10/21/2008 2008-2009 Florida School Improveme…ossip.dadeschools.net/sip/08-09/pdf/7461.pdfenrolled...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: MIAMI SENIOR HIGH SCHOOL

District Name: Dade

Principal: Dr. Daniel Tosado

SAC Chair: Albert Kunze

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending School 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:

All students can learn, and student learning is the chief priority for the school. Therefore, students' learningneeds will be the primary focus of all decisions impacting the work of the school. Students learn in different ways and will be provided with a variety of instructional approaches to supporttheir learning.

Students need to not only demonstrate their understanding of essential knowledge and skills, but also beactively involved in solving problems and producing quality work.

The commitment to continuous improvement is imperative if our school is going to enable students tobecome confident, self-directed, lifelong learners.

A safe and physically comfortable environment will promote student learning.

Teachers, administrators, parents, and the community will share the responsibility for advancing theschool's mission.

Mission:

Miami Senior High School is committed to creating a safe and supportive learning environment thatprepares every member of the school community for the workplace or post-secondary education in orderto secure a successful future.

Students, teachers, staff, parents, and community will collaborate to ensure that all students mastermeaningful and challenging work in a balanced curriculum and become independent thinkers, problemsolvers, productive citizens, and lifelong learners.

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SCHOOL PROFILE DEMOGRAPHICS

School Facility Miami Senior High School (MSHS), a comprehensive urban high school, is the oldest secondary educationalinstitution in Miami-Dade County Public Schools. Miami Senior High School is a Title I funded school anddesignated as a SINI 5 for 2008-2009. It was built in 1926 on 17 acres that currently serves 2900students in grades nine through twelve. The school is in the beginning phase of a total renovation projectthat is in excess of 100 million dollars.

School Community Description The school is located in “Little Havana”, a predominantly Hispanic community, in Miami-Dade County. Theschool consists of a multi-cultural, multi-ethnic, multi-lingual population. It shares a community partnershipwith businesses such as Books & Books Inc., Ibiley School Uniforms, Kiwanis Club of Little Havana, MercyHospital, BPA Accounting Services, Inc., Guerra Dental Group, ITT Technical Institute, Miami DadeCommunity College, and Miami International University of Art and Design. Student Population The school is predominantly Hispanic in ethnicity; the ethnic make-up is 91% Hispanic, 5% Black (non-Hispanic), 3% White (non-Hispanic), and less than 1% Other. There are approximately 2900 studentsenrolled at MHS. There are 84 Level 1 and 149 Level 2 students in 9th grade Reading. There are 160 Level1 and 218 Level 2 students in 10th grade Reading. There are 145 Level 1 and 147 Level 2 in 9th gradeMath, and 342 in 10th grade Levels 1 and 2. The total population in 9th grade is 715 and 10th grade is792. Teacher Population Miami Senior High School staff is comprised of 228 full time staff members and 5 part-time staff: 5administrators, 135 classroom teachers, 20 exceptional student education teachers, 6 guidancecounselors, 1 media specialist,18 paraprofessionals,9 clerical/secretaries, 18 custodial/service workers, 2community involvement specialists, 1 social worker, 1 activities director, 1 athletic director, 1 schoolpsychologist, and 1 career specialist. Faculty and staff members represent the multicultural diversity of the community. The school is recognizedas having a cadre of dedicated, hard-working, well prepared teachers and leaders. Interestingly, 38% ofthe faculty members are alumni and take great pride in returning to the school to help the next generationof students prepare for readiness to function in a multi-lingual/multi-cultural environment. The staff ispredominantly Hispanic in ethnicity; the ethnic make-up is 75% Hispanic, 10 % Black (non-Hispanic), 13 %White (non-Hispanic), and 6 % Other. There are no teaching vacancies at Miami Senior High. Class Size and Teacher-To-Student Ratios The current class size has a ratio of 25 to 1 in the general population an 11 to 1 in the SPED program. Attendance Rate The attendance percentage for the school year 2006 was 93.53 and the attendance percentage for theschool year 2007 was 94.29 indicating an overall increase of .76 percent. This significant increase has beenattributed to an early intervention process. Students with excessive absences were identified early throughthe use of COGNOS and individualized intervention plans were implemented. Promotion and Retention Rates Promotion The following numbers indicate the students per grade level that were promoted: tenth grade 759;eleventh grade 686; twelfth grade 611. Students promoted to the next level were monitored by severalindividuals to ensure that they were attending school as well as maintaining adequate grades per class. Retention The following numbers indicate the students per grade level that were retained: ninth grade 45; tenthgrade 85; eleventh grade 45; twelfth grade 27. The students that were retained were due to variousreasons such as: attendance issues, no grade policy, failure of a class or failure to make up a class duringnight school or the Summer session.

Graduation Rate The graduation rate for the school year 2006 was 572 and 604 in 2007. This 5.5% increase wasattributed to the early intervention of the students at risk as well as evaluating and accommodatingindividual student’s specific needs in order for them to meet the graduation requirements.

Feeder Pattern Miami Senior High generates the majority of its students from two neighboring schools, Shenandoah Middle



Miami Senior High generates the majority of its students from two neighboring schools, Shenandoah Middleand Citrus Grove Middle School. Special Programs Miami Senior High School families are mostly economically disadvantaged. According to district data, 80%of the students qualify for free or reduced lunch. Consequently, the school has been classified as a Title Ischool for the past five years. Title I has provided funding for additional instructional staff and professionaldevelopment as well as the flexibility to expand various programs and many beneficial services for oursstudents, such as Saturday and after school tutorials as well as supplies and technology to raise studentachievement. Early morning, after school tutoring and Saturday FCAT tutoring has been provided inmathematics, science, and in reading for all ninth, tenth, and re-takers students. Reading softwareprograms such as the Steck-Vaughn Read On program and the Critical Thinking software programs havebeen utilized in these tutorials as well as various mathematics software programs. Incentives have beenprovided to encourage and increase participation in these sessions. “Pull out” tutoring for the “bubblestudents” has been provided in math. Additionally, tutoring for Advanced Placement students has also beenoffered in order to increase the number of students scoring 4 and 5 on Advanced Placement exams. As part of the emphasis on school reform, Miami Senior High School was the first school in the District toadopt the eight-period block schedule. This innovative schedule allows students to progress more quickly,remediate academic deficits, and complete challenging School-To-Career-Programs. Miami Senior High offers various academies dealing with bilingual studies and entertainment careers. TheWorld Languages Extended Program Academy prepares young people for success in a world characterizedby international trade. The ARTEC Academy (Arts Related Technology for Entertainment Careers) isinvolved with entertainment careers, which have been identified by the Greater Miami Chamber ofCommerce as a growth sector of the local economy. The Ninth Grade Academy was added in the 2003-2004 school year to address the particular educational and social challenges of that age group. It wasorganized to address the needs of students showing a mixture of risk factors and potential for success. Miami Senior High School has strongly emphasized increased enrollment in Advanced Placement courses inorder to expose minority students to the rigors of advanced academics and better prepare them for post-secondary education. The number of students in AP courses has increased from 269 in 2006, 346 in 2007,to 453 in 2008. The number of AP exams administered has increased from 470 in 2006, 545 in 2007, to783 in 2008. Miami Senior High School has two magnet programs: the Center for the Teaching Profession Magnet,preparing students for the teaching profession and the Legal and Public Affairs Magnet, where students,through specialized course work, extensive field experiences, part-time employment and mentorships, areable to make informed decisions about entering the legal profession or public service careers. The e-Mentoring joint project with the Dade County Young Bar Lawyers is the first of its kind in the United States.Unique Aspects Miami Senior High School is the oldest high school in Miami-Dade County with a strong sense of family andtradition. The school has served as a cornerstone for the community, successfully assimilating each newimmigrant wave and societal change as well as the challenges of a comprehensive urban high school.

Most of the Miami High families are of Hispanic background and economically disadvantaged. Currently 456of the students are designated as English Language Learners (ELLs), with a large majority of them havingbeen in this category previously. Many of the students come with diverse educational backgrounds andwithout formal education from their home country. Lack of parental involvement and a high mobility rateare areas of concern as well as the challenges of the emerging construction project.

In spite of these challenges, Miami Senior High School has traditionally been at the cusp of innovation inimproving student achievement. It was the first high school in the District to implement the innovative eightperiod block schedule to facilitate a wide range of purposes. It allows the school to offer remedial coursesas needed to enhance academic performance and test preparation. It also allows for a much wideravailability of elective classes, making the offerings of academies and magnets much richer.

Furthermore, the school has valued partnerships with Miami-Dade College and the University of Florida, thelater through the UF Alliance, which provides eight full scholarships to our students annually as well as ninthgrade campus visits to encourage college awareness. The partnership with the University of Florida alsoprovides professional development opportunities for our novice teachers and the opportunity for ourinstructional staff to participate in their Summer Leadership Institute which addresses key issues in urbansecondary education.



In addition to having achieved a “C” in 2008, the following data is indicative of the continuous trendtowards improvement at Miami Senior High School:

Attendance has improved from 93.02 in 2006, 93.53 in 2007, to 94.29 in 2008. The number of outdoor suspensions has declined from 245 in 2006, to 142 in 2008. The number of indoorsuspensions declined from 833 in 2006, 676 in 2007, to 566 in 2008. Additionally, the number ofwithdrawals has declined from 708 in 2006, 578 in 2007, to 400 in 2008. And the graduation rate hasincreased from 513 in 2006, 584 in 2007, to 614 in 2008. Grants The Small Learning Communities Grant: Has provided funding to implement small learning communities forninth grade students. The communities are comprised of four teams with one Lead Teacher, four AcademyLeaders, 27 core subject area teachers, four counselors, a career specialist, and a cohort of approximately700 students.

The Secondary School Reform Grant: Has provided funding for the continuation of the flexible four periodblock schedule which has allowed for students to take the necessary remedial courses as well asparticipate in elective and vocational programs. Title 1 Status The School’s Title 1 Program is a school wide program.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Dr. Daniel Tosado, 089480, Principal A thirty-four year veteran of Miami-Dade County Public Schools, Dr. Tosado has held a variety ofadministrative positions ranging from middle school teacher through various principalships. At the districtlevel, Dr. Tosado has also held a number of positions in offices such as School Improvement, Curriculumand Instruction, Labor Relations, Information Technology, Construction, and, in his most recent position, asthe Associate Superintendent in the School Improvement Zone. At the site level, Miami Senior High Schoolis Dr. Tosado's third high school principalship and he was instrumental in developing the school district'sSecondary School Reform Framework.

Gloria Garcia, 148184, Assistant Principal During her eight-year tenure with M-DCPS, Mrs. Garcia has served in a low performing middle school with ahigh concentration of economically disadvantaged students. She was a mathematics teacher and served asCo-Chair of the Educational Excellence Advisory Council for three years as well as a Team Leader for sixthgrade. Mrs. Garcia was named Beginning Teacher of the Year and was later nominated as Teacher of theYear by her peers. During this time, the school’s grade improved from a D to a C. Prior to joining ouradministrative team, Mrs. Garcia was a Technology Mentor and facilitated training to the faculty on dataanalysis, software programs relating to content areas, and the utilization of technology to improveinstruction. In addition, she coordinated the school’s Beginning Teacher Program and was responsible forsetting up the Professional Growth Teams for over 15 new teachers, with monthly meetings to monitortheir progress. While at Miami Senior High School, she has collaborated with the administrative team toimprove the school’s grade from a D to C, monitored the school’s attendance (ranked 7th in the county),monitored the school’s Web site to ensure that parents were able to access their children’s grades, anddeveloped perfect attendance incentives. M G i tt d d th P i i l ' C t t H d G d t S h l f Ed ti d i th f



Mrs. Garcia attended the Principals' Center at Harvard Graduate School of Education during the summer of2005 and participated in a 10-day symposium titled "Improving Schools: The Art of Leadership" to developstrategies for improving student achievement, teacher performance, communication, and inclusion.

Benny Valdes, 203076, Assistant Principal Mr. Valdes has been part of the educational system for the past 13 years. He is an alumnus of MiamiSenior High School and a former physical education teacher. Mr. Valdes taught at Carver Middle School for8 years, during which time the school received a National Blue Ribbon School of Excellence Award. As anadministrator for the past five years, he has been an effective leader, demonstrating the professionalismand qualities of a veteran administrator. Being bilingual and having been raised in the school's surroundingneighborhood has helped Mr. Valdes in addressing the concerns of a large and diversified Hispaniccommunity. His home is close to the school, and this allows him to respond to emergencies and participatein after school activities. He is currently the assistant principal overseeing curriculum, providing continuedefforts for steady growth in student achievement. The school has seen an increase in the enrollment ofstudents in Advanced Placement courses from 269 in 2006, 346 in 2007 to 783 in 2008. As theadministrator supervising the 12th grade, the graduation rate increased 5.5% from 572 in 2006 to 604 in2007. Mr. Valdes has played a major role in Miami Senior High School's continuous improvement in studentachievement and in the attainment of a grade of “C” this past year. His degrees include a Bachelor inPhysical Education from Florida International University and a Masters in Educational Leadership from NOVASoutheastern University.

Patricia Rembert, 122217, Assistant Principal Ms. Rembert has thirty one years experience in the field of education. She has worked as a HeadstartCenter Director, mathematics teacher, adjunct college professor, college dean, department chairperson,magnet lead teacher, and middle school assistant principal before becoming an assistant principal at MiamiSenior High School (MSHS). Ms. Rembert has certification in Mathematics (6-12) and EducationalLeadership (K-12). She is a member of several educational organizations including Mathematics Teachersof Dade County, Phi Delta Kappa, Association for Supervision and Curriculum Development, and theNational Council for Exceptional Children. She has won numerous awards and honors and was recentlyacknowledged as the 2003-04 Access Center IV Outstanding Title I Administrator and represented MSHSas the 2003-04 Council for Exceptional Children Administrator of the Year. She has met the performancestandards of the Miami-Dade County Public Schools (M-DCPS) Performance Planning and AssessmentSystem throughout her eleven year tenure as an assistant principal. Ms. Rembert supervised themathematics department from 1996-2004, where 74% of the students made learning gains and 49% metFlorida Comprehensive Assessment Test (FCAT) objectives at level 3 and above. This performance playeda significant role in MSHS receiving a school grade of “C”. She supervised the Title I reading leader and theRead 180 program, and she assisted in the supervision of the Independent Practice Reading. Title I fundswere used to purchase reading and mathematics software and programs. In addition, she established theMiami Senior High School gifted program and the MSHS Parent Resource Center, served as supervisor ofgrants that brought over three million dollars into the school within the past three years, conductedProfessional Assessment and Comprehensive Evaluation System (PACES) staff development, served asTitle I coordinator, and developed the MSHS Beginning Teacher’s Program. She has served as a member ofthe MSHS Parent Teacher Student Association (PTSA), the MSHS Southern Association of Colleges andSchools (SACS) committee, Curriculum Council committee, and Exceptional Student Education (ESE)administrator. Ms. Rembert is a M-DCPS Creating Independence through Student-owned Strategies(CRISS) facilitator. Her goals are to assist the students, staff and community in making sure each childwho enters MSHS will be prepared to be a responsible and successful citizen.

Ms. Madeline Mendez, 236873, Assistant Principal Ms. Mendez began her educational career as a Social Studies teacher at Miami Carol City Senior HighSchool. Ms. Mendez received her bachelor's degree in History with a minor in Education from FloridaAtlantic University. She then went on to earn her Master's Degree in Educational Leadership from NovaSoutheastern University. Ms. Mendez is a professional educator who is dedicated to empowering studentsto reach their educational as well as their personal goals. Before joining the administrative team at MiamiSenior High School, Ms. Mendez worked as an Assistant Principal at Homestead Senior where she servedas committee chair in the SACS/CASI re-accreditation process, Parent Teacher Student Association(PTSA), Educational Excellence School Advisory Council (EESAC) and attended various district and stateseminars and conferences to enhance achievement within the Miami-Dade County Public School system.As an Assistant Principal, Ms. Mendez's major responsibilities entail overseeing attendance, technology,



FTE, payroll and the Exceptional Student Education Program. Ms. Mendez works collaboratively withstudents, staff, and the administrative team at Miami Senior High School to ensure continued increases inthe overall school performance on the FCAT from a “D” to a “C”. Ms. Mendez played a major role inincreasing school wide attendance, decreasing truancy and providing intervention for at-risk students. Thisintervention program translated into an increase in instructional time and individualized academic andbehavioral support.

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.

Miami-Dade County Public Schools personnel and recruitment department utilizes various methods torecruit and retain highly qualified teachers including: Recruiting Activities • District-hosted recruitment events with onsite hiring of highly qualified candidates (interviewed andselected by principals) • Offers of hiring commitments (pre-contract binders) to education majors eligible to teach criticalshortage areas • Presentations to education majors currently doing their student teaching internships and assisting themwith the application process, scheduling them for priority interviews in the Instructional Staffing office, andrecommending them to principals for priority consideration. • Utilization of District Teacher Reserve PACs to initiate early hires in critical shortage areas • Attendance at education and general career fairs locally, in state, and nationally • Holding several general teacher recruitment information sessions throughout the school year to assistpotential teachers in navigating the teacher certification and District application process • Conducting seminars with non-education majors at selected colleges/universities prior to their graduation• Utilizations of web-based recruiting as a low-cost, effective method to attract new recruits

Show Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


The following federal, state, and local services and programs will be coordinated and integrated: theSaturday Alternative to Suspension Program in order to decrease the number of indoor/outdoorsuspensions, the Miami Senior High Family Partnership Project will collaborate with the Student ServicesDepartment to establish an evening to inform parents of seniors about graduation status. The SchoolHealth Index will identify solutions to student health issues which will keep students healthier and in school.

Additionally, the Miami Senior High Parent Resource Center will continue to meet with parents in order toaddress students’ needs and provide instruction on the proper usage of the M-DCPS parent GradebookViewer.

The Miami Senior High Community Involvement Specialists will make parent telephone/e-mail contacts andhome visits in order to assist with student attendance and academic progress.



The Miami Senior High Parent Academy will conduct workshops for parents and students in areas of need inorder to assist them in keeping abreast of current district and school site initiatives and help them monitortheir child’s attendance and academic progress.

The Miami Senior High Career Specialist will conduct workshops and provide assistance for students andparents on employment opportunities and/or job training.

The Miami Senior High School Trust Counselor will conduct workshops and sessions for students onsubstance abuse, violence prevention and other areas of need. The Trust Counselor will also continue toattend District workshops and trainings on alternative intervention and mediation strategies.

School Wide Improvement Model


1. Test Score Disaggregation:

Data from the 2008 FCAT test results are disaggregated by the leadership team; student data derived from baseline, interim and monthly assessments are used to drive the instructionalfocus as well as to identify the weaknesses and strengths exhibited by our school population.

Evidence of Action: • District Assessments- Baseline/Interims • School Assessments- Monthly • State Assessment – FCAT reading, math, writing, and science • Test Talks with all stakeholders involved (faculty, students and parents) • Test Talks with students in core areas; language arts/reading, math, science to discuss weakest areasand remediation strategies.

Monitoring Evidence: • Establish Test Talk time between administration and teachers to discuss student performance after eachinterim assessment. • Establish Test Talk time between teacher and students beginning with the baseline assessment followedup by monthly meetings to establish mastery levels. • Debrief all teachers on the data from previous year in order to better focus course syllabi and focuscalendars.

2. Time Line Development: A school wide time line which encompasses all tested benchmarks has been established. It incorporates theM-DCPS Testing Calendar and the instructional calendar which was developed at the beginning of theschool year and aligned with the district developed pacing guides.

Evidence of Action: • Develop school-wide focus calendar targeting all benchmarks. • Develop student protocol based on FCAT results identifying students’ weakest and strongest areas to bediscussed with students at the beginning of the year, after monthly assessments and after each interimassessment. • Provide ongoing professional development based on school-wide focus benchmarks. • School faculty to provide Test Talks with students using protocol after each benchmark assessments.

Monitoring Evidence: • Updated instruction focus calendar based on current assessments • Focus calendars visible in classrooms and offices • Lesson plans address the clusters/benchmarks found in the focus calendars. 3. Instructional Focus:



Instructional focus calendar to drive instruction across the curriculum. Instructional focus lessons andremediation activities are based on student needs.

Evidence of Action: • Core teachers teach and reinforce instructional focus benchmarks in all core areas. • The instructional focus calendar drives several of the professional development activities as well asdepartmental strategies. • Lesson plans in content area classes are aligned to the instructional focus calendar.

Monitoring Evidence: • Lesson plans exhibit a connection to the benchmarks and clusters identified in the instructional focuscalendar • Departmental meetings to discuss the use of the calendar • Student work exhibiting the coverage of the benchmarks

4. Assessment: Once the instructional focus has been implemented school wide, students are assessed through tri-weeklyassessments to see if they have achieved mastery therefore identifying existing areas of weakness perclass and individual student.

Evidence of Action: • Use assessments such as school developed on-going informal assessments to identify mastery and non-mastery students. • Use the assessments to re-teach areas of weakness in the class. • Analyze student answers to understand if student reached a level of comprehension both on thepassage/problem and question. • Implement the use of FCAT tips in the classroom. • Provide faculty with different formats of setting up assessments that encourage critical thinking skills aswell as covering their content. • Encourage testing formats that enhance critical thinking be implement in major exams • Review, analyze, and use released state assessments to better prepare students in terms of focus andreading comprehension.

Monitoring Evidence: • Assessment Calendars • Baseline Assessments • Benchmark Assessments • Interim Assessments

5. Tutorials: In order to better address the needs of our population morning, afternoon and pull-out tutorials will be setup throughout the year. The focus of the tutorial will be based on individual needs based on data collectedfrom assessments given throughout the year.

Evidence of Action: • Use research based materials aligned to instructional focus calendar • Create a pull out program that identifies the weakest students in a given classroom to provide theadditional remediation needed to help student achieve remediation. • Create a system that monitors the assessments used in the tutorial programs to provide the teacherswith feedback. • Create a group of staff members that evaluate the efficacy of the tutorial programs.

Monitoring Evidence: • Intervention and tutorial programs • Roster of attendance



• Data from assessments given during tutorials • Research based programs such as Read 180, Gizmos, FCAT Explorer, Kaplan

6. Enrichment: Provide enrichment opportunities for mastery students such as higher order level questioning, AdvancedPlacement strategies, and critical thinking skills.

Evidence of Action: • Provide students with enrichment/ higher level activities within their own class through the use ofdifferentiated instruction. • Provide teachers with higher level questioning in-service in order to promote higher level thinking in allclasses • Provide self-directed projects for students to complete based on interest within content • Provide students with opportunities to join clubs and programs of interest.

Monitoring Evidence • List of clubs, organizations • Attendance roster

7. Maintenance: Provide classes with state adopted materials and researched-based material that connects to theinstructional focus calendar for instruction, remediation, and re-teaching.

Evidence of Action • Lesson plans to include re-teaching activities • Focus calendar to revisit each benchmark each grading period • CRISS strategies in classroom instruction

Monitoring Action • Instructional focus calendar to identify target benchmark and re-teaching benchmark(s) • Lesson plans reflect focus and re-teaching benchmarks Test Talks with teachers

8. Monitoring: As the instructional leader of the school the principal and his designees, monitor all instructional programs inthe school.

Evidence of Action • Administrative team to visit classrooms on rotating schedule • Regularly scheduled meetings with staff, faculty, and departments • Scheduled Data Talks with instructional personnel based on interim assessments • Increase of student attendance and decrease of suspensions are a part of the intervention planimplemented at the school, incorporating variety of actions such as home visits, incentives, and parentalworkshops.

Monitoring Action • Classroom visitation schedule • Meeting schedule • Sign in sheets for all meetings • Attendance and suspension action plan

NCLB Public School Choice


The administration and staff of Miami Senior High School use many different means and media tocommunicate with parents. Notices are sent to parents through the homeroom classes. Notices are bi- ortri- lingual because of the demographics of the school. Among the communications provided via the



homeroom are Progress Reports and Report Cards. Teachers, counselors, and the Career Specialist makenumerous telephone calls to parents, logging them to document contacts made. The administrationconducts parent conferences, makes phone calls, and initiates written communications. A great deal ofparent contact is made through the Parent Access Center, staffed by several full-time employees.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition


Does not apply.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


Based on student data, classroom walk-through observations and input from the reading coach, theprincipal will identify classroom teachers who are successfully implementing the essential elements ofreading. These classrooms will be established as model classrooms for other teachers to visit. Teachers inneed of support may have an opportunity to observe a model classroom in action, practice the newbehavior in a safe context and apply the behavior with peer support in the classroom. Based on the resultsof the 2008 FCAT Reading and Mathematics and the District’s Teacher Gain Analysis Report, low-performing teachers are going to be identified. Mentor teachers within the subject area department will beidentified to assist teachers in the planning and delivery of instruction. The mentor level teachers will beutilized in each area of the professional development plan that helps and supports teachers to strengthentheir teaching skills in reading, build school site capacity, and provide for the follow-up activities that extendthe application of new knowledge to impact student achievement. Mentor level teachers will be utilizedwithin their classrooms to network and model exemplary teaching strategies and techniques for staff asneeded. In order to maximize professional development activities at the school site, school administrators,reading coaches, and mentor level teachers will articulate and coordinate the plan for professional growthshowing differentiation, as needed, within the staff.. Through the District’s Mentoring and Induction for NewTeachers (MINT) program, mentor teachers collaborate with mentee teachers throughout the school year.Mentor and mentees are provided with professional development days in which they observe and providefeedback on classroom instruction.

In addition, in an effort to retain new teachers, all new teachers to the building are automatically assigned aProfessional Growth Team (PGT) which consists of two teachers that provide assistance and guidance. Ourcurriculum leaders have also been paired with the new teachers in their area to provide assistance withcurriculum issues. We have developed an in-house beginning teacher program that consists of monthlymeetings to address needs that pertain to academic achievement, classroom management techniques.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


Miami Senior High School provides myriad of opportunities for student learning outside the traditionalclassroom environment. Among these programs are: after-school tutoring in numerous disciplines for bothremedial and advanced classes; pull-out tutoring for Limited English Proficient students in Science andMathematics; FCAT Saturdays for improvement in reading, mathematics, science, and writing; inclusionmodels, including co-teaching, in core classes for students in the Exceptional Education program.

CRP #8 Hi h S h l



CRP #8. High School a. Tutoring programs Before/After School: To ensure that academic needs of the students are being met, articulation will becoordinated between the homeroom/subject area teacher(s) on a weekly basis using the students’assessment data or IEP. The assessment data or IEP will identify specific area(s) of deficiency in phonemicawareness, phonics, fluency vocabulary and/or comprehension; the desired level of performance, and theinstructional support/intervention that is being provided to meet the desired level of performance. Tutoringprograms will use instructional materials and/or software that are approved and address the identifiedarea(s) of need.

b. Mentoring programs Mentoring programs will be established in schools identified as having children “at risk” of dropping out ofschool. There are currently several mentoring programs in place in the M-DCPS system including 500 RoleModels of Excellence, One Child at a Time, and Take Stock in Children.

c. Summer camps for low performing readers Summer Camps for low performing students in grade 9-12 will include instruction in the five essentialelements of reading (phonemic awareness, phonics, fluency, vocabulary and comprehension). Thecurriculum will include informational text from the newspaper, and internet. A novel will be used at eachgrade level and curriculum guidelines for instruction will be written by the District. Reciprocal Teaching will be utilized along with several graphic organizers to enhance vocabulary and comprehension. (i.e., concept maps, anticipation guides, story maps, timelines, two-column notes, etc.). Cooperative learning activities, vocabulary enrichment, Readers Theater, and a varietyof reading styles will be included in daily lesson planning. Differentiated instruction is included in thestructured day, incorporating the use of a teacher-led intervention and independent student centers thatsupport whole group learning. Centers include; technology, independent reading, writing, and intervention.See chart below of Summer School Instructional

SCHOOLS GRADED C OR BELOW

Professional Development

Professional development that supports enhanced and differentiated instructional strategies include:Snapshot Training, Advanced Academic Placement Strategies, Project CRISS, ESOL/ESE Strategies, FCATExplorer, ORF Training, the implementation of technology based instruction, cooperative learning andproject-based instruction as well as the participation of all Reading teachers in year-long professionaldevelopment, consisting of various research-based best practices in literacy instruction that address thefive reading components.

Disaggregated Data

Student achievement data used to determine the effectiveness of instructional strategies will include scoresfrom various inhouse and district/state assessments including the 2008 FCAT Reading, Mathematics,Writing and Science Tests, Reading/Mathematics/Science Benchmark Mini-Assessments, district interimassessments, and common FCAT-like midterm and final examinations.

Informal and Formal Assessments

Ongoing formal and informal assessments to be used during the school year to measure student progresswill include: Benchmark Mini-Assessments, district interim assessments, teacher-made quizzes and tests,and common FCAT-like midterm and final examinations.

Alternative Instructional Delivery Methods

Alternative instructional delivery methods used to support remediation, acceleration, and enrichment



strategies will include the following: opportunities for student learning outside of the traditional classroomsuch as pull-outs, and after school and Saturday tutoring and mentoring programs. Classroom instructionwill also include cooperative learning, technology based instruction, project based instruction, and thefacilitative model.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Miami Senior High's Plan to address this principle is being implemented throughout the reading,mathematics, writing and science goals by the implementation of technology based instruction, thefacilitative model, project based instruction, differentiated instruction, cooperative learning, research basedbest practices and data driven instruction throughout the curriculum.

Responsibility of Teaching Reading for Every Teacher

Miami Senior High's Plan to address this principle is being implemented intensively through the reading goalbut also in the mathematics, writing and science goals by the use of CRISS strategies, guided instruction incomprehension strategies, critical thinking strategies in expository and informational texts as well as in theuse of computer aided instruction, independent practice reading and by providing all teachers with an FCATReading Benchmark Focus Calendar.

Quality Professional Development for Teachers and Leaders

Miami Senior High's Plan to address this principle is being implemented in all academic goals by providingextensive professional development in AP Placement Strategies, Project CRISS, ELL/ESE Strategies, FCATExplorer, and utilization of technology in instruction. Additionally, beginning teachers participate in theTeacher Mentoring Program.

Small Learning Communities (SLC)

This principle has been infused in all areas of the curriculum and is reflected in each of the academic goalssince all core subjects are part of the Small Learning Communities. The master schedule reflects an infusionof the SLCs throughout. Pg 5

Intensive Intervention in Reading and Mathematics

Miami Senior High's Plan to address this principle is reflected in the reading and mathematics goals throughthe assignment of students to Intensive Reading and Mathematics classes based on their FCAT level as wellas through the use of other diagnostic instruments. Additionally, tutoring, pullouts and research basedreading programs are provided.

Parental Access and Support

Miami Senior High's Plan to address this principle is being implemented in the parental involvement goal.The Parent Resource Center provides various means of enhancing communication through the use of theParent Grade Book Viewer,the school website and arranging for parent-teacher conferences inaddition,counselors make extensive contacts with parents to keep them abreast of individual studentissues.

Applied and Integrated Courses

The master schedule offers myriad choices for students in applied and integrated courses. These include



the traditional vocational areas, legal studies, fine and performing arts, business studies, and the teachingmagnet. Student involvement in these areas is monitored explicitly as required by the local district schoolimprovement plan.

Course Choice Based on Student Goals / Interests / Talent

Students make choices, especially in their elective classes, based on their goals, interests and talents. Thisis based on their choices of career pathways and is reflected in their assignment in their ongoing learningcommunities, such as magnet programs and academies.

Master Schedules Based on Student Needs

As noted in the fifth principle above, the master schedule reflects the need of students in core academicareas, as well as their affinity-based instructional choices. The eight-period block schedule facilitatesimplementation of this principle in that time is provided for remediation as well as elective courses.

Academic and Career Planning

This is addressed implicitly as students make choices based on their affinities and career goals and isreflected in their small learning communities as noted above. The College Assistance Program Counselorand Occupational Specialist assist the guidance department in helping students achieve their academic andcareer goals.

GOALS

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

*Needs Assessment: All student subgroups did meet AYP with the exception of our ELL population. Inaddition, 50% or more students did make reading gains in both 9th and 10thgrade. The percent proficient did increased in 9th grade by…. And in 10th gradeby …

An analysis of the 2008 FCAT Reading Test indicates that 49% of students testedwere meeting high standards, 61% were making learning gains, and 65% madeadequate progress of the lowest 25% of the school. The 2007 FCAT Readingdata indicates that the average score for both ninth and tenth grades by clustersis 67% in Words and Phrases, 75% for ninth grade and 63% for tenth grade inMain Idea/ Purpose, 73% for ninth grade and 64% for tenth grade inComparisons/ Contrast, and 56% for ninth grade and 72% for tenth grade inReference and Research.

*Objective: Given instruction based on the Sunshine State Standards, students in grades nineand ten will improve their reading skills as evidenced by 65% scoring at FCATAchievement Level 3 or above on the 2009 administration of the FCAT ReadingTest.

Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students in grades nine and ten will improve their reading skills asevidenced by 65% of students scoring at FCAT Achievement Level 3 or above onthe 2009 administration of the FCAT Reading Test.

Given instruction based on the Sunshine State Standards, Students WithDisabilities (SWD) in grades nine and ten will improve their reading skills asevidenced by 65% of students scoring at FCAT Achievement Level 3 or above on



the 2009 administration of the FCAT Reading Test.

Given instruction based on the Sunshine State Standards, English LangaugeLearners(ELL) students in grades nine and ten will improve their reading skills, asevidenced by 65% of students scoring at FCAT Achievement Level 3 or above onthe 2009 administration of the FCAT Reading Test.

Given instruction based on the Sunshine State Standards, Hispanic students ingrades nine and ten will improve their reading skills as evidenced by 65% ofstudents scoring at FCAT Achievement Level 3 or above on the 2009administration of the FCAT Reading Test.

*Strategies: a) Implement and monitor a Reading Rocks Program using a variety ofstructured activities such as Read Aloud, Red Herring Scenarios, and independentreading cards. b) Enroll 9th and 10th grade students who scored at FCAT Achievement Levels 1and 2, along with 11th and 12th grader re-takers in Intensive Reading classesand utilize the District approved programs, Hampton-Brown Edge (IR+) andJamestown Reading Navigator (IR). c) Provide all intensive reading teachers with classroom libraries that containstructured independent learning activities. d) Use of an Instructional Focus Calendar, based on the 2008 FCAT data resultsto align instruction utilizing research based reading strategies, such asDifferentiated Instruction, Higher Order Questioning, Project CRISS, andReciprocal Teaching to address the SSS assessed benchmarks. e) Assess tested benchmarks identified in the Instructional Focus Calendar, basedon the 2008 FCAT data results including baseline, school developed on-goinginformal assessments, interim and district mandated assessments to establishbaseline and monitor progress. f) Provide teachers with protocols analyzing student data based on assessmentsto inform, focus, and guide teacher-student instruction. g) Use Edusoft to develop custom groups for students not meeting AYP toestablish tutorial and intervention groups and monitor student progress. h) Provide the faculty with Differentiated Instruction training to be infused in allcontent areas. i) Utilize Compass Learning Odyssey with ELL students levels 1 and 2, andTeenbiz-Achieve 3000 with levels 3 and 4 in order to differentiate instruction inthe Developmental Language Arts classes. j) Structure early morning, after-school and Saturday tutoring in reading, utilizingthe Steck-Vaughn Read On Program and the critical thinking software programsfor all students. k) Provide intensive reading teachers with professional development on research-based best practices in the delivery of literary instruction. l) Provide one-on-one /small group tutoring to all Limited English Proficient (LEP)students who require additional support in reading and language arts through theELL Tutoring Academy and the Home Language Assistance Program(HLAP). m) Provide an inclusion model as a support mechanism for all Students withDisabilities (SWD) following a regular diploma track.

*Evaluation: The final evaluation for this objective will measured by the 2009 FCAT ReadingTest, data from common Reading Benchmark Mini-Assessments , and districtinterim assessments and school developed on-going informal assessments.

*Evidence-basedProgram(s):

The following research-based reading programs form the basis of our readingprogram. They are as follows: a) Hampton-Brown Edge and b) JamestownReading Navigator.

*ProfessionalDevelopment:

A) August - Wild About Words (vocabulary instruction) B) September - Advanced Academic Placement Strategies C) September - Getting to Know Edusoft D) October - Using Data to Re-align Instruction E) November - Writing Strategies F) December - Addressing the Big 5 G) January - Higher Order Questioning Workshop H) February - Differentiated Instruction I) December - Project CRISS Refresher

*Objective: Given instruction based on the Sunshine State Standards, the number of



students meeting high standards in grades six through ten will increase by 5percentage points on the 2009 administration of the FCAT Reading Test ascompared to the 2008 administration of the FCAT Reading Test.

*Strategies: 1. Administer and analyze the results of the Florida Oral Reading Fluency (FORF) Assessment for all students who did not meet high standards on the 2008 FCAT Reading Assessment.

2. Monitor the implementation of the Comprehensive Research- Based Reading Plan, identify, and enroll students who did not meet high standards on the 2008 FCAT Reading Assessment into reading classes.

3. Administer the district sponsored Writing+ pre and post-test assessments to students in grades eight and ten to measure growth and identify strands needing improvement.

4. Provide and monitor the implementation of the Language Arts/Reading Curriculum Pacing guide by aligning it to the instructional focus calendar.

5. Identify and place students on Progress Monitoring Plans (PMP's) to monitor progress and implement appropriate strategies.

6. Use Benchmark Based Assessments, FCAT, FORF, and academic data todifferentiate instruction and address the needs of all students.

7. Implement various in-house programs to promote reading; Get Caught Reading, Read Aloud, and Root of the Week.

8. Incorporate novels in language arts, journalism, and social studies classes.

9. Administer Benchmark Based Assessments reading assessments to allstudents in grades six through ten to monitor progress and determine strand intervention.

10. Provide classroom library sets for all language arts/reading classrooms.

11. Create individual data portfolios for all students to track their reading scores from various assessments.

12. Utilize College Board AP Vertical Team strategies to increase academic rigor and prepare students for AP courses.

13. Conduct pullout sessions during reading classes for individual remediation.

14. Conduct daily classroom walk throughs. *Evaluation: Scores on the 2009 FCAT Reading Assessment will be the final determinant of

objective success. However, district interim assessments will be used to driveand differentiate instruction and monitor the alignment of lesson plans toSunshine State Standards.


Prentice Hall Platinum, Bronce, Copper, Gold, Silver Literature Textbook series - Language! - Hampton Brown Edge - SIPP - Plato - FCAT Explorer


To assist in the achievement of the Reading objective, teachers will participate inin-house learning communities to mentor annual contract teachers in the use ofincorporating reading strategies into their curriculum, participate in a ProjectCRISS reading strategies training, attend College Board AP Vertical Teamsdistrict-sponsored workshops, attend data usage training, differentiated, andsmall group instruction training, attend creating benchmark-based Edusoft examstraining, attend language arts/reading departmental meetings, be advised onusing ELL and SPED strategies in the classroom and of formal required



procedures (IEP's, comment codes, etc.), and in-house instructional workshopson creating FCAT short and extended reading prompts and Q-Card basedquestions.

Budget:

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

Description of Resources Funding Source AvailableAmount

$0.00

Total: $0.00

Technology


Computer Tech. Title 1 $56,000.00

Total: $56,000.00



$0.00

Total: $0.00

Other


Reading Coaches $126,000.00

Total: $126,000.00

Final Total: $182,000.00

*Non-Highly QualifiedInstructors:

(Luis Hernandez, Beullah Gay, Shawn Denight, Vicky Puentes) Provide information on various ways that they may acquire a readingendorsement and/or certification. In addition, professional development inreading such as, Addressing the Big 5, Phonemic Awareness and Phonics for theSecondary Student, Fluency and Independent Reading, Vocabulary, andDifferentiate Instruction to Meet Individual Student Needs. Coaching on an on-going basis will continue, along with meetings in the application of reading theory.

End of Reading Goal

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

*Needs Assessment: Results of the 2008 FCAT Mathematics scores indicate that 54% of all ninthgrade students scored at FCAT Achievement Level 3 or above. The analysis ofthe content clusters/strands revealed that ninth grade students had a meanscore of 5 out of 8 possible points (62 %) on Number Sense cluster, 3 out of 7possible points (42%) on Measurement cluster, 5 out of 11 possible points(45%) on Geometry cluster, 5 out of 10 possible points (50%) on AlgebraicThinking cluster, and 4 out 8 possible points (50%) on Data Analysis cluster. Thestudents in the ninth grade require remediation in all benchmarks, but the areasof immediate need are measurement and geometry.

Results of the 2008 FCAT Mathematics scores indicate that 59% of all tenthgrade students scored at FCAT Achievement Level 3 or above. The contentclusters/strands analysis revealed that tenth grade students had a mean score of6 out of 11 possible points (54%) on the Number Sense cluster, 4 out of 10possible points (40%) on the Measurement cluster, 5 out of 14 possible points(35%) on the Geometry cluster, 6 out of 14 possible points (42%) on the



Algebraic Thinking, and 4 out of 11 possible points (36%) on the Data Analysiscluster. Tenth grade students require remediation in all benchmarks, but thegreatest area of need is in geometry, data analysis and measurement.

Overall, 68% of our students scored at a Level 3. Fifty percent of the lowest25% made learning gains and 50% of all our students made learning gains.

Analysis of the No Child Left Behind Act (NCLB) indicates that subgroups whowere most deficient in mathematics and failed to make Adequate Yearly Progressare Hispanic (56% Proficiency), Economically Disadvantage (56% Proficiency),English Language Learners (ELL) students at (44% Proficiency) and StudentsWith Disabilities (SWD) at (24% Proficiency).

*Objective: Given instruction based on the Sunshine State Standards, students in grades nineand ten will improve their mathematics skills as evidenced by 68% of studentsscoring at FCAT Achievement Level 3 or above on the 2009 administration of theFCAT Mathematics Test.

Given instruction based on Sunshine State Standards, English Language Learners(ELL) students in grades nine and ten will improve their mathematics skills asevidenced by 68% of students scoring at FCAT Achievement Level 3 or above onthe 2009 administration of the FCAT Mathematics Test.

Given instruction based on Sunshine State Standards, Students with Disabilities(SWD) students in grade nine and ten will improve their mathematics skills asevidenced by 68% of students scoring at FCAT Achievement Level 3 or above onthe 2009 administration of the FCAT Mathematics Test.

Given instruction based on the Sunshine State Standards, Hispanic students ingrades nine and ten will improve their mathematics skills as evidenced by 68% ofstudents scoring at FCAT Achievement Level 3 or above on the 2009administration of the FCAT Mathematics Test.

Given instruction based on the Sunshine State Standards, EconomicallyDisadvantage students in grades nine and ten will improve their mathematicsskills as evidenced by 68% of students scoring at FCAT Achievement Level 3 orabove on the 2009 administration of the FCAT Mathematics Test.

*Strategies: a) Enroll 9th and 10th grade students who scored at FCAT Achievement Levels 1or 2, along with 11th and 12th grade re-takers in Intensive Math classes. b) Identify students who fall in the lowest 25% and "bubble" students to stronglypromote their attendance in after school tutoring and FCAT Saturdays. c) Provide each student with an in-depth analysis of their 2008 FCAT results inorder to have a better understanding of their areas of improvement. d) Utilize the first ten minutes of all Algebra I, Geometry, Algebra 2, and IntensiveMath Classes with an IPOD (Interesting Problem Of the Day). e) Develop departmentalized monthly pre/post strand assessments for IntensiveMath classes along with district baseline and interim assessments in order tomonitor student proficiency and progress and include debriefing sessions withteachers. f) Emphasize and strongly promote after school tutoring and FCAT Saturdays toall students in order to increase student participation and achievement. g) Provide an inclusion model as a support mechanism for all Students WithDisabilities (SWD) following a regular diploma track. h) Identify high achieving Geometry students and schedule them for Algebra IIHonors and Pre-Calculus in consecutive semester courses. i) Utilize software programs to diagnose and monitor progress in Algebra I andGeometry courses. (Cognitive Tutor—Algebra I and Integrated Math I). j) Increase the number of students scoring 4 and 5 on the Advanced Placementexams by providing various tutoring opportunities and practice exams. k) Utilize software programs to diagnose and monitor progress in Level 3+students (FCAT Explorer). l) Emphasize FCAT vocabulary through visuals aids, such as word walls. m) Develop a focus calendar to align instruction based on SSS benchmarks. n) Monitor the AYP subgroups utilizing the Edusoft software.



*Evaluation: The final evaluation for this objective will be measured by the 2009 FCATMathematics Test.

Data from departmental benchmark assessments, district interim assessments,and research based software (Cognitive Tutor and FCAT Explorer).


The Mathematics Department utilizes the state-adopted series from TheMathematics Department utilizes the state-adopted series from Glencoe andMcDougal-Littell for Algebra I and Geometry. The department will implementCarnegie Learning’s Cognitive Tutor for Algebra I and Integrated Math 1 forGeometry.

Utilize FCAT Explorer.

Supplemental Resources: AMSCO Publication - Preparing for FCAT Mathematicsand Test Tools.


A) September - Edusoft Debriefing B) October - Use of technology (Cognitive Tutor ALGEBRA 1 AND INTEGRATEDMATH 1) C) November - March FCAT Explorer D) December -FCAT Cognitive Complexity G) January - Higher Order Questioning Workshop H) February - Differentiated Instruction

Budget:



$0.00

Total: $0.00

Technology


$0.00

Total: $0.00



$0.00

Total: $0.00

Other


Teachers Title 1 $126,000.00

Total: $126,000.00



No Teachers Out-of-Field

End of Mathematics Goal

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

*Needs Assessment: An analysis of the 2008 FCAT Writing+ scores indicate that 71% of the students



scored 3.5 and above with a mean score of 277.

*Objective: Given instruction based on the Sunshine State Standards, students in grade tenwill improve their writing skills in the areas of focus, organization , support andconventions as evidenced by a 1% increase of students scoring a 3.5 or aboveon the 2009 administration of the FCAT Writing Plus assessment.

*Strategies: a) Implement a structured writing program that requires writing prompts permonth in 9th and 10th grade classes driven by the baseline FCAT Writes Pre-Testscores and other in-class writing assessments. Writing prompts will vary frommonth to month in order to expose students to both the expository andpersuasive elements of writing. b) Require students in all content area classes to write one or more essay(s)prior to the FCAT, in addition to the midterm and the final exams. c) Align instruction in order to cover the elements of writing; focus, organization,support and conventions along with the weaknesses revealed by the datacollected from district baseline and monthly assessments. d) Provide a writing lab following the monthly writing prompts with studentsachieving levels of 1-3 to help them identify and work on their weaknesses in theareas of focus, support, organization and conventions. e) Provide staff development opportunities for 9th and 10th grade Language Artsteachers that will demonstrate creative ways to teach voice, word choice,sentence fluency and sentence variety. f) Provide staff development opportunities for other content area and electivearea teachers on how to incorporate the strategies of good writing specifically totheir area of focus. g) Provide training for all teachers on FCAT writing style prompts and the use ofthe FCAT Six Point Writing Rubric to remediate the number of students whosescores are below 4.0. h) Increase the number of students scoring 4 and 5 on the Advanced Placementexams by providing various tutoring opportunities such as the in-house AdvancedPlacement Summer Institute and Saturday sessions for practice exams and afterschool tutoring. i) Provide Limited English Proficient (ELL) students identified by the district’sWriting Pre-Test as having scored 3.0 and below with tutorial opportunities toenhance their writing skills. j) Provide an inclusion model as a support mechanism for all Students WithDisabilities (SWD) following a regular diploma track. k) Implement peer-tutoring strategies and an after school tutoring program toassist low performing students.

*Evaluation: The final evaluation for this objective will measured by the 2009 FCAT Writing +Test; Baseline for Pre/Post writing assessment; in- class monthly assessmentsvia Language Arts class; Student writing folders; PACES observations of lessonplans; FCAT Writing rubric scoring.


Resources:

Prentice Hall Literature (Grades 9-12) Prentice Hall Grammar and Communications (Grades 9- 12) Bedford Introduction to Literature Turnitin.com OWL website- Purdue University: Online Writing Lab Inspiration Learning – Graphic Organizers Advanced Placement Materials– Language and Literature strategies Mechanically Inclined


The following strategies will be used to help enhance students' writingA)September - CRISS Strategies B)September - Technology training – using graphic organizers to teach pre-writing and formula writing skills. C)October - Formulas for improving the body paragraph such as Claim, Data,Warrant and the Framed Paragraph. D)November - Using FRIES effectively in writing across the curriculum E)December - Advanced Placement Strategies F)January - Effective Peer Editing through Clock-editing and the use ofdepartment generated writing checklist. G)February - How to use “anchor papers” as an effective tool for improving



writing across the curriculum

Budget:



$0.00

Total: $0.00

Technology


$0.00

Total: $0.00



$0.00

Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $0.00

End of Writing Goal

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

*Needs Assessment: An analysis of the data indicates that 25% of the 11th grade students scored anFCAT Achievement Level 3 or above on the 2008 FCAT Science Test. Furtheranalysis of the results indicates that the mean points earned by contentclusters/strands for Physical/Chemical was 6 out 14 possible points (43%),Earth/Space was 5 out of 12 possible points (42%), Life/Environmental was 5out of 14 possible points (36%), and Scientific Thinking was 6 out of 11 possiblepoints (55%). All content clusters/strands are below the 75% proficiency level;therefore intervention strategies will be utilized for all clusters.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grade 11 will increase by 25 percentagepoints on the 2009 Science Test as compared to the 2008 administration of theFCAT Science Test.

*Strategies: a) Conduct the District's required hands-on activities every nine weeks thatemphasize the annually assessed benchmarks. b) Provide an inclusion model as a support mechanism for all Students WithDisabilities (SWD) following a regular diploma track. c) Incorporate mini-post test questions into unit tests in Earth/Space Scienceclasses to monitor student progress in FCAT tested benchmarks on a quarterlybasis. d) Utilize Project CRISS strategies on assigned science related articles. e) Increase the number of students scoring 4 and 5 on the Advanced Placementexams by providing various tutoring opportunities such as the in-house AdvancedPlacement Summer Institute, Saturday sessions for practice exams and afterschool tutoring.



f) Provide the District's developed baseline and interim assessments and schooldeveloped on-going informal assessments to monitor students' progress on theFCAT tested benchmarks and include data review sessions with teachers andstudents. g) Facilitate ELL students with “Home-Language” tutoring by scheduled pulloutsduring science classes. Teachers will also incorporate peer teaching strategies. h) Provide all teachers with an FCAT Science Benchmark Instructional FocusCalendar to assist in addressing the tested FCAT Science benchmarks. i) Provide a variety of instructional strategies to address English LanguageLearners (ELL) students' learning and language differences. j) Provide after school and Saturday tutoring to assist low achieving students toincrease their achievement level on the FCAT Science Test. k) Collaborate with the Language Arts department on the implementation ofreading comprehension skills in order to enhance students’ understanding ofinformational text.

*Evaluation: The final evaluation for this objective will be measured by the 2009 FCAT ScienceTest.

In addition to the District’s baseline and interim assessments and schooldeveloped on-going informal assessments will be used.


The Science Department will use the following state adopted textbooks:

The Science Department will use the following state adopted textbooks:

Glencoe Earth Space: Geology, the Environment and the Universe (Regular Earth Space) Glencoe Physical Science with Earth Science (Integrated Science) Chemistry: Matter and Change (Regular Chemistry)

Prentice Hall Florida Prentice Hall Biology (Regular Biology Florida Biology Exploring Life (Honors Biology) Campbell Biology (Advanced Placement Biology) Chemistry Central Science (Advanced Placement Chemistry) Physics (Honors Physics) Essentials of Human Anatomy And Physiology (Anatomy and Physiology) Astronomy Today (Astronomy)

Holt Rinehart and Winston Essentials Earth Science (Honors Earth Space Science) Chemistry (Honors Chemistry) Holt Physics (Regular Physics)

Thomson/Brooks/Cole College Physics Serway/Faughn (Advanced Placement Physics) Living in the Environment (Advanced Placement Environmental Science)

Current Publishing Life on an Ocean Planet (Marine Science)


A) September - Advanced Placement Strategies B) October - FCAT Explorer - Science C) November - ExploreLearning - GIZMOS D) December - Project CRISS E) January - Differentiated Instruction F) February - Laboratory Development

Budget:





$0.00

Total: $0.00

Technology


$0.00

Total: $0.00



$0.00

Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $0.00


No teachers are out-of-field.

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: Information gathered from the 2007-2008 Title I Parent Involvement ProgramSurvey of Principals indicated that many parents of students attending MiamiSenior High School use their home language, while their children use English; thisconstitutes a problem with parents clearly understanding school procedures,requirements and overall academic expectations. Parents’ inability to clearlyunderstand school rules also impacts student attendance, the dropout rate andultimately academic achievement. Parents’ extended work day leaves little timeto assist students with home learning. Many of our parents are not computerliterate and are unable to use the Gradebook Viewer to monitor students’ gradesand attendance.

*Objective: Given the school wide emphasis on parental and community involvement, theschool will demonstrate an increase of 5 percentage points in the number ofparents attending evening parent training sessions as evidenced by comparingsign-in rosters from 2007-2008 to 2008-2009.

*Strategies: a) Conduct Bilingual Parent Outreach Academy workshops at Miami Senior HighSchool. b) Provide parents with an annual newsletter indicating dates for FCAT tutoring,FCAT testing, College Board testing, interim progress reports and report cards.Information regarding graduation requirements, promotion requirements and theM-DCPS grading standard will also be included. c) Provide parents with a MSHS Parent Resource Center web link. d) Conduct home visits to support parents of truant and failing students e) Assist parents of students with excessive absences. f) Communicate important messages via telephone by using Connect-Ed. g) Involve instructional staff in reviewing parent compact/contract goals to meetdistrict requirement.

*Evaluation: Compare rosters pertaining to all parent participation functions.


National Standards for Parents and Family Involvement Programs through NCLB will be used as guidelines for improvement.




A) September - Parent Portal B) October - Empowerment (Alternatives to Suspension) C) November - Financial Aid D) December - Math With Your Kid E) January - FCAT And Your Child F) February - Programs and Resources

Budget:



$0.00

Total: $0.00

Technology


$0.00

Total: $0.00



$0.00

Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment:

Objective: Miami Senior High’s Return On Investment percentile will increase by at least 1percentage point on the next publication of the ROI.

Strategies: a) Monitor formative assessments found in the reading and mathematicssections of the SIP to determine the efficacy of programs in raising studentachievement levels. b) Acquire and evaluate information about the use of financial resources inrelation to student achievement. c) Collaborate with the region and the District on allocation of resources. d) Monitor expenditure of school funds to ensure that those expended will aid inraising student achievement and the achievement of goals in the SIP. e) Examine each of the above at the monthly meetings of School AdvisoryCouncil.

Evaluation: ROI scores will be compared as provided by the state.

End of Return on Investment Goal



ADDITIONAL GOALS

Additional Goal: Graduation

Needs Assessment: An analysis of the data indicates that there was a 5% increase in the graduationrate from 2006-07(584) to 2007-08 (615).

Objective: Given instruction based on the Sunshine State Standards, Miami Senior HighSchool will improve its graduation rate by one percentage point during the 2008-2009 school year as compared to the 2007-2008 school year.

Strategies: A)Utilize Facts.org in grades 9-12 to assist with career/college exploration. B)Monitor attendance daily to provide early intervention to studentsaccumalating excessive unexcused absences. c)Monitor and provide intervention to incoming 9th grade at-risk studentsidentified prior to the begining of the 2008-09 school year. D)Offer a variety courses through the Miami Senior Adult Center to increasestudent grade point average and credit recovery.

Evaluation: Compare the number of graduates from the 2007-08 to the 2008-09 schoolyear.

Evidence-basedProgram(s):ProfessionalDevelopment:

A)September - Career Exploration through FACTS.org B)October - Resume Writing C)October - PSAT Preperation D)November - Internet Search Skills for Colleges E)December -SAT/ACT test preparation F)January - Financial Aid presentations G)February - Essay Writing Tips

Budget:



No Data No Data $0.00

Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Graduation Goal



FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading $0.00

Mathematics $0.00

Writing $0.00

Science $0.00

Parental Involvement $0.00

Total: $0.00

Technology


Reading Computer Tech. Title 1 $56,000.00

Mathematics $0.00

Writing $0.00

Science $0.00


Total: $56,000.00



Reading $0.00

Mathematics $0.00

Writing $0.00

Science $0.00


Total: $0.00

Other


Reading Reading Coaches $126,000.00

Mathematics Teachers Title 1 $126,000.00

Writing $0.00

Science $0.00


Total: $252,000.00


SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

SAC Involvement



The School Advisory Council (SAC) was consulted on budgetary matters throughout the year 2007-2008.The SAC has committed money to items such as personnel, technology, library/media funding, and studentincentives. The SAC has had considerable input into the expenditure of FCAT enhancement funds. ThePrincipal regularly provides the current financial reports to the SAC Chair and the United Teachers of DadeDesignated Steward. The SAC will monitor all objectives in the current School Improvement Plans (SIP), aswell as the monitoring of former plans including SAC-approved staff development components. The currentand former SIPs include acquisition of instructional materials which have been approved by the SAC. Inaddition, the SAC has been involved in the purchase of computers and software to maintain technology atMiami Senior High School. Matters of school safety and discipline have regularly been brought before the SAC by members of variousstakeholder groups. The SAC will be fully involved in other matters of resource allocation as they pertain tothe SIP for 2008-2009 and the broader school budget. Members of the SAC have regularly been providedwith copies of the school budget reports.

SAC Members

Members

1) Daniel Tosado, Principal

2) Gilda Santalla, Principal

3) Albert Kunze, SAC Chair

4) Leslie Clark, Student

5) Miguel Mejia, Student

6) Victoria Santana, Student

7) Peter Upperco, Teacher

8) Tania Seale, Teacher

9) Maria Gonzalez Barrial, Teacher

10) Marta Etcheverry, Teacher

11) Erick Hueck, Teacher

12) Vicky Puentes, Teacher

13) Maria Moore, Community Member

14) Ada Sinel, Community Member

15) Eddy Barea, Community Member

16) Estrella Ibarra, School Support Personnel

17) Manuel Perez, Union Steward

18) Benny Valdes, Assistant Principal



IMPLEMENTATION EVALUATION

Educational Excellence School Advisory Council (EESAC) committee will receive on-going reports on thestatus of the implementation of the School Improvement Plan (SIP). A mid-year review of theimplementation of the current SIP will be conducted in order to assess where resources need to betargeted for the remainder of the school year. Additionally, a progress assessment meeting will bescheduled at the end of the school year. In attendance will be the school principal, the EESAC chairperson,the United Teachers of Dade steward, an EESAC parent representative, the EESAC community/businessrepresentative, and the EESAC student representative. At this meeting, the EESAC makes a presentation offindings. Included in this presentation are data elements that identify the Strengths and Opportunities forImprovement (OFIs) of the school. These results provide guidance for the future direction of the schooland are included, as appropriate, as objectives and strategies in next year’s SIP. Staff at Miami Senior Highwill review the status of SIP objectives and will collaborate with the ESSAC to determine how studentachievement will be addressed next school year.

REPORTING

Baseline Data Report

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

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0





ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

16 84 1 99 45 55 0 0 0 0


BaselineAssessment

BaselineAssessment

BaselineAssessment


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery



8 92 2 98 16 84 0 0 0 0


BaselineAssessment

BaselineAssessment

BaselineAssessment


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 3 97 0 0


BaselineAssessment

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

Hispanic 11 89 1 99

Black 6 94 100

SWD 15 85 4 96

EconomicallyDisadvantaged

11 89 1 99

ELL 100 100

End of Baseline Data Report

AYP DATA



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade MIAMI SENIOR HIGH SCHOOL 7461Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 1587Math: 1535

2007-2008 School Grade1:

C Did the Schoolmake AdequateYearly Progress?

NO

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

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

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

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 99 Y 99 Y 24 N 56 N 86 87 Y 54 54 N 80 76 NA 53 44 NA 34 NA 74 NA

WHITE NA NA NA NA NA NA NA NA NA NA BLACK 100 Y 100 Y NA NA 94 89 N 58 47 N NA NA NA NA HISPANIC 99 Y 99 Y 24 N 56 N 85 86 Y 53 54 Y 81 76 NA 54 44 NA 33 NA 74 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 23 N 56 N 85 87 Y 55 54 N 81 77 NA 53 44 NA 32 NA 74 NA

ENGLISHLANGUAGELEARNERS

98 Y 98 Y N 44 N 54 55 Y 39 32 N NA 65 56 NA 28 NA 72 NA

STUDENTS WITHDISABILITIES 98 Y 97 Y 12 N 24 N 60 72 Y 53 38 N 93 88 NA 91 76 NA 24 NA 47 NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade MIAMI SENIOR HIGH SCHOOL 7461Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)



D 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 98 Y 98 Y 20 N 47 N 84 86 Y 54 54 N 77 80 NA 49 53 NA 39 NA 68 NA

WHITE 100 Y 100 Y NA NA NA 50 74 Y NA 44 NA NA NA BLACK 99 Y 99 Y NA NA 82 94 Y 49 58 Y NA 54 NA NA NA HISPANIC 98 Y 98 Y 19 N 46 N 84 85 Y 54 53 N 78 81 NA 49 54 NA 39 NA 67 NA ASIAN NA NA NA NA NA NA NA 17 NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA 50 NA NA NA

ECONOMICALLYDISADVANTAGED 98 Y 98 Y 19 N 47 N 83 85 Y 56 55 N 77 81 NA 49 53 NA 38 NA 68 NA


99 Y 98 Y N 35 N 57 54 N 35 39 Y NA 59 65 NA 41 NA 68 NA

STUDENTS WITHDISABILITIES 94 N 94 N 7 N 9 N 58 60 Y 41 53 Y 94 93 NA 90 91 NA 29 NA 45 NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade MIAMI SENIOR HIGHSCHOOL 7461

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



C Did the Schoolmake AdequateYearly Progress? 5

NO


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 98 Y 98 Y 23 N 51 Y 89 84 N 53 54 Y 81 77 NA 51 49 NA

WHITE 97 Y 97 Y 30 NA 56 NA 94 NA 50 NA NA 48 44 NABLACK 100 Y 100 Y 29 NA 46 NA 92 82 NA 59 49 NA NA 54 54 NAHISPANIC 98 Y 98 Y 22 N 51 Y 88 84 NA 53 54 NA 81 78 NA 51 49 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 98 Y 98 Y 23 N 51 Y 88 83 NA 54 56 NA 82 77 NA 52 49 NA


98 Y 98 Y N 41 N 71 57 NA 40 35 NA NA 68 59 NA

STUDENTS WITHDISABILITIES 95 Y 95 Y 6 N 10 N 75 58 NA 42 41 NA 94 NA 88 90 NA

Dade School DistrictMIAMI SENIOR HIGH SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 28% 61% 78% 25% 192

Writing and Science: Takes into account the %scoring 3.5 and above on Writing and the %scoring 3 and above on Science. Sometimes theDistrict writing and/or science average issubstituted for the writing and/or sciencecomponent.

% of Students MakingLearning Gains 50% 81% 131

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

Adequate Progress ofLowest 25% in the School? 60% (YES) 85% (YES) 145

Adequate Progress based on gains of lowest25% of students in reading and math. Yes, if 50%or more make gains in both reading and math.

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

44% 60% 0 If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 468 Percent Tested = 99% Percent of eligible students tested

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

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 23% 53% 82% 25% 183

Writing and Science: Takes into account the %scoring 3.5 and above on Writing and the %scoring 3 and above on Science. Sometimes theDistrict writing and/or science average issubstituted for the writing and/or sciencecomponent.



Adequate Progress ofLowest 25% in the School? 60% (YES) 69% (YES) 129

Adequate Progress based on gains of lowest25% of students in reading and math. Yes, if 50%or more make gains in both reading and math.

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

38% 56% 0 If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 426 Percent Tested = 98% Percent of eligible students tested

School Grade D Grade based on total points, adequate progress,and % of students tested


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 28% 58% 83% 169

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



Adequate Progress of Lowest25% in the School? 62% (YES) 62 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 360 Percent Tested = 97% Percent of eligible students tested

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



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