2002 - 2003 School Performance Excellence Plan

Jim Horne, Secretary of EducationFlorida Board of Education

Office of the Secretary325 West Gaines Street

Tallahassee, Florida 32399-1950

Charlie Crist, CommissionerFlorida Department of Education

The Capitol, PL 08Tallahassee, Florida 32399-0300

2002 - 2003

School Name: 7381 - Miami Norland Senior High School

Principal: Willie B. Turner

SAC Chair: Sonja R. Miller

13 - Miami-Dade County Public SchoolsDistrict Name:

(School Improvement Plan)School Performance Excellence Plan

Instructions The following is a guide for writing your School Improvement Plan. The plan should:

• Address the State Education Goals • Be clear, concise and simply stated • Align with the vision of the school and with district goals

• Address high priority needs • Attempt to significantly improve the performance of all students • Include strategies based on scientific research

Resources and References for writing your School Improvement Plan: • Office of School Improvement Information Wave Series #7 • A Technical Assistance Document for Evaluating Your School

Improvement Process – 6 th Edition pages referenced to this document are denoted in red

• http:// osi. fsu. edu • End of Year Report

Instructions for each page in completing a School Improvement Plan Cover page should provide the following information:

• School name • District name • Principal • School Advisory Council Chairperson (SAC)

- 3: Follow the instructions provided on these pages to complete a School Improvement Plan. Page 4: Provide the following information: • School name • School performance grade • School vision/ mission/ belief statement( s) – This statement( s)

should drive the school improvement planning process.

• Write yes or no if this plan includes Title I Schoolwide Program requirements – if yes, see p. 13 • Write yes or no if this plan includes Comprehensive School

Reform Program requirements – if yes, see p. 14 • Write yes or no if this plan includes SACS Accreditation

Process requirements – if yes, see p. 15 Page 5: List District goals. Page 6: Write a school profile/ needs assessment p. 4 that captures the distinguishing features and prioritized needs of your school – Information stated here may include but is not limited to: • school setting (environment – such as urban, rural) • population served

• school characteristics (such as age of school, if magnet school program)

Page 7: Provide a summary of school data (include the last 2- 4 years of data if available). Refer to the End of the Year Report - Types of school data may include but are not limited to: • Results from 1999- 2002 Florida Comprehensive Assessment Test

and other Norm Referenced Tests • 1999- 2002 Accountability Report Data

• Demographic information – see School Indicators Report and School Advisory Council Report

• Climate Surveys (feedback from parents, students, and faculty as stakeholders) see Effective Schools Climate Survey

7381

This form will be used to develop your school goals. pp. 6- 7. Use a separate form for each objective of every school goal. A school goal will be listed at the top of each page and aligned with a district and state goal Appendix p. i. Provide the information listed below and at the bottom list School Advisory Council members involved in the development of this objective. • Needs Assessment p. 4 – data driven • Objective pp. 8- 9 – measurable statement of growth targets • Strategies pp. 11- 14 – action steps • Definition of Adequate Progress pp. 15- 16

• Implementation p. 18 1. Person( s) responsible 2. Timeline – with target dates 3. Resources needed

• Evaluation – methods and evidence of completion p. 20 Page 9: This form is to be completed with each page 8 form. Include all resources with funding information for each objective of every school goal. Pursuant to Section 230.23, Florida Statutes each plan shall address the issues listed. These components may or may not be applicable for every objective, but all components must be addressed within the overall plan. p. 1. Page 10: Determine the overall impact of your plan’s initiatives. pp. 20- 21. Was adequate progress achieved? Page 11: Conduct and write a Mid- Year Review for the entire School Improvement Plan. Identify and evaluate the progress achieved toward each objective using the Technical Assistance Document. This is an opportune time to make adjustments and modifications to your School Improvement Plan p. 18. Page 12: Check to make sure that all requirements have been met for a School Improvement Plan as pursuant to Section 230.23 of the Florida Statutes p. 1. Page 13: Check that all Title I Schoolwide Program required components are included. (if applicable) Page 14: Check that all Comprehensive School Reform Program required components are included. (if applicable) Page 15: Check to make sure that all Southern Association of Colleges and Schools (SACS) components/ elements have been completed as required by the Commission on Elementary and Middle Schools or the Commission on Secondary and Middle Schools if applicable. Page 16: Complete the budget form. Pages 17- 18: Provide a list of School Advisory Council Members and signatures indicating participation and approval of the School Improvement Plan. Each SAC member should write the date immediately after his or her signature.

27381

2002 - 2003

(SCHOOL IMPROVEMENT PLAN)School Name: 7381 - Miami Norland Senior High School

2002 School Performance Grade: F

SCHOOL PERFORMANCE EXCELLENCE PLAN

Vision/Mission/Belief Statement(s):

VISION: Miami Norland Senior High celebrates cultural diversity providing students with the skills necessary to become civic minded citizens who participate in the democratic process as part of the global community.

MISSION: The mission of Miami Norland Senior High is to provide a quality experience that will educate students to fulfill their roles as responsible, productive citizens who respect individuality and cultural differences and who realize their potential as lifelong learners.

Title I Schoolwide Program: NoComprehensive School Reform Program: No

SACS Accreditation Process: Yes

37381

Goal I: School to Career

School District Goals:

Focus: Students will be prepared for graduation, employment, postsecondary education, and to become responsible citizens and lifelong learners.

Objectives:Improve student achievement emphasizing reading, writing skills, mathematics, and science.Monitor and assess the implementation of standards for students in the areas of academic, career, and personal/social development.Expand opportunities for students to participate in cultural and physical fitness experiences.Decrease the number of schools receiving "D" and "F" grades and increase the number of schools receiving "A" and "B" grades on the State's School Accountability Report.Integrate technology and its proficient use for all students and faculty into the instructional program to facilitate learning, with the intent of producing technologically skilled graduates.Enhance vocational/technical programs and adult education programs to meet the demands of business and industry.Broaden the scope of civic, law, and character education programs offered in the district to provide all students with necessary skills.Narrow the achievement gap between minority and non-minority students.Increase the number of students and adults who are bilingual and biliterate.Increase public educational choice options.

Ia.Ib.Ic.Id. Ie . If. Ig.Ih.Ii. Ij.

Goal II: Effective Learning EnvironmentFocus: Enhance the safety of students and staff, and increase the quality of the learning environmentObjectives:

Reduce the percentage of incidents related to violence, weapons, drugs, vandalism, and truancy.Strengthen counseling and academic programs for all at-risk students with particular emphasis placed on at-risk students located at alternative schools and juvenile justice centers. Reduce school overcrowding.Increase skills, knowledge, and professionalism of school staff.Increase the number of educationally productive partnerships with the community.Increase opportunities for parents and guardians to become active partners in achieving educational success for all students.Promote the community focus of schools as neighborhood learning and cultural centers for both students and other members of the community

IIa. IIb. IIc. IId.IIe.IIf.IIg.

Goal III: Efficient Management PracticesFocus: Ensure that school system operations conform to the highest business and professional standards of effectiveness, ethics, and

efficiency

Objectives:Improve the financial planning and management process to ensure that resources are allocated and expended according to district needs and priorities.Decrease the average duration of new construction, additions, and renovations and ensure that Capital Outlay programs/projects are completed within budget.Improve the delivery of services such as maintenance, classroom materials, and transportation.Ensure that personnel maintain professional standards and effectively fulfill their assigned responsibilities.Improve the perception of the Miami-Dade School District for various stakeholders.

IIIa. IIIb. IIIc.IIId.IIIe.

47381

School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Miami Norland Senior High School

Given instruction using the Sunshine State Standards, students will increase their reading skills as evidenced by 54 percent of the students reaching the state required mastery level, 54 percent making annual learning gains, and 57 percent scoring the lowest 25 percent making annual learning gains as documented by scores of the 2003 FCAT Reading Test.

Given instruction using the Sunshine State Standards, students will increase their mathematics skills as evidenced by 54 percent of students reaching the state required mastery level and 57 percent making annual learning gains as documented by scores of the 2003 FCAT Mathematics Test.

Given instruction using the Sunshine State Standards, students will increase their writing skills as evidenced by 95 percent of students reaching the state required mastery level as documented by scores of the 2003 FCAT Writing Test.

Given instruction using the Sunshine State Standards, students will increase their science skills as evidenced by 52 percent of students scoring at or above the District mean scale score as documented by scores of the 2003 FCAT Science Test.

Given instruction using the Sunshine State Standards, students enrolled in Advanced Placement classes will increase their mastery of the subject area as evidenced by an increase to 11.5 percent of such students scoring 3 or higher on the Advanced Placement examinations when percentages for May 2002 are compared to May 2003 as documented by reports generated by the College Board and the Division of Advanced Academic Programs.

Miami Norland Senior High School strives to prepare its students for success. To meet our goal of post secondary preparation, improvement in reading, writing, mathematics, science, and technological skills will be the focus in curricular planning and preparation. The school improvement plan is based on a review of student needs related to academic competence. Each academic department along with parents and community liaisons, reviewed the strategies found in the 2001-2002 school improvement plan. This review, along with a needs assessment, determined the improvement strategies that will be implemented throughout the 2002-2003 school year.

Miami Norland Senior High School is a comprehensive senior high school. Built on a 16.4-acre campus, Miami Norland opened its doors in September 1958, taking its name from the community it serves. The community is located one half mile east of Pro Player Stadium and can be socioeconomically classified as lower middle to middle class, with an average property assessment of between $90,000.00 to $180,000.00. The current population is 2536 students, composed of 93.06% Black, 5.09% Hispanic, 0.95% White Non-Hispanic, 0.35% Asian, 0.16% Indian, and 0.39% Multi-Ethnic. In order to narrow the achievement gap, Miami Norland Senior High School has created an academy model, offering students specialized courses based on their area of career interest. The academy models include JROTC, Tech Prep, The Institute of Business Technology, all providing individualized services within the traditional school setting. In addition to these academies, the school also offers 2 magnet programs, one focusing on Children's Advocacy, Research, Education and Services (C.A.R.E.S.), preparing students for careers in children's advocacy and services. Additionally, the Travel and Tourism Magnet, allows students to explore the variety of careers in our booming tourism industry. As a “High Schools That Work” site, Miami Norland Senior High integrates a national school reform initiative, combining high academic standards with vocational/technical courses of study. This model enables our students to master the essential content necessary for college preparation as core academics are applied to vocational and technical content. The students also have an opportunity to choose from an array of extracurricular activities encompassing over forty clubs and organizations and 20 varsity and junior varsity teams. The school also offers challenging academic programs including gifted programs, advanced academic programs, law classes, anatomy and physiology classes, psychology classes, journalism opportunities and a television/broadcasting program. The EESAC has identified the following objectives as school wide priorities for the 2002-2003 school year:

57381

SCHOOL FOUNDATIONSchool Profile/ Needs Assessment: (continued)

1. ENVIRONMENT1.1 PedagogyThis item explores the teaching process at the school, including programs, services, and delivery systems.

Miami Norland Senior High provides educational services to all students in grades 9 through 12 utilizing the Sunshine State Standards and Competency Based Curriculum. Students have the opportunity to participate in magnet programs, academy models, vocational programs, advanced placement courses and dual enrollment programs, providing them with diverse experiences leading to varied career options. Additional educational opportunities include specialized tutoring and on the job training programs. Emphasis is placed on staff development enabling instructional personnel to incorporate various delivery systems including CRISS strategies, critical thinking skills and technology-based learning. Students and their families also have the opportunity to receive counseling services, community agency referrals, access to social services and medical attention through the full service facility located on the school site.

1.2 Culture This item explores the culture of the school, included are the vision, mission, and core values of the school.

VISIONMiami Norland Senior High celebrates cultural diversity, providing students with the skills necessary to become civic-minded citizens who participate in the democratic process as part of the global community.

MISSIONThe mission of Miami Norland Senior High is to provide a quality experience that will educate students to fulfill their roles as responsible, productive citizens who respect individuality and cultural differences and who realize their potential as lifelong learners.

CORE VALUESMiami Norland Senior High believes that every student should be encouraged to achieve his or her highest potential. We believe that teachers are the heart of education breathing life into instruction to better reach our students. As a school we seek to be a sanctuary for free and independent thought, safety, civility and mutual respect. Our driving force is to increase student achievement in reading and mathematics, thus improving test scores and readying students for the 21st century.

1.3 Human ResourcesThis item describes the people who carry out the work of the school.

Miami Norland Senior High employs 177 full time staff members and 123 part time staff members. This group includes the principal, 4 assistant principals, the instructional staff, guidance counselors, media specialists, paraprofessionals, and support positions. The non-instructional staff consists of clerical, food service, custodial, and security monitors. The instructional program provides for a pupil teacher ratio of 28:1. The level of advanced degrees for instructional staff members is divided into the following degrees: 49 Bachelors, 50 Masters degrees, 1 Specialist degree and 6 Doctoral degrees. The percentage of teachers new to this school is 6 percent and the average number of years of teachers’ experience is 12.

1.4 Building Resources This item explores budgetary commitments for facilities, technologies, and equipment.

Miami Norland Senior High took its place among the Miami Dade County high schools in September 1958. With Foster H. Hunter as principal, 2154 students in the seventh, eighth, ninth and tenth grades named themselves the Norland Vikings to describe the northernmost location of the school in the community. The configuration of the school changed in its second year, making it a standard high school, instructing students in grades 9 through 12. The school is located on 16.4 acres adjacent to the Optimist Park located on the corner of 12th Avenue and 195th Street. The closest major thoroughfare is 199th Street, one half-mile east of Pro Player stadium and the Florida Turnpike; State Road 7 to the West and 836 is approximately 5 miles south. The campus is comprised of 6 buildings connected by outside breezeways. The last building to be constructed is a high-tech science laboratory occupied by students in the fall of 1997. A new main office and guidance suite was built in 1996 and occupancy was taken in the fall of 1997. The existing buildings were all retrofitted with new roofs, plumbing and paint in 1999, along with an outdoor covered eating facility scheduled to opened in the Fall of 2001. The atrium areas between buildings are utilized by students

67381


before, during, after school and during lunch as social gathering spots. Benches and picnic tables are scattered throughout for the students' convenience. Our cafeteria serves as a base for neighborhood schools feeding both middle schools breakfast and lunch. The cafeteria houses two dining halls, each having a 240 person seating capacity. The food service staff takes pride in the quality of service it provides to our students. There are numerous vendor carts available to provide a variety of eating experiences. There are 2 lunch shifts, with a 30-minute hiatus, to allow for clean up and additional food preparation. The auditorium was renovated in 1997 providing not only a theatrical center, but a utilitarian site as well, including a place for a variety of curricular endeavors. The majority of classrooms are located in the three main buildings with additional classroom space provided by 12 portable classrooms. Our gymnasium seats 300 on pullout bleachers and is ventilated by jalousie windows and large fans. It is routinely used by physical education classes and athletic teams for classes, and basketball games. Construction for a new gym is planned within the next 5 years. Adjacent to the campus are large athletic fields owned by Miami-Dade County Optimists under the auspices of Miami Dade County. Under a shared use agreement, Miami Norland Senior High is granted use of these fields for physical education classes and athletic practices during the school day. Home football games are played at Florida International University North Campus, located at Biscayne Blvd. and 151 Street. Miami Norland Senior High is currently being retrofitted to provide computer and Internet access via a local area network, thus housing computers in all classrooms. To further the school mission, two computer labs were constructed to house an ORACLE certification program and an Apple certification program, under the auspices of the Tech Prep Academy.

1.5 ConstraintsThis item explores standards, laws, and rules that strongly influence the school to take action.

Miami Norland Senior High adheres to a policy of nondiscrimination in educational programs/activities and employment and strives affirmatively to provide equal opportunity for all. Veterans are provided reemployment rights in accordance with P.L. 93-508 (federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment. Additionally, the school is in compliance with all OSHA and Environmental requirements. We adhere to the policies and procedures that assure equal access in employment, educational programs, and activities as stated in School Board rules. Hostile treatment or violence against a student, teacher, or other employee because of his/her gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, or disability will not be tolerated. The school is subject to the requirements of the Florida Department of Education and Florida's High-Quality Education System, including the implementation of programs addressing the requirements of the Sunshine State Standards. In addition, the school implements the District's Competency-Based Curriculum.

2. RELATIONSHIPS2.1 StudentThis item explores the unique requirements, expectations, and needs of the key student groups.

Miami Norland Senior High serves 2536 students including 2181 students from the neighborhood and 206 students generated from the magnet programs. The total number of students served in our standard curriculum classes is 86.5%, in ESE classes 10.9%, in ESOL classes 2.6% and 26.0 % of students receive free and reduced lunch. The student population is made up of 93.06% Black, 5.09% Hispanic, 0.95% White non-Hispanic, 0.35% Asian, 0.16% Indian, and 0.39% Multi-Ethnic. The school's mobility rate is 36%. The school houses 41 clubs and organizations and a balance of male and female athletic teams. Additionally, students are provided opportunities to attend a 7th period class option on the school site, as well as dual enrollment college classes. Tutorial programs are also offered after school and on Saturdays. The promotion rate for grade 9 is 68.7%, grade 10 is 91.7%, grade 11 is 84.8% and grade 12 is 87.5%, yielding an average promotion rate of 83.2%. During the 2001-2002 school year, $4,500,000.00 in scholarship monies were offered to senior students, 47% of the senior class went on to four year universities or colleges, 38% went on to community colleges 6% went to on to vocational school, 4% went to the military and 5% entered the world of work. The PTSA and EESAC are very involved in providing support to the school's overall programs.

2.2 StakeholderThis item explores the unique requirements, expectations, and needs of the key stakeholder groups, including parents/caregivers and the surrounding community/businesses.

Miami Norland Senior High works with the community in a variety of ways. Throughout the school year the school keeps parents and the community well informed about our activities. Announcements are listed on the school's marquee, printed in the Neighbors section of the Miami Herald, announced on radio station 99 JAMZ, announced on the electronic marquee at Pro Player stadium during Florida Marlins games and flyers are posted in local stores. Our Dade Partner links also keep the community abreast of upcoming activities involving Norland Senior High. As part of the total decision making process, various parent groups such as the PTSA, Band Boosters, Magnet Parent Associations, and Athletic Boosters are encouraged to give their input. Also, an integral part of the

77381


decision making process involves EESAC. Evening senior parent meetings, coupled with PTSA meetings, are held each nine-week period. The College Assistance Counselor meets with students individually and in the classroom setting. Parent workshops are held throughout the year to inform stakeholders about post-secondary opportunities, vocational school opportunities and the Armed Forces. The school also offers a 7th period program through American Senior High Adult and Community School. Local businesses routinely provide students with opportunities for employment. Spring orientation programs are held at Norland for incoming ninth graders and their parents. Open House is held annually and is preceded by a PTSA meeting to encourage and stimulate parental/community participation. Our magnet students are involved in the community through internships at Pro Player Stadium, Johnson and Wales University, American Air Lines, Carnival Cruise Lines and various other work sites.

2.3 Human ResourcesThis item explores the unique requirements, expectations, and needs of the faculty and staff.

The unions associated with Miami Dade County Public School Board negotiate the various contracts and benefits packages offered to the staff of Miami Norland Senior High. Benefit packages include a choice of comprehensive health care coverage as well as a variety of insurances and tax-deferred options. The faculty and staff are provided with a plethora of in-service activities provided by the District. The Teacher Education Center (TEC) offers courses that teachers may need for certification. Also, funds are available to attend fee paid training conferences and workshops that are aligned with District goals. Outstanding contributions to the school are acknowledged regularly over the Public Address system. Results of the school climate survey indicate that teachers take an interest in their student’s educational future.

2.4 Supplier and PartnerThis item explores the unique requirements, expectations, and needs of the key supplier groups, including providers of goods and services such as social services, food, transportation, and key partners such as other schools, workforce connections, and community connections.

Miami Norland Senior High enjoys a collaborative relationship with Johnson and Wales University, Florida International University and Miami Dade Community College. Many of our students take courses at these institutions for college credit while pursuing their high school diploma. Students from these institutions also provide tutoring and mentoring. Miami Norland teachers provide supervision for student interns from Florida International University, Barry University, Florida Memorial College, Nova Southeastern University and University of Miami. As part of the State of Florida's technology program, Miami Norland Senior High students have the opportunity to become Oracle or Apple trained and certified upon graduation. Miami Norland Senior High offers students an after school program through American Senior High Adult and Community School. Students also have the opportunity to take courses on-line through Florida High Schools. Business leaders, involved parents and dedicated faculty and staff routinely volunteer time to assist in academic and extra curricular activities. The members of the PTSA provide support by raising money and volunteering in the school. The Police Athletic League utilizes the Miami Norland campus during the summer months to run a camp program for disadvantaged children. Miami Norland Senior High not only offers its students a challenging curriculum but a safe environment where social and emotional needs can also be met.

3. COMPETITION3.1 Position: This item explores the competitive position and explores the factors which strongly influence students to enroll at this school instead of a competing school.

Enrollment at Miami Norland Senior High has a stable population of over 2300 students. Academy classes and magnet programs have grown with the Academy of Travel and Tourism adding new restaurant marketing strands this year. The JROTC has been recognized at the District and State level as well as our marching band. Fifty six percent of Miami Norland Senior High School’s 2000-2001 tenth grade class passed one or both parts of the FCAT test, as one of the requirements for a high school diploma and 88% scored a 3.5 or above on the FCAT Writing. The school offers 8 different Advanced Placement courses.

3.2 CompetitorsThis item explores the alternate schools available to students.

Miami Norland Senior High School is a traditional public school with academies and magnets; however, it is an older facility built in 1958. The students who attend Miami Norland Senior High School live within the boundaries set by the school board. In addition, the school also recruits 400 students who attend the magnet programs. Within a ten-mile radius three new public high schools; Turner Technical High School, opening in 1990, Dr. Michael M. Krop, which opened in 1998, and Miami Lakes Technical Senior High, which opened in 2001, all have drawn students from our population. There are also several magnet programs in the Miami Dade County system such as DASH, New World School of the Arts and MAST Academy that compete for our feeder students who attend the

87381


performing arts magnet program housed at Miami Norland Middle School.

3.3 ModeThis item explores the Critical Success Factors for the areas identified by the school as being essential to the achievement of the vision/mission of the school.

Miami Norland Senior High School’s leadership includes representatives from all stakeholder groups on its primary decision making body, the Educational Excellence School Advisory Council (EESAC). Leaders in the school provide support and opportunities for professional and personal growth that lend themselves to its members making informed decisions. Encouraged are opportunities for innovations and new ideas. Miami Norland Senior High School provides an eclectic approach to educational experiences for students. In facilitating this approach, input from all stakeholders is considered. The leadership team and the stakeholders provide experiences that are tailored to meet students' needs. Students at Miami Norland Senior High School who need a strong system of academic remediation are offered after school tutorial classes, opportunities to take additional classes after school, Saturday school tutoring, mentoring and one to one peer tutoring. Parents who may be in need of literacy skills, access to social services and governmental resources are also provided with these services through our full service facility. Miami Norland Senior High School will continue to create programs to meet the needs of students and their families in this era of change.

3.4 DynamicsThis item explores the changing threats and opportunities to which the school must respond.

Enrollment at Miami Norland Senior High School has remained stable over the last five years. The demographics of the neighborhood indicate that the population is changing. There has been an increase of students from the Caribbean islands as seen by the increase in the number of students receiving ESOL services. Furthermore, the percentage of students receiving free and reduced lunch has increased steadily over the last five years. Within the last four years, Miami Norland Senior High School has seen a tremendous turnover in administrative staff members, with two new principals and six different assistant principals, making continuity difficult. While new technology and innovative educational reform strategies are being implemented by staff members, the EESAC has determined that the increase in the number of competing schools in the neighborhood is a potential threat to Miami Norland Senior High School.

4. CHALLENGES4.1 LearningThis item explores the challenges the school faces in providing educational activities that result in student learning.

Miami Norland Senior High School has identified several issues concerning challenges in learning. Among these challenges is the high mobility rate of students and frequency with which they are absent from school. Many students are reluctant to spend study time outside of the classroom, to master new skills and to retain competence in skills already taught. Analysis of data gathered from students, teachers and stakeholders in the preparation for our 2002 SACS report indicates that students do not spend sufficient time studying and are apathetic toward their school work. Survey results also indicate that students and parents do not respect the teaching profession and improvement is needed in the areas of thinking skills and social responsibility. Our five-year SACS action plan will address these issues and the 2002-2003 Performance Excellence Plan will target student competencies in mathematics, language arts skills and social responsibility. In order to achieve these goals, all stakeholders have identified strategies and resources to achieve this end.

4.2 FacultyThis item explores the challenges the school faces in ensuring the quality of teachers, providing for the satisfaction of the faculty, and the challenges the school faces in the delivery of educational programs.

Miami Norland Senior High School has identified several challenges in relationships with the faculty. According to the results of the School Climate Survey study and the SACS Teacher Opinion Survey, teachers are dedicated to making contributions both inside and outside of the classroom. Many staff members hold memberships in multiple professional organizations. Some of our teachers have served on District committees for curriculum and received awards from educational foundations. Many vacancies left by veteran teachers have been filled with new teachers to the system. Of these new teachers 12 percent have come from fields other than education. Miami Norland Senior High School has been unable to fill the following positions: one language arts (reading) teacher, three ESE teachers, and one physical education teacher. An analysis of evaluations for the past few years indicates that teachers need to improve their teaching strategies with relation to critical thinking skills.

97381


4.3 Operational and External ForcesThis item explores the challenges the school faces in internal daily operations and in interactions with the surrounding community.

Miami Norland Senior High School has identified several issues concerning challenges in relationships with internal operations and external forces. Among these are the high turnover rate among instructional staff, an influx of immigrant students and the loss of students to competing area high schools and magnet programs. District budgetary constraints make it difficult to purchase new technology and to provide additional resources to meet student and stakeholder needs. A review of reports from our service provider indicates that there has been an increase in the need for family intervention from governmental support agencies. Due to the changing industry needs, the school is finding it difficult to keep pace with the strategic planning needed to enable students to successfully compete in the new global business world.

4.4 Process ImprovementThis item explores the challenges the school faces in improving educational program design, student support services, operational and strategic planning processes, cycle time, data usage, and organizational learning.

Miami Norland Senior High School used several surveys of stakeholders and standardized test scores to determine issues concerning improvement in educational design and overall school function. Analysis of the data suggests that several areas must be targeted in order for improvement to take place. In order to accomplish this goal the school will work with a variety of organizations in the immediate area, business/community members, EESAC and role model programs. One of the areas we will target is the Sunshine State Standards. Our students will increase the number of hours spent learning and retaining new skills as evidenced by an increase in the number of students attending tutorial programs. It has also been determined that our students must make better use of the available technology in the school to acquire skills necessary to enter the world of work. Special programs have been established for students who need to improve learning skills and the District technological certification programs run by Oracle Corporation and Apple Corporation have been incorporated into the curriculum.

5. IMPROVEMENT5.1 Education Design and Support ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.1 Learning.

Miami Norland Senior High has identified several issues related to challenges in student learning. Among these are student attendance and high mobility rate. An analysis of District documents over the last 5 years shows that the student daily attendance rate averages 81% and the current mobility rate is 36%. To improve attendance the school along with the EESAC and the PTA will create activities and incentive programs throughout the year to improve attendance and to keep families involved in the community. Examples of these programs include 5000 Role Models, mentoring and Dade partners. Survey studies have indicated that many students are reluctant to spend time studying outside of the classroom to improve and retain the skills and concepts needed to improve academics, and parents are not respectful of the teaching profession. Parent workshops and informational materials have been created to forge a relationship between both groups. Innovative approaches to studying have been made available. Examples are the Administrators Reading Circle, the All-Aboard Peer Mentoring Program, and a school wide reading challenge sponcered by the National English Honor Society. Student FCAT scores shows that 88 percent of the students in the accountability groups are scoring at or below level 2. This indicator also ties in with the SACS survey results identifying that improvement is needed in critical thinking. In order to address this need, the school, along with the Region and the District, will provide training to selected teachers in: Best Practices, CRISS, and remedial strategies. Teachers will also receive materials that support a cross-curricular format. Class size in all ninth and tenth grade English and mathematics classes will be reduced and departmental examinations are being administered to assess student progress. The development of social responsibility will be addressed within the academies where social skills lessons will be conducted with 9th and 10th grade students. To accommodate the academy structure Department Heads have common planning time, allowing them to share and develop curriculum. Targeted students are also provided opportunities for tutorial sessions before and after school, and on-site seventh period classes are available through the Adult Education program to those students who need them.

5.2 Education Delivery ProcessThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.2 Faculty.

As many veteran staff members have had opportunities to serve on curriculum committees, teach at the university level and have received awards for

107381


outstanding educational instructional practices and programming, they will be providing their expertise to those teachers in need of curricular support. Staff development in the form of peer mentoring will be particularly essential to the retention of less experienced teachers. To further preserve the continuity of the faculty and reduce teacher isolation, the school has established committees for instruction, recognition and socialization. A calendar of professional development activities has been created to accommodate Best Practices, technology infusion, critical thinking, and data driven analysis.

5.3 Operational and External Forces ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.3 Operational and External Forces.

Miami Norland Senior High has identified several issues concerning improvement in the educational delivery process. Extensive staff development and collegial team building activities have been planned by the school, the EESAC, and the PTSA to improve teacher tenure. The school has expanded the ESOL Department to accommodate the influx of students receiving services through ESOL programs. Computer laboratories, translators, mentors and additional staff have all been secured to address student needs. To provide additional resources to students, the school is actively pursuing instructional grants, co venture opportunities, internships and scholarships. Current co ventures with Oracle Inc. and Apple companies, for example, give students options to earn certification in a technological course of study while securing a high school diploma. As a recipient of a feeder pattern grant, a Full Service facility has been established to aid the elementary, middle and high school. An increase in multi-agency service providers has been secured for this school year and more focus and attention will be provided to the high school students and their families. The District and the Region have committed to providing the school with increased support to ensure appropriate strategic planning.

5.4 Organizational ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.4 Process Improvement.

Miami Norland Senior High School has identified issues concerning challenges in process improvement. Among these are the benchmarks of the Sunshine State Standards. In order to address this need, class size in English and mathematics have been decreased, tutorial programs have been established, and the school in partnership with the District and the region will provide training to selected teachers related to teaching strategies. Content area teachers will receive training in cross-curricular pedagogy that supports reading instruction in all subject areas. Targeted students will be provided with tutorial opportunities. The academy structure will enable teachers to plan collaboratively to promote the exchange of best teaching practices.

117381

Advanced Academics

School Profile/ Needs Assessment: (continued)

(Senior High Schools)

Miami Norland Senior High School gets its enrollment of Gifted Students from the pool of Gifted students identified at the Middle School level. As a result of our participation this summer 2002 with the Advanced Math and Science Programs (DAMP/MID), many students were enrolled into the honors and advanced placement courses.

Enrollment trends in gifted, honors, and Advanced Placement (AP) classes.

The passing percent of Advanced Placement students for the May 2002 examination was 6.5%. This is a increase of 1.3 percentage points from last year's May 2001 Advanced Placement examination scores.

Passing rate of students on the AP examination.

A total of 97.3 percent of students enrolled in the advanced academic courses are minority students.

Ethnic breakdown of gifted, honors, and AP classes' enrollment as compared to the school's total population.

During middle school articulation, teachers and counselors visit with the incoming students and encourage these students to enroll in the advanced classes.

Recruitment procedures in place to address underrepresented groups of students in gifted, honors, and AP classes.

At present, Miami Norland Senior High School offers 8 different Advanced Placement courses. Miami Norland Senior High School provides both after school tutorial and Saturday School tutorial for all students.

Support mechanisms in place to assist under-achieving students in gifted, honors, and AP classes.

127381

MAJOR PROGRAMS


PROGRAM DATE INITIATEDGRADE LEVEL(S)

Reading

Students in grades 9-12Accelerated Reader Aug. '00

All students in grades 9-12Competency Based Curriculum (CBC) Aug. '93

Students in grades 9-12Comprehensive Reading Plan Aug. '00

Students in grades 9-12Gifted Aug. '01

All students in grades 9-12Sunshine State Standards (SSS) Aug. '01


Writing

Students in grades 9-12Competency Based Curriculum (CBC) Aug. '99

Studnets in grades 9 and 10Saturday School/Academy Sep. '00

For all students in grades 9 through 12.Accelerated Reader Aug. '01

For all students in grades 9 through 12Sunshine State Standards (SSS) Aug. '00


Mathematics

Students in grades 9 - 12Competency Based Curriculum (CBC) Aug. '98

Students in grades 9th and 10thGifted Aug. '02

Students in grades 9 - 12thSaturday School/Academy Oct. '01

Students in grades 9-12thSECME/SECME RISE Aug. '99

PROGRAM DATE INITIATEDSTUDENT LEVEL

Science

All Student from grades 9 through 12SECME/SECME RISE Aug. '97

All students from grades 9 through 12Biscayne Nature Center for Environmental Education (BNCEE) Aug. '90

All students from grades 9 through 12Competency Based Curriculum (CBC) Aug. '94

137381

MAJOR PROGRAMS


PROGRAM DATE INITIATEDSTUDENT LEVEL

Science

Gifted students in grades 9 through 11Gifted Aug. '90

All students from grades 9 through 12Sunshine State Standards (SSS) Aug. '00

147381

PROFESSIONAL DEVELOPMENT


TRAININGNUMBER TRAINED DATE

Provided or in Progress in the Area of Reading Instruction

Advanced Placement Workshop 4 Sep. 11, '01

College Board Advanced Placement Workshop 9 Oct. 22, '01

SSS Reading 4 Nov. 01, '01

CRISS Training 8 May 14, '02


Provided or in Progress in the Area of Writing Instruction

University of Miami Summer Writing Institute 4 Jun. 20, '01


Provided or in Progress in the Area of Mathematics Instruction

Graphing Calculator 3 Jun. 20, '01

College Board Advanced Placement Workshop 2 Oct. 22, '01

SSS Strategies 11 Jan. 23, '02


Other Professional Development Provided or in Progress


Provided or in Progress in the Area of Science Instruction

SSS Strategies for Science 13 Aug. 23, '01

Science Fair 13 Aug. 24, '01

157381

PROFESSIONAL DEVELOPMENT



Other Professional Development Provided or in Progress

PACES 85 Sep. 21, '01

167381

The following information will explain how the EESAC has assisted in the preparation of the School PEP relative to the following issues:

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC


Budget:The EESAC at Miami Norland Senior High School allocates funds to support proposals that directly impact the attainment of the goals and objectives of the School Performance Excellence Plan. Proposals may be submitted by faculty/staff, students, parents, and community members for review by the EESAC.

Training:The EESAC is a strong proponent of professional development. In the past, it has endorsed training in the areas of Reading, Writing, and Mathematics strategies, classroom management, and the infusion of technology in daily instruction.

Instructional Materials:The EESAC serves in an advisory capacity in the realm of purchases of instructional materials. It has approved and endorsed the purchase of reading, writing, and math materials that will aid instruction in these disciplines.

Technology:The EESAC has supported the efforts of the school in fully upgrading the technology available to students through the allocation of EESAC funds for the purchase of software.

Staffing:The EESAC has endorsed and approved the hiring of instructional personnel to implement both After School Tutorial and Saturday School Tutorial. In addition, the EESAC has endorsed the employment of personnel to deliver professional development workshops supporting the goals and objectives of the School Performance Excellence Plan.

Student Support Services:The EESAC, in conjunction with the school administration and the guidance department, has adopted and supported methods to improve student attendance, reduction of the dropout rate, and the seeking of additional services from outside agencies that help support our School Performance Excellence Plan.

School Safety and Discipline:The EESAC has been a proactive partner by allocating funds for the installation of security surveillance equipment and the implementation of security identification badges.

Other Matters of Resource Allocation:The EESAC has allocated funds to be utilized for the purchase of student incentives. In addition, the EESAC will vigorously seek additional funding through gran writing to minimize the impact of limited funding.

Benchmarking:The EESAC has been extremely involved in the gathering of data to support innovative practices leading to the attainment of the goals and objectives of the School Performance Excellence Plan.

177381

School Data Summary: (compare the last 4 years, if available)

2001-2002

F

2000-2001

D

1999-2000

D

1998-1999

D

12 21 90

47 52

52

274

School Performance Grades

2001-2002 Results

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 111 73 90

123

99

52

ACCOUNTABILITY DATA

% Making Learning Gains

Reading Math WritingGrade Points

ADVANCED PLACEMENT EXAMS

School Year

Unduplicated AP

EnrollmentNumber of Test Takers

Number of AP Exams

Percent of 3-5 Scres

2001-2002 209 193 387 6.5

2000-2001 180 157 269 5.2

1999-2000 143 117 161 9.3

187381


ADVANCED PLACEMENT EXAMS

School Year

Unduplicated AP

EnrollmentNumber of Test Takers

Number of AP Exams

Percent of 3-5 Scres

1998-1999 125 107 153 15

FCAT Sunshine State Standards (SSS) (all curriculum groups)

Grade Level: 09

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2001-2002 759 258 68 21 8 2 1 758 245 56 27 14 4 1

2000-2001 717 251 719 238

Grade Level: 10

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2001-2002 625 264 66 24 8 1 1 622 275 56 24 13 6 0

2000-2001 523 268 60 28 10 1 1 520 287 42 28 19 10 1

1999-2000 476 274 57 30 10 2 2 475 272 57 24 12 6 1

1998-1999 503 282 54 33 10 2 1 497 275 56 28 11 5 0

197381


Grade Level: 10

FCAT Writing (all curriculum groups)

Test Prompt: Combined

YearNumber of students

Mean Score 1.0

Percent of Students in Each Score

1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

621 1 0 2 3 18 14 42 9 11 1 02001-2002 3.8

548 2 1 4 4 15 18 26 14 11 1 32000-2001 3.8

481 5 1 8 7 14 11 29 10 11 1 11999-2000 3.5

534 3 2 10 12 29 17 20 5 1 0 01998-1999 3.1

Test Prompt: Expository


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

306 2 0 1 2 16 13 42 13 8 1 12001-2002 3.8

272 0 0 3 3 16 22 27 15 12 1 12000-2001 3.8

246 6 0 7 4 13 13 29 10 13 2 21999-2000 3.6

273 1 1 11 10 29 14 26 4 1 1 01998-1999 3.2

Test Prompt: Persuasive


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

315 1 0 2 3 19 14 41 5 13 0 02001-2002 3.8

276 4 3 6 5 14 14 26 12 10 2 42000-2001 3.7

235 4 1 9 11 16 10 29 9 10 1 01999-2000 3.4

261 4 2 10 14 29 20 15 5 0 0 01998-1999 3

207381

ObjectiveGiven instruction using the Sunshine State Standards, students will increase their reading skills as evidenced by 54 percent of the students reaching the state required mastery level, 54 percent making annual learning gains, and 57 percent scoring the lowest 25 percent making annual learning gains as documented by scores of the 2003 FCAT Reading Test.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7

School Name: Miami Norland Senior High School District Name:

Performance Grade: F School Performance Excellence Goal: # 1 : Reading

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2002 FCAT Reading test indicate that 12 percent of students have met the state required mastery level, 47 percent have made annual learning gains, and 52 percent out of the required 50 percent of students scoring in the lowest 25 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 54 percent of students reach the state required mastery level, if 54 percent make annual learning gains, and if 57 percent scoring in the lowest 25 percent make annual learning gains.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Reading Test. Quarterly reports of ongoing diagnostic testing developed by the region and the school will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal #: 1 2 3 Other : See below

SAC members involved in the development of this objective:

Jones, Yvette Lee, Virginia Gary, Ann Turner, Willie B

Names: Names: Names:

217381

STRATEGIES

Start Date

End Date

Timeline

Action PlanObjective Number: 1

Persons Responsible (by position) for this Strategy. Asterisk denotes contact

person.

School Level Resources Allocated

. Offer after school and Saturday tutorial programs focusing on the Sunshine State Standards.

*Assistant Principal, Reading Leader

Sep. '02 Jun. '03 1 Assistant Principal

. Teachers in all subject areas will emphasize the District Reading Comprehension Plan including independent and supervised reading and reading practices.

*Assistant Principal,Reading Leader,

Dept. Chairpersons,Reading Coach

Sep. '02 Jun. '03 2 Reading Coach

. All 9th and 10th grade students identified in levels 1 and 2 Reading, in an academy structure, will take an Intensive Reading class as their elective.

*Assistant Principal,Language Arts Dept.

Chairperson,Reading Leader


. Implement the District Reading Comprehension Plan to include all ninth and tenth grade students selecting a minimum of one book per grading period from the Accelerated Reader List.

*Language Arts Dept. Chairperson,

Media Specialist,Reading Coach


. Provide training for teachers that incorporates the teaching of research-based reading strategies (CRISS, Just Read!, etc.) across all subject areas.

*Principal, Assistant Principal of

Curriculum

Sep. '02 Jun. '03 5 Reading Coach, Reading Teachers

. Develop ninth and tenth grade level scope and sequence timelines that include the identification of research based reading strategies to be taught to ensure all Sunshine State Standards being tested are addressed

*Assistant Principal,Reading Teachers


. Indicate reading strategies linked to the tested benchmarks in teacher lesson plans.

*Assistant Principal, Teachers,

Reading Coach

Sep. '02 Jun. '03 7 Reading Coach, Dept. Chairpersons

. Maintain reading logs in student portfolios via all classes. *Principal, Assistant Principals, Dept. Chairpersons,

Teachers, Students

Sep. '02 Jun. '03 8 Reading Logs, Student Portfolios, Dept. Chairpersons

. Include in all subject area Midterm and Final Exams reading passages and comprehension questions.

*Assistant Principal of Curriculum,

Dept. Chairpersons

Sep. '02 Jun. '03 9 All Teachers, Exams

. Expand the utilization of the Accelerated Reader program to all ninth and tenth grade students and extend the hours of the Media Center.

*Media Specialists Sep. '02 Jun. '03 10 English Teachers, Reading teachers, Media Specialists, Accelerated Reader Program Materials.

227381

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide a $9,000 supplement to teachers willing to teach reading.

*Principal Sep. '02 Jun. '03 11 Supplement directed to the school via the district.

. Utilize test results to chart mastery of the Sunshine State Standards that need to be addressed using district prepared materials as instructional tools.

*Assistant Principal, Reading Teachers, Reading

Coach

Sep. '02 Jun. '03 12 Reading Teachers,Reading Coach

. Identify teachers and develop professional growth activities in reading focusing on assessing, teaching, and learning using the Sunshine State Standards.

*Assistant Principal of Curriculum, All Teachers

Sep. '02 Jun. '03 13 All Teachers

. Provide student incentives to promote student attendance at the Saturday and after school tutorial programs.

*Assistant Principal,Dept. Chairpersons

Sep. '02 Jun. '03 14 Principal,EESAC

All staff members will participate in the implementation of this plan.Strategies are designed for all students including Limited English Proficient (LEP) and Exceptional Education students (ESE).

237381

Resources Needed: Funding information for resources includes but is not limited to Educational Enhancement $10.00 per student (FTE - unweighted), Grants, Projects, Comprehensive School Reform (CSR), Title I, Supplemental Academic Instruction (SAI) and other dollars.

Related Required Issues to Address Describe Resources Funding Source

Total $ Available to School from Funding Source

$ Amount to be Expended from Funding Source to Address this Issue

Objective: 1

Instructional MaterialsCRISS training materials District $2,500.00 $5,000.00

Interdisciplinary Units School $2,500.00 $5,000.00

TechnologyRead 180 District $5,000.00 $54,000.00

Expand Accelerated Reader Program

District $1,000.00 $10,000.00

StaffingAdditional Reading teachers and supplements for Saturday and after school tutoring

District $5,000.00 $20,000.00

TrainingMapping of standards into related interdisciplinary units infusing research based reading strategies.

School $5,000.00 $10,000.00

Performance Test scoring for Language Arts

District $2,000.00 $2,000.00

CRISS trained faculty and staff

District $5,000.00 $10,000.00

247381





Objective: 1

Total $166,000.00

StaffingTemporary Teachers (substitutes) to relieve teachers for training.

State $5,000.00 $20,000.00

Student Support SevicesNA NA $0.00 $0.00

School SafetyNA NA $0.00 $0.00

DisciplineNA NA $0.00 $0.00

Other Matters of Resource AllocationsFinancial resources to maintain media center open after hours and on weekends.

District, State $1,000.00 $10,000.00

Financial resources to support after school tutoring and Saturday school tutoring.

District, State $2,500.00 $20,000.00

257381

BUDGET DESCRIPTION FORM

Objective: 1

FUNCTION OBJECT DESCRIPTION AMOUNT

5103 5510 Instructional Materials $10,000.00

5103 5332 Student Incentives $10,000.00

5103 5149 Substitutes $10,000.00

5103 5144 Teacher $200,000.00

5103 5310 Training $15,000.00

5103 5150 Hourly personnel $20,000.00

5103 5640 Equipment $50,000.00

Total $315,000.00

267381

ObjectiveGiven instruction using the Sunshine State Standards, students will increase their mathematics skills as evidenced by 54 percent of students reaching the state required mastery level and 57 percent making annual learning gains as documented by scores of the 2003 FCAT Mathematics Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7


Performance Grade: F School Performance Excellence Goal: # 2 : Mathematics



Needs AssessmentResults of the 2002 FCAT Mathematics test indicate that 21 percent of students have met the state required mastery level and 52 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 54 percent of students reach the state required mastery level and if 57 percent make annual learning gains.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Mathematics Test. Quarterly reports of ongoing diagnostic testing developmed by the school will provide formative assessment which will be used to monitor progress toward the objective.



Turner, Willie B Bisnette, Marcia White, Veronica


277381

STRATEGIES

Start Date

End Date

Timeline



person.


. All ninth and tenth grade students identified in levels 1 and 2 Mathematics will take an Intensive Math class in addition to their mathematics course.

*Assistant Principal,Math Dept. Chairperson


. Higher Order Math skills, including word problems, will be reviewed daily in all ninth and tenth grade Math classes.

*Math Dept. Chairperson,Assistant Principal

Sep. '02 Jun. '03 2 Math Dept. Chairperson


*Assistant Principal,Math Dept. Chairperson


. Provide all students with performance based activities such as problem of the day, increased mathematics practices in all classes, incorporating the use of manipulatives, problem solving strategies, and technology based programs in order to improve student achievement.

*Assistant Principal, Math Dept. Chairperson,

Math Teachers


. Establish and monitor the implementation of long range plans to ensure that instruction of the Sunshine State Standards' annually assessed benchmarks have been completed by the end of January in grades 9 and 10 and continue instruction in the content sampled benchmarks during the rest of the year.

*Principal, Assistant Principal, Math

Dept. Chairperson, Teachers


. Provide and monitor the implementation of professional development activities (Urban Systemic Program, Data driven decision making) focused on curriculum, instruction, and assessment in the Sunshine State Standards' strands for mathematics.

*Assistant Principal of curriculum,

Math Dept. Chairperson

Sep. '02 Jun. '03 6 Principal

. Identify teachers and develop professional growth activities in mathematics, focusing on assessing, teaching, and learning using the Sunshine State Standards.

*Assistant Principal of Curriculum


. Provide student incentives to promote student attedance at the Saturday and after school tutorial programs.

*Principal Sep. '02 Jun. '03 8 Principal,EESAC


287381





Objective: 2

Instructional MaterialsInstructional materials School $5,000.00 $8,000.00

TechnologyMath software District $8,000.00 $10,000.00

StaffingTemporary teachers (subsitutes) needed to release classroom teachers to participate in training

School $5,000.00 $8,000.00




Other Matters of Resource Allocations

TrainingData driven decision making training for math teachers

District $1,000.00 $5,000.00

297381





Objective: 2

Total $36,000.00

Other Matters of Resource AllocationsFinancial resources to provide student incentives

School $2,000.00 $5,000.00

307381


Objective: 2


5103 5310 Training $10,000.00


5103 5149 Substitutes $5,000.00


6200 5141 Supplemental Academic Software $10,000.00

Total $35,000.00

317381

ObjectiveGiven instruction using the Sunshine State Standards, students will increase their writing skills as evidenced by 95 percent of students reaching the state required mastery level as documented by scores of the 2003 FCAT Writing Test.

School Leadership






Performance Results


( )

4

( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7


Performance Grade: F School Performance Excellence Goal: # 3 : Writing



Needs AssessmentResults of the 2002 FCAT Writing test indicate that 90 percent of students have met the state required mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 95 percent of students reach the state required mastery level.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Writing Test. Quarterly reports of ongoing diagnostic testing developed by the district and the school will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal #: 1 2 3 4 Other : See below


Turner, Willie B Gary, Ann Jones, Yvette


327381

STRATEGIES

Start Date

End Date

Timeline



person.


. In every Language Arts class, all students will write a minimum of two five paragraph expository essays per grading period using the six point rubric identified by the district.

*Language Arts Dept. Chairperson,

Assistant Principal

Sep. '02 Jun. '03 1 Language Arts Dept. Chairperson

. All students will write a minimum of two five paragraph persuasive essays per grading period in every history class.

*Social Studies Dept. Chairperson,

Assistant Principal

Sep. '02 Jun. '03 2 Social Studies Dept. Chairperson

. Students will write a minimum of two five paragraph essays per grading period in all Earth Space Science and Biology classes.

*Science Dept. Chairperson,Assistant Principal

Sep. '02 Jun. '03 3 Science Dept. Chairperson

. Provide and review the rubric for the FCAT Writing test for every ninth and tenth grade student.

*Language Arts Dept. Chairperson

Sep. '02 Jun. '03 4 Language Arts Dept. Chairperson

. Require that an essay portion of Midterm and Final Exams in all disciplines address persuasive and expository writing styles.

*Assistant Principal of Curriculum, All Teachers


. Administer periodic district writing assessments (pre and post test) and adjust instruction for ninth and tenth grade students according to identified needs.

*Assistant Principal, Dept. Chairpersons

Sep. '02 Jun. '03 6 Language Arts Teachers


*Assistant Principal,Language Arts Dept.

Chairperson


. Promote student attendance at the after school and Saturday tutorial programs by providing student incentives.

*Principal Sep. '02 Jun. '03 8 Principal,EESAC


337381





Objective: 3

Instructional MaterialsTraining Materials District $2,000.00 $5,000.00

TechnologyNA NA $0.00 $0.00

StaffingSubstitutes needed to release teachers for writing trainings.

School $2,500.00 $5,000.00




Other Matters of Resource Allocations

TrainingElements of Successful Writing

District $2,500.00 $5,000.00

Holistic scoring training (Power Writing)

School $1,000.00 $5,000.00

347381





Objective: 3

Total $27,500.00

Other Matters of Resource AllocationsFinancial resources to provide student incentives.

School $500.00 $2,500.00

Financial resources to support tutorials (After School and Saturday School)

District $1,000.00 $5,000.00

357381


Objective: 3


5103 5149 Substitutes $5,000.00


5103 5310 Training $10,000.00


Total $22,500.00

367381

ObjectiveGiven instruction using the Sunshine State Standards, students will increase their science skills as evidenced by 52 percent of students scoring at or above the District mean scale score as documented by scores of the 2003 FCAT Science Test.

School Leadership






Performance Results


( )

4

( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7


Performance Grade: F School Performance Excellence Goal: # 4 : Science



Needs AssessmentScores of the 2001 SAT Science Test indicate that the median score for students at Miami Norland Senior High School was the 24 percentile and the 20 percentile for the 2002 SAT Science Test.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 52 percent of students score at or above the District mean scale score.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Science Test. Quarterly reports of ongoing diagnostic testing developed by the school will provide formative assessment which will be used to monitor progress toward this objective.

Aligns with District Goal #: 2 3 Other : See below


Turner, Willie B Bisnette, Marcia James, Michelle


377381

STRATEGIES

Start Date

End Date

Timeline



person.


. All Earth Space Science and Biology students will practice weekly timed Science Readings that are in the format of the FCAT Science test.

*Assistant Principal,Science Dept. Chairperson


. All Earth Space Science and Biology students will participate in the school Science Fair by entering a project.

*Assistant Principal,Science Dept. Chair


. All Earth Space Science and Biology students will participate in weekly lab activities that require the scientific method.

*Science Dept. ChairpersonAssistant Principal


. Establish and monitor the implementation of long range plans to ensure the delivery of all Sunshine State Standards benchmarks.

*Science Dept. Chairperson, Science

Teachers

Sep. '02 Jun. '03 4 Long Range Plans

. Establish and monitor the implementation of a yearly plan for each science course to ensure that all benchmarks have been delivered in an inquiry based manner.

*Assistant Principal, Science Dept. Chairperson

Sep. '02 Jun. '03 5 Science Teachers

. Provide and monitor the implementation of professional development activities focused on curriculum instruction/assessment in the Sunshine State Standards for science.

*Principal, Assistant Principal, Science

Dept. Chairperson

Sep. '02 Jun. '03 6 Training, Substitutes, Training Materials


387381





Objective: 4

Total $40,000.00

Instructional MaterialsTraining Materials School $2,000.00 $15,000.00

TechnologyAcademic Software District $1,000.00 $10,000.00

StaffingSubstitutes District $2,000.00 $5,000.00




Other Matters of Resource AllocationsNA NA $0.00 $0.00

TrainingProfessional Development on Sunshine State Standards and Science Benchmarks

District $1,000.00 $10,000.00

397381





Objective: 4

407381


Objective: 4


5103 5310 Professional Development $5,000.00


5103 5149 Substitutes $5,000.00

6200 5692 Non-Capitalized Software $5,000.00

Total $30,000.00

417381

ObjectiveGiven instruction using the Sunshine State Standards, students enrolled in Advanced Placement classes will increase their mastery of the subject area as evidenced by an increase to 11.5 percent of such students scoring 3 or higher on the Advanced Placement examinations when percentages for May 2002 are compared to May 2003 as documented by reports generated by the College Board and the Division of Advanced Academic Programs.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

( )

6

( )

7


Performance Grade: F School Performance Excellence Goal: # 5 : Advanced Academics



Needs AssessmentResults from the May 2002 Administration of the Advanced Placement examinations indicates that 6.5 percent of students passed with a score of 3 or higher.

Definition of Adequate Progress:Adequate progress will be achieved if 11.5 percent of students pass the Advanced Placement examinations in May 2003.

Evaluation:This objective will be evaluated by scores of the May 2003 administration of the Advanced Placement examinations.



Turner, Willie B Gary, Ann Bailey, Lori


427381

STRATEGIES

Start Date

End Date

Timeline



person.


. Articulate effectively between Miami Norland Senior High School and its feeder middle schools to target eighth graders as possible candidates for advanced academic courses.

*Assistant Principal of Curriculum, Counselors


. Provide training to teachers assigned advanced academic courses to increase the percentage of students passing advanced placement tests.

*Principal Sep. '02 Jun. '03 2 Funding Needed for Training

. Provide tutorial opportunities for students enrolled in advanced academic courses to further explore the discipline.

*Principal, Assistant Principal,

Teachers

Sep. '02 Jun. '03 3 Peer Tutors, Teachers

. Create a flexible master schedule that allocates a block of thirty minutes in an academy structure used for student tutorial opportunities.

*Principal,Assistant Principal of

Curriculum

Sep. '02 Jun. '03 4 Refined Master Schedule

. Work with school counselors to develop strategies for identifying and targeting students for inclusion in advanced academic programs.

*Assistant Principal, Guidance Dept. Chairperson


. Organize specific feeder pattern articulation goals to provide seamless opportunities for high achieving students as they move from school to school.

*Principal, Assistant Principal



437381





Objective: 5

Instructional MaterialsSupplementary Materials School $500.00 $2,500.00

TechnologyNA NA $0.00 $0.00

StaffingHourly personnel to provide after school tutorials

School $1,000.00 $2,500.00




Other Matters of Resource AllocationsNA NA $0.00 $0.00

TrainingProfessional Development District $1,000.00 $5,000.00

Funding necessary to provide substitutes to release teachers for training.

District $1,000.00 $5,000.00

447381





Objective: 5

Total $15,000.00

457381


Objective: 5


5103 5149 Substitutes $5,000.00

5103 5150 Hourly Personnel $3,000.00

5103 5510 Instructional/Supplementary Materials $2,500.00

Total $10,500.00

467381

Adequate Progress Statement for the entire School Performance Excellence Plan:

A Progress Assessment meeting is scheduled for each school at the end of each school year. Present are to be the school principal, the Educational Excellence School Advisory Council (EESAC) chair, the United Teachers of Dade steward, an EESAC parent representative, the EESAC community/business representative, and the EESAC student representative, if there is one. The Progress Assessment meeting is held at the Region office or supervising District office. At this meeting, the EESAC makes a presentation of findings. Included in the presentation are data that identify the Strengths and Opportunities for Improvement (OFIs) of the school. These results provide guidance for the future direction of the school and are included, as appropriate, as objectives and strategies in the subsequent School Performance Excellence Plan. NOTE: This meeting is subject to Florida's Government-in-the-Sunshine Law.

In the event that a school does not make progress on an objective found in the School Board-approved School Performance Excellence Plan, the Region office or supervising District office will collaborate with the EESAC to determine whether, and in what format, that objective will be readdressed.

The school must also meet the Florida Definition of Adequate Progress. Florida's High-Quality Education System states that if a school fails to meet criteria set forth in Florida State Board of Education Rule 6A-1.09981 pertaining to School Performance Grades, the school cannot be said to have made adequate progress.

477381

Mid-Year Review of School Performance Excellence Plan:

A mid-year review of the implementation of the current School Performance Excellence Plan will be conducted. This meeting, conducted by the Region Director or supervising District administrator, is subject to Florida’s Government-in-the-Sunshine Law. This review will provide useful information for revising School Performance Excellence Plans for the following year and for assessing where resources need to be targeted for the remainder of the school year. A self-study of the progress made in implementing the current School Performance Excellence Plan at each school site will constitute a major portion of the mid-year review.

487381

The School Advisory Council has reviewed and addressed all of the following required components of a School Performance Excellence Plan as pursuant to Section 230.23, Florida Statutes. State Education Goals: Appendix A p. i

• Goal 1: Readiness to Start School • Goal 2: Graduation Rate for Postsecondary Education and Employment • Goal 3: Student Performance • Goal 4: Learning Environment • Goal 5: School Safety and Environment • Goal 6: Teachers and Staff • Goal 7: Adult Literacy • Goal 8: Parental, Family and Community Involvement Based on an analysis of student achievement and school performance data: • FCAT Reading Sunshine State Standards • FCAT Math Sunshine State Standards • FCAT Writing Sunshine State Standards • FCAT Science Sunshine State Standards Issues relative to: • budget • training • instructional materials • technology • staffing • student support services • specific school safety • discipline strategies • other matters of resource allocation

497381

The following 10 essential components for Title I Schoolwide Program have been reviewed and addressed as required by Title I, Part A, Section 1114 of No Child Left Behind. (if applicable) • Comprehensive Needs Assessment of the Entire Plan • Schoolwide Reform Strategies • Instruction by Highly Qualified Teachers • High-quality and Ongoing Professional Development • Strategies to Attract High Quality Qualified Teachers to High-need Schools • Strategies to Increase Parental Involvement • Plans for Assisting Preschool Children • Measures to Include Teachers in the Decisions Regarding the Use of Academic Assessments • Activities to Ensure that Students Who Experience Difficulty Mastering the Proficient or Advanced Levels of Academic Achievement Standards Shall be Provided with Effective, Timely Additional Assistance • Coordination and Integration of Federal, State and Local Services and Programs.

507381

All of the following 11 essential components for the Comprehensive School Reform Program has been reviewed and addressed as required by Title I, Part F of No Child Left Behind. (if applicable) • Proven Scientifically-Based Strategies and Methods • Comprehensive Design with Aligned Components • Continuous Professional Development • Measurable Goals and Benchmarks for Student Academic Achievement • Support within School • Support for School Personnel • Meaningful Parental and Community Involvement • High Quality External Technical Support and Assistance • Annual Evaluation • Coordination of General Resources • Coordination of Scientifically-Based Resources

517381

All of the following 7 components of an Effective School Improvement Framework have been reviewed and addressed as required by the Quality School Improvement Process by the SACS Commission on Elementary and Middle Schools. (if applicable) • A process for stakeholders’ participation in school improvement planning • The identification, development, and analysis of information that is summarized in a profile of the students, school, and

community. • A list of beliefs and a mission statement that represent community expectations and student needs, and provide direction and

focus for the work of a school. • A list of clearly defined goals and performance expectations for student learning, and comprehensive assessment of students’

performance on each. • A comprehensive analysis of the instructional and organizational effectiveness of a school. • An action plan for school improvement that details strategies for addressing areas identified through the planning process as

needing improvement. • An implementation process that provides for continuous monitoring and annual assessments of the plan and supplies the

data for making necessary revisions.

All of the following 7 elements for the school improvement process have been reviewed and addressed as required by the SACS Commission on Secondary and Middle Schools. (if applicable) • Identification of the students, school, and community the school serves. • Development of the beliefs and mission of the school; basis for the school’s existence. • Completion of a comprehensive needs assessment that focuses on areas that relate to student performance. • Identification of specific goals for student learning. • Adoption of a process that must support and enable the school to conduct a self-evaluation of the effectiveness of the

instructional and organizational practices within the school. • Development and implementation of an action plan for improvement. • Development of an action plan ensuring the capacity of the school to evaluate its progress and provide for accountability to its

intended goals.

527381

SCHOOL PERFORMANCE EXCELLENCE PLAN REVIEW AND ACCEPTANCE SIGNATURES

This School Performance Excellence Plan has been developed cooperatively by administrators, teachers, parents, students, and business/community representatives.

The original signature page; including signatures of EESAC members is on file at the Region/District Supervisor's Office.

Additionally, the signature of the Region Superintendent/District Supervisor certifies that this plan has been reviewed by appropriate personnel to ensure compliance with state and district rules.

537381

2002 - 2003 School Performance Excellence Plan

Documents

Transcript of 2002 - 2003 School Performance Excellence Plan