FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM …

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: WESTLAND HIALEAH SENIOR HIGH SCHOOL

District Name: Dade

Principal: Guillermo Munoz

SAC Chair: Katia Calejo

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending

Last Modified on: 09-08-2009

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 and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

VISION Westland Hialeah Senior High School prepares students to be individual learners, able to function on or above grade level. In addition, the faculty, staff, and community stakeholders are committed to graduating responsible citizens, who function successfully in a competitive, diverse, and global community.

MISSION Westland Hialeah Senior High School’s vision is to provide all our students with a dynamic, engaging learning environment, enhanced by a commitment to high academic standards that will assist them in achieving success in their postsecondary endeavors and providing them with the skills to be lifelong learners.

Brief History and Background of the School

Westland Hialeah Senior High School was built in 2006 and occupied on January 7, 2008 at 4000 West 18th Avenue, Hialeah, Florida. The school was built to furnish 1,964 student stations on 6.60 acres of land, and presently it services grades 9-12. At the present time, Westland has no portables. The campus has a unique style, with a large courtyard surrounded by a four-story building, a freestanding auditorium as well as a separate fine arts wing.

Unique School Strengths for Next Year

Several elements will help Westland Hialeah Senior in its drive to succeed in the upcoming school year. Westland Hialeah Senior will have four career academies for the 2009-2010 school year. These include the Health Science Academy, the International Business Academy, the College Academy and the Education Academy. The Health Science is for all students that have an interest in the medical field, and its overall mission is to teach and train students to be able to participate in an internship by the student’s senior year in several of the area’s hospitals. The program allows students to select from several options of study, including First Responder, Allied Health, and Pre-Nursing. The International Business Academy is geared for students that have an interest in finance, the insurance industry, as well as international commerce .The College Academy affords students with the opportunity to receive their high school diploma while simultaneously taking college courses at the Miami Dade College Hialeah Campus. The Education Academy is being introduced this year. It consists of two strands: pre K through primary and elementary education. Westland Hialeah Senior founded an Extended Foreign Languages program through Social Studies, which allows students who are not in the ELL program, to meet their World History graduation credit through full immersion in Spanish. In spite of small numbers of students scheduled in the Advanced Placement, Honors, and Honors-Gifted courses, Westland Hialeah Senior has made a major commitment to keep these programs intact in order to serve all our students with their long-term goals. In addition, the number of Advanced Placement Course has increased from ten to thirteen classes for the 2009-2010 school year.

Unique School Weaknesses for Next Year

Westland Hialeah Senior will face challenges in the upcoming school year. Areas of concern include a large number of Level 1 and 2 students in Reading and Mathematics; high percentage of students that lack English language proficiency; and a high mobility rate as historically demonstrated by last year’s numbers. Additionally, Westland struggles with parent participation. This is related to the economic struggles of the families of our students, many of whom work more than one job.

Student Demographics

Presently, one thousand six-hundred and eighty-five students are enrolled at Westland Hialeah Senior High School, 94

percent are Hispanic, 2 percent are white and 3 percent are Black. Population by grade-level is 293-12th grade, 430-11th grade, 514-10th grade, and 448-9th grade. Thirty-three percent of the students enrolled are English Language Learners (ELL). An additional 57 percent of our students were once in English Language Learners classes according to the Attendance Boundary Committee report and have now exited the ELL program. Eleven percent of our student population is in Special Education (SWD) in a stand-alone Varying Exceptionalities (VE) setting, or inclusion courses. Within the SWD population, four percent of our student population is enrolled in Gifted courses.

Student Attendance Rates

Because Westland is a new school, only two years of statistics are available. The Average attendance rate for the district is 94.3%. The average attendance rate for the Westland Hialeah Sr feeder pattern is 93.9% Average attendance rate for the students at Westland Hialeah Sr. during the 2007-2008 school year was 96.0%. Average attendance rate for the students during the 2008-2009 school year was 95.38%.

Student Mobility

As of 7/09, student movement was reflected as follows: Movement from within the county to Westland -104 Movement from outside the county to Westland -64 Movement from non-public schools to Westland -2 Movement from Westland to another location within the county - 92 Movement from Westland to another location outside the county -57 Movement from Westland to a non- public school -10 Movement from Westland to other locations -23 This constitutes a mobility percentage of 41 %. The financial impact of mobility rate has implications of adverse effects in student achievement and loss of revenue for the school. Nevertheless, Westland Hialeah has maintained high expectations for its students, including using Title I funds for remedial interventions in order to increase student achievement in the Florida Comprehensive Assessment Test.

Student Suspension Rates

Because Westland is a new school, only two years of statistics are available. During the 2007-2008 school year: indoors suspended 114 days, and outdoor suspension 312 days. Eight students were referred to an alternative school. Numbers for the 2008-2009 reflect a marked increase. This is attributed to the increased population of the school. During the 2007-2008 school year, Westland housed only grades 9 and ten. In 2008-2009, Westland increased by one grade level, including eleventh grade. As of April 2009, indoors suspended 938 days, and outdoor suspension 243 days. Positive Reinforcement programs which will be directed by a Discipline committee made up of teachers, counselors, and with student participation, will be at forefront of diminishing the number of indoor and outdoor suspensions.

Student Retention Rates

The retention rate was 3.00%, an increase of 1.5% from last year. This is attributed to the increased population of the school. During the 2007-2008 school year, Westland housed only grades 9th and tenth grade students. In 2008-2009, Westland increased by one grade level, to include eleventh grade. Credit Recovery as a means to decrease student retentions, in conjunction Adult Education, as well as regular scheduled meetings between teachers, guidance counselors and parents to inform of academic progress has been an integral part of Westland Hialeah Senior High School Student Services priorities The district retention rate is 4.7%.

Class Size

Westland Hialeah’s class size for core courses during the 2008-2009 school year was 23.23. Projected class is for 2009-2010 is 23.90.

Grade 9 - 23.7 Grade 10- 22.5 Grade 11- 24.2 Grade 12 - 25.2

Language Arts 23.04, Mathematics 24.2, Reading 19.2, Science 24.5, Social Studies 25.4, ELL 21.2, SWD 18.75, Fine Arts 36.5, Electives 38.7. Inclusion classes 22.2.

Westland Hialeah Sr. rate for Highly Qualified teachers is 96%.

Academic Performance of Feeder Pattern

Westland Hialeah High School was created to relieve overcrowding in several of the local High schools. We receive 50% of our students from Miami Springs Middle School (part of the Miami Springs Senior High School Feeder Pattern); Miami Springs Middle School has maintained its “C” grade since 2006, and has also maintained a 72% AYP status, with the Black subgroup meeting AYP in Reading; Westland Hialeah Senior is a Prevent I school.

Filer Middle School (part of the Hialeah High School feeder pattern) accounts for 30% of our students; in the 2007-08 academic year, Filer moved its school grade from a “B” to an “A”, and increased its AYP status from 72% to 87%, with the ELL and SWD subgroups meeting AYP in both reading and mathematics. The remaining students come from various middle schools including Palm Springs Middle School (part of the Hialeah Miami Lakes feeder pattern). Palm Springs Middle moved its school grade in 2007-08 from “C” to “B”, but reduced its AYP status from 85% to 74% with Hispanic, ELL and SWD subgroups meeting AYP in reading. The feeder pattern grades are as follows: Ronald W. Reagan/Doral Feeder Pattern 2008 school

grades are as follows: Hialeah Gardens Senior High – no grade, Ronald Reagan/Doral Senior High “A”, Westland Hialeah Senior “C”, Doral Middle “A”, Hialeah Gardens Middle – no grade, John I. Smith Elementary “A”, Eugenia B. Thomas K-8 Center “A”, Dr. Rolando Espinosa K-8 Center – no grade, West Hialeah Gardens Elementary “A”.

Overall, the results of the 2009 Florida Comprehensive Assessment Test feeder pattern grade average percent of students scoring 3 and above are as follows:

Reading: Grade. 3 – 73%, Grade 4 – 76%, Grade 5 – 75%, Grade 6 – 69%, Grade 7 – 73%, Grade 8 – 62%, Grade 9 – 42%, Grade 10 – 30%.

Mathematics: Grade 3 – 82%, Grade 4 – 80%, Grade 5 – 63%, Grade 6 – 61%, Grade 7 – 69%, Grade 8 – 78%, Grade 9 – 67%, Grade 10 – 70%.

Science: Grade 5 – 46%, Grade 8 – 48%, Grade 11 – 32%.

Writing: Grade 4 – 88%, Grade 8 – 95%, Grade 10 - 80%.

The elementary schools in Ronald W. Reagan/Doral Senior High School feeder pattern are John I. Smith Elementary School and West Hialeah Gardens Elementary. In the 2008-2009 school year, both schools were “A” schools. Additionally, both schools met the criteria of Adequate Yearly Progress (AYP). The K-8 center in the feeder pattern, Eugenia B. Thomas K-8, also received a grade of an “A” and met all AYP criteria. The middle school in the feeder pattern that was open for the 2007-2008 school year, Doral Middle School, also received a grade of an “A”. However, AYP criteria were not met in the area of Reading for Economically Disadvantaged (ED) students as well as English Language Learners (ELL). Mathematics criteria were not achieved with the English Language Learners. The two high schools that were open in the feeder pattern for the 2007-2008 school year were Ronald Reagan/Doral Senior High School which was graded an “A” and Westland Hialeah Senior High School, which received a grade of “C”. Neither high school met all of the criteria of AYP. Ronald Reagan/Doral Senior High School did not meet the criteria in Reading with the Economically Disadvantaged and English Language Learner subgroups. Dr. Rolando Espinosa K-8 Center, Hialeah Gardens Middle School, and Hialeah Gardens Senior High School. School grades and AYP data is not available for the 2007-2008 school year for these new schools

Westland Hialeah Senior High School did not meet AYP criteria in the area of Reading with the Hispanic, Economically Disadvantaged, and English Language Learner subgroups. Three new schools opened in the feeder pattern for the 2008-2009 school year.

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

Westland Hialeah Senior Dade Partners are geared to maintaining a positive relationship between the school and the private sector. These include Burger King and Fed-Ex. In the upcoming years and as the school establishes itself, Westland Hialeah Senior looks forward to increasing the number of Dade Partners. This will foster relationships that will benefit its student body.

Westland Hialeah Senior High School collaborates with district programs and services, community agencies and the business community in order to integrate educational services to all students. This collaboration includes: Head Start, Reading First, Early Reading First, Miami-Dade District Pre-K and Early Intervention, Exceptional Student Education, Adult Education, Vocational Career Awareness, Staff Development Department, Miami-Dade County Health Department, community colleges, universities, ESOL/LEP Programs, Migrant, Neglected/Delinquent, At-risk Programs, Homeless Agencies, the Parent Academy, the Parent Information and Resource Center (PERC), the PTS/PSTA, Upward Bound and Pre-collegiate programs at community colleges and universities, Home Instruction for Parents of Preschool Youngsters (HIPPY), Homestead Housing Authority, and through compacts with local municipalities as well as Metro Dade County. These collaborative efforts will eliminate gaps in service for the ELL students, children with disabilities, migrant children, N & D children, homeless children, and migrant children. An avenue will be provided for sharing information about available services, and for helping to eliminate duplication and fragmentation within the programs. Title I personnel will, on an on-going basis, work with the appropriate staff to increase program effectiveness of the instructional program. Representatives from these agencies will meet as necessary to coordinate various services for families and children to increase student achievement. Additionally, the school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as Differentiated instruction/intervention, classroom libraries, Creating Independence through Student- owned Strategies (Project CRISS), and Learning 100.

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as an

AdministratorPrior Performance Record *

Principal of Westland Hialeah Sr. H.S • 08-09 grade – C; reading proficiency

Principal Guillermo Muñoz

Bachelors Secondary Education Nova University

Masters Educational Leadership Nova University

1 11

33%; mathematics proficiency 65%; AYP reading not met by Hispanic, Black, Econ. Disadvantaged, ELL, SWD subgroups. AYP math not met by Black, Hispanic, Econ. Disadvantaged, ELL, SWD subgroups.

Principal of School for Advanced Studies 2006-2009 SAS is an 11-12th grade program. Consequently, only FCAT Science is administered. Additionally, SAS Homestead open in 2007

• 08-09 FCAT Science Mastery Homestead Campus 85%, Kendall Campus 83%, North Campus 83% and Wolfson Campus 77%.

• 07-08 FCAT Science Mastery Homestead Campus 86%, Kendall Campus 82%, North Campus 87% and Wolfson Campus 88%.

• 06-07 FCAT Science Mastery Homestead Campus ,Kendall Campus 83%, North Campus 92% and Wolfson Campus 87%.

Principal of Miami Northwestern Senior High

2005-2006 • 05– 06 grade: D, Reading Mastery 13%, Math Mastery 31%. AYP: Black, ED and SWD did not make AYP in Reading and Mathematics.

Principal of Brownsville Middle School 2004-2005 • 04-05 grade - C, Reading Mastery 22%, Mathematics mastery 26%. AYP: Black, Hispanic, ED, and SWD did not make AYP in Reading and Mathematics.

Assis Principal Carlos del Cuadro

Bachelor and Masters in Social Studies Educational Leadership Certificate Florida International University

2 8

Assistant Principal of Westland Hialeah Sr. H.S. 2007-2009

• 08-09 grade – C; reading proficiency 33%; math proficiency 58%; AYP reading not met by Hispanic, Black, Econ. Disadv, ELL, SWD subgroups. AYP math not met by Black, Hispanic, Econ. Disadv., ELL, SWD subgroups • 07-08 grade – C; reading proficiency 20%; math proficiency 49%; AYP reading not met by Hispanic, Econ. Disadv, ELL subgroups. AYP math was met by all subgroups

Assistant Principal of Miami Springs Sr. H.S. 2004-2007 • 06-07 grade – C; reading proficiency 29%; mathematics proficiency 62%; AYP reading not met by Hispanic, Black, econ. Disadvantaged., ELL, SWD sub-groups; AYP math not met by Black, Hispanic, Econ. Disadvantaged., ELL, SWD subgroups • 05-06 grade - B; reading proficiency 27%; math proficiency 63%; AYP reading not met by Hispanic, Black, Economic Disadvantaged, ELL, SWD subgroups. AYP math not met by Black, Hispanic, Econ. Disadvantaged., ELL, SWD subgroups • 04-05 grade – B; reading proficiency 24%; mathematics proficiency 58%; AYP reading not met by Hispanic, Black, Economic Disadvantaged, ELL, SWD subgroups. AYP math not met by Black, SWD subgroups

Assis Principal Edith Cimino

Bachelors University of Miami

Masters in Social Studies Florida International University

2 2

Assistant Principal of Westland Hialeah Sr. H.S. 2007-2009 • 08-09 grade – C; reading proficiency 33%; mathematics proficiency 58%; AYP reading not met by Hispanic, Black, Econ. Disadvantaged, ELL, SWD subgroups. AYP math not met by Black, Hispanic, Econ. Disadvantaged, ELL, SWD subgroups • 07-08 grade – C; reading proficiency 20%; mathematics proficiency 49%; AYP reading not met by Hispanic, Econ. Disadvantaged, ELL subgroups. AYP math was met by all subgroups Social Studies Teacher & Testing Chair Miami Southridge Sr. H.S 2004-2007 • 06-07 grade – F; reading proficiency 17%; mathematics proficiency 37%; AYP reading not met by White, Hispanic, Black, Econ. Disadvantaged, ELL, SWD subgroups.

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Educational Leadership Nova University

AYP math not met by Black, Hispanic, Econ. Disadv., ELL, SWD subgroups • 05-06 grade – D; reading proficiency 18%; mathematics proficiency 38%; AYP reading not met by Hispanic, Black, Econ. Disadvantaged, ELL, SWD subgroups. AYP mathematics not met by Black, Hispanic, Econ. Disadvantaged, ELL, SWD subgroups • 04-05 grade – C; reading proficiency 18%; mathematics proficiency 37%; AYP reading not met by Hispanic, Black, Econ. Disadvantaged, ELL, SWD subgroups. AYP math not met by Black, Hispanic, Econ. Disadvantaged, ELL, SWD subgroups

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Subject Area Name Degree(s)/ Certification(s)

# of Years at Current School

# of Years as a Coach

Prior Performance Record *

Reading Leslie Adams

Master in Education University of Arizona

Masters in Teachers of English to Speakers of Other Languages (TESOL) University of Arizona

Doctor of Philosophy (Ph.D) in Education Leadership University of Miami

1 5

12/2008-present: Westland Hialeah High School Reading Coach 8/2008-11/2008: District Master Coach 2006-2008: Curriculum Supplemental Instructional Support – Region 1 2006: Curriculum Support for the Zone Schools 2005: Instructional Support in Region 1 2004: Instructional Support in Region 1

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

Description of StrategyPerson

Responsible

Projected Completion

Date

Not Applicable (If not, please explain why)

Regular meetings of new teachers with Principal Principal Ongoing-6/2010

Professional development through data driven decision-making.

Assistant Principal Ongoing-6/2010

Department Meetings to encourage collaboration and compliance

Department Chairpersons Ongoing-6/2010

Access to mentor teachers.Assistant Principal Ongoing-6/2010

Teacher recruitment and Retention Assistant Principal Ongoing-6/2010

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

Arelys Gonzalez Spanish Foreign Language

Professional Development in effort to reach proficiency in Subject Area test

Arlene SocorroSpecial Education -VE English

Inclusion/ESE Professional Development

Katia Calejo-Sosa English 5-9 Reading


Kim B. Ovcarich English 6-12 Reading


Cristina Diablase-Ugalde Special Education

Special Education

Professional Development. in effort to reach proficiency in Subject Area test

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Total Number of

Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of

Experience

% of Teachers with 6-14 Years of

Experience

% of Teachers with 15+ Years of

Experience

% of Teachers

with Advanced Degrees

% Highly Qualified

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed

73 0 35.62 41.1 20.55 45.21 90 5.48 8.22 28.77

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Diana ManiscalcoAt this time there are no new teachers

At this time there are no new teachers

None at this time

Irledia MartinezAt this time there are no new teachers


None at this time

Gail RobertsAt this time there are no new teachers


None at this time

Ana TejadaAt this time there are no new teachers


None at this time

Title I, Part A

Services are provided to ensure students requiring additional remediation are assisted through after-school programs or summer school. The district coordinates with Title II and Title III in ensuring staff development needs are provided. Support services are provided to secondary students. Curriculum Coaches Develop, lead, and evaluate school core content standards/ programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. They identify systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk;” assist in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment and implementation monitoring. Other components that are integrated into the school wide program include an extensive Parental Program; CHESS; Supplemental Educational Services; and special support services to special needs populations such as homeless, migrant, and neglected and delinquent students.

Title I, Part C- Migrant

The school provides services and support to migrant students and parents. The District Migrant liaison coordinates with Title I and other programs and conducts a comprehensive needs assessment of migrant students to ensure that the unique needs of migrant students are met.

Title I, Part D

District receives funds to support the Educational Alternative Outreach program. Services are coordinated with district Drop-out Prevention programs.

Title II

The District uses supplemental funds for improving basic education as follows: • Training for add-on endorsement programs, such as Reading, Gifted, ESOL • Training and substitute release time for Professional Development Liaisons (PDL) at each school focusing on Professional Learning Communities (PLC) development and facilitation, as well as Lesson Study Group implementation and protocols.

Title III

Title III funds will be used for ESOL tutoring, as well as, enhancing the school’s Bilingual Outreach Program.

Title X- Homeless

District Homeless Social Worker provides resources (clothing, school supplies, social services referrals) for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education.

Supplemental Academic Instruction (SAI)

This school will receive funding from Supplemental Academic Instruction (SAI) as part of its Florida Education Finance Program (FEEP) allocation.

Violence Prevention Programs

Programs such as Crime-Watch, Defy-it, Peer Mediation, and Women Of Tomorrow will help students become better citizens and help provide them with the tools to deal with conflict.

Nutrition Programs

1) The school adheres to and implements the nutrition requirements stated in the District Wellness Policy. 2) Nutrition education, as per state statute, is taught through physical education. 3) The School Food Service Program, school breakfast and school lunch follows the Healthy Food and Beverage Guidelines as adopted in the District’s Wellness Policy.

Housing Programs

Not applicable

Head Start

Head Start programs are co-located in several Title I schools and/or communities. Joint activities, including professional development and transition processes are shared. Through affiliating agreements, the Summer VPK program is provided at Head Start sites.

Adult Education

Westland Hialeah Senior High School is a satellite of Miami Springs Senior Adult Education. High school completion courses are available to all eligible Westland Hialeah Senior High School students in the evening based on the senior high school’s recommendation. Course can be taken for credit recovery, promotion, remediation, or grade forgiveness purposes.

Career and Technical Education

By promoting Career Pathways and Programs of Study, students will become academy program completers and have a better understanding and appreciation of the postsecondary opportunities available and a plan for how to acquire the skills necessary to take advantage of those opportunities.

Articulation agreements allow students to earn college and postsecondary technical credits in high school provides more opportunities for students to complete 2 and 4 year postsecondary degrees.

Students will gain an understanding of business and industry workforce requirements by acquiring Ready to Work and Industry certifications.

Readiness for postsecondary will strengthen with the integration of academic and career technical components and a coherent sequence of courses.

Job Training

Westland will include in its scheduling a Cooperative Diversified Education course that will include an on the job training component. In the classroom, such skills as resume writing and performing well at job interviews will be included.

Other

Parental Involve parents in the planning and implementation of the Title I Program and extend an open invitation to our school’s parent resource center in order to inform parents regarding available programs, their rights under No Child Left Behind and other referral services.

Increase parental engagement/involvement through developing (with on-going parental input) our Title I School-Parent Compact (for each student); our school’s Title I Parental Involvement Policy; scheduling the Title I Orientation Meeting (Open House); and other documents/activities necessary in order to comply with dissemination and reporting requirements.

Conduct informal parent surveys to determine specific needs of our parents, and schedule workshops, Parent Academy Courses, etc., with flexible times to accommodate our parents’ schedule as part of our goal to empower parents and build their capacity for involvement.

Complete Title I Administration Parental Involvement Monthly School Reports (FM-6914 Rev.06-08) and the Title I Parental Involvement Monthly Activities Report (FM-6913 03-07), and submit to Title I Administration by the 5th of each month as documentation of compliance with NCLB Section 118.

Confidential “as needed services” will be provided to any students in the school in “homeless situations” as applicable.

Additional academic and support services will be provided to students and families of the Migrant population as applicable.

School Improve Grant Fund/School Improvement Grant Initiative The school receives funding under the School Improvement Grant Fund/School Improvement Grant Initiative in order to increase the achievement of the lowest performing subgroups through comprehensive, ongoing data analysis, curriculum and instruction alignment, and specific interventions such as extended day remedial tutorial instruction, Differentiated instruction/intervention, classroom libraries, Project CRISS, and Learning 100. Additionally, Title I School Improvement Grant/Fund support funding and assistance to schools in Differentiated Accountability based on need.

Response to Instruction/Intervention (RtI)

Identify the school-based RtI Leadership Team.

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

School-based RtI Team

The Leadership Team is composed of the following people:

• Principal and Administrative Team – Provides a vision and goals for the use of data-based decision-making, ensures commitment and allocation of resources, ensures implementation of intervention support and documentation, ensures adequate professional development to support RtI implementation, and communicates with parents regarding school-based RtI plans and activities. • Instructional Leaders from each department – Assists in collecting and analyzing student data to differentiate instruction, share common goals for improving instruction across the curriculum, identify patterns of student needs while working with district personnel to identify evidence-based intervention strategies, and • Reading Coach – Provides assistance and ensures proper implementation of the K-12 reading plan, guides ,defines and integrates intervention programs for students who are at risk of not succeeding, provides professional development, assists in data collection and analysis and monitors use of the district mandated Reading program. • Testing Chair – Participates in collection and interpretation of data • Technology Specialist - Incorporates the technology necessary to manage and display data; provides professional development and technical support to teachers and staff. • Media Specialist – Provides knowledge of resources that can be used to improve instruction and general curriculum. • Student Services – Provides and assists in academic, career, and college advisory in secondary and postsecondary education.

The Leadership Team will focus meetings on the essential question: How do we develop, implement and maintain a problem solving system to bring out the best in our school, teachers, and students? The team will: • Monitor academic and behavior data. • Gather and analyze data to determine professional development for faculty. • Hold regular meetings. • Maintain communication with staff for input and feedback. • Support a process and structure within the school to design, implement, and evaluate both daily instruction and specific interventions. • Provide clear indicators of student need and student progress. • Assist with monitoring and responding to the needs of subgroups.

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. • Monitor and adjust the school’s academic and behavioral goals through data collection and analysis. • Monitor accuracy of delivery of instruction and intervention. • Provide on support and interventions to students based on data.

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

Data will be used to guide instructional decisions and system procedures for all students to: • Adjust the delivery of curriculum and instruction to meet the specific needs of students • Adjust delivery of behavior management • Adjust allocation of school resources • Drive decisions regarding targeted professional development Managed data will include: Academic • Florida Assessments for Instruction in Reading (FAIR) • State/Local Math and Science assessments • Florida Comprehensive Assessment Test (FCAT) • School site/teacher created assessments Behavior • Student Case Management • Detentions • Suspensions/Expulsions • Climate surveys • Attendance

School Wide Florida’s Continuous Improvement Model

The district professional development and support will include: • Training for all administrators in the RTL process. • Support for school staff to understand basic Rtl principles and procedures.

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

Plan

Based on the 2009 Administration of the FCAT for Reading, Mathematics, Science, & Writing, the results/data indicates the following strengths & weaknesses:

READING

Strengths

9th Grade - Words & Phrases 67% mastery, Main Idea/Purpose 63% mastery, and Comparisons 63% mastery. 10th Grade - Main Idea /Purpose 53% mastery

Weaknesses

9th Grade - Reference/Research 44% mastery 10th Grade - Words/Phrases 50% mastery, Comparisons 50% mastery, & Reference /Research 50% mastery

MATHEMATICS

Strengths

9th Grade - Data Analysis 63% mastery & Geometry 55% mastery 10th Grade - Number Sense 45% mastery & Algebraic Thinking 43% mastery

Weaknesses

9th Grade -. Number Sense 50% mastery & Algebraic Thinking 50% mastery 10th Grade - Measurement 40% mastery, Data Analysis 36% mastery, & Geometry 29% mastery

WRITING

Strengths Writing data results show an improvement from 62% passing the FCAT Writes to 71% passing.

Weaknesses Writing data results indicate that students are demonstrating weaknesses in support and organization.

SCIENCE

Strengths Earth/Space 50% mastery

Weaknesses Life/Environmental 43% mastery, Scientific Thinking 42% mastery, & Physical/Chemical 38% mastery

The Departmental Instructional Focus Calendars (IFCs) were created by department teachers to address areas of weaknesses after the release of the 2009 FCAT results. The Instructional Focus Calendars will be updated in October 2009 as determined by disaggregated data results from the September Baseline Assessments and again in January 2010, as determined by the disaggregated data results from the December Mid Year Test. Benchmarks were selected as indicated by students’ strengths and weaknesses. Each benchmark will be emphasized for a two week time period, and then based on results from class work and homework assignments, teachers will re-teach benchmarks where students demonstrate weaknesses and reinforce benchmarks where students demonstrate strengths. Teachers will be responsible for determining

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

the instructional focus of whole group lessons, and small group/differentiated instruction. Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meeting with teachers to ensure that the Instructional Focus Calendars is being utilized and implemented effectively. To ensure proper implementation by all teachers, mentor teachers will be assigned to teachers to assist those showing signs of struggle. Mentor teachers will observe and provide feedback to assist struggling teacher in implementing the Instructional Focus Calendars. Struggling teachers will also observe mentor teacher and successful teachers to gain further understanding of the implementation of the Instructional Focus Calendars. Monthly department meetings will also be used to meet any questions/concerns about Instructional Focus Calendars implementation.

Reading

Reference and Research was the least proficient strand across grade levels and will be given priority.

Mathematics

9th grade - Measurement was the least proficient strand and will be given priority. 10th grade - Geometry was the least proficient strands and will be given priority.

Writing

Organization was the least proficient in Expository writing and will be given priority.

Science Physical/Chemical was the least proficient strand and will be given priority.

After the FCAT scores were released, the administration analyzed teachers’ performances and adjusted the master schedule to allow the strongest teachers to be paired with the weakest students thus avoiding low-performing teachers to teach the same class again.

Westland Hialeah Senior has a mandatory freshmen orientation class that prepares students for the rigors of high school, as well as, providing them with the skills necessary for academic success. Also, several academies allow students to explore the careers for which they have an interest in. Those academies include: College preparatory, Education, Health-Science, and International Business. Students are encouraged to take Advanced Placement course so that they may become familiar with the commitment necessary for college work. Other courses which allow students the possibility of expanding students’ academic exposure, includes the Extended Foreign Language History classes, Engineering, Critical Thinking Skills, International Debate, World Literature, Creative Writing, and Great Books. Also, tenth grade students that have met proficiency in the College Placement Test (CPT) for Miami Dade College through the College Academy, will begin dual enrollment for the 2009-2010 school year, taking a Humanities and a Social Science course each semester.

The articulation process is paved by student requests for the upcoming school year. Hence, students are offered a series of courses that are geared for their academic improvement, advancement or remediation. Several elective courses are offered. There are four Academies where students' aptitudes as well as their career interests are taken into consideration. Additionally, students are required to declare a major interest of study in their freshmen year. Students meet with their counselor to discuss the course selection, and the final selection is sent home for parental signature.

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

DO

Lesson plans and instructional delivery are aligned across grade levels by using the teacher created Instructional Focus Calendar and the District’s Pacing Guide for Reading, Writing, Mathematics, Science, and the District’s Instructional Procedure Guide for delivering lessons. Department members will meet weekly to discuss and analyze students’ strengths and weaknesses on in-class writing assignments and formal writing assessments. Based on the data results, lessons plans will be created and implemented to provide differentiated instruction for students at different levels of mastery. Lesson Plans are aligned to the Subject Curriculum and to the District Pacing Guide. The Objectives are clearly set and displayed based on Sunshine State Standards

How are instructional focus lessons developed and delivered?

How will instructional focus lessons be revised and monitored?

and grade level benchmarks. They also reflect our expectations from each lesson measured by an indicated assignment. Lesson plans also reflects the differentiate approach and ELL/SPED Strategies needed in every lesson.

The lesson development and delivery was based on the District’s Pacing Guides for Reading, Mathematics, Science and Writing. • How were instructional focus lessons developed? Instructional focus lessons were developed by teachers for each subject area based on a review of previous assessments, student performance on class work and school-based assessments where students showed evidence that they were struggling. • How was it determined which lessons will be used? The lessons selected by teachers are aligned with Benchmarks on which students demonstrate weaknesses. • When will the lessons be taught during the instructional period (beginning of the class, end of the class)? The focus lessons will be taught during the first 10-15 minutes of each class period. • Who will teach the focus lesson (content area teachers only)? Content Area teachers will be the primary teachers teaching the focus lessons, but elective teachers will also reinforce the focus lessons on a bi-weekly basis. Our Instructional focus lesson are structured as listed below:

1. Using vocabulary that all students can understand, the Instructional Focus for each lesson was created. The instructional focus lesson discloses what students are learning for the day 2. During the Instruction of the lesson, we use different example and strategies making connection of the topic to real world Topics are connected through real world examples and strategies. 3. Guided Practice, allows us to assess students understanding 4. Independent Practice, show how much students can do. 5. Further Extension Lessons, connect new lessons to the previous ones 6. Assessments evaluate students’ performances on each benchmark.

• What will determine if the lessons need to be revised? Student performance on class work and on in-school monthly assessments will determine if the focus lessons need to be revised. • How will teachers and administrators ensure that the focus lessons are effective? Teachers and administrators will ensure the effectiveness of focus lessons by analyzing the results of focus lessons and writing assessments. Benchmarks needing reinforcement will be re-taught throughout the course of the year to assure student proficiency and mastery. An instructional focus calendar is used to schedule PERFORMANCE OBJECTIVES across the school year to ensure coverage. Ideally, a short and long-term plan is created prior to the beginning of school year. It is review and/or revised based on the results from the biweekly, monthly, and quarterly assessment.

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

CHECK

READING The ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention are as follows: • The new state assessment FAIR (Florida Assessments for Instruction in Reading) • Teacher created assessments • Computerized program reports (Jamestown Reading Navigator, USA Today Total Reader and FCAT Explore)

WRITING The 2009 Writing data, District Writing Pre- and Post-Test Data, and in-school writing assessments will be used to determine student data. One writing prompt will be administered on a monthly basis and one mini-writing assignment will be administered on a weekly basis. Full writing prompts will be administered on a monthly basis and mini-writing lessons will be administered on a weekly basis. MATHEMATICS The ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention are as follows:

• Teacher created assessments. • Departmental grade level Assessments • Cognitive Tutor Assessments, and • FCAT Explorer Assessment.

How are assessments used to identify students reaching mastery and those not reaching mastery?

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

SCIENCE The ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention are as follows:

• FCAT Pretests will measure progress with the Science Benchmarks • Curriculum Pretests will measure Curriculum specific Science Benchmarks • Hands-on Science experiences will measure competency in science writing and mathematics skills including use of the Gizmos, use of Chemistry and Biology labs.

These assessments will be used to drive instruction, lesson development and differentiate instruction. Those students NOT achieving mastery will be given enrichment activities while those demonstrating weaknesses will receive intervention and additional assistance. Mastery level will be set at a 4.0 based on the state scoring standards in writinge eventhough passing on the FCAT Writing is 3.5, mastery is set at 4.0 to assure that all students achieve mastery. Assessment results will be used to modify IFCs and re-teach focus lessons in order to assure that students are able to achieve mastery in all Benchmarks. The assessment data will determine changes needed in classroom instruction and focus lesson creation.. Teachers will pair students at mastery or above mastery with students below mastery and create small group collaborative teams. Teachers will use these collaborative teams to reinforce Benchmarks and enhance proficiency skills. Students at or above mastery will also receive enhancement activities and students below mastery will receive more intensive/remediation activities. In Science, students who do not reach benchmark mastery, those who do not score above the 15th percentile (for example,) are recommended for after school tutoring and Saturday School. Classroom teachers will issue additional homework from GIZMO’s and FCAT Explorer to serve as reinforcement.

READING The Instructional Focus calendar will be monitored and modified on a quarterly basis based on assessment results; modifications will be made to the calendar on an on-going basis as the need arises.

MATHEMATICS The Instructional Focus calendar will be monitored and modified on a quarterly basis based on assessment results; modifications will be made to the calendar on an on-going basis as the need arises.

WRITING Mastery level will be set at a 4.0 based on the state scoring standards. Even though passing on the FCAT Writing is 3.5, mastery is set at 4.0 to assure that all students achieve mastery. Assessment results will be used to modify IFCs and re-teach focus lessons in order to assure that students are able to achieve mastery in all Benchmarks. The assessment data will determine changes needed in classroom instruction and focus lesson creation. Teachers will pair students at mastery or above mastery with students below mastery and create small group collaborative teams. Teachers will use these collaborative teams to reinforce Benchmarks and enhance proficiency skills. Students at or above mastery will also receive enhancement activities and students below mastery will receive more intensive/remediation activities.

SCIENCE The 16 Annually Assessed Instructional Science Benchmarks are given departmental priority. Other Benchmarks are incorporated into the curriculum based on the pacing guide and curriculum. All teachers incorporate the departmental Science Benchmark into their lesson plans on Fridays. If after the issuance of an FCAT Science Pretest students fail to master the benchmark, then the teacher will assign additional assignments which will reinforce the Benchmark. The IFC will have a wrap-around effect which will reinforce those benchmarks previously mastered.

READING Department teachers will meet every two weeks to review data and analyze results. The teachers will use the region’s template for data analysis as a guide which will help teachers make modifications were necessary.

WRITING Grade level teams will meet on a weekly basis and on a monthly basis at department meetings to review the assessment data.. Teachers will take notes at the meetings and these including the agendas will be submitted and reviewed by the administration.

MATHEMATICS Department teachers will meet every two weeks to review data and analyze results. The teachers will use the region’s template for data analysis as a guide which will help teachers make modifications were necessary.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

SCIENCE Science disciplines such as Biology are currently taught in clusters. All Biology teachers are using the same lesson plans, performing the same hands-on activities, and performing the same FCAT Benchmark Assessments. When it is indicated that there is a particular Benchmark which the students are having difficulty learning, the teachers will either place those student into small groups, or offer them individualized instruction which reinforces the Benchmark.

The Principal and Leadership Team’s roles will be continuously involved in the teaching and learning process by participating in departmental meetings and data chat groups by helping facilitate meetings and assist with data analysis and departmental goals. Special attention will be given to special needs populations such as migrants, homeless, neglected and delinquent students.

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

ACT

READING The core, supplemental, and intensive instruction and interventions materials that will be used is research- based district mandated materials such as: Jamestown Reading Navigator, Hampton Brown Edge and Total Reader Program.

WRITING

The IFCs for Writing are created so that writing instruction is delivered on a daily basis. Based on results of District and in-school writing assessments, students needing supplemental and/or intensive instruction and intervention in writing are given small group instruction and extra practice using state-released, district and school created writing prompts. Home learning assignments are also assigned to increase practice and to hone the writing skills on which the students demonstrate weaknesses

MATHEMATICS

The supplemental and intensive instruction/interventions and tutorials are structured to re-teach non-mastered target areas by incorporating a web-based computer component that students utilize in school or at home. This component offers teachers a variety of reports and re-teaching materials to help teachers review skills that students are still weak in.

SCIENCE Core Instruction – Teacher driven curriculum items as they apply to FCAT Benchmarks Core Intervention - Small group instruction and subsequent retests Supplemental Instruction - Use of ancillary materials i.e., GIZMO’s Supplementary intervention - Peer teaching / tutoring Intensive Instruction - Teacher driven very small groups with individualized instruction Intensive Intervention - Teacher driven one-on-one instruction or recommendation to ESOL or ESE teacher for testing

READING The supplemental and intensive instruction/interventions and tutorials are structured to re-teach non-mastered target areas by incorporating a web-based computer component that students utilize in school or at home. This component offers teachers a variety of reports and re-teaching materials to help teachers review skills that students are still weak in.

MATHEMATICS The supplemental and intensive instruction/interventions and tutorials are structured to re-teach non-mastered target areas by incorporating a web-based computer component that students utilize in school or at home. This component offers teachers a variety of reports and re-teaching materials to help teachers review skills that students are still weak in.

WRITING Teachers will use state-released, district and school created writing prompts to re-teach non-mastered target areas. Teachers will also use state-released student anchor (sample) papers to demonstrate effective writing skills and reinforce the instruction taught in class. After school and Saturday tutoring is provided for students demonstrating weaknesses in target areas. Teachers will incorporate into their lessons best practices learned in Grade Level meeting and Department meetings to re-teach non-mastered target areas.

SCIENCE Adjustments and modifications will be made to the instructional focus calendar as needed based on data reviews. Re-teaching, interventions and enrichment will occur to assure mastery of benchmarks and clusters. The cycle is on-going and

Professional Learning Communities

How does the school identify staff’s professional development needs to improve their instructional strategies?

Which students will be targeted for supplemental and intensive instruction/interventions?

How will the effectiveness of the interventions be measured throughout the year?

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Describe how students are identified for enrichment strategies.

will occur throughout the year. Support for the program will be provided by the instructional staff and backed by the administration and leadership council.

Supplemental Instruction - Use of ancillary materials i.e., GIZMO’s during class time and assigned as homework. Supplementary intervention - Peer teaching / tutoring held during other classroom activities. Intensive Instruction - Teacher driven very small groups with individualized instruction based on science manipulative and demonstrations. Intensive Intervention - Teacher driven one-on-one instruction or recommendation to ESOL or ESE teacher for testing. Lessons may be presented in the Native Language of the student.

The identification of professional development needs is determined by examining FCAT data. At this point, professional development is focused on aligning diagnostic and assessment data with curriculum and instruction. The result is that professional development is offered which addresses the aligned instructional strategies and practices necessary to maximize learning and FCAT score improvement.

Students that will be targeted for supplemental and intensive instruction/interventions are those who consistently demonstrate weaknesses in skills that have been taught & re-taught, FCAT scores and teacher recommendations.

The effectiveness of the interventions be measured throughout the year will be measured by pre & post baseline tests, in-school biweekly assessments, and student work.

Students will participate in Saturday Academy, in-house pull out tutoring program (Test Busters), and after school tutoring. Students who exceed mastery will be have access to FCAT Explorer after school and during Saturdays school.

Students will be identified for enrichment strategies based on their FCAT scores, grades, teacher recommendations in-school assessment results and parental input.

PLC Organization (grade level, subject, etc.) PLC Leader

Frequency of PLC Meetings Schedule (when)

Primary Focus of PLC (include Lesson Study and Data Analysis)

Reading Teachers Reading Coach

Katia Calejo Department Head

Bi-weekly Wednesday 2:40—3:20 pm

Analyze the effectiveness of the Reading FCIM focus calendar, lesson study centered on planning with and utilizing the research-based lesson delivery model, mini-assessments, maintenance, tutorials, and enrichments to determine necessary revisions.

Language Arts Teachers

Patrick Vega Department Head


Analyze the effectiveness of the Writing FCIM focus calendar, lesson study centered on planning with and utilizing the research-based lesson delivery model., mini-assessments, maintenance, tutorials, and enrichments to determine necessary revisions.

Mathematics Teachers

Juana Verona Department Chair


Analyze the effectiveness of the Mathematics FCIM focus calendar, lesson study centered on planning with and utilizing the research-based lesson delivery model.,, mini-assessments, maintenance, tutorials, and enrichments to determine necessary revisions.

Analyze the effectiveness of the Science FCIM focus calendar, lesson study centered on

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status Show Attached Notification of (School in Need of Improvement) SINI Status (Uploaded on 9/4/2009 10:32:40 AM) Public School Choice with Transportation (CWT) Notification No Attached Public School Choice with Transportation (CWT) Notification Notification of (School in Need of Improvement) SINI Status Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 9/4/2009 10:34:31 AM)

Pre-School Transition

Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

Science TeachersArthur Diamond Department Chair


planning with and utilizing the research-based lesson delivery model., mini-assessments, maintenance, tutorials, and enrichments to determine necessary revisions.

The ACT Online Prep Program, funded by the Title I Program will be made available to all students. This will allow students the opportunity to receive individualized feedback and instructions in preparation for the ACT and post secondary academia. Every student will receive an individual password to access the ACT Online Prep Program from home and/or school. Westland Hialeah Senior High School has not graduated a class as of yet. The inaugural graduating class will be the class of 2010. However, in preparing them for postsecondary decision-making and success, we are involving the students in The Citi Post Secondary Program, which coordinates and strengthens college access services. In addition, students are encouraged to participate in rigorous Advanced Placement course work. All students discuss their postsecondary plans with guidance counselors and the College Advisory Program counselor.

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?

Based on the Needs Assessment, Identify Area(s) for Improvement

Objective Linked to Area of Improvement

In grades 9th – 10th, 33% of the 9th graders and 19% of the 10th graders achieved mastery on the 2009 administration of the FCAT Reading Test. This represents a 9% increase for 9th graders and a 6% increase for 10th graders who achieved mastery in 2008. Needs Assessment: 9th and 10th graders must target Words and Phrases, Comparisons, & Reference and Research.

Given instruction using the Sunshine State Standards, 72% of 9th – 10th grade students Will achieve mastery on the 2010 FCAT Reading Test.

Action StepPerson Responsible for Monitoring the Action Step

Process Used to Determine Effectiveness of Action Step

Evaluation Tool

1 The school will implement the new FAIR assessments to monitor student progress.

Reading Coach and Reading Department Chair

Review FAIR data reports to ensure teachers are assessing students according to the created schedule.

Printout of FAIR assessments.

2 Include higher order questions from Bloom’s Taxonomy in lesson plans.

Principal and Reading Department Chair

Lesson plans will be reviewed prior to the beginning of each week and will be monitored by the Department Chair and Reading Coach.

Lesson plan evaluation to determine frequency of higher order questions.

3 Develop an Instructional Focus Calendar for Reading

Reading Department Chair and Reading Coach

Administration will be aware of the IFC’s upcoming focus and monitor implementation through classroom walkthroughs.

Effectiveness will be determined through FAIR assessments



Based on the 2009 FCAT Reading data, 11% of English Language Learners (E.L.L.) students scored at or above Level 3.

72% of English Language Learners (E.L.L.) students will achieve mastery for reading on the 2010 FCAT Reading Test.



Evaluation Tool

1 The school will implement the new FAIR assessments to monitor student progress.

Reading Coach and Reading Department Chair

Review FAIR data reports to ensure teachers are assessing students according to the created schedule.

Printout of FAIR assessments.

2 Include higher order questions from Bloom’s Taxonomy in lesson plans.

Principal and Reading Department Chair

Lesson plans will be reviewed prior to the beginning of each week and will be submitted monthly to the Reading Department Chair.

Lesson plan evaluation to determine frequency of higher order questions.

3 Develop an Instructional Focus Calendar for Reading

Reading Department Chair and Reading Coach

Administration will be aware of the IFC’s upcoming focus and monitor implementation through classroom

Effectiveness will be determined through FAIR assessments

walkthroughs.

Professional Development Aligned with Objective:

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every

Teacher

Objective Addressed Content/Topic Facilitator Target Date

Strategy for Follow-up/ Monitoring

Person Responsible

for Monitoring

In grades 9-10, 72% of the students will achieve mastery for reading on the 2010 FCAT Reading Test.

Effective Implementation of the Instructional Focus Calendar

Reading Department Chair

August 2009

Lesson Plans Classroom Visits

Principal, Reading Coach

Increase the percent of English Language Learners scoring at or above a Level 3 from 11% to 72% on the 2010 FCAT Reading.

Effective Implementation of the Instructional Focus Calendar

Reading Department Chair

August 2009

Lesson Plans Classroom Visits


Increase the percent of English Language Learners scoring at or above a Level 3 from 11% to 72% on the 2010 FCAT Reading

Reciprocal Teaching Reading Coach & Reading Department Chair

September 2009

Focused walkthroughs with Principal and Reading Coach to observe the frequency and effectiveness of “Reciprocal Teaching”

activities.


Increase the percent of English Language Learners scoring at or above a Level 3 from 11% to 72% on the 2010 FCAT Reading

Best Practices in Reading for content area teachers.

Reading Coach & Reading Department Chair

October 2009

Data analysis team will follow-up with student samples.


Interdepartmental Planning will take place, including the Reading Coach, to ensure effective use of reading

strategies across the content areas.

The Reading Coach will model lessons and provide feedback for teachers to ensure reading strategies are used

correctly across the curriculums.

Budget:

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

Description of Resources Funding Source Available Amount

Jamestown Reading Navigator Hampton Brown Edge District Funds $0.00

Total: $0.00

Technology


Jamestown Reading Navigator District Funds $0.00

Total: $0.00

Professional Development


Smart Boards F.F. & E $0.00

Total: $0.00

Other


Novels to replenish classroom libraries. E.E.S.A.C $6,000.00

Total: $6,000.00

Final Total: $6,000.00

End of Reading Goal

Mathematics Goal

Needs Assessment: Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?



In grades 9-10, 61% of students achieved mastery on the 2009 administration of the FCAT Mathematics Test. This represents an increase of 2% compared to 55% who achieved mastery in 2008. Number Sense was the lowest content cluster with 31% achieving mastery.

Given instruction using the Sunshine State Standards, 74% of students in grades 9-10 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 Design daily lesson plans and activities to explicitly teach the least proficient content cluster(s).Utilizing differentiated instruction to target and address individual student deficiencies.

Principal, Mathematics Department Chair

Focused walkthroughs by HD and administrators will be used to ensure all math teachers are using common broad configurations.

Reports generated from walkthroughs.

2 Arrange cooperative learning groups to allow students to assist each other in mastery of knowledge. Provide tutoring services for all students with specific emphasis on low performing students.


Review student grouping charts frequently and ensure groups are redesigned to target the needs of students, based on assessment data.

Progress of all students on assessment.

3 Identify and closely monitor the progress of the Hispanic subgroup consistently; revise instruction and intervention groups as indicated by Student progress.


Maintain a record of strategies and interventions utilized with the students based on in class data.

Increase achievement in interim assessments.




Person Responsible

for Monitoring

TBA and Early Release As needed School site personnel TBA Follow up

assignments


Budget:



Carnegie Learning Integrated Math for 9th grade $0.00

-FCAT Explorer -FLDOE FCAT Sample Tests -Gizmos $0.00

Total: $0.00

Technology


No Data No Data $0.00

Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Mathematics Goal

Science Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



Based on the 2009 FCAT Science performance data, 17% of grade eleven students scored at mastery levels of three and above in science. Grade eleven students scored lowest in the two FCAT clusters of physical / chemical science and scientific thinking.

Given instruction based on the Sunshine State Standards, students in grade 11 will improve their science skills as evidenced by 50% of the students achieving Level 3 and above on the 2010 administration of the FCAT Science Test as compared to the 2009 administration of the FCAT Science Test



Evaluation Tool

1 Provide all science teachers with access to data (SPI & Edusoft) to enable them to analyze the progress of individual students on various science benchmarks so that instruction can target critical areas.

Assistant Principal Provide Science FCAT pretest and Mini-Science assessments to all students.

Use Edusoft to indicate student strengths and areas of concern.

Curriculum designed and presented with an educational focus on the 2 deficient FCAT clusters of physical/chemical science and scientific thinking as well as the 16 annually assessed FCAT benchmarks.

Examine Edusoft data indicating learning gains and trends.

Improvement on Mini-science assessments

2 Implement student centered after-school AP Science study groups and teacher directed help sessions.

Science Department Chairperson & select teachers.

AP students will keep a journal indicating days of attendance and Science FCAT benchmarks / topics covered.

Improvement on quarterly practice FCAT tests as well as on “mock” AP Exams.

Improvement on Mini-science assessments

3 Implement morning Science tutoring: Monday through Thursday.

Science Department Chairperson & select teachers.

Students will sign-in and list science benchmarks / topics for tutoring.

Improvement on quarterly practice FCAT tests

Improvement on Mini-science assessments.




Person Responsible

for Monitoring

Given instruction based on the Sunshine State Standards, 50% of the students will score @ level 3 or above on the 2010 FCAT Science Assessment.

Reading in the Content Area of Sciences

Reading Coach / Science Department Chairman

Sept 2009

Assistant Principal will attend the training and ensure strategies are implemented

Assistant Principal

Given instruction based on the Sunshine State Standards, 50% of the students will score @ level 3 or above on the 2010 FCAT Science Assessment.

Effective use of FCAT Science Grade 11 Test Item Specifications.

District Science Specialist Oct 2009

Assistant Principal will attend the training and ensure strategies are implemented

Department Chairman

Budget:



Basic science materials. $2,000.00

Advanced science materials. $2,000.00

Total: $4,000.00

Technology


FCAT Science Explorer, GIZMO’s, and FCAT Test tools CD to improve instructional effectiveness in addressing multiple learning styles.

$4,000.00

Total: $4,000.00



Temporary duty coverage used by teachers to attend various professional development sessions

District $1,500.00

Total: $1,500.00

Other



Total: $0.00


End of Science Goal

Writing Goal

Needs Assessment: Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?



On the 2009 administration of the FCAT Writing Test, 71% of the students in 10th grade scored level 3.5 or above in writing.

On the administration of the FCAT Writing Test, 90% of the 10th grade will achieve a 4.0 or above.



Evaluation Tool

1 Students will use the writing process daily; all writing will be dated, and recorded in a journal, notebook, or work folder for monitoring of growth across time.

Principal, Language Arts Department Chair

A school-wide consistent method of saving student work will be established. During the class period, student writing will be readily available for the principal to monitor.

Student writing progress will be monitored with a Pre-test Prompt and Post-Test Prompt.

2 Student writing drafts will reflect the revision and the editing process.


Administration will monitor revision and editing process by reviewing student drafts.

Student writing progress will be monitored with a Pre-test Prompt and Post-Test Prompt.

3 Student will become familiar with the FCAT Writing Rubric and utilize it for peer editing.

Teacher, Language Arts Department Chair

Assistant Principal for Curriculum will monitor revision and editing process by reviewing student drafts.

Scored writing samples will be used to determine progress between the Pre-Test Prompt and Mid-Year Prompt.




Person Responsible

for Monitoring

On the 2010 administration of the FCAT Writing Test, 82% of the 10th grade students will achieve a 3.5 or above.

Writing Across the Curriculum, all content area teachers will learn effective writing strategies to implement in the classroom.

Language Arts Department Chair

September 2009 Monitor student writing portfolios, notebooks or journals.

Principal, Language Arts Department Chair District Language Arts Supervisor


Wildcat Writing Wednesdays, weekly assessment of FCAT writing skills in content area classes.


September 2009 Content area teacher reviews effective writing strategies with students.



District Writing Professional Development

District November/December 2009

Teachers will submit lesson plans and student writing samples which reflect effective writing strategies.

Principal, Language Arts Department Chair District Language Arts Supervisor


Best Practices in Writing/ Creative Writing Strategies.


Monthly

Monitor student writing portfolios. Scored writing samples will be used to determine progress between Pre-Test and Mid-Year writing assessments.

Language Arts Department Chair Teacher

Budget:



6-Trait Writing District $500.00

Total: $500.00

Technology


Smartboard to view writing samples which reflect effective writing strategies. District $0.00

www.turn-it-in.com Software to monitor student use of resources for literary response and research papers. Checks for originality and plagiarism while protecting the integrity of the writing process.

District $0.00

Total: $0.00



Temporary coverage for Professional Development District $2,000.00

Total: $2,000.00

Other


Saturday Academy 2010 January to February Designed to enhance students’ learning experience while learning effective writing strategies.

District $3,500.00

Total: $3,500.00


End of Science Goal

Parent Involvement Goal

Needs Assessment: Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?



Increase parental engagement through the development of Title I School-Parent Compact.

Establish clear timelines for distribution, collection and implementation of School-Parent Compacts.



Evaluation Tool

1 Provide documents in Spanish/Creole

Principal; Title I Coach; Community Outreach personnel

Data analysis of quantities distributed/quantities returned

English, Spanish and Creole versions of the School-Parent Compact

2 Ensure parent/student understanding and support

Principal; Title I Coach; Community Outreach personnel, homeroom teachers

Data analysis of quantities distributed/quantities returned with signatures and comments

English, Spanish and Creole versions of the School-Parent Compact

3 Complete Title I Administration Parental Involvement Monthly School Reports.

Principal; Title I Coach; Community Outreach personnel.

Monthly document files. Quarterly summarized needs analysis.

4 Title I Orientation Meeting . Principal; Title I Coach; Community Outreach personnel,

Parent surveys and other documents necessary in order to comply with dissemination and reporting requirements.

Quarterly summarized needs analysis.



Increase parent contact by 1%. The school will show evidence of parental interaction on a continuous basis as shown by the number of signatures in parental sign-in logs for PTSA, EESAC, Open House and Pre-Articulation Night for 2009-2010, as compared to the 2008-2009 academic year.

Parental support of academic programs, and tutoring will improve by 1%



Evaluation Tool

1 Clerical staff will be trained in appropriate customer service strategies.


Parent surveys and other documents necessary in order to comply with dissemination and reporting requirements.

Title I Administration Parental Involvement Monthly Activities Report

2 Bi-monthly and before and after school events will be held in the Parent Resource Center.


Parent surveys and other documents necessary in order to comply with dissemination and reporting requirements

Analysis of data reports

3 Teachers will be encouraged to maintain frequent parental contact.

Title I Coach; Community Outreach personnel.

Parental Involvement Monthly School and Activity Reports


4 Maintain parental telephone logs, activity reports and sign-in sheets

Title I Coach; Community Outreach personnel.

Sign in sheets and survey data




Increase parental Involvement in School Objectives. In grades 9-10, 72% of students will achieve mastery on the 2010 FCAT Reading Test.



Evaluation Tool

1 Parent Resource Center will provide information about the school

Media Specialist; Reading Coach; Community Outreach

Collect participation data and survey families.

Sign-In Sheets

district, school, curriculum, and school academies.

personnel.

2 Provide Building Better Readers presentations for parents.

Media Specialist; Reading Coach; Community Outreach personnel.


Sign-In Sheets

3 Parent Academy will provide workshops on the use of the Parent Portal.

Media Specialist; Reading Coach Community Outreach personnel.


Sign-In Sheets

4 Media Center will offer monthly Reading Nights and Book Club contests

Media Specialist; Reading Coach Community Outreach personnel.


Sign-In Sheets



Increase parental awareness of available post-secondary programs for their children.

Provide live presentations, telephone (ConnectEd) online and video access to availability of post-secondary training programs and college access.



Evaluation Tool

1 Community Outreach Personnel will circulate information, give presentations.


Collect participation data and survey families; Sign- in sheets


2 Career academy lead teachers, Title I Coach will circulate information, give presentations.




3 Guidance counselors and CAP advisors will discuss post-secondary plans with all students.







Person Responsible

for Monitoring

Increase parent contacts by 1 %.

Customer service/Parent Comfort Level

Title I Coach; Community Outreach Personnel.

Second month of school

Parent Liaison will participate to provide follow -up

Parent Liaison

In grades 9-10, 72% of students will achieve mastery on the 2010 FCAT Reading Test.

Increasing Reading Skills;

Testing Strategies.

Title I Coach; Department Chairs Ongoing Quarterly

assessments Principal; Reading Coach

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Parent Involvement Goal

Other Goals

Graduation Goal:



For the first time in its brief history, Westland Hialeah Senior High School’s enrollment will include a senior class during the 2009-2010 school year. The Miami –Dade Public School System’s graduation rate for 2006-2007 (only available data) was 62.2%.

By June 2010, Westland Hialeah Senior High School will exceed the Miami-Dade Public School System’s graduation rate by 1%.



Evaluation Tool

1

Conduct senior students/guidance counselor conferences to monitor academic progress.

Guidance Counselor

Collect and analyze repeatability reports, progress reports, credit histories.

Frequency count of number of students who are on track to graduate.

2Conduct senior students/CAP advisor conferences.

CAP Advisor

Collect and analyze data on number of students who take ACT and/or SAT, number of students who attend college visitations at Westland.

Number of students accepted at a college or university.

3Conduct College Night for parents and students.

Student Services Number of participants attending the event.

Number of students who apply for and/or /receive financial aid and/or Bright Futures Scholarships.




Person Responsible

for Monitoring

By June 2010, Westland Hialeah Senior High School will exceed the Miami-Dade Public School System’s graduation rate by 1%.

Student Service Department Chair meetings County CAP advisor meetings

Miami-Dade County Public School District personnel

Ongoing

Monitor number of seniors are seen by guidance counselors/CAP advisor.

Assistant Principal for Curriculum

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Graduation Goal

FINAL BUDGET

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 8/22/2009 10:04:08 AM)

School Advisory Council


Goal Description of Resources Funding Source Available Amount

Reading Jamestown Reading Navigator Hampton Brown Edge District Funds $0.00

Mathematics Carnegie Learning Integrated Math for 9th grade $0.00

Mathematics -FCAT Explorer -FLDOE FCAT Sample Tests -Gizmos $0.00

Writing 6-Trait Writing District $500.00

Science Basic science materials. $2,000.00

Science Advanced science materials. $2,000.00

Total: $4,500.00

Technology


Reading Jamestown Reading Navigator District Funds $0.00

WritingSmartboard to view writing samples which reflect effective writing strategies.

District $0.00

Writing

www.turn-it-in.com Software to monitor student use of resources for literary response and research papers. Checks for originality and plagiarism while protecting the integrity of the writing process.

District $0.00

Science

FCAT Science Explorer, GIZMO’s, and FCAT Test tools CD to improve instructional effectiveness in addressing multiple learning styles.

$4,000.00

Total: $4,000.00



Reading Smart Boards F.F. & E $0.00

Writing Temporary coverage for Professional Development District $2,000.00

ScienceTemporary duty coverage used by teachers to attend various professional development sessions

District $1,500.00

Total: $3,500.00

Other


Reading Novels to replenish classroom libraries. E.E.S.A.C $6,000.00

Writing

Saturday Academy 2010 January to February Designed to enhance students’ learning experience while learning effective writing strategies.

District $3,500.00

Total: $9,500.00


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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 principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

Projected use of SAC Funds Amount

Student Incentives 13600

Describe the Activities of the School Advisory Council for the Upcoming Year

SAC Members

Not Applicable

Members

1) Guillermo Munoz, Principal

2) Katia Calejo, SAC Chair

3) Bianca Pino, Student

4) Maria Dorrego-Real, Student

5) Segundo Perez, Teacher

6) Arelys Gonzalez, Teacher

7) Eddie Ercilla, Teacher

8) Ana Tejada, Teacher

9) Maria Cecilia de la Campa, Teacher

10) Juana Gutierrez, Parent

11) Xiomara Mujica, Parent

12) Rodolfo Rodriguez, Parent

13) Yanett Cardenas, Parent

14) Evelina Baez, Parent

15) Grisel Hernandez, Parent

16) Marilin Alvarez, Parent

17) Suzanne Milan-Berrios, Community Member

18) Mariella Nelson, Community Member

19) Diana Maniscalco, School Support Personnel

20) Marcelle Suarez, School Support Personnel

21) Teresita Lopez, Union Steward

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade WESTLAND HIALEAH SENIOR HIGH SCHOOL 7049

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 923Math: 923

2008-2009 School Grade1:

C Did the School make Adequate Yearly Progress?

NO

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

GroupReadingTested 95% of the students?

MathTested 95% of the students?

65% scoring at or above grade level in Reading?

68% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N

TOTAL4 100 Y 100 Y 30 N 61 N 80 87 Y NA 80 70 Y 51 39 Y 34 NA 66 NA

WHITE NA NA NA NA NA NA NA NA

BLACK 100 Y 100 Y NA NA NA NA NA NA

HISPANIC 100 Y 100 Y 30 N 61 N 81 86 Y NA 80 70 Y 52 39 Y 35 NA 65 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 100 Y 100 Y 30 N 59 N 79 88 Y NA 80 70 Y 50 41 Y 34 NA 63 NA

ENGLISH LANGUAGE LEARNERS 100 Y 99 Y 11 N 47 N 62 70 Y NA 92 89 N 64 53 Y 23 N 60 NA

STUDENTS WITH DISABILITIES 98 Y 98 Y NA NA NA NA NA NA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade WESTLAND HIALEAH SENIOR HIGH SCHOOL 7049

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 651Math: 651

2007-2008 School Grade1:

C Did the School make Adequate Yearly Progress?

NO

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

GroupReadingTested 95% of the students?

MathTested 95% of the students?

58% scoring at or above grade level in Reading?

62% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate3by 1%?

Percent of Students below grade level in Reading

SafeHarborReading

Percent of Students below grade level in Math

SafeHarborMath

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

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 20 N 49 N NA NA 80 NA 51 NA 29 N 69 Y

WHITE NA NA NA NA NA NA NA NA

BLACK NA NA NA NA NA NA NA NA

HISPANIC 99 Y 99 Y 20 N 48 N NA NA 80 NA 52 NA 28 N 69 Y

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 99 Y 99 Y 20 N 50 N NA NA 80 NA 50 NA 30 N 72 Y

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 8 N 36 N NA NA 92 NA 64 NA 23 N 66 Y

STUDENTS WITH DISABILITIES 100 Y 100 Y NA NA NA NA NA NA

Dade School DistrictWESTLAND HIALEAH SENIOR HIGH SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

33% 65% 81% 17% 196

Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.

% of Students Making Learning Gains

56% 78% 134

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

Adequate Progress of Lowest 25% in the School?

63% (YES) 81% (YES) 144

Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.

% of 11th and 12th graders meeting the graduation requirement on the FCAT retake

47% 81% 0

If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded

Points Earned 474 Percent Tested = 100% Percent of eligible students tested

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

Dade School DistrictWESTLAND HIALEAH SENIOR HIGH SCHOOL2007-2008

Reading

Math

Writing

Science

GradePointsEarned


24% 55% 72% 33% 184


% of Students Making Learning Gains

48% 69% 117



58% (YES) 80% (YES) 138



NA



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

School District

2006-2007

Reading

Math

Writing

Science

GradePointsEarned


0% 0% % %


% of Students Making Learning Gains 0% 0%



% (0) % (0) 0



% %



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

Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM …