10/21/2008 2008-2009 florida school improveme…ossip.dadeschools.net/sip/08-09/pdf/6301.pdfeighth...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: JOHN F. KENNEDY MIDDLE SCHOOL

District Name: Dade

Principal: Karen Robinson

SAC Chair: Kimberly McHenry

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: John F. Kennedy Middle School seeks to enrich all stakeholders by promoting an educationalenvironment far exceeding those of surrounding competitors through the provision of the best possibleeducational experiences for our students; the constant training and retraining of our professional educatorsin the best teaching practices and new innovations in the field; and strengthening of solid partnerships withthe surrounding community.

MISSION: It is the mission of the John F. Kennedy Middle School staff, students, parents and community tocreate an instructional environment that is safe and enhances our students' academic, vocational andtechnical programs. This will be achieved through a diversified, multicultural curriculum targeting careerawareness, career exploration, and career choices while promoting the development of responsiblecitizens, who effectively access knowledge, critically analyze problems and creatively seek solutions.

SCHOOL PROFILE DEMOGRAPHICS

John F. Kennedy Middle School, a school priding itself in educational innovation since 1958, has amulticultural population reflecting the diversity of the surrounding North Miami Beach community. Ourschool is located at 1075 Northeast 167th Street in North Miami Beach, Florida. We have a population of1800 students in grades six through eight. Students attending John F. Kennedy Middle School matriculatefrom Greynolds Park Elementary School, and Oak Grove Elementary School. A small number of FulfordElementary, Sabal Palm Elementary, and Natural Bridge Elementary students also attend JFK Middle.Graduating eighth graders attend North Miami Beach Senior High school, located adjacent to JFK MiddleSchool's 17.78 acre campus. John F. Kennedy Middle School's campus is comprised of seven buildings andseventeen relocatable classrooms; operating daily at approximately 146% of permanent instructionalcapacity. Presently, no major renovation projects are underway at the school site. The student populationincludes standard curriculum students (69%), Gifted students (21%), Students With Disabilities (7%) andEnglish Language Learners (ELL) students (6%), and is 68% Black Non-Hispanic (a majority of these are ofHaitian-Creole descent), 24% Hispanic, 4% White Non-Hispanic, and 4% Asian/Indian/Multiracial. Currently,431 of the students are enrolled in the Biomedical Environmental Agriculture Technology (BEAT) Magnet;109 students are English Language Learners (ELL) (Levels 1-4). 221 students performed at Level 1 inReading and 232 attained Level 2 status. In Mathematics, 193 students scored at Level 1, while 312

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Reading and 232 attained Level 2 status. In Mathematics, 193 students scored at Level 1, while 312students attained a Level 2. Eighth grade school-wide retention rates are presently less than .02%, whichis significantly lower than the district average of 5.7%. Eighty-four percent (84%) of our students areclassified as economically disadvantaged, making John F. Kennedy Middle eligible for federal assistancethrough Title I. Though disadvantaged, students of John F. Kennedy Middle School take pride in their schooland community. Average school attendance is 97.22%, placing JFK Middle first in the county among allmiddle schools in 2005, 2006, and 2007; and is consistently higher than the district average of 95.38%.The demographics of the instructional staff are as follows: 101 full-time teachers comprised of 70 females(69%) and 31 males (31%); 23% White, 55% Black, 21% Hispanic 1% Asian/Pacific Islander; 5paraprofessional student aides comprised of five females, 80% Black, 20% Hispanic; four student servicesstaff members, all female, 50% Black, 25% White, and 25% Hispanic; and two White female readingcoaches. The school-wide instructional leadership team is made up of four administrators, thirteeninterdisciplinary team leaders, ten department chairpersons, and several standing task-specific leadershipcommittees including, but not limited to: EESAC, Literacy, Data Analysis and Discipline. Instructionalprograms are designed to meet the individual needs of our student population, servicing students with anaverage class size of 20.88. Our average class size includes a sixth grade teacher ratio of 19:1, andseventh/eighth grade teacher ratio of 23:1. Many programs and initiatives allow us to provide our studentswith a comprehensive educational product far exceeding those of neighboring competitors. Among theresources allowing this outstanding educational program to transpire are as follows: CreatingIndependence Through Student-Owned Strategies (CrISS), Reading Plus, BEAT Magnet Program, AfterSchool Tutoring, Lexia Computer Software, Compass Computer Software, Read 180 Computer Software,Weaver Computer Software and several itinerant staff addressing specific exceptionalities. In order toaddress the needs of our students, additional teachers have been hired, sixth period supplements havebeen provided, and class sizes have been reduced. A tutoring program has been provided which includesPull-0ut Tutoring,Saturday Tutoring, After School Tutoring, Supplemental Educational Services Tutoring, anda school-designed Summer Academy spanning seven weeks. Additionally, funds have been earmarked forSaturday Tutoring and/or additional tutoring needed by students prior to the administration of the FCAT.Teacher recruitment and retention is an ongoing concern at John F. Kennedy Middle School as hiring andretaining quality instructional staff leads to increased student achievement. To recruit and retain high qualitystaff, several members of the adminsitrative team participate in teacher recruitment programs, including:Teach in Florida, Teaching Fellows, and Teach for America. Additionally, teacher retention concerns areaddressed through a year-long site-based beginning teacher program. To retain John F. Kennedy MiddleSchool offers a wide variety of extra-curricular activities to students, thereby enhancing their academic,social, and physical growth: debate, drama, student council, chess club, mathematics club, Dream in GreenTeam, social studies club, career club, Future Farmers of America (FFA), Future Business Leaders ofAmerica (FBLA), 5000 Role Models of Excellence, multicultural club, National Junior Honor Society,cheerleading, basketball, volleyball, SECME, track and cross country, wrestling, and Future Educators ofAmerica (FEA). Additionally, the school is home to the Biomedical Environmental Agriculture Technology(BEAT) Magnet which further advances academic skills via thematic instruction in biomedical andenvironmental career fields. In addition, teachers expand their roles in the success of student achievementby developing scope and sequence lessons for language arts, science, mathematics, and social studies. TheNorth Regional Center provides ongoing curricular support through periodic school site visits andadministrative/instructional reviews. Numerous Dade Partners provide both monetary and in-kind supportfor our “Countdown to FCAT” Saturday Tutoring Program as well as consistently supporting our annualschool-wide awards convocation. The principal as well as other staff work in collaboration with the NorthMiami Beach Chamber of Commerce, Palmetto General Hospital, and many other community groups andagencies. John F. Kennedy Middle School has received numerous awards and grants during the past severalyears, including a Florida Agriscience Student Recognition Award, and a Magnet Schools of America NationalMagnet School of Excellence designation. Regarding grants, the school has received nearly three milliondollars ($3,000,000.00) over the past six years with grants such as the Magnet Schools AssistanceProgram, Qualified Zone Academy Bond (QZAB), Education Fund, Chase Bank, Title I, Title III, and Title Vgrants. The school prides itself in its dedication toward daily improvement in student instruction.“Perfection” is a word which does not appear in the John F. Kennedy middle vocabulary, for the staffbelieves in always having room for improvement. JFK is an educational institution where many studentscome from humble beginnings, and most students call Haitian-Creole their first language, yet itscommitment to excellence is evident as it earned the distinction of being graded as a “A” school by theFlorida Department of Education.



SCHOOL MATCHNote: Required for all Assistance Plus Schools

Not Applicable

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Karen Robinson, Principal, 115781

Ms. Karen Robinson is a 31-year veteran of the Miami-Dade County Public School System, having spentthe last 22 years as both a middle school and high school assistant principal and principal. She hasimproved the performance of Hialeah-Miami Lakes Senior High on two occasions from a D/F school to onepoint from a C grade. Demonstrating large learning gains especially in the lowest quartile of students. Ms.Robinson holds Florida Department of Education certification in the following areas: Exceptional StudentEducation (K-12), Gifted (K-12), and Administration and Supervision. She received a Bachelor of Scienceand Master of Science Degree from Florida International University in Exceptional Education. She has alsoreceived certification from the State of Florida in Gifted education and Administration and Supervision. Shehas recently been appointed the Principal of John F. Kennedy Middle School since July 1, 2008. Prior toascending to this principalship, she served as Principal, Hialeah-Miami Lakes Senior High; Principal LawtonChiles Middle, Assistant Principal, American Senior High and Assistant Principal, Jose Marti Middle School.She taught exceptional students at Carol City Middle School and performed as a staffing specialist in NorthCentral Area office. Ms. Robinson was recognized as the Miami-Dade County Public School System’sAssistant Principal of the Year for Region One in 1999. Ms. Robinson has been a feeder-pattern leadprincipal, a Florida Leaders.net Master Trainer and completed both the Superintendents Urban LeadershipProgram and the Urban Educator's Program as a mentor. Throughout her career, Ms. Robinson hasdeveloped and implemented innovative programs addressing the needs of multi-cultural students throughcreative scheduling, infusion of technology across the curriculum, securing of grants, and stakeholderinvolvement programs. As Principal of Hialeah-Miami Lakes Senior High School, FCAT scores have steadilyincreased on a yearly basis. Ms. Robinson is a member of the Dade Association for School Administrators(DASA), and National Association for Secondary School Principals (NASSP).

Mrs. Mary Kate Parton, Assistant Principal, 211785

Mary Kate Parton draws upon fourteen years of experiences with students, staff, and faculty at John F.Kennedy Middle School and the Miami-Dade County Public School System. She served as an Agriculture,Language Arts, and Reading teacher; maintaining Florida Department of Education Certifications inAgriscience (6-12), Educational Leadership (All Levels), English (6-12), and Speech (6-12). She receivedboth a Bachelor of Science Degree and Master of Science Degree from the University of Miami in 1994 and1997 respectively, and is currently pursuing a Doctorate of Philosophy in Education from Barry University.A 1995 finalist for the District Sallie Mae Teacher of the Year, Mrs. Parton was also the Francisco R. WalkerTeacher of the Year for John F. Kennedy Middle School in 2000. Mrs. Parton received several nationalawards for excellence in Agriscience Education, including: National FFA Agriscience Teacher of the YearFinalist (2000), National NAAE Outstanding Young Member (1999), and NAAE National OutstandingTeacher (2000). The author of several successful grant projects, Mrs. Parton is credited with thedevelopment of the BEAT Magnet Program. Mrs. Parton secured several grants for John F. Kennedy MiddleSchool including the national Magnet Schools Assistance Program (MSAP) Grant, Title III and Title V Grants,several Qualified Zone Academy Bond (QZAB) Grants, Chase Manhattan Bank Grant, Johnson and JohnsonFellowship, and multiple grants from the Education Fund; all developed to meet the needs of a diversity oflearners. Mrs. Parton serves as a national trainer and presenter for magnet program development, middlegrades curriculum and grant writing Mrs Parton is currently serving her fourth year as Assistant Principal



grades curriculum, and grant writing. Mrs. Parton is currently serving her fourth year as Assistant Principaland is responsible for the following administrative assignments: supervision of the science and mathmagnet program; gifted, language arts, reading, and social studies departments; teacher observations;instructional grants and budgets; technology and property control; master schedule and articulation;internal funds, personnel and budget conferences. Her professional associations include the National MiddleSchool Association, ASCD, Florida League of Middle Schools, Dade Association for School Administrators(DASA), JFK Parent Teacher Student Association (PTSA), and Educational Excellence School AdvisoryComittee (EESAC).

Mr. Dwelly Brown, Assistant Principal, 239540

Mr. Dwelly Brown joined the administrative team as an Assistant Principal of John F. Kennedy Middle Schoolin November 2006. Mr. Brown, a ten year veteran of Miami Dade County Public Schools received hisBachelor of Science Degree from Florida international University and his Master of Science in EducationalManagement and Administration from Nova Southeastern University. Mr. Brown has served at John F.Kennedy Middle School as a Family and Consumer Sciences Teacher, School Center for SpecializedInstruction (SCSI) Instructor, Interdisciplinary Team Leader, and EESAC member. Mr. Brown holds FloridaDepartment of Education Certification in Family and Consumer Sciences (6-12) and Educational Leadership.As a Family and Consumer Sciences Teacher, Mr. Brown was advisor of John F. Kennedy Middle School’schapter of FCCLA. Mr. Brown chaired the Black History Month Committee and served as sponsor for the5000 Role Models Club; receiving numerous awards for his work in mentoring at risk students. Mr. Brownbrings more than 16 years of management and industry experience to his current role of AssistantPrincipal. At John F. Kennedy Middle School, Mr. Brown’s responsibilities include; School Center forSpecialized Instruction (SCSI), Saturday School Programming, 6th grade discipline and instructionalprograms, oversight of 6th grade advisement program, faculty meetings, and school clinic. Dwelly Brown isvery involved with the school and local community through such projects as School Beautification, Adopt aHighway, and North Miami Beach Community Involvement.

William Aristide, Assistant Principal, 181932

The 2008-09 school year marks Mr. Aristide’s sixth year as an Assistant Principal at John F. KennedyMiddle School, and his 17th year in the education field. Before becoming an assistant principal, Mr. Aristidetaught at Godby Senior High School in Tallahassee, Florida, Horace Mann Middle School, Golden GladesElementary School, and at Lake Stevens Middle School. He also served as a teacher/trainer for C.O.P.E.Center North and was a teacher on special assignment for the District’s Multicultural and AlternativeEducation Offices. Mr. Aristide’s extraordinary efforts as an educator led him to be recognized as the NewTeacher of the Year (1991) and Teacher of the Year (1994) for Golden Glades Elementary, and SWDTeacher of the Year (1995) at Lake Stevens Middle School. At John F. Kennedy Middle School, Mr. Aristidemanages discipline, the beginning teacher program, professional development, Alternative to SuspensionProgram, Professional Assessment and Competency Evaluation System (P.A.C.E.S.), Ethics Training,school uniform policy, ELL Program, facilities and maintenance. Mr. Aristide received his Bachelor of ArtsDegree in Criminology from Florida State University, and his Master of Science Degree in Special Educationfrom the University of Miami, and an Educational Specialist Degree from Florida Atlantic University. Mr.Aristide is a member of the National Education Association (NEA), Alpha Phi Alpha Fraternity Inc., BigBrother/Big Sisters, Haitian American Administrators Association, Florida State University AlumniAssociation, National Association of Black School Educators (NABSE), and the Club Creole of GreaterMiami.

Recruitment/Retention of Highly Qualified Teachers


Miami-Dade County Public Schools is committed to providing a highly qualified pool of teachers for allstudents. Instructional recruitment efforts include ongoing outreach to select Florida colleges anduniversities, in addition to higher education institutions across the nation. The District also utilizesalternative methods to prepare career changers and non-education majors for effective classroominstruction. The use of technology enables procedures to be streamlined, providing a more efficient methodof processing applicants and improving communication. Efforts to retain instructional staff are supportedthrough collaboration between Professional Development and Human Resources.



In order to attract and retain high-quality, and highly qualified teachers, the school often attends teacherfairs, maintains representation on the Miami Teaching Fellows interview committees, and often advertisesall of its successes in the local newspapers. Additionally, the administrative team firmly believes thatsatisfied teachers will produce a more educated, well-rounded student who enjoys and thrives oneducation. In order to promote this feeling, the administration at John F. Kennedy Middle School maintainsan open door policy, and often involves its teachers in educational decisions.

Miami-Dade County Public Schools is committed to ensuring a highly qualified pool of reading teachers.Presently, recruitment efforts include ongoing outreach to local, in and out-of-state colleges anduniversities, as well as alternative methods such as the recruitment of non-education majors. Viatechnology, application procedures are being streamlined to provide a more efficient method of processingapplicants and to improve communication with prospective candidates. Advance contracts are also offeredto all highly qualified candidates. Additionally, the Teacher Recruitment and Retention CollaborationCommittee comprised of M-DCPS staff, community leaders, and representatives from the local collegesand universities is working to recruit and retain highly qualified educators for the students of M-DCPS. Toensure the retention of reading teachers, support through professional development that strengthens theknowledge base in reading, access to mentor teachers and collaboration with colleagues will be utilized.

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


John F. Kennedy Middle School Middle School works closely with numerous local, state, and federalagencies to promote high quality education for every child. We comply with all district, state, and federalrequirements to ensure funding is appropriately utilized. Title I funds are utilized to purchase additionalteachers and school site personnel to assist parents and students in our community. Title III funds are usedto assist ELL students in achieving language proficiency. The school adheres to the district policy ofpromoting and maintaining a safe school learning environment and the newly updated code of studentconduct which promotes and recognizes positive student behavior. Our counseling staff leads studentgroup counseling sessions on violence prevention, peer mediation, and anti-bullying. Breakfasts are servedto all students free of charge each day regardless of financial need through the United States Departmentof Agriculture's food program. Additionally, our PTSA organization assists in funding basic meals forstudents who lack the ability to pay for lunches. Quality school lunches are served to provide students withthe necessary nutritional value.

School Wide Improvement Model


The research-based school improvement model utilized by John F. Kennedy Middle School is the 8-StepContinuous Improvement Model (CIM), a data-driven, results-oriented improvement model. In conjunctionwith these eight steps, our leadership team (including administrators, department chairs, team leaders, andvarious standing committee members) practices the Plan, Do, Study, Act model (PDSA) that has beenfused with the philosophies of Total Quality Management (TQM) and Effective Schools Research. To thisend, student achievement data from a myriad of sources is continually analyzed. FCAT Assessments,research-based reading and mathematics assessments, DAR, and District Interim Assessments are allessential components of determining course development, student placement, and development ofintervention strategies targeting specific students within achievement levels. Stakeholder feedback of eachprocess is continually used in the redevelopment and improvement of instructional processes for thefollowing year. Additionally, professional development has been and will be provided to the faculty and staffin the areas of CRISS electronic grade book Gizmo Voyager Language Edusoft CELLA data driven



in the areas of CRISS, electronic grade book, Gizmo, Voyager, Language, Edusoft, CELLA, data driveninstruction, Inquiry Based Science, interdisciplinary teaming, middle school philosophy, middle schoolreform, and differentiated instruction delivery models. Professional development of stakeholders, includingfaculty and staff, is an important goal for this academic year, and is monitored by our administrative staffas well as our school-wide professional development liaison. The FCIM and PDSA Models are utilized to collect and study student achievement data. This allows facultyand staff to modify instruction and ensure proper implementation of curriculum, instructional strategies,assessment, and professional development opportunities that will address Black, EconomicallyDisadvantaged, English Language Learners, and Students with Disabilities subgroups.

NCLB Public School Choice


All written communication with families is composed in English, Haitian Creole, and Spanish. Writtencommunication includes newsletters, flyers, school procedures, Connect-Ed telephone messages, andparent/student handbooks. Additionally, the Title I Community Involvement Specialist initiates personalparent contact in the majority of the students’ home language (Haitian-Creole). Additionally, parentsparticipate in activities designed to share information within the learning community through participation inEESAC and PTSA.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


Not applicable

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


John F. Kennedy Middle School designed and implemented a year long Teacher Program designed toculture new teachers to every aspect of teaching in addition to District-sponsored orientation workshopsand in services. An administrator is officially assigned to oversee the Beginning Teacher Program. Theadministrator meets with new teachers twice a month in order to address any concerns and provide basicclassroom procedures training. Additionally, teachers identified as in need of improvement are alsoencouraged to participate in the beginning teacher program, and are assigned to a professional growthteam. Professional Growth Teams are also assigned to assist annual contract teachers with effectiveclassroom teaching strategies. Beginning teachers are assigned to professional growth teams, consisting ofthree experienced teachers (one of which teaches the mentee's subject area). During the 2008-2009 school year, mentee Michelle Yankson is paired with another language arts teacherNicole Borrajo (chairperson of the language arts department). Annual contract teachers are observedtwice, and veteran teachers are observed once during the school year utilizing the Professional Assessmentand Comprehensive Evaluation System (PACES) prescribed by the District. All teachers are surveyed atintervals during the school year, and professional development workshops are tailored to meet their needsand strengthen their total educational delivery to increase student achievement. In addition to New TeacherSupport from our Professional Development Liasion, mentees are scheduled to meet on a weekly basisduring the first quarter (and then monthly thereafter). Participants attend lectures, discussions, role-playingactivities, and participate in special forums on various topics related to instructional planning and studentmanagement. All participants are evaluated on the district-sanctioned evaluation system, PACES.Additionally, John F. Kennedy Middle School is a year-two pilot school for the implementation of the IPEGS



y, y y p pevaluation model. The attendance of new teachers, and teachers in need of assistance, is also monitoredby administrative staff.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


John F. Kennedy Middle School provides its students with a myriad of extended learning opportunities:

1. After-School/Before-School Tutorial programs will provide strand-specific instruction four days a week. 2. Pull-Out tutoring during the school day will be provided to strengthen students’ writing proficiency. 3. Saturday Tutoring will be provided to strengthen students’ proficiency in reading, mathematics, science,and writing. 4. Seven Week Summer Academy program will provide strand-specific curriculum in reading, mathematics,and science. 5.Academic developmental program where students who score at the lowest quartile will be provided withthe opportunity to take developmental reading, mathematics, or writing class(es) in lieu of an elective(s). 6. Plato course recovery seventh period class. 7. LEP Pull-out tutoring. 8. Read 180 Tutoring. 9. Supplemental Educational Services (SES) Tutoring.

Evidenced-based literacy learning programs including Voyager, Language, Lexia, Weaver, Orchard, Ellis,TeenBiz, Accelerated Reader, Compass Learning, and FCAT Explorer are infused through the school-wideliteracy plan to promote positive learning outcomes and will be used with ELL and SWD subgroups notmeeting Adequate Yearly Progress. Teaching will be infused with various learning strategies to enhancevocabulary and comprehension (i.e., graphic organizers, concept maps, anticipation guides, story maps,timelines, two-column notes, etc.). Cooperative learning activities, vocabulary enrichment, QAR, ReadersTheater, and a variety of reading styles will be included in daily lesson planning. Differentiated instruction isincluded in the structured day, incorporating the use of a teacher-led intervention and independent studentcenters that support whole group learning. Centers include: technology, independent reading, writing andintervention.

Before/After School Tutoring: To ensure that academic needs of the students are being met, articulationwill be coordinated between the homeroom/subject area teacher(s) using the students’ assessment dataor IEP. The assessment data or IEP will identify specific area(s) of deficiency in phonemic awareness,phonics, fluency vocabulary and/or comprehension; the desired level of performance, and the instructionalsupport/intervention that is being provided to meet the desired level of performance. Tutoring programswill use instructional materials and/or software that are approved and address the identified area(s) ofneed.

Various mentoring programs will be available for students identified as “at risk” of dropping out of school.There are currently several mentoring programs in place in the M-DCPS system including 500 Role Modelsof Excellence, One Child at a Time, and Take Stock in Children.

The JFK Summer Academy program for low performing students in grades 6, 7, and 8 will includeinstruction 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. Thomas Jefferson Middle School provides extended learning opportunities for our students. Before andafter school tutoring programs in reading, mathematics, and science skills are offered throughout theschool year This year support from the Supplemental Education Services (SES) will allow students the



school year. This year, support from the Supplemental Education Services (SES) will allow students theopportunity for outside tutorial agencies to provide additional support in the school's literacy program.

SCHOOLS GRADED C OR BELOW

Professional Development

Not applicable

Disaggregated Data

Not applicable

Informal and Formal Assessments

Not applicable

Alternative Instructional Delivery Methods

Not applicable

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Different Innovative Approaches to Instruction - Cluster-based intensive mathematics instruction isprovided in a four-spoke wheel format to students struggling in mathematics. Students with readingdeficiencies (coding and fluency) are provided with concurrent Intensive Reading Plus and Language Artsclasses, taught by teachers with dual certification. Though not mandated by the district, intensive scienceelective courses are offered at John F. Kennedy Middle School

Responsibility of Teaching Reading for Every Teacher

Responsibility of Teaching Reading for Every Teacher - All core and elective teachers are provided withQuestion Answer Response (QAR) and task card training by the reading leader, which provides everyteacher the instructional tools needed to teach reading across the curriculum. A reading resource centergives all teachers access to supplemental reading materials in specific content areas.

Quality Professional Development for Teachers and Leaders

Quality Professional Development for Teachers and Leaders - A professional development liasion providesprofessional development for teachers in instructional strategies, differentiated instruction, and classroommanagement. Workshops are provided in learning communities during Professional Service Period as wellas during faculty meetings, early release and teacher planning days.

Small Learning Communities (SLC)

Small Learning Communities (SLC) - Students are placed into one of thirteen interdisciplinary academicteams to provide students and their families with instructional and affective support during their middleyears experience.

Intensive Intervention in Reading and Mathematics



Intensive Intervention in Reading and Mathematics - Thirty three intensive reading, twenty-four intensivemathematics, three intensive science, and three intensive writing classes all provide students intensiveremediation of strand deficiencies. Pull-outs, tutorials, and Saturday and Summer Academies also provideintervention. Student placement in the intensive reading program is tightly stratified and based upon a four-year longitudinal analysis of prior student achievement. Teachers certified in reading specifically requestgrade and ability levels to ensure teacher commitment and instructional efficacy. This unique placementmodel ensures students are appropriately placed and are given every opportunity to learn in a settingconducive for achievement. Intensive mathematics models, also requested by faculty and supported bystudent achievement data, vary by grade level and students' content area deficiencies.

Parental Access and Support

Parental Access and Support - John F. Kennedy Middle School provides monthly workshops on-sitethrough our Title I Community Involvement Specialist, as well as numerous offerings from the district'sParent Academy. Interdisciplinary meetings, offered three times weekly, give parents continual access totheir child's teachers.

Applied and Integrated Courses

Applied and Integrated Courses are offered to all students through the Biomedical EnvironmentalAgriculture Technology (BEAT) Magnet Program. Any student declining participation in this Program Within aSchool (PWS) academy model are placed within nine seperate interdisciplinary academy teams andparticipate in elective courses, provided the student is not required to participate in IntensiveReading/Language or Mathematics instruction.

Course Choice Based on Student Goals / Interests / Talent

Course Choice Based on Student Goals / Interests / Talent - All students are provided the opportunity toapply for participation in the Biomedical, Environmental, Agriculture and Technology academies offered atthe school.

Master Schedules Based on Student Needs

Master Schedules Based on Student Needs - Students' performance is analyzed longitudinally (four yeartrend data) to determine appropriate placement in intensive or advanced coursework.

Academic and Career Planning

Academic and Career Planning - Students participate in quarterly counseling sessions and transitionstudents participate in the District Middle Moves Progam. Our counseling staff provides career developmentactivities through a pull-out program in cooperation with elective and U.S. History classes (due to intensiveremedial course offerings).

GOALS

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

*Needs Assessment: Results of the March 2008 FCAT Reading Assessment indicate that sixty-fivepercent (65%) of the student population scored at or above FCAT Level 3.Students scoring at Level 1 was twenty-four (24%) percent, while students



scoring at Level 2 was sixteen (16%) percent. Additionally, the total schoolpopulation proved strongest in the areas of Comparisons (67% correct) Wordsand Phrases (67% correct) and Main Idea/Purpose (67% correct), whileReference/Research (63% correct) proved to be the weakest strand. WhenAdequate Yearly Progress (AYP) of established subgroups is analyzed, the EnglishLanguage Learners (ELL) and Students With Disabilities (SWD) population did notachieve the standards established by the state according to the No Child LeftBehind parameters. Additionally, twenty percent (20%) of the required 58% ofthe ELL population scored at or above grade level. The 2008 assessment hasuncovered needs, which include, but are not limited to: 1. CRISS training for staffon those learning strategies, which maximize reading comprehension; 2.development and implementation of a tutorial program targeting studentweaknesses according to strands for the lowest quartile 3. the instructionalinitiative, which promotes identification of causal relationships and reference andresearch skill development; 4. Inclusion of SWD populations into mainstreamdevelopmental reading class sections to provide least restrictive environment; 5.and the development and implementation of extended tutorial opportunitiestailored to meet the specific needs of the ELL and SWD populations.

*Objective: Given instruction based on the Sunshine State Standards (SSS), students ingrades six through eight will improve their reading proficiency as evidenced by atleast 70% of students scoring at Level 3 or higher given scores on the 2009administration of the FCAT Reading Assessment.

Given instruction based on the Sunshine State Standards (SSS), ELL (EnglishLanguage Learners) students in grades six through eight will improve theirreading proficiency as evidenced by 70% of students scoring Level 3 or highergiven scores on the 2009 administration of the FCAT Reading Assessment.

Given instruction using the Sunshine State Standards (SSS), SWD students ingrades six through eight will improve their reading proficiency as evidenced by70% of students scoring at FCAT Level 3 or higher given scores on the 2009administration of the FCAT Reading Assessment.

*Strategies: 1. Schedule every student who scored “100” on the 2008 administration of theFCAT Reading Assessment to attend monthly academic development sessionswith the Trust Counselor. 2. Require all teachers to identify lowest quartile students assigned to them andclosely monitor each student’s progress in the first quarter. 3. Purchase 1,541 hours of teacher instruction, by Principal, to implementintensive cluster-specific after-school and Saturday tutoring to address needs ofAYP subgroups not making adequate progress. 4. Implement instructional program assessed by student attendance and monthlyin house, research-based assessments, to be monitored by reading coaches andSES facilitator. 5. Implementation of monthly academic development group sessions bycounselors for lowest quartile students. 6. Purchase hourly teachers to implement intensive strand-specific after-schooland Saturday tutorial program addressing needs of AYP subgroups not makingadequate progress. 7. Provide 30 one-eighth teaching supplements by Principal to place students insubgroups not meeting AYP(ESL and SWD) and lowest quartile students inIntensive Reading and Intensive Reading + classes in compliance with theComprehensive Research–Based Reading Program. 8. Utilize instructional Focus Calendars and conduct quarterly formal and/orinformal data analysis via Edusoft in literacy leadership team and departmentmeetings, to be monitored by Principal, Assistant Principal. 9. Principal, Assistant Principal, Language Arts department chairperson andteachers to meet and identify students for advanced classes based on FCAt andassessment data. 10. Training to be conducted by professional development liasion in Edusoft toinclude creation of custom groups so Language Arts teachers may monitorsubgroup progress. 9. Utilize Reading Coach to provide professional development for teachers inresearch-based instructional strategies and instructional best practices. 10. Utilize pre-and post assessment instruments to assess student achievementin reading tutorials.

*Evaluation: • 2009 FCAT Reading Assessment (Summative Assessment) • Benchmark and Interim Assessments (Formative Assessment) • Attendance logs from tutorial programs



g p g• FCAT Explorer • Compass Data • Lexia Data • FORF Data (Where Applicable) • Accelerated Reader Reports

*Evidence-basedProgram(s):

• Language Arts Textbook McDougal Littell • READ 180 • Intervention materials for struggling readers, i.e. STARS • Differentiated Instruction/Intervention • Classroom Libraries with Structured Monitoring • Project CRISS • Intervention programs and software: Compass, Lexia, Weaver, Ellis, Riverdeep,and FCAT Explorer • Accelerated Reader Program

*ProfessionalDevelopment:

• Creating Independence Through Student-Owned Strategies (CRISS) Workshops • SPI training • Data Analysis • Online and Peer-to-Peer FCAT Explorer Training • Principal to identify model teachers for observation. • Professional Service Period (PSP) time to be provided weekly for sharing ofbest practices within departments. • Teachers to develop Individual Professional Development Plans (IPDP). • School-site administrators provide access to instructional materials,technological resources, reference materials to support instruction. • Administrators will conduct weekly walk-through visits to monitorimplementation and will follow up with feedback. • Attendance at Just Read, Florida! Leadership Conference.

Budget:

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

Description of Resources Funding Source AvailableAmount

Voyager District $38,000.00

Compass Learning District $0.00

FCAT Explorer District $0.00

Riverdeep District $0.00

Total: $38,000.00

Technology


Computers and Servers to supportreading programs Title I $100,000.00

Total: $100,000.00



Electronic Gradebook District $0.00

FLaRE, Gifted, and CrISS Training District $0.00

Total: $0.00

Other


Supplemental Educational Services Title I $0.00

Total: $0.00

Final Total: $138,000.00

*Non-Highly QualifiedInstructors:

Yankson, Michelle currently assigned to teach Middle Grade - Language Arts, hasapplied for an Initial Temporary Certificate in Middle Grade -Language Arts.



Postemice, Linda currently assigned to teach seventh grade - Language Arts,presently has a State of Florida teaching certificate in grades K-6, and is workingtoward add-on certification.

John F. Kennedy Middle School designed and implemented a year long TeacherProgram designed to culture new teachers to every aspect of teaching in additionto District-sponsored orientation workshops and in services. An administrator isofficially assigned to oversee the Beginning Teacher program. The administratormeets with new teachers twice a month in order to address any concerns andprovide basic classroom procedures training. Professional Growth Teams are alsoassigned to assist annual contract teachers with effective classroom teachingstrategies. Annual contract teachers are observed twice, and veteran teachersare observed once during the school year utilizing the Professional Assessmentand Comprehensive Evaluation System (PACES) prescribed by the District. Allteachers are surveyed at intervals during the school year, and professionaldevelopment workshops are tailored to meet their needs and strengthen theirtotal educational delivery to increase student achievement. Additionally, teachersparticipate in both in house and district sponsored assessment training includingitem specification training to ensure that lesson planning and instructional deliveryare following the Comprehensive Reading Plan and addressing specificinstructional strands.

End of Reading Goal

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

*Needs Assessment: Results of the March 2008 FCAT Mathematics Assessment indicate that 65% ofthe student population scored at or above Level 3. Additionally, the total schoolpopulation proved strongest in the areas of Data Analysis (50% to 62% correct;12 percentage point increase), Geometry (58% correct; six percentage pointincrease), and Number Sense (55% correct; five percentage point increase),while Algebraic Thinking (48% correct) and Measurement (43% to 50% correct),proved more challenging for students. When Adequate Yearly Progress (AYP) ofestablished subgroups is analyzed, the English Language Learners (ELL), StudentsWith Disabilities (SWD), Black, and Economically Disadvantaged studentpopulations did not achieve the standards established by the state according tothe No Child Left Behind parameters (58% at or above grade level). Fifty sevenpercent of the Economically Disadvantaged population scored at or above gradelevel, an eight percentage point increase when compared to scores of the 2007FCAT Mathematics Assessment, and 55% of the total school and Blackpopulation scored at or above grade level in mathematics, a three percentagepoint increase over the previous year. Sixty five percent of Hispanic studentsscored at or above grade level in mathematics, a seven percentage pointincrease over last year. The 2008 assessment has uncovered needs, whichinclude, but are not limited to: 1. Follow district pacing guide, and includeadditional activities encompassing the weakest strands and benchmarks; 2.develop and implement a tutorial program targeting the weakest strands for thelowest quartile; 3. Increase the number of intensive developmental mathematicsclass sections to the master schedule tailored to meet the specific needs of theELL, SWD, Black, and Economically Disadvantaged populations; 4. Develop andimplement extended tutorial opportunities tailored to meet the specific needs ofthe ELL, SWD, African-American, and Economically Disadvantaged populations.

*Objective: Given instruction based on the Sunshine State Standards (SSS), students ingrades six through eight will improve their mathematics skills as evidenced by68% of students scoring at Level 3 or higher given scores on the 2009administration of the FCAT Mathematics Assessment.

Given instruction based on the Sunshine State Standards (SSS), SWD students ingrades six through eight will improve their mathematics skills as evidenced by68% of students scoring at Level 3 or higher given scores on the 2009administration of the FCAT Mathematics Assessment.



Given instruction based on the Sunshine State Standards (SSS), ELL students ingrades six through eight will increase their mathematics proficiency as evidencedby 68% of students scoring at Level 3 or higher given scores on the 2009administration of the FCAT Mathematics Assessment.

Given instruction based on the Sunshine State Standards (SSS), Black students ingrades six through eight will improve their mathematics skills as evidenced by68% of students scoring Level 3 or higher given scores on the 2009administration of the FCAT Mathematics Assessment.

Given instruction based on the Sunshine State Standards (SSS), EconomicallyDisadvantaged students in grades six through eight will improve theirmathematics skills as evidenced by 68% of students scoring Level 3 or highergiven scores on the 2009 administration of the FCAT Mathematics Assessment.

*Strategies: 1. Purchase additional mathematics textbooks and instructional materials, byAssistant Principal, above textbook allocation to meet needs of acceleratedmathematics students. 2. Purchase 1541 teacher instructional hours, by Principal, to implement intensivestrand-specific summer program for subgroups not meeting AYP and students inthe lowest quartile. 3. Purchase mathematics department chair hourly, by Principal, to identify lowestquartile students and closely monitor each student’s progress toward benchmarkmastery. Work with teachers to ensure scope and sequence compliance. 4. Schedule every student who scored “100” on the 2008 administration of theFCAT Mathematics Test, by department chair, to attend monthly motivationalsessions with the Trust Counselor as monitored by sign in logs. 5. Purchase 2,000 teacher hours, by principal, to implement intensive strand-specific tutorial after school/before-school, and/or Saturday program forsubgroups not meeting AYP and students in the lowest quartile as monitored byin house benchmark and/or District Interim Assessments. 6. Provide 18 one eighth supplements for teachers, by principal, to provideintensive developmental mathematics classes to lowest quartile students andstudents in ELL and SWD subroups not making adequate yearly progress asmonitored by in house benchmark and/or District Interim Assessments. 7. Use Interim and benchmark assessments to monitor student progress, andutilize District Pacing Guide to develop Instructional Focus Calendar. 8. Use data debriefing protocols to analyze student achievement. 9. Utilizing FCAT and benchmark data, Assistant Principal to meet with StudentServices Chair, Math Department Chair and mathematics teachers to identifystudents for advanced courses. 10. Utilize pre-and post assessment instruments to assess student achievementin mathematics tutorials.

*Evaluation: • 2009 FCAT Mathematics Assessment • District Interim Assessments • Attendance at tutorial programs • FCAT Explorer • Riverdeep


• Mathematics Textbook—Glencoe • Riverdeep • Gizmos • District Pacing Guide


• SPI training • Data Analysis • FCAT Explorer • Riverdeep • Gizmos

Budget:


Available




Glencoe Mathematics Materials District $0.00

Total: $0.00

Technology


Accelerated Math/Star Math/Gizmos District $0.00


Compass Learning District $0.00

FCAT Explorer District $0.00

Total: $0.00



Pacing Guide Professional Development School Site $0.00

Total: $0.00

Other


Supplemental Educational Services Title I $0.00

Total: $0.00

Final Total: $0.00


Not applicable

End of Mathematics Goal

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

*Needs Assessment: Results of the 2008 FCAT Writing + indicates that students scores rose from 292to 304, an increase of twelve percentage points; scoring higher than thestatewide average. Additionally, 93% percent of eighth grade students testedscored at the state’s mastery level of 3.5 or higher. Eighth grade students testedachieved a combined mean score of 4.3, demonstrating an increase of .3 whencompared to the eighth grade population’s average writing score of 4.1 in 2007.Specifically, eighth grade students tested with the expository version of the FCATWriting + Assessment achieved a mean score of 4.3 while students tested usingthe persuasive version scored a mean scale score of 4.4 a .2 percentage pointincrease when compared to the previous year’s score. Data indicates thecurriculum needs to reflect more of a focus on expository writing, with acontinued effort to develop writing skills including focus and conventions. Further,data indicates a ten percentage point increase among students improvingpersuasive writing proficiency at the 3.5 and 4.0 levels. 88% of English LanguageLearners (ELL) learners increasing writing proficiency four percent; a fourpercentage point increase from the previous year.

*Objective: Given instruction based on Sunshine State Standards, a minimum of 90 percentof students in grade eight will score 3.5 or higher on the 2009 administration ofthe FCAT Writing + Assessment.

*Strategies: 1. Issue quarterly writing assessments to students in order to monitor progress. 2. Develop writing portfolios in language arts classes. 3. Implement the use of “writing-across-the-curriculum”. 4. Provide professional development to teachers in the FLDOE Rubric ScoringSystem. 5. Use of instructional focus calendars for writing



6. Implement an intensive writing class specializing in short and extendedresponse questions for eighth grade students. 7. Administer District Pre and Post Tests, quarterly in-house writing assessments,and utilize data debriefing protocols. 8. Utilize pre-and post assessment instruments to assess student achievement inwriting tutorials.

*Evaluation: • 2009 FCAT Writing + Scores • Edusoft Data • Teacher Generated Writing Assessments Pre/Post Test for Tutorials


McDougall Littell resources


• Holistic scoring training • Data analysis training • Criterion

Budget:



No Data No Data $0.00

Total: $0.00

Technology



Total: $0.00



Write on JFK Training School $0.00

Total: $0.00

Other


Writing Supplements/Tutoring Florida Educational Finance Program $15,000.00

Total: $15,000.00


End of Writing Goal

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

*Needs Assessment: Results of the March 2008 FCAT Science Assessment indicate that eighth gradestudents tested achieved a mean scale score of 304, an eleven percentage pointincrease over 2007 results, with 47% of students meeting high standards.Students significantly increased their proficiency twenty-four percentage points inthe physical and chemical content area (from 43% to 67%). Eighth gradestudents scores continue to reflect great strength in the area of Life andEnvironmental sciences, increasing overall proficiency from 54% to 62% correct.Questions in the earth and space sciences strand were answered with 45%accuracy, indicating a need for additional benchmark instruction from this content



area in Intensive Science electives and additional student placements in Earth andSpace Science Honors classes. Students did demonstrate a one percentage pointdecrease in the area of scientific thinking, dropping from 58 to 57 percent,indicating that students require additional assistance in this area.

*Objective: Given instruction based on the Sunshine State Standards (SSS), students ingrades six through eight will improve their science skills as evidenced by at least50% of students scoring at Level 3 or higher given scores on the 2009administration of the FCAT Science Assessment.

*Strategies: 1. Analyze site-authored data to align scope-and-sequence across grade levels. 2. Monitor classroom instruction and review lesson plans/Edusoft data. 3. Implement classroom activities and project-based learning that promotes aninquiry approach to science. 4. Develop and implement a tutoring program to address student deficiencies. 5. Develop a common set of laboratory activities for students within eachscience course. 6. Provide time for teachers to collaborate and share best practices, mentor, andmodel lessons. 7. Identify students who scored at or above FCAT Achievement Level 3 inmathematics for placement in advanced and honors science courses. 8. Use and analysis of benchmark and Interim Assessments within the sciencedepartment, with monitoring via leadership team. 9. Use of the JFK Science Success Plan (Annual Instructional Focus Calendar)

*Evaluation: • March 2009 FCAT Science Assessment • Site-authored assessments • District Interim Assessments


• Glencoe Textbook • Gizmos • District Pacing Guide/Crunch Time CD


• Scope-and-Sequence Implementation Training • Gizmos, CrISS, Edusoft, Data Analysis, Inquiry-Based Learning, andDifferentiated Instruction training.

Budget:



Glencoe Science Textbooks andResource Materials District $0.00

Total: $0.00

Technology


Gizmos District $0.00


Total: $0.00



SECME Training District $0.00

SEMAA Training District $0.00

Benchmark Training School Site $0.00

Total: $0.00

Other

Description of Resources Funding Source Available



Description of Resources Funding Source Amount

Intensive Science Electives/ 4 Sections Florida Educational Finance Program $20,000.00

Total: $20,000.00



Lewis, Mary teaches MG General SCI and is certified in Health.

John F. Kennedy Middle School designed and implemented a year long TeacherProgram designed to culture new teachers to every aspect of teaching in additionto District-sponsored orientation workshops and in services. An administrator isofficially assigned to oversee the Beginning Teacher program. The administratormeets with new teachers twice a month in order to address any concerns andprovide basic classroom procedures training. Professional Growth Teams are alsoassigned to assist annual contract teachers with effective classroom teachingstrategies. Annual contract teachers are observed twice, and veteran teachersare observed once during the school year utilizing the Professional Assessmentand Comprehensive Evaluation System (PACES) prescribed by the District. Allteachers are surveyed at intervals during the school year, and professionaldevelopment workshops are tailored to meet their needs and strengthen theirtotal educational delivery to increase student achievement. Additionally, teachersparticipate in both in house and district sponsored assessment training includingitem specification training to ensure that lesson planning and instructional deliveryare following district science scope and sequence and addressing specificinstructional benchmarks.

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: District Parent Academy data, derived from 2007-2008 sign-in rosters, indicateeleven (11%) of parents participated in at least one school site workshop. Alarge number of parents from the John F. Kennedy Middle School Community arerecent arrivals to the United States of America. They are unfamiliar with theschool system and the State's examination, promotion, and graduationrequirements. Furthermore, they may be employed in more than one job,supporting large families, with limited spare time to attend their children'sacademic and social activities. The level of involvement of parents will need to behighly focused and well planned to maximize the efforts to generate increasedparticipation and support.

*Objective: Given the need to establish a link with home and community to support theefforts of improving the academic achievement of students, parental involvementwill continue to be an integral part of our efforts for improvement for the 2008-2009 school year showing a five percentage point (5%) increase in the level ofparental participation at Parent Academy events from 12% to 17% whencompared to data from the previous year.

*Strategies: 1. Conduct monthly EESAC/PTSA meetings to inform parents about schoolimprovement efforts. 2. Invite parents to participate in the various awards programs which showcasethe academic achievement of John F. Kennedy Middle School students. 3.Provide strategies for parents to use at home to support reading,mathematics, writing, and science efforts. 4.Encourage and increase parental involvement in student achievement andplanning by way of monthly written and verbal communication. 5.Conduct Parental FCAT training in coordination with the Parent Academy andBilingual Parent Outreach Program (BPOP). 6.Utilize Community Involvement Specialist to conduct weekly home visits inorder to promote parental involvement.

The Title I Community Involvement Specialist will record these activities on a



monthly basis and provide a log of parent participation during the 2008-2009school year. This data will be moni

*Evaluation: • Workshop attendance rosters • PTSA meetings attendance roster • EESAC meeting attendance rosters • Parent Academy attendance rosters • BPOP attendance rosters


• National Parent Teacher Association (PTA) Standards for Parents and Family Involvement Program.


• Monthly EESAC Meetings • Monthly PTSA Meetings • Parent Academy • Bilingual Outreach Program

Budget:



PTA Standards for Parent and FamilyInvolvement Publication PTA $0.00

Total: $0.00

Technology



Total: $0.00



PTA Meetings and Conferences PTA Funds $1,000.00

Total: $1,000.00

Other


Parent Academy Workshops District $0.00

Title I Community InvolvementWorkshops District $0.00

Title I Meetings - School Site, DAC, andPAC District $0.00

Bilingual Parent Outreach Program(BPOP) District $0.00

Total: $0.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied by the FLDOE indicate that in 2006-2007, John F.Kennedy Middle School ranked in the 70th percentile on the State of Florida ROIIndex.

Objective: A review of the most recent State of Florida ROI Index Report (2006-2007academic year) indicated an overall ROI score of 70% for John F. Kennedy MiddleSchool. John F. Kennedy Middle School will demonstrate a one percentage pointincrease on the next State of Florida Return on Investment Publication.

Strategies: 1. Conduct an analysis of school-based expenditures.



2. Become more informed about the use of financial resources in relation toschool programs. 3. Collaborate with the district on resource allocation. 4. Consider shared use of facilities, such as partnering with community agencies. 5. Analyze FCAT data to analyze overall cost per student average benefit.

The Principal, Assistant Principal of Curriculum, will review expenditures and sharefindings with the EESAC Committee

Evaluation: • On the next State of Florida ROI Index publication, John F. Kennedy MiddleSchool will show progress toward reaching the 71st percentile.

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 Voyager District $38,000.00

Reading Compass Learning District $0.00

Reading FCAT Explorer District $0.00

Reading Riverdeep District $0.00

Mathematics Glencoe MathematicsMaterials District $0.00

Science Glencoe Science Textbooksand Resource Materials District $0.00

Parental Involvement PTA Standards for Parent andFamily Involvement Publication PTA $0.00

Total: $38,000.00

Technology


Reading Computers and Servers tosupport reading programs Title I $100,000.00

Mathematics Accelerated Math/StarMath/Gizmos District $0.00

Mathematics Riverdeep District $0.00

Mathematics Compass Learning District $0.00

Mathematics FCAT Explorer District $0.00

Science Gizmos District $0.00

Science Riverdeep District $0.00

Total: $100,000.00



Reading Electronic Gradebook District $0.00

Reading FLaRE, Gifted, and CrISSTraining District $0.00

Mathematics Pacing Guide ProfessionalDevelopment School Site $0.00



Writing Write on JFK Training School $0.00

Science SECME Training District $0.00

Science SEMAA Training District $0.00

Science Benchmark Training School Site $0.00

Parental Involvement PTA Meetings and Conferences PTA Funds $1,000.00

Total: $1,000.00

Other


Reading Supplemental EducationalServices Title I $0.00

Mathematics Supplemental EducationalServices Title I $0.00

Writing Writing Supplements/Tutoring Florida Educational FinanceProgram $15,000.00

Science Intensive Science Electives/ 4Sections

Florida Educational FinanceProgram $20,000.00

Parental Involvement Parent Academy Workshops District $0.00

Parental Involvement Title I Community InvolvementWorkshops District $0.00

Parental Involvement Title I Meetings - School Site,DAC, and PAC District $0.00

Parental Involvement Bilingual Parent OutreachProgram (BPOP) District $0.00

Total: $35,000.00


SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

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

No. Disagree with the above statement.

Measures Being Taken to Comply with SAC Requirement

EESAC Elections are scheduled for the first Wednesday in September. At that time, the council is holdingannual elections will be in compliance. Nominations and elections are conducted within each resepctivegroup, (ie: PTSA, Faculty) with the nominees receiving the highest number of votes (either majority orplurality) filling EESAC vacancies to capacity as required in the EESAC bylaws. Efforts to ensure that amajority of EESAC participants are not employed at the school include an EESAC membership drive amongall parents attending school orientation activities held in August and September, 2008 as well ascommunication via flyer and Connect-Ed.

SAC Involvement

John F. Kennedy 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). The EESAC supports every effort aimed atheightened student achievement and allocates funds for the after school, Saturday, and Summer Academytutoring program. The council also plays an integral role in developing the School Improvement Plan(formerly the School Performance Excellence Plan) yearly. It also recommends instructional material to



(formerly the School Performance Excellence Plan) yearly. It also recommends instructional material tosupplement the scope-and-sequence curriculum model utilized in each academic discipline. Specifically, thecouncil will support John F. Kennedy Middle School's efforts by:

1. Participate in additional data analysis instruction to best determine student needs 2. Appropriate funds for further curricular development and implementation of the extended learningopportunities 3. Make recommendations regarding purchasing of instructional materials 4. Help facilitate the improvement of parental involvement 5.Monitor the progress of school goals, objectives, implementation of strategies, completion of requiredactivities, and analysis of formative data

SAC Members

Members

1) Karen Robinson, Principal

2) Victoria Barker, Student

3) Hannibal Howell, Teacher

4) Leon Maycock, Teacher

5) Sharon Morrison, Teacher

6) Edwyn Claude, Teacher

7) Mary Butler, Teacher

8) Nicole Borrajo, Teacher

9) Cindy Wilson, Teacher

10) Patricia Richardson, Teacher

11) Karen Levine, Business Member

12) Joe Terborg, Parent

13) Cheryl White-Lindsey, Parent

14) Ivanova Beckfort, Parent

15) Alice Golick, Parent

16) Mary Muniz-Pellicer, Parent

17) Eddie Cole, Parent

18) Jeffrey Berson, Community Member

19) Mary Kate Parton, Assistant Principal



IMPLEMENTATION EVALUATION

The EESAC monitors progress towards achievement of objectives quarterly via participation in school-wideleadership council, where goals and strategies are reviewed and discussed to ensure that SIP componentsare implemented with fidelity. Furthermore, the District's North Regional Center formally monitors progressvia Schoolwide Instructional Reviews, a midyear review, and a final review at the closing of the school year.EESAC funds are budgeted annually to support schoolwide instructional goals and approved by a majorityof EESAC members at the September EESAC Meeting. Historically, funds support specialized tutoring andcurriculum development projects that directly impact student achievement.

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

26 74 20 80 0 0 0 0 0 0


BaselineBenchmarkAssessment



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

39 61 4 96 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

16 84 5 95 71 29 11 89 0 0




DistrictWritingPrompt



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




2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade JOHN F. KENNEDY MIDDLE SCHOOL 6301Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 1938Math: 1938

2007-2008 School Grade1:

A 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 100 Y 100 Y 60 Y 60 N Y NA 44 40 NA 45 40 Y 57 NA 68 NA

WHITE 100 Y 100 Y NA NA Y NA NA NA NA NA BLACK 100 Y 100 Y 57 N 55 N Y NA 48 43 Y 48 45 N 55 NA 65 Y HISPANIC 100 Y 100 Y 62 Y 65 Y Y NA 42 38 NA 42 35 NA 60 NA 72 NA ASIAN 100 Y 100 Y NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 57 N 57 N Y NA 47 43 N 47 43 N 55 N 65 Y

ENGLISHLANGUAGELEARNERS

100 Y 100 Y 20 N 21 N 84 88 Y NA 76 80 N 77 79 N 40 N 53 N

STUDENTS WITHDISABILITIES 100 Y 100 Y 18 N 19 N NA NA 81 82 N 87 81 N 26 N 31 N


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

SWD 3 97 1 99 4 96 1 99

ELL 1 99 1 99 1 99 1 99

ECON DIS 25 75 8 92 70 30 10 90

End of Baseline Data Report

AYP DATA



2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade JOHN F. KENNEDY MIDDLE SCHOOL 6301Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)



B 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 100 Y 100 Y 56 Y 55 N 93 Y NA 43 44 NA 47 45 N 43 NA 59 Y

WHITE 100 Y 100 Y NA NA 94 Y NA NA 30 NA NA NA BLACK 100 Y 100 Y 52 Y 52 N 93 Y NA 46 48 NA 52 48 N 41 NA 57 Y HISPANIC 100 Y 100 Y 58 Y 58 Y 91 Y NA 42 42 NA 45 42 NA 45 NA 61 NA ASIAN 100 Y 100 Y NA NA NA NA NA 12 NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 53 Y 53 N 93 Y NA 45 47 NA 51 47 N 43 NA 58 Y


100 Y 99 Y 24 N 23 N 73 84 Y NA 77 76 N 77 77 N 43 N 43 N

STUDENTS WITHDISABILITIES 99 Y 99 Y 19 N 13 N 67 84 Y NA 86 81 N 88 87 N 34 N 36 N

2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade JOHN F. KENNEDY MIDDLESCHOOL 6301

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



A 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 100 Y 100 Y 57 Y 53 Y 92 93 Y NA 58 43 NA 54 47 NA

WHITE 99 Y 99 Y 69 Y 70 Y 94 NA NA 42 31 NA 36 30 NABLACK 100 Y 100 Y 54 Y 48 N 92 93 Y NA 62 46 NA 59 52 YHISPANIC 100 Y 100 Y 58 Y 55 Y 90 91 NA NA 58 42 NA 52 45 NAASIAN 100 Y 100 Y 84 NA 88 NA NA NA NA 14 12 NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 100 Y 100 Y 55 Y 49 N 91 93 Y NA 61 45 NA 58 51 Y


99 Y 99 Y 23 N 23 N 82 73 N NA 84 77 N 78 77 N

STUDENTS WITHDISABILITIES 99 Y 99 Y 14 N 12 N 51 67 Y NA 86 N 88 N

SCHOOL GRADE DATA



Dade School DistrictJOHN F. KENNEDY MIDDLE SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

65% 65% 95% 47% 272

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

65% 70% 135

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?

66% (YES) 66% (YES) 132 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 539 Percent Tested =100% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

60% 60% 93% 41% 254

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

55% 65% 120


Adequate Progressof Lowest 25% inthe School?

63% (YES) 62% (YES) 125 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 499 Percent Tested =100% Percent of eligible students tested

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


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 63% 57% 89% 209

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

% of Students MakingLearning Gains 72% 67% 139


Adequate Progress of Lowest25% in the School? 76% (YES) 76 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 424 Percent Tested = 100% Percent of eligible students tested

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



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