School Improvement Plan (SIP) - Somerset Prep



School Improvement Plan (SIP)CHARTER SCHOOL VERSIONA charter school that receives a school grade of “D” or “F” pursuant to Section 1008.34(2), F.S., must develop and submit a school improvement plan to its sponsor.2013-2014 SCHOOL IMPROVEMENT PLANPART I: CURRENT SCHOOL STATUSSchool Information School Name: Somerset Preparatory Academy North LauderdaleDistrict Name: BrowardPrincipal: Daniel ShourdsSuperintendent: Robert W. RuncieGoverning Board Name: Andreina D. FigueroaDate of School Board Charter Approval: 2010Student Achievement Data and Reference Materials: The following links will open in a separate browser window. School Grades Trend Data Florida Comprehensive Assessment Test (FCAT)/Statewide Assessment Trend Data High School Feedback Report K-12 Comprehensive Research Based Reading PlanAdministratorsList your school’s administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of School Grades, FCAT/statewide assessment performance (percentage data for achievement levels, learning gains, Lowest 25%), and ambitious but achievable annual measurable objective (AMO) progress.PositionNameDegree(s)/Certification(s)Number of Years at Current SchoolNumber ofYears as an AdministratorPrior Performance Record (include prior School Grades, FCAT/statewide assessment Achievement Levels, learning gains, lowest 25%), and AMO progress, along with the associated school year)PrincipalDaniel ShourdsMaster of Science Educational Leadership44 2012 2011 School Grade F N/A FCAT Reading 25% 33%FCAT Rd Gains Lowest 25% 75% 57%Reading AMO Progress 39% N N/AFCAT Math 26% 38%FCAT Math Gains 25% 54% 84%Math AMO Progress 43% N N/AAssistantPrincipalAlexandra GomezSpecialist in Educational LeadershipMaster’s in Education 2012 2011 School Grade F N/A FCAT Reading 25% 33%FCAT Rd Gains Lowest 25% 75% 57%Reading AMO Progress 39% N N/AFCAT Math 26% 38%FCAT Math Gains 25% 54% 84%Math AMO Progress 43% N N/AAssistant PrincipalJoseph Parker 2012 2011 School Grade B A FCAT Reading 50% 82%FCAT Rd Gains Lowest 25% 67% 73%Reading AMO Progress N/A N/AFCAT Math 48% 88%FCAT Math Gains 25% 37% 89%Math AMO Progress N/A N/AInstructional CoachesList your school’s instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of School Grades, FCAT/statewide assessment performance (percentage data for achievement levels, learning gains, Lowest 25%), and ambitious but achievable annual measurable objective (AMO) progress. Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.SubjectAreaNameDegree(s)/Certification(s)Number of Years at Current SchoolNumber of Years as an Instructional CoachPrior Performance Record (include prior School Grades, FCAT/Statewide Assessment Achievement Levels, Learning Gains, Lowest 25%), and AMO progress along with the associated school year)Curriculum CoachHolly CasiosBachelors of Science in Elementary EducationMaster of Science in Reading 33 2012 2011 School Grade C N/A FCAT Reading 48% 51%FCAT Rd Gains Lowest 25% 79% 53%Reading AMO Progress 44% Y N/AFCAT Math 37% 52%FCAT Math Gains 25% 58% 70%Math AMO Progress 39% N N/ACurriculum CoachDarrow ArrowBachelor of Arts in Exceptional Student Education, Master’s in Educational Leadership 11 2012 2011 School Grade C N/A FCAT Reading 48% 51%FCAT Rd Gains Lowest 25% 79% 53%Reading AMO Progress 44% Y N/AFCAT Math 37% 52%FCAT Math Gains 25% 58% 70%Math AMO Progress 39% N N/ARequired components of the School Improvement Plan for Charter Schools:1. Mission StatementProvide your school’s mission statement:It is our mission to provide our students with opportunities designed to meet individual student needs and experiences that promote growth in each area of development. We will celebrate our achievements and forgive our failures. We will be student centered and curriculum driven, but most of all it is the charge of our professional craft to strive daily to make a positive difference in the life of a child.2. Academic Data Provide student academic data for the most recent three (3) years, if available:The demographic breakdown is as follows:White 45891456159500Black HispanicReading Proficiency: FCAT 2.0 ReadingFCAT 2.0 Reading2013 2012 FCAT Proficient153924030924500FCAT Learning Gains FCAT Lowest 25% Making Learning Gains Reading Academic Data Analysis: FCAT 2 Reading Subgroup Student DataNumeratorDenominatorPercentFCAT 2 Students scoring at Achievement Level 3 in reading1810816.7FCAT 2 Students scoring at or above Achievement Levels 4 in reading91088.3FCAT 2 Percentage of students making learning gains in reading62.29962.8FCAT 2 Percentage of students in lowest 25% making learning gains in reading18.72574.8Student subgroups Black not making satisfactory progress in reading587874.4Student subgroups Hispanic not making satisfactory progress in reading162176.2 Economically Disadvantaged students not making satisfactory progress in reading577972.2Reading Proficiency: B.A.T. Reading 2011, 2012, 2013434784511684000BAT Reading Predicted Proficiency20139th-11th Graders20129th and 10th Graders2011 9th Grade Only BAT Assessment Period 137.1%31.4%33%9th Graders42.9%47.8%33%10th Graders31.3%15%BAT Assessment Period 2 51.9%33%9th Graders50.7%33%10th Graders53.1%The data from Benchmark Assessment Testing has been in place all years we have opened. Our first year opened with a 9th grade class and scored 33% proficiency on both BAT administered sessions. In 2012, we grew from 9th grade to having both 9th and 10th grade. The data shows that in 2012 BAT 1 assessment we scored an overall proficiency level of 31.4% and grew 20.5 percentage points to a 51.9% overall proficiency level. So far this school year we show a 42.9% proficiency rate for our 9th grade and a 31.3% proficiency rate for our 10th graders. We anticipate much growth with the BAT 2 data to be announced soon. 35712409017000Reading Proficiency: FAIR Testing 2012, 2013FAIR Testing: Success Probability 2012-20139th-11th Graders 2011-2012 9th and 10th GradersHigh Probability10%25.5%9th Grade16%29%10th Grade2%22%11th Grade12%Mid Probability51%50%9th Grade47%51%10th Grade47%49%11th Grade60%Low Probability39%24.5%9th Grade37%20%10th Grade51%29%11th Grade28%FCAT DSS AverageNot Available 2339th GradeAs of SIP23110th Grade/11th GradeDate235We also implemented FAIR testing last school year for our high school students. In 2011-2012 school year, our 9th graders overall Probability of Reading Success data showed that 29% of the students were at a high level, 51% were at a mid- level, and 20% of our students were at a low level. The reporting categories showed they scored 4 out of 8 correct in words and phrases, 7 out of 12 correct in main idea and purpose, 6 out of 11 correct in comprehension, and 7 out of 14 correct in reference and research. The DSS average for 9th graders according to the FAIR testing showed 231 average points. 10th graders in 2011-2012 showed that 22% would have a high probability of success, 49% mid- level probability of success, and 29% would have a low probability of success. The reporting categories data indicated that our 10th graders scored 6 out of 10 correct in words and phrases, 6 out of 13 with main idea and purpose, 5 out of 13 correct in comparisons category, and 7 out of 13 correct in reference and research. The overall DSS average for this grade group is 235 points.The FAIR testing data for 2012-2013 school year indicates that our current 11th graders, re-takers for FCAT, show 12% at high probability of success, 60% at mid-level, and 28% at a low probability of reading success. The current 10th graders data indicates that 2% have a high probability of reading success, 47% at mid- level, and 51% of the 10th graders at a low probability of reading success. Our 9th grade data on FAIR indicates that 16% have a high probability of reading success, 47% at a mid-level probability, and 37% with a low probability of reading success. Math Proficiency: Algebra and Geometry EOC Testing 2012 9th and 10th Grades Only2011 9th Grade OnlyAlgebra EOC Proficiency26%46%Algebra EOC: Lowest 25% Learning Gains54%No previous test year dataGeometry EOC Average T-Score44 pointsNo Test Available419227080010004192270-266382500Algebra EOC2012 SummerRe-Take Proficiency14% EOC Academic Data Analysis: The results of the 2012 Algebra EOC assessment indicate that 26.3% of students achieved proficiency with our lowest 25% showing learning gains was at 54%. The AMO subgroup data from Broward County Data Warehouse School SIP FCAT Data Report 2012-2013 based on the 2012 Algebra EOC scores indicates the following(please note the numerator is the number of students who scored that category and the denominator indicates the total number included in that statistic): indicates the following:Algebra EOC Subgroup Data 2012NumeratorDenominatorPercentageStudents scoring at or above Achievement Levels 4 and 5 in Algebra 12613.3Student subgroups Black not making satisfactory progress in Algebra374778.7Student subgroups Hispanic not making satisfactory progress in Algebra61154.5Economically Disadvantaged students not making satisfactory progress in Algebra314372.1Overall our average DSS score on the Algebra EOC for 2012 was 387 points. Students scored 10 points out of a possible 31 in functions, linear equations and inequalities. A total of 2 points out of 10 possible in polynomials, and 4 out of a possible 13 points in the rational, radicals, quadratics and discrete mathematics subsection. Summer Algebra EOC data indicates that 14% of our re-takers were proficient and had an average DSS score of 379 points. The Geometry EOC was given for the first time in 2012 and our 10th grade students scored an average T- score of 44 points. As this test is broken into a statewide comparison of thirds, our students had 51% in the lowest third, 41% in the second third, and 7% in the top third. A category summary of our Geometry EOC indicates that our students scored 11 of 35 total point for Category 1: two dimensional geometry, 3 out of 11 points for Category 2: Three Dimensional Geometry, and 1 out of 8 points possible in Category 3: Trigonometry and Discrete Math. The AMO subgroup data from Broward County Data Warehouse School SIP FCAT Data Report 2012-2013 based on the 2012 Geometry EOC scores indicates the following(please note the numerator is the number of students who scored that category and the denominator indicates the total number included in that statistic):Geometry EOC Subgroup Data 2012NumeratorDenominatorPercentage Students scoring at Achievement Level 3 in Geometry174141.5Students scoring at or above Achievement Levels 4 and 5 in Geometry3417.3Student subgroups Black not making satisfactory progress in Geometry142850Student subgroups FRL not making satisfactory progress in Geometry163053.3 B.A.T. Algebra and Geometry 2011, 2012, 2013 BAT Algebra and Geometry EOC Predicted Proficiency20139th-11th Graders20129th and 10th Graders2011 9th Grade OnlyBAT Assessment Period 19th Graders: Algebra 33%39%29%10th Graders: Geometry13%25%BAT Assessment Period 2 9th Graders: Algebra30%33%10th Graders: Geometry 43%The data from Benchmark Assessment Testing has been in place all years we have opened. Our first year only open with a 9th grade class we scored 29% proficiency on the Algebra EOC BAT 1 and grew 4 percentage points to score 33% proficiency on BAT 2 Assessment. In 2012, we grew from 9th grade only to having both 9th and 10th grade, allowing for both Algebra and Geometry BAT assessments. The data shows that in 2012 BAT 1 assessment we scored an overall proficiency level of 39% for Algebra and 25% proficiency for Geometry. While our Algebra BAT 2 score fell to only 30% predicted proficient, our Geometry score rose 18 percentage points to 43% predicted proficiency. So far this school year we show a predicted proficiency rate for our 9th grade Algebra at 33% and a13% proficiency for our Geometry. We anticipate much growth with the BAT 2 data to be announced soon. Writing Academic Data37350701905000Writing20121st year with 10th Grade BAT 1 Writing Prompt4.0 FCAT Writing Mean Prompt Score3.1FCAT Writing Score ≥ 3.519%FCAT Writing Score ≥ 4.010% FCAT Writing Proficiency Percent70%Our school opened in 2010-2011 with only a 9th grade, therefore no data exits for 2010-2011 school year for FCAT Writing. These students were enrolled in Language Arts classes instructed with the Springboard Curriculum to prepare them for upcoming 10th grade Writing Assessment. Once 2011-2012 began, this first class of high school was now in 10th grade and scored an average 4.0 on the BAT Writing Administered that year. This same group of students was our first to take the 10th grade writing FCAT. We had 48 total 10th graders whose mean prompt score was a 3.1 on a 6.0 scale. We had 19 students score greater or equal to 3.5 and 10 students who scored greater or equal to a 4. Our overall proficiency rate of 70%. Biology EOC Academic Data 38557204699000EOC Biology BAT 120131st year with Biology Offered Predicted Proficiency25%Average Score: Molecular and Cellular Biology30Average Score: Classification, Heredity, and Evolution 30Average Score: Organisms, Pops, and Ecosystems32 Biology Academic Data: Our school opened in 2010-2011 with only a 9th grade and we did not offer Biology to our starting 9th graders. Once they moved into our 10th grade in 2011-2012, we had so many students new to 10th grade from various non-feeder schools, that we could not offer Biology into our schedule due to such varying course requirements missing. Therefore, because of the blending of students from non-feeder schools the previous school year, this is our first year to offer Biology. Our highly effective biology teacher has been teaching the EOC benchmarks to her classes and is utilizing mini-BAT assessments bi-weekly to assess mastery of students. The data from BAT 1 indicates that 25% of our 89 students are predicted proficient on the Biology EOC. The average score for Molecular and Cellular Biology was 30 points or 4.5% having met the passing criteria. The average score for Classification, Heredity, and Evolution was also 30 points with an overall average of 6% meeting passing criteria and the average score for Organisms, Pops, and Ecosystems was 32 points with 7% meeting the passing criteria. 3. Student Achievement ObjectivesProvide the student achievement objectives included in the charter contract or most recent sponsor approved school improvement plan:The results of the 2012 FCAT 2.0 Reading Assessment indicated that 25% of students achieved proficiency. The AMO Target for the 2012-2013 school year is for 44% of our students to be proficient. The results of the 2012 Algebra EOC Assessment indicated that 26% of students achieved proficiency. The AMO Target for the 2012-2013 school year is for 36% of our student to be proficient. The results of the 2012 FCAT Writing Assessment indicated that 70% of students achieved proficiency; therefore our goal for the 2012-2013 school year is to increase the percentage of students achieving writing proficiency to 77%.The 2012 Science Biology EOC assessment was not administered at our school site. Our goal for the 2012-2013 school year, is to meet the state average of achieving science proficiency, which is currently 23%.4. Student Performance Data AnalysisProvide an analysis of the student performance data including academic performance by each subgroup:The AMO subgroup data, FCAT reports, BAT testing reports, and EOC reports are compiled through Broward County Data Warehouse Team. These data reports are then analyzed by our school leadership team where we summarize the data, determine areas of deficiency, and create a plan of action to guide our curriculum and instruction. Reading Performance Data: FCAT 2.0 Reading39420806858000FCAT 2.0 Reading2012 9th and 10th grades only2011 9th graders only FCAT Proficient25%33%9th Graders30%33%10th Graders20%No 10th grade in 2010-2011FCAT Learning Gains 62.8%98806013335000No previous year scoresFCAT Lowest 25% Making Learning Gains74.8%57%AMO Subgroup Student Data: FCAT Reading 2012NumeratorDenominatorPercentFCAT 2 Students scoring at Achievement Level 3 in reading1810816.7FCAT 2 Students scoring at or above Achievement Levels 4 in reading91088.3FCAT 2 Percentage of students making learning gains in reading62.29962.8FCAT 2 Percentage of students in lowest 25% making learning gains in reading18.72574.8Student subgroups Black not making satisfactory progress in reading587874.4Student subgroups Hispanic not making satisfactory progress in reading162176.2 Economically Disadvantaged students not making satisfactory progress in reading577972.2The results of the 2012 FCAT 2.0 Reading Assessment indicate that our 9th graders scored 30% proficiency and our 10th graders scored 20% proficiency, giving our high school an overall 25% of students achieving proficiency. This compares to a 33% proficiency of only a 9th grade class taking this assessment the previous year. The data also indicates that our 10th grade students have shown tremendous learning gains in the area of high school reading as they increased their learning gains 62% from the previous school year. The percentage of students in lowest 25% making learning gains in reading was 74.8%. On a special note is the current progress of our 11th grade re-takers this 2012-2013 school year. We tested thirty-four 11th grade students for the Fall Reading FCAT Re-Take. The mean DSS score was 234 and the proficiency level was 29%. This compares to the district and state average of 11th grade re-takers at a DSS level of 233 and a 27% proficiency level. We surpassed both district and state 11th graders by 2 percentage points. Reading Performance Data: B.A.T. Reading 2011, 2012, 2013434784511684000BAT Reading Predicted Proficiency20139th-11th Graders20129th and 10th Graders2011 9th Grade Only BAT Assessment Period 137.1%31.4%33%9th Graders42.9%47.8%33%10th Graders31.3%15%BAT Assessment Period 2 51.9%33%9th Graders50.7%33%10th Graders53.1%4175125152400AMO BAT 1 Reading 2013 Grade 10Total StudentsPercent TestedPercent of Students at or Above ProficiencyTotal Students51.94.1%31.3%FCAT Level 112.100.0%0.0%FCAT Level 223.95.7%27.3%FCAT Level 38.100.0%75.0%FCAT Level 42.50.0%100.0%FCAT Level 5Black40.95.0%31.6%Econ Disadv36.94.4%38.2%00AMO BAT 1 Reading 2013 Grade 10Total StudentsPercent TestedPercent of Students at or Above ProficiencyTotal Students51.94.1%31.3%FCAT Level 112.100.0%0.0%FCAT Level 223.95.7%27.3%FCAT Level 38.100.0%75.0%FCAT Level 42.50.0%100.0%FCAT Level 5Black40.95.0%31.6%Econ Disadv36.94.4%38.2%AMO BAT 1 Reading DATA 2013 Grade 9Total StudentsPercent TestedPercent of Students at or Above ProficiencyTotal Students44.95.5%42.9%FCAT Level 12.100.0%0.0%FCAT Level 216.93.8%26.7%FCAT Level 39.100.0%77.8%FCAT Level 45.100.0%100.0%FCAT Level 51.100.0%100.0%Black34.94.1%43.8%Econ Disadv33.93.9%41.9%The data from Benchmark Assessment Testing has been in place all years we have opened. Our first year only opened with a 9th grade class we scored 33% proficiency on both BAT administered sessions. In 2012, we grew from 9th grade only to having both 9th and 10th grade. The data shows that in 2012 BAT 1 assessment we scored an overall proficiency level of 31.4% and grew 20.5 percentage points to a 51.9% overall proficiency level. So far this school year we show a 42.9% proficiency rate for our 9th grade and a 31.3% proficiency rate for our 10th graders. We anticipate much growth with the BAT 2 data to be announced soon.35712409017000Reading Performance Data: FAIR Testing FAIR Testing: Success Probability 2012-20139th-11th Graders 2011-2012 9th and 10th GradersHigh Probability10%25.5%9th Grade16%29%10th Grade2%22%11th Grade12%Mid Probability51%50%9th Grade47%51%10th Grade47%49%11th Grade60%Low Probability39%24.5%9th Grade37%20%10th Grade51%29%11th Grade28%FCAT DSS AverageNot Available 2339th GradeAs of SIP23110th Grade/11th GradeDate235We also implemented FAIR testing last school year for our high school students. In 2011-2012 school year our 9th graders overall Probability of Reading Success data showed that 29% of the students were at a high level, 51% were at a mid- level, and 20% of our students were at a low level. The reporting categories showed they scored 4 out of 8 correct in words and phrases, 7 out of 12 correct in main idea and purpose, 6 out of 11 correct in comprehension, and 7 out of 14 correct in reference and research. The DSS average for 9th graders according to the FAIR testing showed 231 average points. 10th graders in 2011-2012 showed that 22% would have a high probability of success, 49% mid- level probability of success, and 29% would have a low probability of success. The reporting categories data indicated that our 10th graders scored 6 out of 10 correct in words and phrases, 6 out of 13 with main idea and purpose, 5 out of 13 correct in comparisons category, and 7 out of 13 correct in reference and research. The overall DSS average for this grade group is 235 points.The FAIR testing data is compiled by the PMRN and reports are generated from their website. These reports are the analyzed by our Reading Coaches and instructors and used to drive instruction in our reading classes. The FAIR testing data for the 2012-2013 school year indicates that our current 11th graders, re-takers for FCAT, show 12% at high probability of success, 60% at mid-level, and 28% at a low probability of reading success. The current 10th graders data indicates that 2% have a high probability of reading success, 47% at mid- level, and 51% of the 10th graders at a low probability of reading success. Our 9th grade data on FAIR indicates that 16% have a high probability of reading success, 47% at a mid-level probability, and 37% with a low probability of reading success. Math Performance Data: Algebra and Geometry EOC Testing 4192270-1270002012 9th and 10th Grades Only2011 9th Grade OnlyAlgebra EOC Proficiency26%46%Algebra EOC: Lowest 25% Learning Gains54%No previous test year dataGeometry EOC Average T-Score44 pointsNo Test Available419227017081500Algebra EOC2012 SummerRe-Take Proficiency14% AMO Subgroup Data 2012: Algebra EOCNumeratorDenominatorPercentageStudents scoring at or above Achievement Levels 4 and 5 in Algebra 12613.3Student subgroups Black not making satisfactory progress in Algebra374778.7Student subgroups Hispanic not making satisfactory progress in Algebra61154.5Economically Disadvantaged students not making satisfactory progress in Algebra314372.1AMO Subgroup Data 2012: Geometry 2012NumeratorDenominatorPercentage Students scoring at Achievement Level 3 in Geometry174141.5Students scoring at or above Achievement Levels 4 and 5 in Geometry3417.3Student subgroups Black not making satisfactory progress in Geometry142850Student subgroups FRL not making satisfactory progress in Geometry163053.3EOC Academic Data Analysis: The results of the 2012 Algebra EOC assessment indicate that 26.3% of students achieved proficiency with our lowest 25% showing learning gains was at 54%. The subgroup data indicates the following: Student subgroups Black not making satisfactory progress in Algebra was 79%. Student subgroups Hispanic not making satisfactory progress in Algebra was 55%. Economically Disadvantaged students not making satisfactory progress in Algebra was 72%. If not listed, the AMO subgroup is not counted toward our overall score.Overall our average DSS score on the Algebra EOC for 2012 was 387 points. Students scored 10 points out of a possible 31 in functions, linear equations and inequalities. A total of 2 points out of 10 possible in polynomials, and 4 out of a possible 13 points in the rational, radicals, quadratics and discrete mathematics subsection. Summer Algebra EOC data indicates that 14% of our re-takers were proficient and had an average DSS score of 379 points. The Geometry EOC was given for the first time in 2012 and our 10th grade students scored an average T- score of 44 points. As this test is broken into a statewide comparison of thirds, our students had 51% in the lowest third, 41% in the second third, and 7% in the top third. A category summary of our Geometry EOC indicates that our students scored 11 of 35 total point for Category 1: two dimensional geometry, 3 out of 11 points for Category 2: Three Dimensional Geometry, and 1 out of 8 points possible in Category 3: Trigonometry and Discrete Math. The AMO subgroup breakdown for Geometry indicates that students scoring at Achievement Level 3 in Geometry were a 41.5%.Students scoring at or above Achievement Levels 4 and 5 in Geometry was 7.3%. Student subgroups Black not making satisfactory progress in Geometry was 50% and student subgroups FRL not making satisfactory progress in Geometry was 53%. If not listed, the AMO subgroup does not count towards are overall score.Math Student Performance Data B.A.T. Algebra and Geometry 2011, 2012, 2013434784511684000BAT Algebra and Geometry EOC Predicted Proficiency20139th-11th Graders20129th and 10th Graders2011 9th Grade OnlyBAT Assessment Period 19th Graders: Algebra 33%39%29%10th Graders: Geometry13%25%BAT Assessment Period 2 9th Graders: Algebra30%33%10th Graders: Geometry 43%AMO BAT 1 Algebra 2013Total StudentsPercent Tested200533019685AMO BAT 1 Geometry 2013Total StudentsPercent TestedPercent of Students at or Above ProficiencyTotal Students63.96.8%13.1%FCAT Level 1FCAT Level 2FCAT Level 3FCAT Level 4FCAT Level 5Black50.96.0%8.3%Hispanic10.100.0%30.0%Econ Disadv45.95.6%11.6%00AMO BAT 1 Geometry 2013Total StudentsPercent TestedPercent of Students at or Above ProficiencyTotal Students63.96.8%13.1%FCAT Level 1FCAT Level 2FCAT Level 3FCAT Level 4FCAT Level 5Black50.96.0%8.3%Hispanic10.100.0%30.0%Econ Disadv45.95.6%11.6%Percent of Students at or Above Proficiency Total Students35.94.3%33.3%FCAT Level 16.100.0%50.0%FCAT Level 212.100.0%25.0%FCAT Level 32.50.0%100.0%FCAT Level 42.100.0%100.0%FCAT Level 5Black25.92.0%34.8%Econ Disadv26.92.3%29.2%The data from Benchmark Assessment Testing has been in place all years we have opened. Our first year only open with a 9th grade class we scored 29% proficiency on the Algebra EOC BAT 1 and grew 4 percentage points to score 33% proficiency on BAT 2 Assessment. In 2012, we grew from 9th grade only to having both 9th and 10th grade, allowing for both Algebra and Geometry BAT assessments. The data shows that in 2012 BAT 1 assessment we scored an overall proficiency level of 39% for Algebra and 25% proficiency for Geometry. While our Algebra BAT 2 score fell to only 30% predicted proficient, our Geometry score rose 18 percentage points to 43% predicted proficiency. So far this school year we show a predicted proficiency rate for our 9th grade Algebra at 33% and a13% proficiency for our Geometry. We anticipate much growth with the BAT 2 data to be announced soon. Writing: Student Performance Data37350701905000Writing20121st year with 10th Grade BAT 1 Writing Prompt4.0 FCAT Writing Mean Prompt Score3.1FCAT Writing Score ≥ 3.519%FCAT Writing Score ≥ 4.010% FCAT Writing Proficiency Percent70%Our school opened in 2010-2011 with only a 9th grade, therefore no data exits for 2010-2011 school year for FCAT Writing. These students were enrolled in Language Arts classes instructed with the Springboard Curriculum to prepare them for upcoming 10th grade Writing Assessment. Once 2011-2012 began, this first class of high school was now in 10th grade and scored an average 4.0 on the BAT Writing Administered that year. This same group of students was our first to take the 10th grade writing FCAT. We had 48 total 10th graders whose mean prompt score was a 3.1 on a 6.0 scale. We had 19 students score greater or equal to 3.5 and 10 students who scored greater or equal to a 4. Our overall proficiency rate of 70%. Biology EOC Performance Data 38557204699000EOC Biology BAT 120131st year with Biology Offered Predicted Proficiency25%Average Score: Molecular and Cellular Biology30Average Score: Classification, Heredity, and Evolution 30Average Score: Organisms, Pops, and Ecosystems32 Biology Academic Data: Our school opened in 2010-2011 with only a 9th grade and we did not offer Biology to our starting 9tth graders. Once they moved into our 10th grade in 2011-2012, we had so many students new to 10th grade from various non-feeder schools, that we could not offer Biology into our schedule due to such varying course requirements missing. Therefore, because of the blending of students from non-feeder schools the previous school year, this is our first year to offer Biology. Our highly effective biology teacher has been teaching the EOC benchmarks to her classes and is utilizing mini-BAT assessments bi-weekly to assess mastery of students. The data from BAT 1 indicates that 25% of our 89 students are predicted proficient on the Biology EOC. The average score for Molecular and Cellular Biology was 30 points or 4.5% having met the passing criteria. The average score for Classification, Heredity, and Evolution was also 30 points with an overall average of 6% meeting passing criteria and the average score for Organisms, Pops, and Ecosystems was 32 points with 7% meeting the passing criteria. In order to address deficiencies of ELL students, we have implemented a support program where A1 category students receive support in their home language in order to understand the content. ?ELL students are also able to consult with a teacher to receive support in their home language in order to understand the content. Instructional Support Materials for our English for Speakers of Other Languages (ESOL) are provided in our instructional settings. ELLs have access to an English‐to‐heritage language translation dictionary and/or heritage language to English translation dictionary, in the classroom. We have made available to our A1 ELL students the technology supplement program: Reading Plus. It is a self‐paced, student‐centered online reading program that provides dynamic skills practice, more time on task, and improves reading performance. Reading Plus also provides support for English language learners, including read‐along passages, audio, and a highlighting function. For other ELL students we have home language translation available within our technology supplement to Reading Program: Reading Plus. This program allows the ELL student to work on their individual pace to improve reading performance. We also ensure that all school letters regarding testing are sent home to the families in their home language. Teachers are ELL endorsed or are working towards their ELL endorsements. Additionally, teachers have participated in professional learning on accommodations for ELL students.? ELL accommodations are documented in teacher’s lesson plans using the ESOL Instructional Strategies Matrix.5. Student Performance Deficiency PlanProvide a detailed plan for addressing each identified deficiency in student performance, including specific actions, person responsible, resources needed and timeline:Reading:For the 2012-2013 school year the benchmark that received the lowest level of mastery was Literacy Analysis, followed by Reading Applications. Teachers will incorporate nonfiction and fiction stories into all subject areas. Strategies that will be used to assist students include, cause/effect, author’s purpose, main idea, and text features. Reading strategies will be emphasized on a daily basis, and across the curriculum through the use of graphic organizers, summaries, and cause/effect charts. Students who have performed below the reading proficiency level will be enrolled in an Intensive Reading Course for the 2012-2013 school year. Teachers will use available test-prep materials, CRISS strategies, and reading EDGE curriculum to teach and assess this reporting category. Curriculum coaches will assist with reading pull-outs and push-in groups to target students’ deficiencies. The Curriculum Coaches meet with the eleventh grade students that will be retaking the FCAT in April. During this time, the coaches assist the students with various reading strategies. The strategies include comprehension, accuracy, fluency, and expanding vocabulary. The students also participate in literature circles during this time. This eleventh grade group meets with the coaches every other day, which would total 450 minutes a month. The tutoring program will end the week before FCAT, April 12, 2013. Students use the Reading Plus program to improve literacy skills. Reading Plus is a technology based program that targets and assesses student deficiencies in reading on an individualized level. Teachers and curriculum coaches are responsible for ensuring strategies are implemented. Administration will monitor use of strategies by walkthroughs, informal and formal observations, and data collection throughout the school year. The data collected from the Benchmark Assessment Test is desegregated by the teachers and coaches. Teachers and coaches place the data into a trend sheet based on each benchmark and use the trend sheet to determine the student’s strengths and weaknesses. The trend sheet also provides the teacher with an instructional map to use as he or she is teaching lessons. The teachers use this trend sheet to form differentiated small groups based on student needs. Teachers re-assess specific benchmarks by using the Mini-Benchmark Assessment test. Teachers will create a new trend sheet after data is collected from the BAT II. The Florida Assessments for Instruction in Reading will be used to measure student progress. The reading teacher uses the FAIR Decision tree as a tool to group students based on their individual needs. The FAIR data focuses on word analysis, vocabulary, and comprehension. Math: Algebra:In 2012, the Algebra I EOC indicated that our deficiency was in math Reporting Category 1: Functions, Linear Equations, and Inequalities. Resources used to assist students in these categories include using multiple textbooks for resources such as Springboard, Buckledown, and Algebra I EOC Coach. To effectively provide instruction, the teacher uses the data from the 2011-2012 school year Math FCAT 2.0, Algebra I EOC, and a standardized based baseline test. This information is analyzed by the teacher and used as a guide to form differentiated small groups in the classroom. IXL, a technology program, is also used weekly to monitor students’ progress on the Algebra I EOC standards. IXL allows students to work on specific standards and are provided immediate feedback on their mathematical performance. Interactive lessons are generated by the teacher based on state standards. As the high school teacher covers specific benchmarks, IXL is used as a monitoring device to determine the student’s success. For the students whom did not pass the first Algebra I EOC exam, they were placed in an intensive math pullout instructed by a Title II math teacher. These students spend approximately forty minutes with the teacher and then are given a mini-assessment. The students that do not demonstrate mastery on the mini-assessment are pulled out by the Title II math teacher. During the pull-out session, students work on the specific benchmark that was taught in class. Students also use the IXL program to practice completing more of the problems. The pull-out session is held for thirty to forty-five minutes. The math teachers also provided after school tutoring for the students whom were retaking the Algebra EOC. Tutoring was held on Monday, Wednesday, and Thursday. The tutoring session lasted one hour and was taught for four weeks. The teachers spent two weeks working on general skills and the last two weeks targeted individual student needs. Overall, the teacher provides students with assignments that are specifically driven to target standards on the Algebra I EOC. Geometry:In the 2011-2012 school year, the Geometry EOC was field tested. The results of this EOC indicated that 51% of our students scored a level 1, 41% scored a level 2, and 1% scored a level 3. For the 2012-2013 school year, the geometry teacher is using various resources to ensure that student’s needs are being met. These resources include Prentice Hall Geometry textbook, IXL Technology Program, Springboard Unit Reviews, Buckledown, and Coach Practice test. During instruction, the teacher pulls small groups based on individual needs. The Title II math teacher pulls-out the lowest 25% in the class to work on benchmark skills. The Title II math teacher also teaches three intensive math blocks. During the intensive math block, the teacher uses technology as well as supplemental resources to assist students with their areas of needs. To help plan instruction, the math teachers use CPALMs to ensure that all benchmarks are being taught. Science:In the 2011-2012 school year, one student took the Biology EOC and scored a level one. Biology, chemistry, and physics are offered to all high school students. Holt McDougal published the biology and chemistry programs used in high school. These programs were created to help reach students with a wide range of abilities and needs. It also assists students in reading, and vocabulary. It provides differentiated instruction which allows students to build understanding of challenging concepts. Our biology and chemistry teacher uses these two books as well as the Biology and Chemistry Coach supplemental resources to help students prepare for the EOC exams. The biology and chemistry teacher uses daily quizzes from the textbook and chapter tests to monitor student’s progress. During the instructional day the teacher uses interactive technology lessons to provide a visual for the students. The teacher also conducts hands-on chemistry experiments with the students. Tutoring is offered for both chemistry and biology daily after school. The teacher stays thirty to forty-five minutes after school and provides assistance to any student that needs help. A Title II resource teacher is also available to assist students through push-in and pull-out tutoring. WritingSpringBoard infuses rigor, sets high expectations, and expands access and opportunity for all students. SpringBoard provides teachers guidance in differentiated instruction for students at various learning levels. Teachers scaffold instruction to allow students to work up to the expectations that SpringBoard has in place. Emphasis is placed on targeting vocabulary and writing format. For every project a reflective essay is assigned. Benchmark Assessment Test 1 and Benchmark Assessment Test 2 are used to monitor student progress. Writing is implemented across the content areas, through the use of short and long response answers as well as reflective essays. Through the use of journals, learning logs, and response activities, students can demonstrate their knowledge learned, concepts attained and their understanding through writing. ESE Provisions/Accommodations and Support:Of our high school, 16% of our population is categorized as exceptional student education. Of that 16%, 3% are labeled Speech Impaired, 8% are labeled Language Impaired, 7% are labeled as Specific Learning Disabled, and 1% is labeled Autistic. Services are being provided for all ESE students. Speech and Language Impaired students are receiving direct speech and language therapy 2 times a week for 30 minutes. Services such as, consultation and specialized instruction in all academic areas are provided on a weekly basis. Other supplemental aids include flexible presentation, flexible setting, flexible scheduling/ and Timing. Accommodations for FCAT and/or district norm referenced achievement test include repeating, clarifying or summarizing test directions, verbal encouragement, small group testing, and reader to read directions and non-reading items. All IEP Goals, objectives, supplemental aids and accommodations are documented on the students’ IEP and are being implemented with fidelity. Teachers can freely meet to discuss any questions or concerns with our ESE specialist. IEPs are printed after every interim or annual IEP meeting and given to classroom teachers. One-on-one meetings are being held with teachers to ensure understanding and implementation of all goals, supplemental aids, and accommodations and IEPs. To further address specific needs of ELL and ESE students, continuous staff developments will be provided. These Professional Developments will include review of the ESOL Instructional Strategies Matrix, Reading IEPs, and RtI Strategies in the Math, Science and Reading mon Core and Professional Development:Our high school teachers, with help from the curriculum coaches, are moving towards the Common Core Standards. The coaches attend the district monthly meetings and bring back the information to the staff. The district’s Defining the Core website, has been very instrumental in assisting teachers with the transition into the Common Core Standards. Professional developments will be held during the 2012-2013 school year to help inform the teachers of the Common Core Standards. The webcast’s are also used to during the professional development.6. Approved Educational ProgramIdentify each component of the school’s approved educational program that has not been implemented as described in the school’s approved charter application or charter contract:In section 5 of the Charter Application under the Curriculum Plan, Student Performance and Assessment and Evaluation the educational goals are outlined. The goals below have been modified to reflect the current progress of our students and changes in the accountability system.1. Goal one in the application states, “Given instruction using the Sunshine State Standards, at least 72 percent of students in grade 9-10 will achieve mastery on the FCAT Reading Test administered in March of 2011.” Based on the performance of the students to date we have not met this goal. In accordance with the new AMO guidelines we are implementing the following goal. Given instruction using the Sunshine State Standards and Common Core standards, at least 44 percent of students in grade 9-10 will achieve mastery on the FCAT Reading Test administered in April of 2012-2013. By 2015-2016 we will decrease the number of students scoring at levels 1 and 2 by 50 percent to 33 percent. 2. Goal two of the application states: “Given instruction using the Sunshine State Standards, at least 74 percent of students in grade 9-10 will achieve mastery on the FCAT Mathematics Test administered in March of 2011.” Based on the performance of the students to date we have not met this goal. In accordance with the new AMO guidelines we are implementing the following goal. Given instruction using the Sunshine State Standards and Common Core standards, at least 48 percent of students in grade 9-11 will achieve mastery on the EOC Test administered in April of 2012-2013. By 2015-2016 we will decrease the number of students scoring at levels 1 and 2 by 50 percent to 31 percent. 3. Goal three of the application states: “Given instruction based on the Sunshine State Standards, at least 95 percent of students in grade 10 will achieve a 3.5 or above on the FCAT Writing Test administered in 2011.” Based on the performance of the students to date we have not met this goal. We would like to change the goal to the following: Given instruction based on the Sunshine State Standards, at least 77 percent of students in grade 10 will achieve a 4 or above on the FCAT Writing Test administered in 2013.4. Goal four of the application states: “Given instruction using the Sunshine State Standards, at least 50 percent of students in grade 11, will score level three or above on the FCAT Science Test administered in March of 2011.” Since FCAT science is no longer given we would like to change the goal to the following. Given instruction using the Sunshine State Standards, at least 50 percent of students in grades 9-11, will score level three or above on the Biology, and Chemistry EOC administered in 2013.6. Goal six of the application states: “Given a school-wide emphasis on instruction for mastery of the Sunshine State Standards, at least 50 percent of students in grades 9-10 will make annual learning gains as evidenced by demonstrating improvement in one or more achievement levels on the FCAT Mathematics Test; or by maintaining FCAT Mathematics achievement level 3, 4, or 5; or maintaining an FCAT Reading achievement level of 1 or 2 and demonstrating one year’s growth to exceed the Developmental Scale Score (cut score) for the respective grade level as evidenced by the FCAT Reading Test administered in 2011.” Based on the performance of the students to date we have met the learning gains and lowest 25 percent for reading, but not for math. We would like to change the goal to the following: Given a school-wide emphasis on instruction for mastery of the Sunshine State Standards, at least 50 percent of students in grades 9-10 will make annual learning gains as evidenced by demonstrating improvement in one or more achievement levels on the EOC Mathematics Test; or by maintaining EOC Mathematics achievement level 3, 4, or 5; EOC mathematics achievement level of 1 or 2 and demonstrating one year’s growth to exceed the Developmental Scale Score (cut score) for the respective grade level as evidenced by the EOC administered in 2013.7. Goal seven of our application states: “Given a school-wide emphasis on instruction for mastery of the Sunshine State Standards, at least 90 percent of students will meet the requirements for graduation, upon completion of grade twelve.” This goal is still in progress because there will not be a graduation class until the 2013-2014 school year. 8. Goal eight of the application states: “Given a school wide emphasis on college preparatory instruction, at least 75 percent of students will enroll in either a two year college or four year university, upon completion of the twelfth grade.” This goal is still in progress because there will not be a graduation class until the 2013-2014 school year. Goals five, nine, ten, and eleven dealing with reading learning gains, parent involvement, attendance, and parent satisfaction have all been met. Dual EnrollmentPart of the mission and vision of our school is that students will be able to graduate with a 2 year college degree by participating in a dual enrollment program. The high school currently covers 9th-11th graders, therefore no students have graduated yet nor have they obtained their associates degree. The amount of students in the 11th grade that are eligible to participate in dual enrollment is a small percentage. In order for students to take advantage of dual enrollment students must start earning some of their high school credits while still in middle school. Additionally, these students must demonstrate mastery of reading and math and have high academic motivation. With the school only being in its third year of operation these students did not come up through are feeder patter and did not take the required prerequisites or meet the academic standards at their previous schools. The number of students that will be eligible for dual enrollment increases in accordance with how long the students have been in our system. Similarly, the amount of students participating in our advanced placement programs are directly related to the number of years the students have been at the school.7. Addressing Identified DeficienciesProvide a detailed plan for addressing each identified deficiency noted in part 6, including specific actions, person responsible, resources needed, and timeline:In the 2012-2013 school year, additional personnel has been added to ensure a strong curricular program and to meet the needs of the students. This year two curriculum coaches, a Title II funded math/science resource teacher, an additional administrator, and an additional part-time resource teacher with an ESE background have all been added to our staff. For the 2012-2013 school year, an extensive professional development plan has been implemented to meet the needs of the staff and address areas of weakness as indicated by the data. The curriculum coaches, assisted by the administrators, have implemented weekly professional development meetings. These professional development meetings are created based on teacher needs at our school. Professional development meetings are held during common planning and on Thursday’s after school. During this meeting, teachers are given specific ideas and strategies to incorporate in their classrooms. Professional Development topics have been: Students Becoming Real Readers: Literature Circles in High School Classes, 90 Minute Block Lesson Structure, Effective Parent Communication, Reading Strategies for Content Area Teachers and Effective RtI Strategies for Reading, Science, and Math. Staff is encouraged to participate in other available Professional Developments and share information with colleagues. On Thursdays, all teachers are invited to stay until 5:30. During this time, teachers meet with each other to plan for the upcoming week. At 5:30, the teachers are invited to eat pizza with an administrator. The Thursday night planning meetings have been effective and teachers have been able to plan mon Planning is held on a weekly basis where teachers in grades 6th -11th are able to collaborate on lesson ideas, teaching strategies, and best practices. During this time, the curriculum coaches present a five minute mini-lesson on a specific teaching strategy. The remaining of common planning, the teachers are allowed to plan together as a team.Through the use of extensive data analysis the curriculum coaches in conjunction with the Title II funded math and Science resource teacher have implemented a target support system that includes pull out, push in, and before and after school tutoring for reading and math. Additionally an afterschool and Saturday targeted EOC and writing tutoring preparation program will begin in January and continue until the related assessments. The curriculum coaches work with students with remediation of skills for a total of 360 min a week. The math and science coach’s schedule includes push-ins and pull-outs focusing on the students that need to retake the Algebra 1, Geometry, and Biology EOC exams. Technology based supplemental programs that we have implemented to support the curriculum include Reading Plus, IXL math, and FCAT Explorer. Research on Reading Plus indicates a statistical improvement of students reading ability when students complete 48 lessons with at least 70 percent accuracy. The research also indicates that is practically effective for ELL students. Our school was the second largest Reading plus user in Broward County last year. The effectiveness of the program can be evidenced in meeting our goals for learning gains in reading. The effectiveness of IXL math program has been noted in certain grades that we have implemented its usage with fidelity in our feeder pattern. Through monitoring of the usage reports and mastery of skills report we can insure students are obtaining mastery of the necessary skills. In order to meet the needs of ELL students we have implemented a pullout support program for A1 category ELL students where students get support in their home language to understand the content. Teachers have participated in professional learning on accommodations for ELL students. All teachers are ELL endorsed or working towards their ELL endorsements. ELL accommodations are documented in teachers’ lesson plans.To ensure that all ESE students’ IEP plans are being met the ESE teacher, in conjuncture with the curriculum coaches have reviewed each student’s IEP and met with the teachers to make sure that the teachers understand the student’s IEP goals and objectives and have a plan in place on how to achieve these goals. Accommodations and/or modifications are documented on the teacher’s lesson plans. Through increased fidelity of the implementation of our curriculum plan, changes in personnel, and increased monitoring we are addressing the identified deficiencies.8. Barriers to Student Success Identify other barriers to student success, with a detailed plan for addressing each barrier including specific actions, person responsible, resources needed and timeline:After reviewing the 2011-2012 high school data, the following additional barriers were identified: lack of professional support; deficits in prerequisite benchmarks; limited time for individualized practice; limited proficiency of English vocabulary; and lack of motivation.One barrier that became apparent was that the high school teachers needed professional support to learn new strategies to use in their everyday lessons. To assist the teachers, professional development trainings have been implemented into the 2012-2013 calendar year. The curriculum coaches provide the teachers with support by following up on the various trainings and by walking through the classrooms to provide feedback. The high school teachers were also given the opportunity to observe other middle, high, and elementary teachers. The goal of the observation was for teachers to be exposed to other classroom environments, ideas, and strategies. High school teachers were also given the opportunity to participate in trainings which are offered by the district. Mastery of all pre-requisite benchmarks in subject areas from the previous year was not achieved. This presents an additional barrier for the teachers and students. For the 2012-2013 school year, to conquer this battle, the curriculum coaches as well as the Title II math teacher are conducting small group instruction for the struggling high school students. During the small group instruction, the coaches and math teacher are targeting the skills that the students need to master. The curriculum coaches are also conducting data chats with the teachers to ensure that the needs of all students are being met. Administration conducts data chats with the high school students. During these data chats, administration has honest conversations with the student about their data and their goals that need to be in place for mastery. Another obstacle which the students were faced with was the limited time for practice based on their individual needs. To provide students with more practice, all high school students use Reading Plus and Math IXL. Both of these programs are technology based programs. Reading Plus provides additional reading comprehension and fluency practice and Math IXL can be used to target specific benchmarks which each student needs to master. The Algebra students are provided with after school tutoring which is taught by our two high school math teachers. According to the data from the 2011-2012 school year, students showed limited knowledge of the English vocabulary. This school year, 2012-2013, teachers are using more graphic organizers in their daily lessons. Also, teachers are giving students extended time for exploring prior knowledge. Teachers are using technology to build students prior knowledge. The last barrier which altered student learning was a lack of motivation. To conquer this barrier, more extracurricular activities have been implemented into the 2012-2013 school year. High school boys were invited to participate in the Boys II Men program. The goal of this program is to prepare the high school boys for real world experiences. This program has been a success thus far and has helped to motivate these young men into making positive decisions both personally and academically. The high school girls are also involved in a program similar called My Sister’s Keeper. This group of high school students learns valuable life lessons to help them become successful citizens. High school boys with a GPA of 2.5 or higher, are allowed to participate on the JV boys’ basketball team. This is the first year that Somerset Prep has had a basketball team. These extra-curricular activities, along with Student Council and high school cheerleading, have helped boost student morale and school spirit. 9. Student Achievement OutcomesProvide a description of specific student achievement outcomes to be achieved:Reading:The number of proficient students will increase by ten percent for the 2012-2013 school year. By using the reading strategies written in the school improvement plan, students will become more proficient in their struggling areas. In six years, our school will reduce our achievement gap by 50%. Using ambitious but achievable Annual Measureable Objectives (AMO’s). By 2016-2017 we will reduce the number of non-proficient students in Reading from 75% to 38%. Math:The number of proficient students will increase by ten percent for the 2012-2013 school year. In six years, our school will reduce our achievement gap by 50%. Using ambitious but achievable Annual Measurable Objectives (AMO’s). By 2016-2017, we will reduce the number of non-proficient students in Math from 74% to 37%.ESE:For students that continue to demonstrate learning difficulties, teachers are asked to meet with our RtI interventionist. After reviewing Tier I Interventions and strategies in the general education classroom, we determine if Tier I was successful. If Tier I was not effective, we review the struggling readers chart, the struggling math chart, and/or make necessary adjustments to the school-wide discipline plan and/or implementation. After implementation of Tier II the Collaborative Problem Solving Team will meet and determine if Tier II interventions were successful. In order to provide parent training and feedback to be able to assist students at home with homework, projects, etc. four family nights have been scheduled. On these nights, we will focus on reading, math, and science strategies, as well as FCAT test taking strategies. Parents can support the school environment by volunteering on campus. Parents are welcome to assist in the cafeteria for breakfast and lunch, open and close doors for students as they arrive to school, and ensure a safe environment on campus. Parents can also donate items for the classroom such as library books, supplies, and food items. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download