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FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: MIAMI BEACH SENIOR HIGH SCHOOL

District Name: Dade

Principal: Rosann Sidener

SAC Chair: Carlos Rodriguez

Superintendent: Alberto Carvalho

Date of School Board Approval:

Last Modified on: 08-18-2009

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

The Vision of Miami Beach Senior High is to provide educational excellence for all students.

The Mission of Miami Beach Senior High is to provide the highest quality education through Small Learning Communities.

Brief History and Background of the School

Miami Beach Senior High is a Title I school with a grade of a “B”. Miami Beach Senior High School is a comprehensive and Full-Service School for grades nine through twelve located in the heart of Miami Beach’s booming tourist economy. This 83 year-old school was established in 1926. It is located on 19.57 acres in Miami Beach at 2231 Prairie Avenue. The school is currently under construction. The campus has six classroom buildings, one gymnasium, and one cafeteria. The school enjoys a brand new state of the art auditorium and media center, as well as seven business technology labs, and eleven science labs. Currently serving the nine communities of the Miami Beach area, MBHS has 1,984 students. The students come from 65 different countries and speak 22 different languages at home. MBHS is a Full Service School with a fully staffed health clinic, providing both direct assistance and references to appropriate Social Service agencies.

Unique School Strengths for Next Year

After earning of 519 accountability points on the 2009 FCAT, Miami Beach High School earned a “B” school grade. MBSH enters the 2009-2010 school year with renewed confidence to attain the “A”. 87 % of the objectives towards meeting Adequate Yearly Progress were met. There will be continuity of leadership on the administrative team and the instructional staff remains stable, with very limited turn over. There will be two new department chairs and both are veteran teachers with previous leadership experience. The school’s principal was a runner up for the Leonard Miller Principal Leadership Award, a state-wide competition funded through the Council for Educational Change. Enrollment has increased slightly, with a number of students returning to the school from private schools as well as 70 students who received Opportunity Scholarships via the Florida A+ Plan. The school is a candidate school for the International Baccalaureate Diploma Programme and the International Baccalaureate Middle Years Programme. MBHS is applying for the Federal Magnet Assistant Program Grant. At this time, MBSH is a candidate for authorization by the International Baccalaureate Organization for implementation of the Middle Years Programme and Diploma Programme. The school is also one of six in the Miami-Dade County District selected to apply for the Federal Magnet School Assistance Program Grant. The staff is well trained in data analysis and routinely applies the Florida Four-Step Continuous Improvement process to improve instruction. The AVID (Advancement Via Individual Determination) program continues to grow and enrollment in advanced academic courses is rising. The number of Advanced Placement Tests taken in 2009 was 1,039, an increase of 51% over 2008. Additionally, the passing rate on AP tests went up from 44.97% to 47.64%.

The school also houses eleven academies. The academies are Ninth Grade Academy, Scholars Academy (International Baccalaureate Candidate), Academy of Hospitality and Tourism, Academy of Marine and Environmental Science, Academy of Information Technology, Academy of Small Business and Entrepreneurship, Academy of Education and Training Services, Academy of Public Service and Safety, Academy of Visual and Performing Arts, Academy of World Languages, and Academy of Communication and Digital Media.

Unique School Weaknesses for Next Year

Miami Beach Senior High School will enter Phase 4 of a multiple year construction and renovation project. The existing

Gymnasium building will be demolished and an existing classroom building will be completely renovated. This demolition and construction will take place in the middle of the existing campus during the summer, fall and winter months, while school is in operation. Facilities will be limited, as there will be no weight training room and eight classrooms will be unavailable. Teachers will be working from multiple rooms and in rooms not designed as classrooms. The new buildings are projected to be completed in February, 2010. Due to its academic success, Miami Beach Senior High School will lose a Reading Coach position, which enabled a teacher to be released from classroom duties in order to provide the faculty with strategic professional development and coaching. Four teaching positions were lost due to budget cuts. This will negatively impact class size, especially in the elective areas. Seventy students who are new to the school will enter from neighboring low performing high schools via Opportunity Scholarships. This will increase enrollment in Intensive Math, Intensive Reading and ESOL classes.

The school continues to restructure into smaller learning communities. The Application B for the International Baccalaureate Middle Years Programme, to be completed in consort with Nautilus Middle School and Fienberg Fisher K-8 Center is due in December. The IBO will visit the school in 2009-2010 for authorization for the Diploma programme. The staff will also complete the grant application for the Federal Magnet Schools Assistance Program. While these projects present opportunities, they also require a significant investment of time and planning by the staff.

Student Demographics

The following information represents the basic demographics of our school: •The student population mirrors the community: 69% Hispanic, 19% white, 8% black and 3% other. Sixty-two percent (62%) of the students are eligible for free and reduced lunch, 11% are SWD, and 11% are ELL students. Standard curriculum students represent 78% of our population.

•Population by grade is: 508 in 9th grade, 554 in 10th grade, 509 in 11th grade and 481 in 12th grade. •Standard curriculum students represent 78% of our population.

•In FCAT Reading grade 9: 21% scored level 1, 31% scored level 2, and 48% scored level 3 and above. •In FCAT Mathematics grade 9: 9% scored level 1, 18% scored level 2, and 73% scored level 3 and above. •In FCAT Reading grade 10: 33% scored level 1, 31% scored level 2, and 36% scored level 3 and above. •In FCAT Mathematics grade 10: 10% scored level 1, 18% scored level 2, and 72% scored level 3 and above. •In FCAT Science grade 11: 29% scored level 3 and above.

Student Attendance Rates

In 2006-07, the student attendance rate was 94%. In 2007-08, the student attendance rate was 95%. In 2008-09, the student attendance rate was 94%. MBSH received the Most Improved Attendance award in 2007-08 by demonstrating an increase of three percentage points and matching the district average. During the 2008-09 school year, attendance decreased one percentage point when compared to the previous year’s data and the district average. This is an area of need and the school will increase its efforts to improve student attendance in the 2009-10 school year.

Student Mobility

In 2007-08, the mobility rate was 26%. Data for 2008-09 is not available at this time.

Student Suspension Rates

2006-07 Indoor suspension: 714. Outdoor suspension: 108. 2007-08 Indoor suspension: 694. Outdoor suspension: 166. 2008-09 Indoor suspension: 1,158. Outdoor suspension: 152. Suspension Data was retrieved from COGNOS. The suspension rates have increased over the past three years.

Student Retention Rates

The retention rate in 2007-08 was 4.1% which is almost six percentage points lower than the retention rate of 9.7% in 2006-2007. Data for 2008-09 is not yet available.

Class Size

In 2008-09, the average class size in core classes at MBSH was 22.43 students. A point has been made to reduce class size in all subject areas and across grade levels to reduce discipline problems and strengthen the one on one relationship between students and teachers. The average class size in general education classrooms is: 9th Grade 21.74 students; 10th Grade 21.28 students; 11th grade 21.88 students; 12th Grade 18.11 students. The average class size in inclusion classrooms is: 9th Grade: 8 students; 10th Grade: 8 students; 11th Grade: 9 students; 12th Grade students were on consultative status. The teacher to student ratio in SWD education classrooms is: Varying Exceptionalities:1 teacher to 14.09 students; Emotional Behavior Disorders: 1 teacher to 3.45 students (although multi-graded); PMH: 1 teacher to 4 students with 2 paraprofessionals (although multi-graded). Autistic 1 teacher to 2.8 students with 2 paraprofessionals (although multi-graded).

Academic Performance of Feeder Pattern

The elementary, K-8 and middle school in the MBSH feeder pattern are Ruth K. Broad Bay Harbor K-8 Center, Biscayne Elementary, Fienberg-Fisher K-8 Center, North Beach Elementary, South Pointe Elementary, Treasure Island Elementary, and Nautilus Middle School. Fienberg-Fisher K-8 and Nautilus Middle improved their school grades from B to A in the 2007-08

school year. Both schools are currently classified as Correct I SINI schools. Treasure Island’s school grade in 2007-08 earned a B, and all other schools earned an A. Biscayne Elementary, South Pointe Elementary, Fienberg-Fisher K-8, Nautilus Middle and Treasure Island Elementary are Title I schools. Biscayne Elementary, North Beach Elementary, South Pointe Elementary, and Treasure Island Elementary all made AYP. Nautilus Middle School increased from a 95% AYP to 100% AYP. Fienberg Fisher K-8 Center has maintained an 87% AYP. Data is not available for Ruth K. Broad Bay Harbor K-8 Center.

Partnerships and Grants

STUDENT ACHIEVEMENT DATA

MBSH currently maintains partnerships with the Education Compact with the City of Miami Beach, Miami Beach Chamber of Commerce, the Greater Miami Convention and Visitors Bureau, World Ocean Watch (WOW) and several local universities, major hotels and cruise lines.

The school also receives a grant from The Children’s Trust which supports Success University, a program for children and their families who are experiencing difficulty. In addition, the school receives a grant to implement the AVID program, and is applying for the Federal Magnet School Assistant Program grant, with support from the City of Miami Beach, to implement the International Baccalaureate Middle Years Programme and the Diploma Programme.

Miami Beach 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; 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, and Pre-collegiate programs at community colleges and universities. These collaborative efforts will eliminate gaps in service for the ELL students, children with disabilities, 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, Project CRISS, and Reading Plus and Learning Express. Two federal grants have provided support to the school, Project RISE and Smaller Learning Communities. Project RISE is a teacher incentive grant and SLC provides support for redesign of the school into academies.

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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 Rosann Sidener

BA and MEd in Music Education from Univ. of Miami, MS Educational Leadership and EdD in Educational Administration from Columbia University. Certification in Music, School Principal and Educational Leadership

2.5 16

Miami Beach Senior High School 2008-2009: School Grade: B, Reading Mastery: 44%, Math Mastery: 74% maintained a school grade of a B from the 2007-08 school year. AYP: 87% was not achieved.

Miami Beach Senior High School 2007-08 School Grade B, up from a D in 2006-07. AYP achieved in all areas except for SWD and ELL in 2007-08.

Miami Beach Senior High School 2007-2008: School Grade: B, Reading Mastery: 40%, Math Mastery: 66%, AYP: 95%

Booker T. Washington Senior High School 2006-2007: School Grades F, Reading Mastery: 11%, Math Mastery: 36%, down from a D in 2005-06. AYP: 64% not achieved.

Booker T. Washington Senior High School 2005-2006: School Grade D, Reading Mastery: 10%, Math Mastery: 34%, up from an F in 2004-05. AYP: 56% not achieved.

Booker T. Washington Senior High School 2004-2005: School Grade D, Reading Mastery: 9%, Math Mastery: 29%, maintained a D in 2003-04. AYP: 50% not achieved.

Miami Beach Senior High School

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Assis Principal Ramon Patrice

BA in Political Science and History from University of Massachusetts, MS in Educational Leadership. Certification in History and Educational Leadership

3 3

2008-09: School Grade: B, Reading Mastery: 44%, Math Mastery: 74% maintained a school grade of a B from the 2007-08 school year. AYP: 87% was not achieved.

Miami Beach Senior High School 2007-2008: School Grade: B, Reading Mastery: 40%, Math Mastery: 66%, AYP: 95% not achieved.

Miami Beach Senior High School 2006-2007: School Grade: D, Reading Mastery: 30%, Math Mastery: 55%, down from a C 2005-06. AYP: 67% not achieved.

Miami Beach Senior High School 2005-2006: school Grade: C, Reading Mastery: 32%, Reading Mastery: 57%, maintained a C 2004-05. AYP: 56% not achieved.

Assis Principal Jodi Robins

BA in Elementary Education, MEd in Education, Certification in Elementary Education, Integrated Middle Grades Curriculum 5-9, Gifted Endorsement, Educational Leadership

2.5 3.5

Miami Beach Senior High School 2008-09 School Grade is a B, maintained a school grade of a B from the 2007-08 school year. AYP was not achieved.


Miami Beach Senior High School 2006-2007: School Grade: D, Reading Mastery: 30%, Math Mastery: 55%, down from a C 2005-06. AYP: 67% not achieved.

School Improvement Zone during 2006-07 and Regional Center IV during 2004-2006. School grade data not applicable.

Assis Principal Miguel Flores

BA in Psychology from Florida International University , MEd in Special Education from Barry University, Educational Specialist in Educational Leadership, Nova University. Certification in ESE and Educational Leadership

2 3

Miami Beach Senior High School

2008-2009: School Grade: B, Reading Mastery: 44%, Math Mastery: 74% maintained a school grade of a B from the 2007-08 school year. AYP: 87% was not achieved.

Miami Beach Senior High School 2007-2008: School Grade: B, Reading Mastery: 40%, Math Mastery: 66%, AYP: 95%

Booker T. Washington Senior High School 2006-2007: School Grades F, Reading Mastery: 11%, Math Mastery: 36%,down from a D in 2005-06. AYP: 64% not achieved.

Booker T. Washington Senior High School 2005-2006: School Grade D, Reading Mastery: 10%, Math Mastery: 34%, up from an F in 2004-05. AYP: 56% not achieved.

Booker T. Washington Senior High School 2004-2005: School Grade D, Reading Mastery: 9%, Math Mastery: 29%, maintained a D in 2003-04. AYP: 50% not achieved

* 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 Michelle Rydalch

BS in Exceptional Student Education from Brigham Young University, and MS in Exceptional Student Education K-12 from California Lutheran College, Certification in English 6-12 and Exceptional Student Education K-12

6 2

Miami Beach Senior High School 2008-09 School Grade is a B, maintained a school grade of a B from the 2007-08 school year. AYP was not achieved.


HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

* 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)

1. Regular meetings of new teachers with Principal Principal December 2010

2. Partnering new teachers with veteran staffAssistant Principal May 2010

3. College campus Job Fairs and e-recruiting at Universities Principal April 2010

4. Soliciting referrals from current employees Principal October 2009

Name Certification Teaching Assignment

Professional Development/Support

to Become Highly Qualified

No data submitted

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

120 3.33 29.17 35 32.5 50 100 5.83 5 17.5

Mentor NameMentee

AssignedRationale

for PairingPlanned Mentoring

Activities

Michelle RydalchHeather Bernard

Ms. Bernard is a first year teacher. Ms. Rydalch’s students have shown improvement in reading achievement as reflected by the FCAT learning gains and by scoring at high performance levels.

Classroom support, modeling of lessons, data disaggregation

Maggie GueninSonia Ambrose

Ms. Ambrose is a first year teacher. Mrs. Guenin has experience in executing ESE strategies writing IEP goal and benchmarks.

Development of IEPs, classroom support, lesson planning

Pamela Taylor Bertine Triche

AC-2 Teacher

Mrs. Taylor has experience in executing ESE strategies writing IEP goal and benchmarks,

Development of IEPs, classroom support, lesson planning

Coordination and Integration

Note: For Title I schools onlyTitle 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 research-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; 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

Migrant Liaison provides services and support to students and parents. The liaison coordinates with Title I and other programs to ensure student needs are met. 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

Title II

The District uses supplemental funds for improving basic education as follows: • training to certify qualified mentors for the New Teacher (MINT) Program • 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 Community (PLC) development and facilitation, as well as Lesson Study Group implementation and protocols

Title III

Services are provided through the district for education materials and ELL district support services to improve the education of immigrant and English Language Learners. MBSH provides Home Language Assistance tutoring through an HLAP tutor during the school day, and provides after-school and Saturday tutoring for ELL students in all core subject areas.

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 (FEFP) allocation.

Violence Prevention Programs

Beginning in 2009-10 MBSH will reinstitute the DFYIT program, Drug-Free Youth in Town.

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

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, school lunch, and after care snacks, follows the Healthy Food and Beverage Guidelines as adopted in the District's Wellness Policy.

Head Start

Not Applicable

Adult Education

MBSH partners with Miami Beach Adult Education Center to provide credit recovery options for at-risk students. This

partnership enables MBSH to reduce the dropout rate by providing students with options for credit recovery to keep them on schedule toward graduation. High school completion courses are available to all eligible MBSH students in the evening and summer based on the senior high school’s recommendation. Courses 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 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 advance 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 gain an understanding of business and industry workforce requirements by acquiring Ready to Work and Industry certifications. Readiness for postsecondary strengthens the integration of academic and career technical components and a coherent sequence of courses.

Job Training

Partnerships with the city provide students with a job skills program that will allow students the opportunity to learn how to create a resume, dress for success, and perform well during a job interview. Students are able to participate in internships or be hired for after-school jobs in which they simultaneously receive elective credit. All on-the-job training programs are complemented by a class that is taught during the school day before students leave school to go to work.

By promoting Career Pathways and Programs of Study students 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 advance 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 gain an understanding of business and industry workforce requirements by acquiring Ready to Work and Industry certifications.

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

Other

Response to Instruction/Intervention (RtI)

Parents are involved in the planning and implementation of the Title I Program. Open invitations are extended 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. Parents are involved in 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. Parents are surveyed 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.

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 school-based RtI Leadership Team is also known as the Curriculum Council. Curriculum Council is comprised of Department Chairs from: Mathematics Department, Language Arts Department, Science Department, Physical Education Department, Fine Arts Department, Social Studies Department, Student Services Department, Special Education Department, Reading Department, and the Career and Technical Education Department. The Principal, Assistant Principal for Curriculum, Test Chairperson, Academy Leaders and Reading Coach also participate on the council.

The Leadership Team (Curriculum Council) meets twice monthly to discuss and establish school wide policies such as the exam schedule, academic integrity policy, students’ and teachers’ needs. The Curriculum Council also reviews and disaggregates student performance data and creates strategies to address student needs. Members of the Curriculum Council are charged and trusted by the faculty as a whole to make decisions that impact the school community. Members of the council act as liaisons between their departments and academies and the school administration.

The Leadership Team disaggregated the student performance data and reviewed the previous School Improvement Plan. The committee determined which strategies were most effective at improving student achievement, and brainstormed new strategies that would address all subgroups while continuing to raise student achievement. Members of the School Improvement Plan also participated in the writing of the plan.

School Wide Florida’s Continuous Improvement Model

Describe the data management system used to summarize tiered data.

Describe the plan to train staff on RtI.

RtI Implementation

The Leadership Team will focus on how to develop and maintain a problem solving system to bring out the best in our schools, our teachers, and in our students. SP Snapshot is a web-based program with support materials to help teachers find their students' achievement levels and learning gains, as well as the students in the lowest quartile. Data documents were created using the FLDOE content focus information from the last three administrations of the FCAT. They may be used to analyze the student data for the past three years. Data is populated before the beginning of the school year and teachers are able to analyze their data from their previous years’ students as well as their incoming students. MBSH also utilizes SPI, PMRN, FAIR, and Edusoft to disaggregate and summarize tiered data

Professional development will be provided during opt days, teachers’ common planning time and small sessions that will occur throughout the year. PD Sessions will provide training in “SP Snapshot” and Conducting school wide Data Chats.” The RtI team will also evaluate additional staff PD needs during the bi-monthly RtI Leadership Team meetings.

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

Strengths (Grade 9): Students in grade 9 are performing at district and state averages in Reading and Mathematics.

Weaknesses (Grade 9): Students in grade 9 Reading performed the lowest in Reference/Research. Students in grade 9 Mathematics performed the lowest on Number Sense and Measurement.

Strengths (Grade 10): Students in grade 10 are performing at state and district averages for Reading and Mathematics. In writing, students performed above the district average.

Weaknesses (Grade 10): Students in grade 10 Reading performed the lowest in Words Phrases and Reference/ Research. Students in grade 10 Mathematics performed lowest in Geometry and Algebraic Thinking.

Students in grade 10 scored equally well in Persuasive and Expository Writing. Incoming ninth graders also scored equally well on the FCAT Writing in grade 8.

Strengths (Grade 11): Students in grade 11 matched the district and state averages in all strands.

The IFCs were created in June 2009. The IFC will be updated in October 2009 as determined by disaggregated data results from the Fall 2009 Interim Assessment, and again in January 2010 as determined by the disaggregated data results from the Winter 2010 Interim Assessments.

The 2009 FCAT results were utilized to develop the IFCs. Data results from the Fall 2009 Interim Assessment and Winter 2010 Interim Assessment will also be utilized to reflect students’ needs in the IFCs.

In June 2009, at least one teacher from each department participated in a one week Curriculum Mapping session to develop the IFCs for each department. At this time, teachers used the 2009 FCAT data results to determine benchmarks areas for improvement and addressed them on the various IFCs.

The duration of instruction for each benchmark was determined by the amount of time allotted in the IFC to ensure that students are exposed to all benchmarks prior to FCAT testing. Within the amount of time allotted in the IFC, teachers will provide instruction on each benchmark, allow the students an opportunity to practice, assess the students’ knowledge, and then re-teach the benchmark as indicated by student progress, either in a whole group or small group setting.

The Miami Beach Senior High administration will conduct informal and formal observations, classroom visitations, evaluate lesson plans, monitor teachers’ data, and conduct meetings with teachers to ensure that the IFC is being utilized and implemented effectively. Coaches will also be assigned to teachers who demonstrate difficulty with the IFC implementation.

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 Miami Beach Senior High teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The subject area coaches and/or department chairperson will provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities, and utilize the support of their colleagues during weekly team meetings.

Reading: Reference/Research and Words/Phrases were the least proficient strands and will be given priority focus.

Writing: Students performed equally well in both Expository and Persuasive writing. Instruction will be balanced amongst the two areas.

Mathematics: Number Sense, Measurement, Geometry and Algebraic Thinking were the least proficient strands and will be given priority focus.

Science: Physical and Chemical Sciences and Life and Environmental Sciences were the least proficient strands and will be given priority focus.

Once FCAT scores were released, the administration determined student learning gains by teacher and adjusted the master schedule to prevent low-performing teachers from teaching the same class again. An analysis of learning gains allowed the strongest teachers to be paired with the weakest students.

MBSH offers students elective courses in performing and visual arts, fine arts, foreign languages, career and technical education and physical education. Through the Academies at MBSH, students have an opportunity to focus on job skills and participate in internships in the community.

MBSH is a candidate school for the International Baccalaureate Middle Years Programme and the Diploma Programme, offering students an opportunity to become global citizens.

All freshmen enroll in the 9th grade orientation course which focuses on planning a high school course of study and career planning. For students with disabilities the school provides students with a Self Determination class that empowers students with disabilities and gives them a greater knowledge concerning their specific disabilities and the opportunities available to them within the community. Every spring, a curriculum and academy fair is provided for students to see what courses are being offered in the Miami Beach Senior High curriculum. Once the fair has ended, students have the opportunity to meet with teachers and counselors to discuss and plan their course requests for the following year.

Direct the Instructional Focus

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

How are instructional focus lessons developed and delivered?

DO

In June 2009, grade level teachers met by content area to develop the IFCs using the 2009 FCAT results to determine the areas of students’ strengths and weaknesses. Lesson plans were created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery. Throughout the school year, teachers will meet to review the results of the formative assessments and address the new data on the IFCs. Departmental and faculty meetings will be used for teachers to share best practices and resources with their colleagues. Focus Lessons will be taught by all departments as it relates to their subject areas. Miami Beach Senior High also uses “Do Now’s”, a short activity at the beginning of each class that focuses on FCAT benchmarks and creates a tool to bring class to a start and focus students’ attention on learning.

The Reading Coach, Language Arts department chairperson, Mathematics department chairperson, and Science department chairperson provide professional development in department meetings and in the classrooms to provide teachers with appropriate benchmark lessons and resources. School wide strategies are identified based on testing and assessment data, and are selected during Curriculum Council meetings, and professional development is provided at faculty meetings to

How will instructional focus lessons be revised and monitored?

provide teachers with practical applications for implementing the IFCs.

IFCs will be revised after each Interim Assessment. Department chairs will lead their departments in revising the assessments. Results will be used to adjust instruction to focus on needs of the students and to revise the IFCs and select appropriate strategies to meet the needs. The administration, reading coach, and department chairs will monitor to ensure IFCs are being implemented.

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.

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.

CHECK

The following formative assessments are used during the school year to measure student progress in core, supplemental and intensive instruction/intervention: classroom assessments using FCAT benchmarks (teacher discretion), Interim Assessments (two times a year), FAIR (three times a year), Learning Express (two times a year), NWEA (North West Evaluation Association) from Jamestown Navigator (three times a year), Total Reader (two times a year) and Unit Assessments from EDGE (at the completion of each unit).

What is the assessment used to determine student comprehension, based on the IFCs? • Interim Assessments and Benchmark Assessments. How many questions will be used for each Benchmark? • Four questions per Benchmark will be utilized for assessment purposes. How often will the assessments be administrated? • The assessments will be administered on a monthly basis alternating between the interim assessments and benchmark assessments.

Interim Assessment results in Reading, Mathematics and Science will be used to determine the instructional focus of whole group lessons. An item-analysis of the assessment will be utilized to re-teach the questions that students missed most frequently. Teachers will differentiate their instruction based on the needs of the students as reflected by the various assessments. Reading teachers will utilize progress monitoring reports, Total Reader assessment results, FAIR results, results from Jamestown Navigator, and results from Unit Assessments from EDGE to determine individual students’ needs and design instruction accordingly. Results from Learning Express will be used to narrow the writing instructional focus as needed.

What will the mastery level be set at for the assessment? Explain the rationale for this decision. Mastery will be set at 75%. This is set higher than the traditional school score.

How will the assessment results be used to redirect the IFCs and focus lessons? The assessment results will be used to determine the instructional focus of whole group lessons. An Item-Analysis of the assessment will be utilized to re-teach the questions that students missed most frequently

Students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency.

Teachers will meet twice a month. The meetings will be scheduled as follows: teachers will meet by grade level and content area once a month and by department once a month. This rotation will continue throughout the year. Meetings will be scheduled during common planning time. Meetings will be facilitated by the subject area department chairperson. A teacher will be designated to record notes from the meeting, and the notes will be submitted along with the agenda to the administrative staff. The assistant principal overseeing the department will attend the meetings.

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.

The Principal and Leadership Team will meet with teachers during departmental meetings, in small-group data chats, and one-on-one to discuss assessment results and student progress. During these data chats, lesson plans, data binders, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs. Special attention will be given to special needs populations such as migrant, 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?

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.

ACT

Jamestown Navigator and EDGE are the core materials in Intensive Reading classes. Reading Plus and Total Reader are also utilized, and Achieve 3000 is utilized in ESOL classes. District pacing guides are utilized in English classes. District pacing guides for Algebra 1 and Geometry were used to create Intensive Mathematics curriculum maps. Regional center support materials and district pacing guides are utilized in Mathematics and Science throughout the year.

Computerized programs or instructional software (e.g. Total Reader and Reading Plus), in addition to Internet instructional websites such as FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of providing instruction to students in need of remediation. Resources and strategies provided at professional development workshops will also be utilized. Students consistently demonstrating non-mastery may be required to participate in small-group tutorial sessions after school or on Saturdays. Students receive personalized “prescriptions” which they bring to tutoring sessions so their tutors can address their individual needs. A push-in model as well as pull-out tutoring will be utilized in English and Intensive Reading classes, and the reading coach will provide in-class coaching and modeling for reading teachers.

FCAT data as well as teacher-selected professional development needs guide professional development programs. New, transferring and early-career teachers are also provided additional professional development in a variety of instructional strategies. Administrators will also identify needs based on IPEGS observations and classroom walkthroughs.

Students scoring Levels 1 and 2 on the FCAT as well as below mastery level on Interim Assessments will be targeted for interventions. SPED and ELL students will also be targeted. Students not making mastery will be offered after school tutoring and pull-out tutoring by teachers, honor society students, coaches and staff hired to provide tutorials.

All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Data from Interim Assessments and classroom assessments will also be utilized to determine the effectiveness of supplemental instruction

Students in need of enrichment have the opportunity to take additional elective courses in their selected academies as well as honors, Pre IB and Advanced Placement classes. Students may also participate in the internship programs available at the school. MBSH offers a rich variety of academic honor societies and academic clubs and activities in which students may participate.

FCAT results, in addition to student progress in a specific course, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and academic programs. Teacher recommendation is also taken into consideration.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status No Attached Notification of (School in Need of Improvement) SINI Status 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 No Attached Supplemental Educational Services (SES) Notification

Pre-School Transition

Postsecondary Transition

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

Parent conferences are held with the recommending teacher, instructional coach, guidance counselor, and a member of the leadership or administrative team. The parents are counseled on the expectations for the student in the higher level course, as well as their continued parental involvement.

Students are identified for enrichment activities through the subject selection process in the spring. All students select academy courses which reflect their major area of interest.

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

Frequency of PLC Meetings Schedule (when)

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

Foreign Language Department

Elena Rivas Once monthly After school Topics vary according to students’ needs

Science Department

Rotates amongst Science teachers Once monthly Common planning

Topics vary according to instructional pacing guides and curriculum focus

Curriculum Council

Assistant Principal or Department Chairpersons on a rotating bases

Twice monthly After school Data disaggregation, classroom instruction

Departmental Professional Learning Communities

Department Chairperson

Twice monthly or more frequently

Common planning Data chats, Instructional Strategies, Curriculum Maps

Project RISEElena Rivas Rosemary Melinek

Once monthly After school Increasing Student Motivation and Engagement

Academy Design Team

Principal, Assistant Principal, Academy Leaders

Once monthly After school Development and Refinement of School Academies, Federal MSAP Grant

Not Applicable

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

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 9 and 10, 48 % of students met high standards on the 2009 administration of the FCAT Reading Test. This represents an increase of 4 percentage points as compared to 44% who achieved high standards in 2008. 56% of students met high standards in Reference and Research, a decrease of 11 percentage points since 2008. Data indicates that students need additional practice in Reference and Research.

Given instruction using the Sunshine Standards, 72% of the students in grades 9 and 10 will achieve high standards in Reading 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 Teachers will emphasize instruction that helps students build stronger text-based arguments using a variety of resources.

1. Principal, Assistant Principals, Reading Coach

1. Lesson plans will be reviewed during administrative walkthroughs. Administrators will monitor data and student grades through interim assessments. Teachers will analyze and discuss student work in the departmental PLC.

1. Interim Assessment Results, Student performance in classroom assessments, and the FCAT 2010 Test.

2 2. Teachers will provide opportunities for students to apply research skills and complete research projects.


2. Lesson plans will be reviewed during walkthroughs and administrators will monitor assessment data and student grades through interim assessments.

2. Interim Assessment Results, Student research projects, and student performance in classroom assessments FCAT 2010 Test

3 3. Teachers will provide opportunities for students to use CRISS strategies, including the practice of note-taking skills and questioning the author in conjunction with summarization skills.


3. Lesson Plans will be reviewed during administrative walkthroughs and administrators will monitor assessment data and student grades through interim assessments. Teachers will analyze and discuss student work in the departmental PLC.

3. Interim Assessment Results. Student performance in classroom assessments FCAT 2010 Test



Based on the 2009 FCAT Reading data, 39% of Hispanic Students achieved high standards.

Given Instruction using the Sunshine State Standards, 72% of Hispanic students in grades 9 and 10, will achieve high standards Reading on the 2010 FCAT Reading Test.



Evaluation Tool

1 The school will implement the new FAIR assessment to assess student progress. Provide materials and

Principal and Reading Coach, Reading teachers

Teachers will review FAIR data reports to make data-driven decisions. Reading Coach will provide

Review of FAIR assessments, lesson plans and departmental meeting agendas.

strategies for teachers and students to use that address the skills diagnosed by the FAIR.

ongoing training in the use of FAIR data to drive instruction and assist teachers with lesson plan development.



Based on the 2009 FCAT Reading data, 38% of Economically Disadvantaged students achieved high standards.

Given Instruction using the Sunshine State Standards, 72% of Economically Disadvantaged students will meet high standards on the 2010 FCAT Reading Test.



Evaluation Tool

1 Teachers will conduct Data Chats with students regarding data from the FAIR assessment and 2009 FCAT.

1. Principal, Assistant Principals, Department Chair, and Reading Coach

Administration will review data chat logs.

Classroom Walkthroughs

Interim Assessment Results,

FAIR Assessment Results, Student performance in classroom assessments, and the FCAT 2010 Test.



Based on the 2009 FCAT Reading data, 14% achieved high standards on the 2009 FCAT Reading Test.

Given Instruction using the Sunshine State Standards, 72% of ELL students will meet high standards on the 2010 FCAT Reading Test.



Evaluation Tool

1 Use Snapshot to dentify ELL students on the bubble and provide intensive pull out tutoring aligned to the school-wide Instructional Focus Calendar.

Principal, Administrative Team, Reading Coach, HLAP Teachers

Tutoring logs HLAP Lesson Plans

Interim Assessment Results, FAIR Assessment Results, 2010 FCAT Reading Test

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

Given instruction using the Sunshine Standards, 72% of the students in grades 9 and 10 will achieve high standards in Reading on the 2010 FCAT Reading Test.

CRISS Training to provide teachers with strategies to teach Reference and Research skills

School site CRISS Trainers

December 2009

Classroom visits, Professional Development sign-in sheets, Lesson Plans

Principal

Given Instruction using the Sunshine State Standards, 72% of Hispanic students in grades 9 and 10, will achieve high standards Reading on the 2010 FCAT Reading Test.

Implementation of FAIR Assessment Reading Coach August 2009

Lesson Plans Departmental Meeting Agendas, Classroom Walkthroughs, FAIR Assessment reports

Principal, Reading Coach

Given Instruction using the Sunshine State Standards, 72% of Economically Disadvantaged students in grades 9 and 10, will achieve high standards Reading on the 2010 FCAT Reading Test.

Snapshot training for data chat preparation

Reading Coach and Reading Teachers, Language Arts teachers

September 2009

Lesson Plans Data Chat student records, Classroom walkthroughs

Principal and Assistant Principal

Given Instruction using the Sunshine State Standards, 72% of English Language Learners in grades 9 and 10, will achieve high standards Reading on the 2010 FCAT Reading Test.

Provide tutors with strategies aligned to school wide instructional focus calendar.

Principal, Reading Coach, and Department Chairs

August 2009 – December 2009

Lesson Plans, Administrative Walkthroughs of tutoring sessions to ensure daily lessons are aligned to focus calendar.

Principal, Assistant Principals and Department Chair

On a bi-weekly basis, the Reading Coach will review an activity from the “Lessons Learned” book to build the

knowledge base of all teachers. Instructional Focus Calendars will also be implemented across the curriculum.

The school will participate in a comprehensive school wide Root of the Week vocabulary program which is

enriched by the modeling of school wide strategies. Elective classes will participate in a 40-day countdown

utilizing reading activities to prepare students for FCAT.

Budget:

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

Description of Resources Funding Source Available Amount

CRISS Training Hourly pay for trainers, stipends for participants Title I $3,500.00

Instructional Focus Calendar Development Stipends Smaller Learning Communities Grant $2,500.00

Total: $6,000.00

Technology


FAIR Assessment Computer labs N/A $0.00

Snapshot Coverage and Stipends EESAC $1,500.00

Total: $1,500.00

Professional Development


FAIR training Reading Coach and Common Planning Title I $0.00

Total: $0.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $7,500.00

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 and 10, 79% of students achieved mastery on the 2010 administration of the FCAT Mathematics test. This represents an increase of 5% from 2008 when 74% achieved mastery. Students scored lowest on Number Sense with 64% achieving mastery, up 9% from 55% in 2008.

Given instruction using the Sunshine State Standards, 80% of students in grades 9-10 will achieve mastery on the 2010 administration of the FCAT Mathematics Test.



Evaluation Tool

1 1. Provide Teachers with opportunities to analyze, utilize and monitor data to modify instruction and meet the educational needs of their students utilizing the Florida Continuous Improvement Model (FCIM)

1. Principal and Curriculum Council

1. Data Chats within Department and with students. Also, debriefing of Interim Data Results.

1.Interim Assessment, student grades and FCAT 2010 Test.

2 2. Utilize instructional focuse calendar aligned with students’ needs.

2. Principal and Administrative Team

2. Administrative walkthrough

2. Application of Math benchmarks in lesson plans.

3 3.Utilize the Region Debriefing Protocols to conduct data chat sessions

3. Principal and Assistant Principals

3. Departmental Meeting, Administrators will review log for student achievement Chats during walkthroughs.

3. Administrators will monitor assessment data and student grades through Interim Assessment.



1.Based on the 2009 FCAT Mathematics data, 61% of English Language Learners Students in 9th and 10th grades scored at or above grade level.

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 Provide tutoring three days a week after school and Saturday School using Tutorology strategies.

1. Principal, Assistant Principal, Department Chair

1. Student Tutoring Prescription, Peer Tutoring, Tutoring Logs

1. Progress of student assessments, student grades




Person Responsible

for Monitoring

In grades 9 and 10, 79% of students achieved mastery on the 2010 administration of the FCAT Mathematics test. This represents an increase of 5% from 2008 when 74% achieved mastery. Students scored lowest on Number Sense with 64% achieving mastery, up 9% from 55% in 2008.

Snapshot, FCIM, Region II Data Debriefing Protocols

Principal Administrative Team

August 2009 – January 2010

Administrative Walkthroughs, Data Chats, Student Performance Log.

Principal, Administrative Team

Based on the 2009 FCAT Mathematics data, 61% of English Language Learners Students in 9th and 10th grades scored at or above grade level.

Tutorology, Differentiated Instruction and Tutor Training

Principal, Assistant Principal Tutor Leader


Review of Tutor Logs, student progress on Interim Assessments and class grades

Principal and Tutor Leader

Budget:



In grades 9 and 10, 72% of ELL Students will achieve mastery on the 2010 administration of the FCAT Mathematics Test. Tutor Training, HourlyPay

Title I $2,400.00

Total: $2,400.00

Technology


In grades 9 and 10, 80% of students will achieve mastery on the 2010 administration of the FCAT Mathematics Test. Snapshot Access,

PTSA $3,200.00

Total: $3,200.00



In grades 9 and 10 80% of students will achieve mastery on the 2010 administration of the Mathematics Test. Temporary Coverage and Stipends for Snapshot Professional Development

EESAC $1,500.00

Total: $1,500.00

Other



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 data, 33% of students achieved mastery. This represents a decrease of 2% compared to 35% who achieved level three or above in 2008. The lowest strand was Physical/Chemical with 46% correct.

Given instruction based on the Sunshine State Standards, 50% of students in grade 11 will achieve mastery as measured by the 2010 FCAT Science Assessment.



Evaluation Tool

1 1. All students will complete hands-on lab activities and use a common lab report format to document hands-on investigations.

1. Principal, Assistant Principal, Science Department Chair

1. The created lab schedule will be implemented with fidelity and monitored by the Principal and Assistant Principals

1. Improvement on the Science mini-assessments.

2 2. Use the science lessons developed by Region II as bell-ringer activities in all science classes to ensure that students review and master the benchmarks.

2. Principal and Science Department Chair

2. The Science Department will review results of common assessment data monthly to determine progress toward benchmark.

2. Improvements on the science mini assessments, particularly on benchmarks in Physical and Chemical science.

3 3. Develop a professional learning community of science teachers to research, discuss, design and implement strategies to increase inquiry-based learning of scientific thinking using Bloom’s Taxonomy and CRISS strategies.

3. Principal, Project RISE NBCT teacher leaders, Science Department Chair

3. The Science Department will analyze student work to determine progress and student growth in critical thinking skills.

3. Class grades, quality of student work, performance on Interim Assessments




Person Responsible

for Monitoring

Given instruction based on the Sunshine Standards, 50% of students will score at mastery on the 2010 FCAT Science Assessment

Science Teachers’ Professional Learning Community will meet monthly to review and analyze student lab reports.

Principal, Project RISE NBCT teachers


Meeting Agenda, Teachers’ analysis

Principal, Project Rise Facilitator, Science Dept. Chairperson

Given instruction based on the Sunshine Standards, 50% of students will score at mastery on the 2010 FCAT Science Assessment

Bloom’s Taxonomy and CRISS strategies to develop critical thinking skills

Science Department Chair (Certified CRISS trainer)


Principal and Assistant Principal will attend the training and monitor to ensure strategies are implemented

Principal, Assistant Principal, Science Department Chair

Budget:



Given instruction based on the Sunshine Standards, 50% of students will score at mastery on the 2010 FCAT Science Assessment. Laboratory supplies

Science fees $4,000.00

Total: $4,000.00

Technology



Total: $0.00



Given instruction based on the Sunshine Standards, 50% of students will score at mastery on the 2010 FCAT Science Project RISE grant $2,600.00

Assessment. Monthly Science Professional Learning Community, Stipends

Total: $2,600.00

Other


Given instruction based on the Sunshine Standards, 50% of students will score at mastery on the 2010 FCAT Science Assessment. CRISS training/strategies during common planning

N/A $0.00

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, 88% of the students earned a combined score of 3.5 or higher.. This is the same as 2008.

Given instruction based on the Sunshine State Standards, on the 2010 administration of the FCAT Writing Test, 90% of the 10th grade students will achieve a 4 or above.



Evaluation Tool

1 1. Incorporate Learning Express in all 10th grade Englishclasses to provide students with multiple opportunities to respond to essay questions developed specifically to state standards.

1. Principal, Assistant Principal, Language Arts Department Chairperson

1. Classroom Walkthroughs, Minutes from departmental meetings

1. District Pre and Mid-Year tests, Learning Express Scores

2 2. Require all midterm and final exams in 9th and 10th grades to include FCAT long/short responses and writing prompts.

2. Principal, Assistant Principal, Department Chairpersons

2. Review of Exams 2. Midterm and Final Exam grades, FCAT 2010 Test

3 3. Facilitate school wide Writing to Show activities and daily prompts twice each week in order to provide ample opportunities for students to add supporting details to their writing .

3. Principal. Assistant Principal, School wide writing team

3. Classroom Walkthroughs , lesson plans, student folders

3. Learning Express results, 2010 FCAT Test




Person Responsible

for Monitoring

90% of the 10th grade students will achieve 4 or above on the 2010 administration of the FCAT Writing Test.

Learning Express data analysis and data-driven instructional planning

Principal, Learning Express Consultant

October 2009

Classroom walkthroughs, Sign-in sheets, student work products

Principal, Assistant Principal, Language Arts Department Chairperson

90% of the 10th grade students will achieve 4 or above on the 2010 administration of the FCAT Writing Test.

Writing to Show: School wide writing program

Principal, School wide writing team

December 2009

Classroom walkthroughs, sign-in sheets, lesson plans, Learning Express results

Principal, Assistant Principal, Department Chairpersons

Budget:



90% of the 10th grade students will achieve 4 or above on the 2010 administration of the FCAT Writing Test. Temporary Coverage for Professional Development on Learning Express

EESAC $800.00

90% of the 10th grade students will achieve 4 or above on the 2010 administration of the FCAT Writing Test. Temporary Coverage as needed for Professional Development on Writing to Show school wide writing program

N/A $0.00

Total: $800.00

Technology


Learning Express training and online access Learning Express Trainer PTSA and EESAC $10,500.00

Total: $10,500.00




Total: $0.00

Other



Total: $0.00


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?



Based on parent surveys or noted parental involvement list, the areas that need to improve, 75% percent of parents did feel welcomed to the school.

85% of parents will indicate that they feel welcome at the school



Evaluation Tool

1 1. Offer meetings before and after school.

1.Principal 1. Review parent telephone logs.

1.Parental Attendance sign-in sheets

2 2. Use CONNECT ED Messaging System

2.Selected School Staff

2.Collect participation data. 2. Title I Administration Parental Involvement Monthly School Report.

3 3. Maintain parental telephone logs and activity reports.

3.Selcted School Staff

3. Tally Parental Involvement Monthly School and Activity Reports

3. Title I administration Involvement Monthly Activities Report.



Increase the number of parental contacts. The school will increase the number of parental contacts by 1% by June 2010.



Evaluation Tool

1 1. Offer messages before 1.Principal 1. Review parent telephone 1. Parent Attendance sign-

and after school. logs. in sheets.

2 2. Use CONNECT ED Messaging System

2. Selected School Staff

2. Collect participation data.

2. Title I Administration Parental Involvement Monthly School Report.

3 3. Maintain parental telephone logs and activity reports.

3. Selected School Staff

3. Tally Parental Involvement Monthly School Activity Reports

3. Title I Administration Parental Involvement Monthly Activities Report



Increase the percentage of ELL and Migrant Students achieving mastery on the 2009 FCAT Reading Test by 10%.

Given instruction based on the Sunshine Standards, % of migrant students will achieve mastery on the 2010 FCAT Reading Test



Evaluation Tool

1 1.Provide Families Building Better Readers presentations Parent Resource Center

1. Community Involvement Specialist and Reading Coach

1. Collect participation data and survey families.

1. Parental Attendance Sign-in sheets.

2 2.Offer at least one FCAT Parent Night with incentives for participation

2.Community involvement Specialist and Reading Coach

2. Collect participation data and survey families.

2. Parent Attendance Sign-In sheets.



School staff survey indicated teachers communicated with only 20% of parents once per month. This represents a decrease compared to 27% for the previous school year.

Increase teacher communication with parents to 50% of their students’ parents at least once per month



Evaluation Tool

1 1. Conduct a needs assessment through the EESAC based on the National Standards for Home-School Partnerships

1.Principal Community Involvement Specialist

1. Collect feedback surveys from parents and teachers.

1. Parental and Teachers Surveys.

2 2. Provide teachers and staff in-service on home- school communication.

2. Assistant Principal 2. Collect workshop participation logs.

2. Workshop evaluations.




Person Responsible

for Monitoring

Based on parent exit surveys, 75% percent of parents will feel welcomed to the school.

Customer Service CIS August 2009 – May 2010

Monthly reports by CIS that include data from parent exit surveys

Principal, CIS

Budget:



72% will meet high standards on the 2010 FCAT Reading Test Hourly pay for trainers and stipends

Title I, SLC grant $6,000.00

80% of students will meet high standards on the 2010 FCAT Math Test Tutor training and hourly pay

Title I $2,400.00

50% of students will meet high standards on the 2010 FCAT Science Assessment Laboratory Supplies

Science Fees $4,000.00


EESAC $800.00

Total: $13,200.00

Technology


72% will meet high standards on the 2010 FCAT Reading Test Snapshot Access PTSA $3,200.00

80% of students will meet high standards on the 2010 FCAT Math Test Snapshot Access

See above $0.00

90% of the10th grade students will achieve 4.0 or above on the 2010 FCAT Writing Test Learning Express

PTSA , EESAC $10,500.00

Total: $13,700.00



72% will meet high standards on the 2010 FCAT Reading Test Reading Coach, common planning, training on appropriate use of FAIR Assessment results

Title I $0.00

80% of students will meet high standards on the 2010 FCAT Math Test Temporary Coverage for Snapshot training

EESAC $1,500.00

50% of students will meet high standards on the 2010 FCAT Science Assessment Monthly science Professional Learning Community

Project RISE $2,600.00

Total: $4,100.00

Other



Total: $0.00


End of Parent Involvement Goal

Other GoalsNo Other Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source Available Amount

Reading CRISS Training Hourly pay for trainers, stipends for participants Title I $3,500.00

Reading Instructional Focus Calendar Development Stipends Smaller Learning Communities Grant $2,500.00

Mathematics

In grades 9 and 10, 72% of ELL Students will achieve mastery on the 2010 administration of the FCAT Mathematics Test. Tutor Training, HourlyPay

Title I $2,400.00

Writing


EESAC $800.00

Writing

90% of the 10th grade students will achieve 4 or above on the 2010 administration of the FCAT Writing Test. Temporary Coverage as needed for Professional Development on Writing to Show school wide writing program

N/A $0.00

Science

Given instruction based on the Sunshine Standards, 50% of students will score at mastery on the 2010 FCAT Science Assessment. Laboratory supplies

Science fees $4,000.00

Parental Involvement72% will meet high standards on the 2010 FCAT Reading Test Hourly pay for trainers and stipends

Title I, SLC grant $6,000.00

Parental Involvement80% of students will meet high standards on the 2010 FCAT Math Test Tutor training and hourly pay

Title I $2,400.00

Parental Involvement

50% of students will meet high standards on the 2010 FCAT Science Assessment Laboratory Supplies

Science Fees $4,000.00



EESAC $800.00

Total: $26,400.00

Technology


Reading FAIR Assessment Computer labs N/A $0.00

Reading Snapshot Coverage and Stipends EESAC $1,500.00

Mathematics

In grades 9 and 10, 80% of students will achieve mastery on the 2010 administration of the FCAT Mathematics Test. Snapshot Access,

PTSA $3,200.00

WritingLearning Express training and online access Learning Express Trainer

PTSA and EESAC $10,500.00

Parental Involvement72% will meet high standards on the 2010 FCAT Reading Test Snapshot Access

PTSA $3,200.00

Parental Involvement80% of students will meet high standards on the 2010 FCAT Math Test Snapshot Access

See above $0.00

Parental Involvement90% of the10th grade students will achieve 4.0 or above on the 2010 FCAT Writing Test Learning Express

PTSA , EESAC $10,500.00

Total: $28,900.00



Reading FAIR training Reading Coach and Common Planning Title I $0.00

Mathematics

In grades 9 and 10 80% of students will achieve mastery on the 2010 administration of the Mathematics Test. Temporary Coverage and Stipends for Snapshot Professional Development

EESAC $1,500.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council

Science

Given instruction based on the Sunshine Standards, 50% of students will score at mastery on the 2010 FCAT Science Assessment. Monthly Science Professional Learning Community, Stipends

Project RISE grant $2,600.00


72% will meet high standards on the 2010 FCAT Reading Test Reading Coach, common planning, training on appropriate use of FAIR Assessment results

Title I $0.00


80% of students will meet high standards on the 2010 FCAT Math Test Temporary Coverage for Snapshot training

EESAC $1,500.00


50% of students will meet high standards on the 2010 FCAT Science Assessment Monthly science Professional Learning Community

Project RISE $2,600.00

Total: $8,200.00

Other


Science

Given instruction based on the Sunshine Standards, 50% of students will score at mastery on the 2010 FCAT Science Assessment. CRISS training/strategies during common planning

N/A $0.00

Total: $0.00


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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

Learning Express 6500

Substitute Coverage for Training 800

Snapshot 1500

Tutoring 1700

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

SAC Members

The School Advisory Council will review data, support the SIP strategies and revise the SIP as needed to meet school goals. The School Advisory Council reviews Interim Assessment data after results become available, meets monthly to review the budget and make decisions regarding the use of resources, and evaluate the effectiveness of programs and/or activities that have been previously funded. The School Advisory Council also works cooperatively with the student body and administration to establish school policies, such as options for student uniforms.

Members

1) Rosann Sidener, Principal

2) Carlos Rodriguez, SAC Chair

3) Vanessa Casal, Student

4) Gabriela Lins, Student

5) Lexie Kingsman, Student

6) David Shanoskie, Teacher

7) David Reese, Teacher

8) Ed DeVarona, Teacher

9) Eva Regueira, Teacher

10) Carla Oxios, Parent

11) Karen Rivo, Parent

12) Ellen Klein, Parent

13) Rita Fernandez, Parent

14) Patricia Kaine, Parent

15) Jeffrey Bast, Community Member

16) Rose Dawkins, School Support Personnel

17) Dale Sims, Union Steward

AYP DATA

SCHOOL GRADE DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Dade MIAMI BEACH SENIOR HIGH SCHOOL 7201

Number of students enrolled in the grades tested:

Click here to see Number of students in each groupRead: 1021Math: 1018

2008-2009 School Grade1:

B 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 99 Y 99 Y 44 N 74 Y 93 92 Y 60 63 Y 60 56 N 34 26 NA 47 N 75 NA

WHITE 99 Y 98 Y 65 Y 80 Y 89 N 69 65 N 35 35 NA 15 20 NA 66 NA 81 NA

BLACK 99 Y 99 Y NA NA 94 92 Y 49 70 Y NA NA

HISPANIC 100 Y 99 Y 39 N 73 Y 91 93 Y 58 61 Y 65 61 N 36 27 NA 43 N 75 NA

ASIAN NA NA NA NA NA NA NA NA

AMERICAN INDIAN NA NA NA NA NA NA NA NA

ECONOMICALLY DISADVANTAGED 100 Y 99 Y 38 N 70 Y 93 91 Y 57 60 Y 68 62 N 39 30 NA 40 N 72 NA

ENGLISH LANGUAGE LEARNERS 100 Y 100 Y 14 N 61 N 78 82 Y 43 43 N 87 86 N 54 39 N 30 N 71 N

STUDENTS WITH DISABILITIES 98 Y 97 Y NA NA 88 76 N 37 41 Y NA NA





B Did the School make Adequate Yearly Progress?

NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 99 Y 99 Y 40 N 66 Y 81 93 Y 54 60 Y 70 60 Y 45 34 NA 46 NA 80 NA

WHITE 99 Y 99 Y 65 Y 85 Y 92 Y 58 69 Y 42 35 NA 22 15 NA 68 NA 89 NA

BLACK 100 Y 99 Y NA NA 87 94 Y 55 49 N NA NA

HISPANIC 99 Y 99 Y 35 N 64 Y 78 91 Y 53 58 Y 75 65 Y 49 36 NA 42 NA 79 NA



ECONOMICALLY DISADVANTAGED 99 Y 99 Y 32 N 61 N 78 93 Y 52 57 Y 79 68 Y 50 39 Y 40 NA 77 NA

ENGLISH LANGUAGE LEARNERS 99 Y 99 Y 13 N 46 N 47 78 Y 41 43 Y 87 N 65 54 Y 35 N 73 NA

STUDENTS WITH DISABILITIES 99 Y 99 Y 10 N 21 N 57 88 Y 30 37 Y 90 N 90 79 Y NA 49 NA





D Did the School make Adequate Yearly Progress?

NO










SafeHarborReading


SafeHarborMath




Growth model math


TOTAL4 98 Y 98 Y 30 N 55 N 86 81 N 59 54 N 68 70 NA 43 45 NA 43 NA 68 NA

WHITE 99 Y 98 Y 58 Y 78 Y 92 92 Y 67 58 N 44 42 NA 27 22 NA 56 NA 78 NA

BLACK 99 Y 99 Y NA NA 82 87 Y 49 55 Y NA NA

HISPANIC 98 Y 98 Y 25 N 51 N 84 78 N 58 53 N 73 75 NA 47 49 NA 39 NA 67 NA



ECONOMICALLY DISADVANTAGED 98 Y 98 Y 21 N 50 N 84 78 N 56 52 N 73 79 NA 46 50 NA 36 NA 67 NA

ENGLISH LANGUAGE LEARNERS 97 Y 99 Y N 35 N 64 47 N 46 41 N 85 NA 57 65 NA 29 NA 58 NA

STUDENTS WITH DISABILITIES 95 Y 95 Y N 10 N 64 57 N 38 30 N 92 NA 84 90 NA 30 NA 43 NA

Dade School DistrictMIAMI BEACH SENIOR HIGH SCHOOL2008-2009

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards (FCAT Level 3 and Above)

48% 79% 88% 33% 248

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

57% 78% 135

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?

56% (YES) 70% (YES) 126

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

58% 66% 10

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 519 Percent Tested = 99% Percent of eligible students tested

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


Reading

Math

Writing

Science

GradePointsEarned


46% 74% 88% 35% 243



60% 80% 140

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


57% (YES) 73% (YES) 130



50% 68% 10



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


Reading

Math

Writing

Science

GradePointsEarned


35% 62% 74% 28% 199



47% 63% 110

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


49% (NO) 56% (YES) 105



47% 36% 0



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

Documents

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 …osi.dadeschools.net/sip/09-10/pdf/7201.pdf · FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2009 ... candidate school for the