2008-2009 Florida School Improvement Plan (Print-View)ossip.dadeschools.net/sip/08-09/pdf/6591.pdfdevelopment and mentoring. Through the assistance provided by the Office of Professional

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: NORTH DADE MIDDLE SCHOOL

District Name: Dade

Principal: Lowell C. Crawford

SAC Chair: Carolyn Carlson-Yellen

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 North Dade Middle School is aware that beyond intellectual rigor and high academic standards, a strongemphasis is placed on the core values on international understanding and responsible citizenship, allowingstudents to become critical and compassionate thinkers, lifelong learners and informed participants in localand world affairs, conscious of the shared humanity that binds all people together while respecting thevariety of cultures and attitudes that makes for the richness of life.

MISSION The mission of North Dade Middle School International Education Magnet is to provide quality learningexperiences for all students to further their intellectual, emotional, social and developmental skills. This willpermit them to flourish through the five Areas of Interaction (Approaches to Learning, Community andService, Human Ingenuity, Environment, and Health and Social Education) implemented across thecurriculum and communicate successfully through the use of technology in preparation for twenty-firstcentury careers.

CORE VALUES North Dade Middle School is dedicated to the promotion of a well-rounded student population whichdemonstrates multilingualism, intercultural awareness, is well-grounded in Approaches to Learning (studyskills), commitment to community service, responsible conduct through health and social education,communication through technology, and demonstrating the creativity of Homo faber to transform societyand make a positive impact on the environment. North Dade Middle School uses the ContinuousImprovement Model (CIM) school-wide in a cycle of Plan-Do-Study-Act (PDSA) to improve studentperformance.

SCHOOL PROFILE DEMOGRAPHICS

Facility/Community North Dade Middle School was established in 1957, as one of the first all Black high schools in Miami-DadeC b h h h l 968 9 6 f d ddl h l h

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County; it became a junior high school in 1968. In 1976, it was reconfigured to a middle school. Thecampus is located on 17 acres in the City of Miami Gardens. Eighty two percent of the student populationreceives free or reduced lunch. There are five portable classrooms.

Student Demographics The ethnic/racial makeup of the student population is 1 percent White, Non-Hispanic; 12 percent Hispanic;85 percent Black (Non-Hispanic, including many students of Haitian parents); 1 percent Asian; 0 percentIndian and 15 percent Multicultural. English Language Learners (LEP) students make up 1 percent of thestudent population. North Dade Middle School has Level 1 (207) students, 26 percent of the studentpopulation, Level 2 (200) students, 25 percent of the student population, and Gifted (92) students, 11percent of the student population. The school’s African-American (694) and Economically Disadvantaged(669) students comprise the No Child Left Behind (NCLB) Subgroups.

Unique Aspects: STRENGTHS North Dade Middle School has submitted all pertinent documentation and is currently awaiting a visit fromthe International Baccalaureate Organization to become Miami-Dade County Public Schools’ first middleschool, in North Regional Center, to receive the prestigious International Baccalaureate Middle YearsProgramme (IB-MYP) authorization.

Students have won district, state-wide and community-based competitions in all academic areas includingFrench and Spanish (FLTDC), Mathematics, Future Business Leaders of America (FBLA), Technology(Miami-Dade County Youth Fair, Humanities (Miami-Dade County Youth Fair and Project Citizen), andWriting (City of Miami Gardens, Local Bar Association and City of Opa-Locka). The National Junior HonorSociety conducts community service activities. Youth Crime Watch assists in maintenance of a safe schoolclimate. Previously, a diverse team of science students from North Dade Middle School took first place inthe Miami-Dade County Emergency Preparedness Competitions with the results televised nationally.Advanced band students have scored all superiors in the district wide competitions. Junior Varsity andVarsity Boys Basketball Teams have been district champions. Boys and Girls Track and Field Teams wereamong the top ranked in the county.

North Dade Middle School has been the recipient of many school awards such as: Florida School Grades,2006 Grade B, City of Miami Gardens, Certificate of Special Recognition for North Dade Middle School’sFBLA; First Place Winner in the State for Largest Local Membership Chapter for the Middle School Level,2005 Future Business Leaders of America (FBLA) First Place Team Middle Level-Web Design 2005 Miami-Dade County Public Schools Middle School History Bee Competition Fourth Place 2005-2006 Silver Award(FCAT) Notable School Performance 2004-2005 Silver Award (FCAT) Notable School Performance 1999 –2000 D-FY-It School of the Year District Award (Drug Free Youth in Town) 2000 Gold Award (FCAT)Excellent School Performance 2000 – 2001 Florida School Recognition Award (FCAT) Higher AcademicPerformance for All Students 2002 North Dade Community Council 3 Award for Improving FCAT SchoolGrade 2002.

Unique Aspects: AREAS OF CONCERN A major area of concern is the rate of new and beginning teachers who require extensive professionaldevelopment and mentoring. Through the assistance provided by the Office of Professional Development,and as a part of Mentoring and Induction for New Teachers (MINT), North Dade Middle school will beprovided with financial and human resources to support and retain new teachers. This support includesassistance with lesson planning, classroom management, content area, instructional strategies and familycommunications.

Teacher Demographics The Curriculum Council/Literacy-Leadership Team is comprised of: Principal, Assistant Principal ofCurriculum, Assistant Principal, Department Chairpersons (Enrichment, Humanities, Language Arts,Mathematics, Reading, Special Education (SPED), Student Services, and World Languages); LEP Teacher;Magnet Lead Teacher; Media Specialist; Reading and Mathematics Coaches; Gifted Teacher/EESACChairperson; Positive Behavior Support (PBS) Liaison; Middle School Enrichment/Supplemental EducationalServices (SES) Facilitator; and Area of Interaction (AOI) Leaders. The instructional staff of North DadeMiddle School consists of only full-time teachers. There are 46 full-time teachers. The instructional staff iscomprised of 21 Black teachers (46 percent); 16 White teachers (34 percent) and 10 Hispanic teachers



comprised of 21 Black teachers (46 percent); 16 White teachers (34 percent) and 10 Hispanic teachers(20 percent). At this time, North Dade Middle School is actively seeking to fill one position in Language Artsand two positions in Science.

Class Size/Teacher-to-Student Ratio In the general education program, the average class size is 22 students per teacher. In the SPED program,the average size class is 15 students per teacher. The student to teacher ratio by grade level is: 20:1(6th), 17:1 (7th), and 15:1 (8th).

Attendance Rate During the 2007-2008 school year, the student attendance rate increased as compared to the 2006-2007school year. The aggregate number of days in attendance for the 2007-2008 was 94.95 and 95.49percent for 2006-2007. The District average was 95.38 percent.

Promotion/Graduation/Retention Rate The school retention rate was lower than the District average, 6.5 percent.

Feeder Pattern North Dade Middle School is part of the Hialeah-Miami Lakes Senior High School (HML Grade: D) feederpattern. Students transition into HML as ninth graders. About half of the students from North Dade MiddleSchool transition to other high schools in the vicinity: Norland Senior High School (Grade: F) and MiamiCarol City Senior High School (Grade: F). Additionally, a small percentage of students transition into otherschools of choice: William H. Turner Technical Arts High School (Turner Tech: Grade: C), North MiamiSenior High School (Grade: F): International Baccalaureate; Miami Lakes Educational Center (Grade: A),Maritime and Science Technology Academy (MAST: Grade: A), and Design and Architecture Senior HighSchool (DASH: Grade: A).

Special Programs The special programs at North Dade Middle School are: Title I- a federally funded educational enhancementprogram that allows the school to provide supplemental educational services to students in theeconomically disadvantaged AYP subgroup. Gifted Program- a state program that provides academicacceleration and enrichment to students who are identified as Gifted, based on the needs of each studentas indicated in their Educational Plan. North Dade Middle School is a school wide International EducationMagnet (International Baccalaureate Candidate School) for languages in Spanish and French. The school isin its second year of application for licensure of the International Baccalaureate Organization-Middle YearsProgramme (IBO-MYP). Implementation of the Secondary School Reform (SSR) through Academic andCareer Planning- this state requirement is being provided to students via the required Civics course in gradeseven at North Dade Middle School. This course will infuse academic and career planning into the Civicscurriculum, thusly providing students with support and guidance regarding the selection of majors for highschool and future career options.

School Community Relations/Partners North Dade Middle School enjoys a collaborative relationship with The Portrait of Empowerment(Community-based Mentoring/Life Skills/Tutorial Program), Kool Kids Learn (Community-based TutorialProgram), Florida Memorial University (College “Reach-Out” Program: CROP). FMU students providetutoring and mentoring to students in the after-school program. World’s Finest Chocolate providesincentives for increasing student achievement and Nick’s Photo Studio. North Dade Middle School is a Tier 2school in the North Regional Center’s Cluster Development Group. The North Regional Center, along withthe District, will conduct bi-weekly visits to provide additional support and resources to students, teachers,and staff.

Grants North Dade Middle School has secured the following grants: Twenty- First Century Learning Grant, Title IGrant, Title V Grant, Magnet Schools Assistance Program (MSAP) Grant, Magnet Schools AssistanceProgram Extension (MSAP) Grant, MetLife Community Bridge Builders Grant, and the ComprehensiveSchool Reform (CSR) Grant and the Project Connect Grant. The Project Connect is a program createdthrough the Truancy Service Partnership Initiative Grant. The inception of this initiative derived from theefforts of the City of Miami Gardens and City of Opa-Locka to provide needed services to the schools inthese neighboring communities and to mend the gap that persisted between the community, educational



these neighboring communities and to mend the gap that persisted between the community, educationalinstitutions and families. Spurring from these efforts was the partnership between the School Board ofMiami-Dade County and Miami-Dade County Community Action Agency. The purpose of this partnershipwas to identify, design and implement high quality, research-based prevention and early interventions thatpromote successful child, youth and family outcomes for students in grades 5-8 (ages 10-15) that are atrisk of school failure and risky behavior that may lead to juvenile arrest. The planning phase of this initiativeincluded: 1) strengthening and solidifying the partnerships in the targeted area; 2) identifying the needs,assets and service gaps in the Miami Gardens/Opa-Locka communities; 3) researching and selecting highquality, evidence-based practices, programs and services that would be responsive to these needs. Duringits pilot year (2007-2008) the Project Connect Program was very successful and effective in making adifference with the identified targeted group by increasing school attendance, reducing disciplinarysuspensions, providing academic tutorials, and referring and providing outside services to the families. Toadd, professional development opportunities and resources were provided to the faculty and staff to caterto these needs and adversity of the students. This assisted the administration and staff in changing theoverall climate of the school which increased the probability of meeting the objectives of the program. Theprogram will continue to promote the necessity of this partnership while stimulating parental andcommunity involvement and student achievement.

Title I Status North Dade Middle School is a schoolwide Title I school.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

Does Not Apply

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Mr. Lowell C. Crawford (Principal) has been an educator for sixteen years while serving as a Teacher forfour years, an Assistant Principal for seven years, and a Region Administrator/Principal for five years. Heholds a Bachelor of Science Degree in Business Economics and Master Degree in Educational Leadership. Heis certified in Economics and Educational Leadership. Notable credentials during his tenure as an educatorinclude being named “Beginning Teacher of the Year”, “Teacher of the Year Region Finalist”, and ESEAdministrator of the Year. The three aforementioned honors were achieved as a direct result of his intenseinvolvement in the academic affairs of the schools in which he served as a committed educator in theprocess of academic reform. Mr. Crawford has successfully served as an educator in several schools thathave experienced progress in student achievement. He has been an integral component on threeCurriculum Leadership Teams. His involvements have also included active participation on a number ofdifferent school EESAC teams, curriculum advisory councils, departmental planning teams, and SIPdevelopment committees. These credentials as well as the multitude of formal training to include thecompletion of the district’s Executive Training Program, a plethora of curriculum based district training, andhis 12 years of administrative experience clearly illustrate Mr. Crawford’s status as one of our schooldistrict’s “Highly Qualified Administrators.”

Mr. James Barker (Assistant Principal) has been in education for thirty years serving in the capacity ofScience Instructor for seventeen years and as an Assistant Principal for fourteen years. He holds a Bachelor



Science Instructor for seventeen years and as an Assistant Principal for fourteen years. He holds a Bachelorof Arts and a Master of Science in Educational Leadership. Mr. Barker served as the principal’s designee forthe previous eight years. In his seventeen years as a classroom teacher, Mr. Barker has held positions as avarsity coach, interdisciplinary team leader, department chairperson, member of and chairperson of theschool-wide Advisory (Steering) Committee. As an Assistant Principal, Mr. Barker has been an activemember of the Educational Excellence School Advisory Committee (EESAC), and has been responsible forsupervising several critical academic disciplines including Special Education (SPED), Mathematics, andScience. Mr. Barker has assisted with the development of the School Improvement Plan (SIP) and hasbeen diligent in the supervision of classroom instruction. Additionally, Mr. Barker has provided the facultywith Professional Ethics Training as part of a district- wide initiative. With his completion of a two yearExecutive Training Program (ETP), Mr. Barker is eligible to interview for Principal positions. Mr. Barker’sleadership experiences and professional development have positively impacted the professionaldevelopment of his colleagues, faculty and staff as well as enhancing classroom instruction and studentachievement.

Ms. Alicia M. Brown (Assistant Principal) is a nineteen year veteran with the Miami-Dade County PublicSchools system. She holds a Bachelor of Science in Secondary Education and a Master of Science inEducational Leadership. Ms. Brown is serving her first year as principal’s designee. In her seventeen years,Ms. Brown served as middle school team leader, middle and high school cooperative educationcoordinator, DECA club sponsor, middle/high school basketball and badminton coach, high school grantfacilitator, and high school test chairperson. Ms. Brown also facilitated various workshops for middle andhigh school faculty and staff. Ms. Brown has served as the assistant principal for curriculum at North DadeMiddle School, an International Education Magnet and International Baccalaureate Candidate School, fortwo and an half years. Ms. Brown and North Dade Middle School’s Curriculum Council/Leadership-LiteracyTeam collaborates to discuss and disseminate information to the teachers and staff members. Ms. Brownalso utilizes department chairpersons and teachers to infuse the CIM as well as results from the District andBi-Weekly assessments to continue to improve classroom instruction and the Instructional FocusCalendars. Ms. Brown, along with the Reading and Mathematics coaches and the Middle SchoolEnrichment/SES Facilitator identify low-performing students for tutorials and pull-outs in an effort to meetAdequate Yearly Progress (AYP) requirements. Ms. Brown collaborated with teachers, resulting in anincrease in student achievement on formative and summative evaluations. Ms. Brown is an active memberof the Parent Teacher Student Association (PTSA) and Educational Excellence School Advisory Council(EESAC). Ms. Brown continues to be passionate about preparing the students who attend North DadeMiddle School, both educationally and socially, with the assistance of teachers, staff, parents, and thecommunity to become productive citizens in our global society.

Recruitment/Retention of Highly Qualified Teachers


North Dade Middle School contacts Schools of Education of local universities and attends teacherrecruitment fairs. Peer recruitment is also done. Highly qualified teachers are retained through mentorship,administrative support, provision of adequate resources and professional development. The teachermentoring program of North Dade Middle School follows the guidelines of the District ProfessionalAssessment and Comprehensive Evaluation System (PACES). New teachers attend a series of on-site anddistrict orientation programs to familiarize them with the programs and procedures of Miami-Dade CountyPublic Schools. The school administration meets with the new teachers on a regular basis including teacherworkdays. The department chairpersons guide the new teachers to ensure that they understand theirteaching assignments, the electronic grade book, and implement effective classroom managementstrategies. Annual contract teachers are assigned a professional growth team and an individual mentor toguide and support them through their first professional year. The school administration provideseducational leadership to all teachers and provides professional development workshops tailored tostrengthen teachers’ educational delivery and to increase student achievement.

Show Attached Staff List



ADDITIONAL REQUIREMENTS

Coordination and Integration


North Dade Middle School has been identified by the Florida Department of Education as a "Correct I"school. As a Correct I school, the academic progress of North Dade Middle School will be monitored by theFlorida Department of Education.

North Dade Middle School receives assistance through the North Regional Center as well as from theDistrict. North Regional Center has identified schools in need of improvement. These schools are providedwith support from curriculum supervisors and district directors.

Title I funds allows the school to employ a full-time Community Involvement Specialist. The CommunityInvolvement Specialist conducts weekly home visits, manages the Parent Resource Center, and acts as theliaison with the PTSA.

FCAT Enhancement funds allow the principal to implement tutorials in reading, mathematics and scienceafterschool.

Title I funds from North Regional Center allow for the purchase and professional development of SMARTBoards. All science classes and select core subject area classes will be equipped with SMART Boards andteachers will receive professional development in the effective use of these boards.

The TRUST Counselor and academic counselor provides lessons to students through the Social Studiesclasses and SMART Time classes on social skills, career preparation, anti-drug programs and peermediation. The TRUST Counselor also sponsors a DFYIT club which students must pledge to be drug-free.

School Wide Improvement Model


North Dade Middle School uses the Eight Step Continuous Improvement Model to improve studentachievement. The model is based on best practices, provides for continuous monitoring of performance,addresses the achievement gap between all sub groups and supports data driven decision- making. The eight step process accomplishes data desegregation, timeline development, instructional focus,assessment, tutorials, enrichment, maintenance and monitoring in a cycle of Plan-Do-Study-Act. The EightStep Continuous Improvement Model incorporates the Malcolm Baldridge Core Values adopted by Miami-Dade County Public School Board of: -- Visionary Leadership -- Learning-Centered Education -- Organizational and Personal Learning -- Valuing Faculty, Staff and Partners -- Agility -- Focus on the Future -- Managing for Innovation -- Management by Fact -- Social Responsibility -- Focus on Results and Creating Value -- Systems Perspective

8 Steps of the Continuous Improvement Model (CIM) •Disaggregate test data. *The Literacy-Leadership Team analyzed data (FCAT SSS, FCAT NRT, Chapter and Unit Assessment, andadditional academic data sources) to monitor trends in each core subject area, grade level and sub-



population.

•Develop an instructional timeline. *A weekly school-wide timeline that encompasses all tested benchmarks and the District Pacing Guides.

•Deliver the instructional focus. * From the desegregation of the data an instructional focus was developed emphasizing weekly target forinstruction.

•Administer frequent assessments. *After the skills have been taught, assessment (Chapter Tests, Monthly, Quarterly, and Districtassessments) results will determine enrichment or re-teaching using different instructional approaches.

•Use tutorials to re-teach non-mastered target areas. * The tutorials will refocus abilities to learn the skills of the benchmarks.

•Provide enrichment opportunities for mastery students. * Enrichment activities, if funding is available, for students to maintain, learn, and sharpen their skills.

•Reinforce learning through maintenance. * There will be a formal review of skills. Teachers will be provided with the necessary resources. They willbe encouraged to share ideas with their colleagues.

•Monitor progress. * Administrators and teachers will make informal classroom visits. Administration will also be a part ofgrade level, departmental, and team meetings.

•Evaluate. * Review results to determine program effectiveness, and adjust Instructional Focus Calendar, Instructionand tutorial services, as needed.

The Thunderbird Strategic Planning Cycle is characterized by the following principles:

The school is mission- driven: characterized by a well-defined and meaningful mission, compelling andshared vision among stakeholders and a comprehensive strategic and operational plan to enable NorthDade Middle School to achieve its mission and vision. The stakeholders are committed total quality management: characterized by clear values, highexpectations, inspiring vision and mission, a clear future direction, a strong customer focus, and a strategyfor continuous improvement.

The focus on customer satisfaction through collecting, analyzing, and responding to customer feedbackand improving products, processes and services based on customer requirements and expectations.

Stakeholders continuously improve the processes by actively working to identify, review and improve theprocesses which contribute to productivity using the improvement cycle, improve processes by usingbaseline data to understand current processes, use benchmarks and best practices to design improvementprojects, and set breakthrough goals (stretch goals) for process improvement.

Decision-making is data driven. Data and information are collected and used to guide the decision-makingprocess, and to improve key processes and enhance customer satisfaction.

Continuous learning environments are characterized by adaptability to change based on the school's abilityto discover ways to improve programs, processes, and services and to learn to be more responsive tocustomer requirements, to promote continuous training and development to enhance knowledge, skills,and performance capabilities of all North Dade Middle School employees.

Team leadership and team membership through quality improvement teams and self-managed workteams. These teams plan and implement improvement efforts in which all North Dade Middle School



teams. These teams plan and implement improvement efforts in which all North Dade Middle Schoolemployees participate, and over time, have opportunities to serve as both team members and teamleaders based on expertise and improvement focus.

NCLB Public School Choice


In compliance with North Dade Middle School's core values of being client-based and service-oriented,every effort is made to contact parents, regarding the student's education, in the language in which theyare most comfortable. All written communication with families is composed in English, Haitian Creole, andSpanish. ConnectEd telephone messages to the homes are recorded in English, Spanish and Creole.Additionally, the Community Involvement Specialist initiates personal parent contact in the student's homelanguage. Communication to parents is also disseminated through EESAC and PTSA meetings.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


N/A

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Teacher Mentoring The teacher mentoring program of North Dade Middle School follows the guidelines of the DistrictProfessional Assessment and Comprehensive Evaluation System (PACES). In an effort to develop andretain quality teachers, new teachers attend a series of on-site and district orientation programs tofamiliarize them with the programs and procedures of Miami-Dade County Public Schools. The schooladministration meets with the new teachers on a regular basis including teacher workdays. The departmentchairpersons guide the new teachers to ensure that they understand their teaching assignments, theelectronic grade book, and implement effective classroom management strategies.

Teachers at North Dade Middle School receive training to serve on the Professional Growth Team, MINT, orto serve as mentors to assist both new teachers and teachers in need of improvement. The mentorsselected are members from the mentees’ department or teachers that have been selected by the menteesto provide guidance and support. New teachers are assigned a professional growth team and an individualmentor to guide and support them through their first professional year. Teachers in need of improvementare assigned a professional growth team and an individual mentor to guide and support them during thedesignated period that improvement must be achieved. Additionally, through the interpretation of thedistrict, state, and school assessment tools, low-performing teachers are identified. The school’sadministration, department chairpersons, professional growth team and Curriculum coaches provideeducational leadership to all teachers and provides professional development workshops tailored tostrengthen teachers’ educational delivery and to increase student achievement.

The Reading Coach will be used for all functions necessary for implementing and maintaining the school’scomprehensive core reading program, supplemental reading programs, and scientifically based readingresearch in reading instruction. These will include modeling effective strategies for teachers, designing anddelivering professional development, monitoring progress and analyzing student data.

The District has an effective plan for clarifying and communicating the proper role for school administration



The District has an effective plan for clarifying and communicating the proper role for school administrationand teachers. The Curriculum Coaches will be used for all functions necessary for implementing andmaintaining the school’s reading, mathematics, and science programs. The school’s administration anddepartment chairpersons, in collaboration with M-DCPS and North Regional Center, will be used for allfunctions necessary for implementing and maintaining the school’s reading, mathematics, science,humanities, world languages and enrichment programs. These would include modeling effective strategiesfor teachers, designing and developing professional development, differentiated instruction, monitoringprogress, and analyzing student data among others. The Curriculum Coaches will not serve as anadministrator or substitute instructor. Although, they will serve as resource teachers. However, theCurriculum Coaches will work to ensure high-fidelity implementation of reading, mathematics, and scienceinstruction. This communication is assured throughout the entire school year.

Curriculum Coaches and mentor teachers will be instrumental in providing professional development thataligns diagnostic and assessment data with curriculum and instruction, thereby ensuring that the resultingprofessional development addresses aligned instructional strategies and practices. The mentor levelteachers will be utilized in each area of the professional development plan that helps and supports teachersto strengthen their teaching skills in reading, mathematics, science, humanities, world languages, andenrichment to build school site capacity, and provide for the follow-up activities that extend the applicationof new knowledge to impact student achievement. Mentor level teachers will be utilized within theirclassrooms to network and model exemplary teaching strategies and techniques for staff as needed. Inorder to maximize professional development activities at the school site, school administrators, Readingand Mathematics Coaches, and mentor level teachers will articulate and coordinate the plan forprofessional growth showing differentiation, as needed, within the staff.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


Extended Learning Opportunities Before and After School Tutoring Programs The partnership between Kool Kids Learn (Supplemental Educational Services Provider), Portrait ofEmpowerment (Community-based Tutorial Program) and North Dade Middle School’s Middle SchoolEnrichment Program has been developed to ensure that academic needs of the students are being met.On-going articulation will be coordinated between the subject area teacher(s) and tutors using thestudents’ assessment data or IEP. The assessment data or IEP will identify specific area(s) of deficiency inthe language arts, reading, mathematics and/or science; the desired level of performance, and theinstructional support/intervention that is being provided to meet the desired level of performance. Tutoringprograms will use instructional materials and/or software that are approved and address the individualizedidentified area(s) of need.

Mentoring Programs Mentoring programs are established in schools identified as having children “at risk” of dropping out of school. North Dade Middle School’s current mentoring programs are the 5000 RoleModels of Excellence and Black Men of South Florida.

Saturday Academy/Writing Camps Saturday Academy will be offered in the areas of Reading, Mathematics, and Science. Targeted Level 1 andLevel 2 students in grades 6, 7, and 8 will receive instruction in the areas of schoolwide deficiencies.Teachers will utilize various CRISS strategies and approved instructional materials and technology toaddress the identified area(s) of need. Additionally, Writing Camps will be offered to students in grade 8 toenhance the students’ preparation for the state Writing assessment.

Summer Camp Summer Camp for low performing students in grades 6, 7, and 8 will include instruction in the five essential elements of reading (phonemic awareness, phonics, fluency, vocabulary andcomprehension). The curriculum will include informational text from the newspaper, and internet. A novelwill be used at each grade level and curriculum guidelines for instruction will be written by the District.



Reciprocal Teaching will be utilized along with selected graphic organizers to enhance vocabulary andcomprehension (i.e., concept maps, anticipation guides, story maps, timelines, two-column notes, etc.).Cooperative learning activities, vocabulary enrichment, Readers Theater, and a variety of reading styles willbe included in daily lesson planning. Differentiated instruction is included in the structured day, incorporatingthe use of a teacher-led intervention and independent student centers that support whole group learning.Centers include: technology, independent reading, writing and intervention.

The expected results of these extended learning opportunities are to show students in the NCLB subgroupsand Levels 1 and 2 students successfully achieving mastery on the identified AYP indicators. The use of theDistrict’s Baseline and Quarterly assessments, North Dade Middle School’s bi-weekly assessments, and the2009 FCAT Reading, Mathematics, Science, and Writing+ Tests will serve as the formative and summativeevaluations to measure student success.

SCHOOLS GRADED C OR BELOW

Professional Development

Professional Development The professional development activities provided are CRISS, Data Analysis, Edusoft, SPI, Snapshot, andBest Practices.

Disaggregated Data

Disaggregated Data Use of student data is conducted by the development of the School-wide Instructional Focus Calendar andCommon Lesson Plans. Additionally, administration of Teacher Mini-Assessments, District QuarterlyAssessments, Afterschool and Saturday academies and sharing of Best Practices.

Informal and Formal Assessments

Informal and Formal Assessments Ongoing informal assessments are Teacher Mini-Assessments, class and home assignments and teacherobservations. Ongoing formal assessments are FCAT 2008 and District Quarterly Assessments.

Alternative Instructional Delivery Methods

Alternative Instructional Delivery Methods Implementation of the following alternative instructional delivery methods will consist of: Teaching to alllearning styles, Differentiated Instruction, Computer-based Instruction, Pull-out Sessions, Peer Teaching,Peer Tutoring, and Cooperative Learning Groups.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Different Innovative Approaches to Instruction North Dade Middle School’s struggling students will participate in “pull-out” sessions in Reading andMathematics, facilitated by the Reading and Mathematics Coaches. Small group and individualizedinstruction will be conducted through the use of researched-based materials and hands-on technology.



Responsibility of Teaching Reading for Every Teacher

Responsibility of Teaching Reading for Every Teacher North Dade Middle School’s Reading Coaches will facilitate on-going professional development andclassroom modeling for non-Language Arts and Reading teachers.

Quality Professional Development for Teachers and Leaders

Quality Professional Development for Teachers and Leaders North Dade Middle School teachers and administrators will participate in various professional developmentactivities, offered by M-DCPS District Personnel, North Regional Center Personnel, On-site School Personneland Outside Agencies, to increase awareness and empower individuals in the areas of Reading,Mathematics, Science and Writing to better serve our students.

Small Learning Communities (SLC)

Small Learning Communities (SLC) North Dade Middle School will expand on the success of its Science Small Learning Community (SLC). TheReading and Mathematics Coaches will assist with establishing Small Learning Communities in the areas ofLanguage Arts, Reading and Mathematics. Through the SLC, teachers will better address the needs of theirstudents. Science has established a SLC and will collaborate with the other departments, serving as amodel.

Intensive Intervention in Reading and Mathematics

Intensive Intervention in Reading and Mathematics North Dade Middle School’s Intensive Intervention in Reading and Mathematics will continue to be facilitatedthrough small class instruction. The use of paraprofessionals to assist with instruction in the classroom.Reading and Mathematics coaches will model and conduct “pull-out” sessions with students. Research-based curriculum and technology will be used during instruction.

Parental Access and Support

Parental Access and Support North Dade Middle School will offer training for parents to access the district’s Parent Portal. Theseworkshops will be conducted by PTSA and M-DCPS Parent Academy. Additionally, communication toparents will continue through the use of the ConnectEd Telephone and Email System.

Applied and Integrated Courses

Applied and Integrated Courses North Dade Middle School, through the instruction of SMART Time, 6th grade Middle Moves (Curriculum),7th grade Civics/Career Planning class, SPED 6th-8th grades Social Studies, and 8th grade ePEP, studentsare taught the connection between school and their future.

Course Choice Based on Student Goals / Interests / Talent

Course Choice Based on Student Goals / Interests / Talent North Dade Middle School students have the opportunity to select world language and/or advancedcourses, based on their goals, interests, and talents, while obtaining six academic high school credits.

Master Schedules Based on Student Needs

Master Schedules Based on Student Needs North Dade Middle School’s mater schedule is based on students’ requests for particular courses, academicneeds of the students, and the availability of the courses.



Academic and Career Planning

Academic and Career Planning North Dade Middle School models the International Baccalaureate Organization-Middle Years Programme(IBO-MYP) philosophy. Additionally strategies are addressed in the area of Applied and Integrated Courses.

GOALS

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

*Needs Assessment: The results of the 2008 FCAT Reading Test indicated that 52 percent of studentsin grades 6 through 8 met high standards, 58 percent made learning gains, and64 percent of the lower 25% made learning gains. The subgroups that did notmet their AYP targets were the African-American and EconomicallyDisadvantaged students. The students in grades 6 through 8 scored Level 1(24.6%), Level 2 (28.3%), Level 3 (30.6%), Level 4 (13%), and Level 5(3.3%). The students in grade 6 scored Level 1 (27%), Level 2 (24%), Level 3(29%), Level 4 (14%), and Level 5 (6%). The students in grade 7 scored Level 1(27%), Level 2 (27%), Level 3 (30%), Level 4 (13%), and Level 5 (3%). Thestudents in grade 8 scored Level 1 (20%), Level 2 (34%), Level 3 (33%), Level4 (12%), and Level 5 (1%). A detailed analysis of the reading scores revealedthat students in grades 6 were weakest in words/phrases (55%) andcomparisons (58%). Students in grade 7 were weakest in words and phrases(56%), main idea/purpose (56%), and reference/research (57%). Students ingrade 8 were weakest in reference/research (54%) and comparisons (58%).

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

*Strategies: 1. Implement the Continuous Improvement Model (CIM), Utilize the District’sLanguage Arts/Reading Pacing Guide and the Comprehensive Research-basedReading Plan. (Principal, Assistant Principal for Curriculum (APC), CurriculumCouncil/Leadership-Literacy Team (CCLLT), Reading Coaches, Reading Teachers,Language Arts Teachers-On-going)

2. Schedule Levels 3 through Level 5 students in Advanced and Gifted LanguageArts courses. (APC, Reading Coaches, Reading Teachers, Language ArtsTeachers, SPED Teachers, Counselors, Registrar, Parental Involvement-Ongoing)

3. Schedule Levels 1 and 2 students in intensive reading class, implement theVoyager program for Level 1 students, and provide inclusion class for Studentswith Disabilities (SWD). (APC, Reading Coaches, Reading Teachers, SPEDTeachers, Counselors, Registrar-7/1/08 to 6/3/09) 4. Establish custom group reports from Edusoft to monitor progress of AYPsubgroups (African-American and Economically Disadvantaged students), Level 1and Level 2 students and students participating in different tutorial andintervention groups. (APC, Reading Coaches, Reading Teachers, Language ArtsTeachers, Counselors-Ongoing)

5. Provide after school tutorials and Saturday Academy for low performingstudents. (Principal, APC, After-School Program Coordinator, Parental



Involvement-9/2/08 to 4/30/09)

6. Utilize District Baseline and Quarterly Assessments and Bi-Weekly AssessmentTests with the data analysis shared, using the debriefing protocols after everymajor benchmark assessment, to develop an Instructional Focus Calendar andto monitor progress of tutorial services. (Principal, APC, CCLLT, ReadingCoaches, Reading Teachers, Language Arts Teachers, After-School ProgramCoordinator, Tutors, Parental Involvement-Ongoing)

7. Create interdisciplinary projects. (Magnet Lead Teacher, Reading Teachers,Humanities Teachers-9/2/08 to 6/3/09)

8. Implement and use the “Word of the Day”, "Read Aloud", Student Servicesand Positive Behavior Support Curriculum through SMART Time class activity,Thirty minute Sustained Silent Reading and the Accelerated Reader programschool-wide. (Media Specialist, TRUST Counselor, Reading Coaches, ReadingTeachers, Language Arts Teachers, SMART Time Teachers, CCLLT-8/20/08 to6/3/09)

*Evaluation: Formative: FORF, District Baseline and Quarterly Assessments, Bi-Weekly Assessments,Teacher Tests, and Pre/Post Tests for tutorial programs

Summative: The 2009 FCAT Reading Test

*Evidence-basedProgram(s):

Voyager Language Jamestown Readers Bridges to Literature SOAR to Success FCAT Explorer

*ProfessionalDevelopment:

Edusoft Unwrapping the FCAT benchmarks Snapshot Student Performance Indicators (SPI) Creating Independence through Student-owned Strategies (CRISS) Accelerated Reader Voyager Language FCAT Explorer

*Objective: Given instruction based on the Sunshine State Standards, Black students willincrease their reading skills as evidenced by 65% meeting high standards on the2009 administration of the FCAT Reading Test.






5. Provide after school tutorials and Saturday Academy for low performingstudents. (Principal, APC, After-School Program Coordinator, ParentalInvolvement-9/2/08 to 4/30/09)









Edusoft Unwrapping the FCAT benchmarks Snapshot Student Performance Indicators (SPI) Creating Independence through Student-owned Strategies (CRISS) Accelerated Reader Voyager Language

*Objective: Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students will increase their reading skills as evidenced by 65%meeting high standards on the 2009 administration of the FCAT Reading Test.




5. Provide after school tutorials and Saturday Academy for low performingstudents. (Principal, APC, After-School Program Coordinator, ParentalInvolvement-9/2/08 to 4/30/09)











Edusoft Unwrapping the FCAT benchmarks Snapshot Student Performance Indicators (SPI) Creating Independence through Student-owned Strategies (CRISS) Accelerated Reader Voyager Language

Budget:

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

Description of Resources Funding SourceAvailableAmount

Other After School Tutorials $20,800.00

Total: $20,800.00

Technology


No Data No Data $0.00

Total: $0.00


Description of Resources Funding Source AvailableAmount

CIM, CRISS Strategies, Edusoft, SPI Title I Inservice Reimbursement $400.00

Total: $400.00

Other



Total: $0.00



Final Total: $21,200.00

*Non-Highly QualifiedInstructors:

Melba Jordan-296127-teaches 6th grade reading and language arts. She ispursuing a Master's degress in Language Arts and Reading Endorsement.

The principal will identify model classrooms within the school. Mentor teachers,based on student data, will serve in the capacity of a model classroom teacher.Mentor teachers are those teachers whose assessment data in a specific area ofreading is exemplary. A model classroom should only be used for demonstrationpurposes in the area of strength of the mentor teacher. (There could possibly bea different model classroom for all five areas of reading). Based on student dataand input from the Reading Coach, the principal will identify classroom teacherswho are successfully implementing the essential elements of reading. Teachers inneed of support may have an opportunity to observe a model classroom inaction, practice the new behavior in a safe context and apply the behavior withpeer support in the classroom. Professional development will be offered byReading Coaches, District and North Regional Center to provide opportunities forcollaborative and reflective practices among teachers.

End of Reading Goal

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

*Needs Assessment: The results of the 2008 FCAT Mathematics Test indicated that 49 percent ofstudents in grades 6 through 8 met high standards, 63 percent did make learninggains, and 64 percent of the lower 25% made learning gains. The subgroups thatdid not met their AYP targets were the African-American and EconomicallyDisadvantaged students. The students in grades 6 through 8 scored Level 1(32.6%), Level 2 (22.6%), Level 3 (28%), Level 4 (12.3%), and Level 5(3.6%). The students in grade 6 scored Level 1 (40%), Level 2 (23%), Level 3(22%), Level 4 (11%), and Level 5 (3%). The students in grade 7 scored Level 1(37%), Level 2 (26%), Level 3 (23%), Level 4 (10%), and Level 5 (3%). Thestudents in grade 8 scored Level 1 (21%), Level 2 (19%), Level 3 (39%), Level4 (16%), and Level 5 (5%). A detailed analysis of the reading scores revealedthat students in grades 6 were weakest in number sense (44%), measurement(44%) and algebraic thinking (50%). Students in grade 7 were weakest innumber sense (44%), measurement (44%), and algebraic thinking (44%).Students in grade 8 were weakest in measurement (42%), geometry (42%),algebraic thinking (42%), and data analysis (42%).

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades 6 through 8 will increase to 68% onthe 2009 administration of the FCAT Mathematics Test.

*Strategies: 1. Implement the Continuous Improvement Model (CIM) and Utilize the District’sMathematics Pacing Guide. (Principal, Assistant Principal for Curriculum (APC),Curriculum Council/Leadership-Literacy Team (CCLLT), Mathematics Coach,Mathematics Teachers-On-going)

2. Schedule Levels 3 through Level 5 students in Advanced and GiftedMathematics courses. (APC, Mathematics Coach, Mathematics Teachers, SPEDTeachers, Counselors, Registrar, Parental Involvement-Ongoing)

3. Schedule Levels 1 students in intensive mathematics class, utilize the FCATExplorer, GIZMOS, and CompassLearning programs for Level 1 students, andprovide inclusion class for Students with Disabilities (SWD). (APC, MathematicsCoach, Mathematics Teachers, SPED Teachers, Counselors, Registrar-7/1/08 to6/3/09)

4. Establish custom group reports from Edusoft to monitor progress of AYPsubgroups (African-American and Economically Disadvantaged students), Level 1and Level 2 students and students participating in different tutorial and



intervention groups. (APC, Mathematics Coach, Mathematics Teachers,Counselors-Ongoing)

5. Provide after school tutorials and Saturday Academy for low performingstudents. (Principal, APC, Mathematics Coach, Mathematics Teachers, After-School Program Coordinator, Tutors, Parental Involvement-9/2/08 to 4/30/09)

6. Utilize District Baseline and Quarterly Assessments and Bi-Weekly AssessmentTests with the data analysis shared, using the debriefing protocols after everymajor benchmark assessment, to develop an Instructional Focus Calendar forMathematics, Science and Enrichment classes and to monitor progress of tutorialservices. (Principal, APC, CCLLT, Mathematics Coach, Mathematics Teachers,After-School Program Coordinator, Tutors, Parental Involvement-Ongoing)

7. Increase use of CRISS strategies, graphing calculators, manipulatives andcooperative learning activities throughout classes. (APC, Mathematics Coach,Mathematics Teacher-On-going)

8. Implement and use the “Word of the Day”, "Read Aloud", Student Servicesand Positive Behavior Support Curriculum through SMART Time class activity,Thirty minute Sustained Silent Reading and the Accelerated Reader programschool-wide. (Media Specialist, TRUST Counselor, Mathematics Coach,Mathematics Teachers, SMART Time Teachers, CCLLT-8/20/08 to 6/3/09)

*Evaluation: Formative: District Baseline and Quarterly Assessments, Bi-Weekly Assessments, TeacherTests, and Pre/Post Tests for tutorial programs

Summative: The 2009 FCAT Mathematics Test


Glencoe Mathematics Riverdeep FCAT Explorer GIZMOS CompassLearning Applications and Concepts by Glencoe


CIM FCAT Explorer Edusoft SPI CRISS Riverdeep GIZMOS CompassLearning Unwrapping the FCAT benchmarks

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



3. Schedule Levels 1 students in intensive mathematics class, utilize the FCATExplorer, GIZMOS, and CompassLearning programs for Level 1 students, andprovide inclusion class for Students with Disabilities (SWD). (APC, MathematicsCoach, Mathematics Teachers, SPED Teachers, Counselors, Registrar-7/1/08 to6/3/09)



4. Establish custom group reports from Edusoft to monitor progress of AYPsubgroups (African-American and Economically Disadvantaged students), Level 1and Level 2 students and students participating in different tutorial andintervention groups. (APC, Mathematics Coach, Mathematics Teachers,Counselors-Ongoing)











*Objective: Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students will increase their mathematics skills as evidenced by68% meeting high standards on the 2009 administration of the FCATMathematics Test.



3. Schedule Levels 1 students in intensive mathematics class, utilize the FCATExplorer, GIZMOS, and CompassLearning programs for Level 1 students, andprovide inclusion class for Students with Disabilities (SWD). (APC, Mathematics



Coach, Mathematics Teachers, SPED Teachers, Counselors, Registrar-7/1/08 to6/3/09)

4. Establish custom group reports from Edusoft to monitor progress of AYPsubgroups (African-American and Economically Disadvantaged students), Level 1and Level 2 students and students participating in different tutorial andintervention groups. (APC, Mathematics Coach, Mathematics Teachers,Counselors-Ongoing)











Budget:



Research-based Programs/MaterialsSupplementary materials from state-adopted textbook $0.00

Total: $0.00

Technology





Total: $0.00



CIM, Riverdeep, CRISS, Manipulatives,Edusoft, SPI School Budget, District Budget $0.00

Total: $0.00

Other


After School Tutorials Title I, School Budget $21,800.00

Total: $21,800.00



Does not apply.

End of Mathematics Goal

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

*Needs Assessment: The results of the 2008 FCAT Writing+ Test indicate that 87% of students ingrade 8 met high standards scoring a 3.5 or higher. This is a 5% increased ascompared to the results of the 2007 FCAT Writing+ Test. A detailed analysis ofthe writing scores revealed that students in grade 8 were weakest in persuasivewriting.

*Objective: Given instruction based on the Sunshine State Standards, students in grade 8 willimprove their writing skills as evidenced by an increase of 3 percentage points inthe number of students achieving high standards on the 2009 Administration ofthe FCAT Writing+.

*Strategies: 1. Implement the Continuous Improvement Model (CIM), Six Traits of Writing,CRISS, and Utilize the District’s Pacing Guide to improve writing skills. (Principal,Assistant Principal for Curriculum (APC), Curriculum Council/Leadership-LiteracyTeam (CCLLT), Language Arts Teachers-On-going)

2. Provide students with structured outlines and graphic organizers to assist withthe writing process, which includes formats for expository and persuasive writing.Expose students to samples of good writing and implement a timeline for writingessays across the curriculum to provide multiple opportunities for writing.(Language Arts Teachers, Mathematics Teachers, Science Teachers, HumanitiesTeachers, World Languages Teachers, Enrichment Teachers, and SPED Teachers-On-going)

3. Schedule Levels 3 through Level 5 students in Advanced and Gifted LanguageArts courses. (APC, Reading Coaches, Language Arts Teachers, SPED Teachers,Counselors, Registrar, Parental Involvement-Ongoing)

4. Establish custom group reports from Edusoft to monitor progress of AYPsubgroups (African-American and Economically Disadvantaged students), Level 1and Level 2 students and students participating in different tutorial andintervention groups. (APC, Reading Coaches, Language Arts Teachers,Counselors-Ongoing)



5. Provide after school tutorials and Saturday Academy for low performingstudents. (Principal, APC, Language Arts Teachers, After-School ProgramCoordinator, Tutors, Parental Involvement-9/2/08 to 4/30/09)

6. Utilize District Baseline and Quarterly Assessments, Bi-Weekly AssessmentTests with the data analysis shared, using the debriefing protocols after everymajor benchmark assessment, to develop Instructional Focus Calendar and tomonitor progress of tutorial services. (Principal, APC, CCLLT, Language ArtsTeachers, After-School Program Coordinator, Tutors, Parental Involvement-Ongoing)

7. Establish Language Arts as a major component of the IBO-MYP to providemultiple opportunities for writing, use of correct English conventions, and increasestudent participation in District and school writing contests. (Magnet LeadTeacher, AOI Leaders, Language Arts Teachers-On-going)

*Evaluation: Formative: District Pre/Post Writing+ Test, Bi-Weekly Assessments, Teacher Tests, andPre/Post Tests for tutorial programs

Summative: The 2009 FCAT Writing+ Assessment Test


The Language of Literature by McDougal Little Six Traits of Writing Program


CIM CRISS CRISS Refresher Six Traits of Writing In-house workshops on writing across the curriculum Use of interim assessment data for instructional purposes Unwrapping the FCAT benchmarks

Budget:



CRISS, State-adopted supplementarymaterial

School Budget, District Budget $0.00

Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



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 results of the 2008 FCAT Science Test indicate that 25% of the students ingrade 8 met high standards. A detailed analysis of the science scores revealedthat students in grade 8 were weakest in earth/space (36%), physical/chemical(46%), scientific thinking (50%).

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grade 8 will increase by 25 percentage pointson the 2009 Science Test as compared to the 2008 administration of the FCATScience Test.

*Strategies: 1. Implement the Continuous Improvement Model (CIM) and Utilize the District’sScience Pacing Guide. (Principal, Assistant Principal for Curriculum (APC),Curriculum Council/Leadership-Literacy Team (CCLLT), Science Coach, ScienceTeachers-On-going)

2. Schedule Levels 3 through Level 5 students in Advanced and Science courses.(APC, Science Coach, Science Teachers, SPED Teachers, Counselors, Registrar,Parental Involvement-Ongoing)

3. Utilize the FCAT Explorer, GIZMOS, and CompassLearning programs andprovide inclusion class for Students with Disabilities (SWD). (APC, Science Coach,Science Teachers, SPED Teachers, Counselors, Registrar-7/1/08 to 6/3/09)

4. Utilize District Baseline and Quarterly Assessments and Bi-Weekly AssessmentTests with the data analysis shared, using the debriefing protocols after everymajor benchmark assessment, to develop an Instructional Focus Calendar forScience and Mathematics classes and to monitor progress of students andtutorial services. (Principal, APC, CCLLT, Science Coach, Science Teachers, After-School Program Coordinator, Parental Involvement-Ongoing)

5. Increase use of CRISS strategies, weekly experiments that focus on theexperimental design model, use of technology and problem-solving skills,students’ scientific literacy, and participation in District and school sciencecontests. (APC, Science Coach, Science Teachers, Media Specialist-On-going)

6. Establish Science Family Nights, School-wide Science Fair, and establishScience as a major component of the IBO-MYP to provide multiple opportunitiesfor science. (Principal, APC, After-School Program Coordinator, ParentalInvolvement-9/2/08 to 4/30/09)

7. Provide after school tutorials and Saturday Academy for low performingstudents. (Principal, APC, Science Coach, Science Teachers, After-SchoolProgram Coordinator, Tutors, Parental Involvement-9/2/08 to 4/30/09)


Summative: The 2009 FCAT Science Assessment Test


Science Voyager by Glencoe State Adopted-Textbooks Riverdeep GIZMOS FCAT Explorer


CIM CRISS



IBO-MYP Programme Science Fair Workshops Edusoft SPI Unwrapping the FCAT benchmarks Science Made Sensible FCAT Explorer Laboratory Experiments SMART Board Training Collaborative Practices

Budget:



Supplementary materials from state-adopted textbook NA $0.00

Total: $0.00

Technology



Total: $0.00



CIM, Edusoft, Riverdeep, GIZMOS,CRISS


Total: $400.00

Other


SEEMA District Budget $0.00

Total: $0.00

Final Total: $400.00


Nelson Watson-Teacher

The principal will identify model classrooms within the school. Mentor teachers,based on student data, will serve in the capacity of a model classroom teachers.Mentor teachers are those teachers whose assessment data in a specific area ofscience is exemplary. A model classroom should only be used for demonstrationpurposes in the area of strength of the mentor teacher. (There could possibly bea different model classroom for all five areas of science). Based on student dataand input from the Science department chairperson, the principal will identifyclassroom teachers who are successfully implementing the essential elements ofscience. Teachers in need of support may have an opportunity to observe amodel classroom in action, practice the new behavior in a safe context and applythe behavior with peer support in the classroom. Professional development willbe offered by Science Coach, District and North Regional Center to provideopportunities for collaborative and reflective practices among teachers.

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I



*Needs Assessment: Data from the Year-End Progress on School Improvement Plan Objectives for2007-2008 indicate that there is a need to increase parental involvement. Thelevel of parental involvement of low performing students in reading andmathematics needs to be a major focus to increase student academicachievement. The lack of participation and support is due to several factors, suchas single-parent homes, non-parental guardianship, foster care, low economicstatus, and lack of transportation. The 2007-2008 School Climate Survey alsoshowed that 13% of parent respondents believed that teachers do not do theirbest to include them in matters directly affecting their child’s progress in schooland 18% believe that this school is not effectively teaching students to usecomputers.

*Objective: Given the emphasis on parental and community involvement, the school willdemonstrate an increase of 5 percentage points in the number of parentsattending evening parent training sessions as evidenced by comparing sign insheets for the 2007-2008 and 2008-2009 school years.

*Strategies: 1. Carry out a marketing campaign to increase parental awareness of school andlaw enforcement collaboration. (Assistant Principal, Magnet Lead Teacher,Community Involvement Specialist (CIS)-On-going)

2. Collaborate with community partners to improve parenting skills of parents ofat-risk students. (Assistant Principal, Magnet Lead Teacher, CommunityInvolvement Specialist (CIS), Student Services-On-going)

3. Conduct workshops on school campus and in the community for: strategiesto support FCAT reading, mathematics, writing and science efforts, and others.(Assistant Principal, Curriculum Coaches, CIS, Parent Academy-On-going)

4. Initiate campaign to increase volunteer presence in the school. (AssistantPrincipal, Magnet Lead Teacher, Community Involvement Specialist (CIS), DadePartner Liaison-On-going)

5. Increase parent involvement in alternatives to suspension. (Assistant Principal,TRUST Counselor, Student Services, Parental Involvement-On-going)

6. Conduct sensitivity training for faculty and staff. (Assistant Principal,Community Partners, Magnet Lead Teacher, TRUST Counselor-On-going)

*Evaluation: Data from the Parental Contact Logs for 2008-2009 school year compared tothe 2007-2008 school year.


National PTSA Standards


Professional development for parents will be provided through Parent Academysessions Monthly PTSA and EESAC meetings CRISS session for parents Reading, Mathematics, Writing, and Science Workshops

*Objective:

*Strategies: Parent compacts/contracts will be distributed and returned through SMART Timeclasses, PTSA meetings and workshops, parent conferences, and parent visits tothe school-site.

*Evaluation:

*Evidence-basedProgram(s):*ProfessionalDevelopment:

Budget:






Total: $0.00

Technology



Total: $0.00



Parent Workshops, CRISS for Parents School/Title I Budget $0.00

Total: $0.00

Other


Supplies Title I Supplies $1,500.00

Total: $1,500.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data from the FLDOE indicated that in 2006-2007, North DadeMiddle School ranked in the 12th percentile on the State of Florida ROI Index.

Objective: North Dade Middle School’s Return on Investment (ROI) percentile ranking willincrease at least 2 percentage point on the next publication of the ROI.

Strategies: 1. Become more informed about the use of financial resources in relation toschool programs. (Principal, Assistant Principals, EESAC Chairperson-On-going)

2. Collaborate with the District and the Regional Center regarding resourceallocations. (Principal, Assistant Principals-On-going)

3. Consider taking advantage of a broader resource base, such as volunteernetworks and Dade Partners. (Principal, Assistant Principals, PTSA, CIS-On-going)

4. Create partnership with community agencies. (Principal, Assistant Principals,CIS-On-going)

5. Consider sharing facilities with community agencies. (Principal, AssistantPrincipals, CIS-On-going)

Evaluation: On the next State of Florida ROI index publication, North Dade Middle School willincrease its State of Florida Ranking by two percentage points.

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 Other After School Tutorials $20,800.00

Mathematics Research-basedPrograms/Materials

Supplementary materials fromstate-adopted textbook $0.00

Writing CRISS, State-adoptedsupplementary material School Budget, District Budget $0.00

Science Supplementary materials fromstate-adopted textbook

NA $0.00

Total: $20,800.00

Technology


No Data No Data No Data $0.00

Total: $0.00



Reading CIM, CRISS Strategies,Edusoft, SPI

Title I InserviceReimbursement $400.00

Mathematics CIM, Riverdeep, CRISS,Manipulatives, Edusoft, SPI School Budget, District Budget $0.00

Science CIM, Edusoft, Riverdeep,GIZMOS, CRISS


Parental InvolvementParent Workshops, CRISS forParents School/Title I Budget $0.00

Total: $800.00

Other


Mathematics After School Tutorials Title I, School Budget $21,800.00

Science SEEMA District Budget $0.00

Parental Involvement Supplies Title I Supplies $1,500.00

Total: $23,300.00


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.

No. Disagree with the above statement.



Measures Being Taken to Comply with SAC Requirement

The majority of the SAC members are not employed by the District. The SAC is composed of the principal, and an appropriately balanced number of teachers, educationsupport employees, students (for middle, junior high and high school only), parents, and other businessand community citizens who are representative of the ethnic, racial, and economic community served bythe school.

SAC Involvement

North Dade Middle School promotes a cooperative and collaborative body of leadership includingrepresentatives from all stakeholder populations to serve on the school's primary decision-making body,the Educational Excellence School Advisory Council (EESAC).

EESAC fosters an environment of professional collaboration among all stakeholders to help create alearning environment that supports the school's vision and mission. In the monthly meetings, EESAC playsan integral role in developing the annual School Improvement Plan (SIP) and provides guidance and fundsfor heightened student achievement in curriculum support programs.

SAC Members

Members

1) Lowell C. Crawford, Principal

2) Carolyn Carlson-Yellen, SAC Chair

3) Diana Ramos-Elvir, Student

4) Antoinette Cannon, Teacher

5) Richard Dobson, Teacher

6) Richard Bersson, Teacher

7) Angela Severino, Teacher

8) Herbert Jean, Teacher

9) Dr. Carroll Storr, Business Member

10) Stephanie Roux, Parent

11) William Russell, Parent

12) Harriet Graham, Parent

13) Miriam Ramos-Elvir, Parent

14) Maureen Ononuju, Parent

15) Dedgra Washington, School Support Personnel



16) Diane Hall, School Support Personnel

17) Ruby Wells, Union Steward

18) Alicia M. Brown, Assistant Principal

IMPLEMENTATION EVALUATION

The School Improvement Plan will be monitored by EESAC on a regular basis and will have a formal mid-year review at the Regional Center. Changes will be made, as warranted.

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

14 86 6 94 0 0 0 0 0 0


BBA BBA


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

24 76 3 97 0 0 0 0 0 0


BBA BBA


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

8 92 4 96 55 45 4 96 0 0


BBA BBA District BBA


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name of



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH DADE MIDDLE SCHOOL 6591Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 809Math: 809

2007-2008 School Grade1:

C Did the Schoolmake AdequateYearly Progress?

NO

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

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

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

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 99 Y 99 Y 48 N 46 N 94 93 Y NA 48 52 N 49 54 N 42 N 53 N

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 99 Y 99 Y 44 N 41 N 93 92 Y NA 52 56 N 52 59 N 39 N 48 N HISPANIC 99 Y 99 Y 69 Y 70 Y Y NA 31 31 NA 36 30 NA NA NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED

99 Y 98 Y 46 N 44 N 94 93 Y NA 53 54 N 51 56 N 40 N 50 N

ENGLISHLANGUAGELEARNERS

NA NA NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES 100 Y 97 Y NA NA NA NA NA NA NA NA

AssessmentUsed


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


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

Subgroup(s) not making

AYP

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

%mastery

%Non-mastery

AfricanAmerican

14 86 3 97

ED 13 87 3 97

End of Baseline Data Report

AYP DATA



2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH DADE MIDDLE SCHOOL 6591Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 821Math: 821


C Did the Schoolmake AdequateYearly Progress?

NO


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

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

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N

TOTAL4 99 Y 99 Y 52 Y 51 N 93 94 Y NA 47 48 NA 49 49 N 38 NA 54 N

WHITE NA NA NA NA NA NA NA 25 NA NA NA BLACK 99 Y 99 Y 48 N 48 N 92 93 Y NA 52 52 N 54 52 N 35 N 51 N HISPANIC 100 Y 100 Y 69 Y 64 Y Y NA 27 31 NA 25 36 NA NA NA ASIAN NA NA NA NA NA NA NA 10 NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 47 N 49 N 92 94 Y NA 50 53 N 53 51 N 36 N 52 N


NA NA NA NA NA NA NA 45 NA NA NA

STUDENTS WITHDISABILITIES 95 Y 95 Y NA NA NA NA NA NA NA NA

2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH DADE MIDDLESCHOOL 6591

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

Read: 901Math: 901


B Did the Schoolmake AdequateYearly Progress? 5

PRO


This section shows theimprovement for each group usedto determine AYP via safe harbor(Part b2).

Group








SafeHarborReading


SafeHarborMath

2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N

TOTAL4 99 Y 99 Y 53 Y 51 Y 93 Y NA 56 47 NA 53 49 NA

WHITE NA NA NA NA NA NA NA NABLACK 99 Y 99 Y 48 Y 46 N 93 92 Y NA 63 52 NA 58 54 NHISPANIC 99 Y 99 Y 73 Y 75 Y NA NA 34 27 NA 35 25 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 50 Y 47 N 94 92 Y NA 60 50 NA 56 53 N


NA NA NA NA NA NA NA NA

STUDENTS WITHDISABILITIES 98 Y 98 Y NA NA NA NA NA 94 NA

SCHOOL GRADE DATA



Dade School DistrictNORTH DADE MIDDLE SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

52% 49% 87% 25% 213

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

58% 63% 121

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

Adequate Progressof Lowest 25% inthe School?

64% (YES) 64% (YES) 128 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 462 Percent Tested =99% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

55% 55% 82% 23% 215

Writing and Science: Takes into account the % scoring3.5 and above on Writing and the % scoring 3 and aboveon Science. Sometimes the District writing and/or scienceaverage is substituted for the writing and/or sciencecomponent.

% of StudentsMaking LearningGains

52% 60% 112


Adequate Progressof Lowest 25% inthe School?

55% (YES) 58% (YES) 113 Adequate Progress based on gains of lowest 25% ofstudents in reading and math. Yes, if 50% or more makegains in both reading and math.

Points Earned 440 Percent Tested =99% Percent of eligible students tested

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


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 56% 54% 78% 188

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

% of Students MakingLearning Gains 69% 71% 140


Adequate Progress of Lowest25% in the School? 75% (YES) 75 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 403 Percent Tested = 99% Percent of eligible students tested

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



Documents

2008-2009 Florida School Improvement Plan (Print-View)ossip.dadeschools.net/sip/08-09/pdf/6591.pdfdevelopment and mentoring. Through the assistance provided by the Office of Professional