

Total: $5,000.00




State and District Trained Staff State and Disrict $0.00

Total: $0.00

Other



ESOL and ABE Tutoring S.A.V.E.S. Grant ABE Grant $0.00

Total: $0.00

Final Total: $5,000.00

Intervenenmlkj Correct IInmlkj Prevent IInmlkj Correct Inmlkj Prevent Inmlkj NAnmlkji

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

N/A Adult/Vocational Non-Graded Educational Center (There are no EESAC funds) 0

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

SAC Members

The Educational Excellence School Advisory Council (EESAC) will provide for review and monitoring of the School Improvement Plan ongoing at scheduled meetings.

Members

1) Gloria F. Evans, Principal

2) Martha Gibson, SAC Chair

3) TBA, Student

4) TBA, Student

5) Michael Mc Neely, Teacher

6) Sandra Pryor, Teacher

7) John Frazier III, Business Member

8) Larry Johnson, Business Member

9) Xenobia Pryor, Community Member

10) Lesley Prudent, Community Member

11) Noward Dean, Community Member

12) Iris Gibson, School Support Personnel

13) Michael Robinson, Union Steward

AYP DATA

SCHOOL GRADE DATA

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.

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%






School District

2006-2007

Reading

Math

Writing

Science

GradePointsEarned


0% 0% % %



0% 0%





FLORIDA DIFFERENTIATED ACCOUNTABILITY …osi.dadeschools.net/sip/09-10/pdf/8139.pdfThe school is...

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