10/21/2008 2008-2009 Florida School Improveme…ossip.dadeschools.net/sip/08-09/pdf/7271.pdf · It is the vision of Miami Coral Park Senior High School to provide the highest quality

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: MIAMI CORAL PARK SENIOR HIGH

District Name: Dade

Principal: Dr. Nick JacAngelo

SAC Chair: Ms. Patricia Rivera

Superintendent: Mr. Alberto M. Carvalho

Date of School Board Approval: Pending Board

Approval

Dr.Eric J.Smith, Commissioner Florida Department of Education

325 West Gaines Street Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

Vision:

It is the vision of Miami Coral Park Senior High School to provide the highest quality education to allstudents by utilizing a collaborative partnership with all stakeholders.

Mission:

The principal will provide the instructional leadership such that the mission of Miami Coral Park Senior HighSchool is to facilitate and provide a vigorous and safe learning environment that will enable all students toachieve their full potential and become responsible, competitive, productive citizens in a continuallychanging, technologically driven, interdependent global society.

SCHOOL PROFILE DEMOGRAPHICS

School Facility:

Miami Coral Park Senior High School opened its doors in 1963 for a total student membership of 2,384. Itis one of 45 senior high schools in Miami Dade County, the nation’s fourth largest school district. Theschool is located at 8865 SW 16 Street, in the Westchester suburb of Miami Dade County encompassing27.44 acres with a physical plant consisting of 500,000 square feet.

Miami Coral Park and the surrounding area have evolved since the building first opened in 1963. The areaof Westchester has expanded beyond the school’s capacity. In 1990, construction was completed on anew annex; a science wing and media center. In January of 2006, Miami Coral Park Senior High Schoolopened a new wing that houses 65 classrooms with a large performing arts area and several new labs,including culinary arts. This annex has reduced the need of relocatable classrooms from 47 to 8.

During the current renovation project, many improvements and upgrades will be completed on the mainbuilding as well, including an asbestos abatement, new lighting and new ceiling. The school is being retro-fitted to correct deficiencies in design mandated by the Americans with Disabilities Education Act (ADA), and

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fitted to correct deficiencies in design mandated by the Americans with Disabilities Education Act (ADA), andincludes upgrades to classrooms, cafeteria, hallways, and media center. Additionally, the media center hasreceived a new collection and redesign of its interior layout courtesy of the district.

School Community Description:

Miami Coral Park Senior High School is a comprehensive urban high school which maintains high academicstandards and expectations for its staff and approximately 3,414 students. The surrounding area consistsof lower-middle to middle class communities and is primarily composed of single-family homes, but to thenorth of the school is Fontainebleau, a large community of apartments and town homes that generates asignificant portion of the school population.

The area surrounding Coral Park is rife with business of all types. There are traditional family-owned smallbusinesses located in strip shopping centers, as well as large corporately-owned retail outlets. Nearby, inthe Beacon Center/Doral area, there is a booming business district that houses many medium and largelocal and international corporations. Upon graduation, students advance to colleges, universities, andtechnical/trade schools throughout the greater Miami Metropolitan area and/or enter the armed forces.

Miami Coral Park Senior High School currently serves a culturally diverse student population with amembership of 3,414 students. Of the 3,414 students in attendance, 92 percent are identified as Hispanic,five percent are White Non-Hispanic, two percent are Black, and approximately one percent is Asian, Indianand Multi-ethnic.

The school population closely mirrors the demographics of the community. It includes a significantproportion of new arrivals to the United States who have limited proficiency in English, work lengthy hours,and who parents’ work responsibilities and language barriers limit their involvement with the overall schoolsetting. Spanish is the primary language spoken in the majority of the households. The school draws mostof its students from Westchester, Sweetwater and Doral areas. The remaining students are transported toMiami Coral Park Senior High School from schools throughout the county to attend the Engineering Magnetprogram. Approximately 86 students have decided to transfer to Miami Coral Park Senior High fromsurrounding F schools under the No Child Left Behind Act.

Miami Coral Park Senior High School endeavors to link with the community in various ways. The BoyScouts of America works hand in hand in various beautification projects throughout the school. Theschool’s JROTC program is affiliated with the armed forces that assess the students as to their skills andabilities and possible future in the armed forces. The PTSA is actively involved at the school and conductmonthly parent meetings to discuss various concerns and determine which services they could provide toassist the parents. Parent meetings are held throughout the year to address timely concerns as well asinform them of test-taking procedures their children will encounter. Miami Coral Park Senior High wants toensure that parents feel at home and that they are empowered stakeholders in their child’s education.

Miami Coral Park has established a collaborative relationship with Florida International University School ofEngineering and students in the Magnet Engineering program have the opportunity to attend college levelcourses on the FIU campus.

Student Population:

Miami Coral Park Senior High School was graded a C under the Florida A+ Plan. The results of the 2008Reading portion of the Florida Comprehensive Assessment Test demonstrated that 30 percent of the ninthgrade students scored a Level 1 and 30 percent scored a Level 2. Thirty-nine percent of the tenth gradestudents scored a Level 1 and 30 percent scored a Level 2. Forty percent of the ninth grade students and31 percent of the tenth grade students achieved high standards (Levels 3-5). The results of the 2008Mathematics portion of the Florida Comprehensive Assessment Test demonstrated that 17 percent of theninth grade students scored a Level 1 and 21 percent scored a Level 2. Eleven percent of the tenth gradestudents scored a Level 1 and 24 percent scored a Level 2. Sixty-two percent of the ninth grade studentsand 64 percent of the tenth grade students achieved high standards (Levels 3-5). In review of theAdequate Yearly Progress (AYP) Report, areas of concentration for the 2008-2009 school year in readingwill involve the total school population and any NCLB subgroups that need to meet AYP, (Hispanic,Economically Disadvantaged, English Language Learners and Students with Disabilities).In mathematics, the



areas of concentration will be the two NCLB subgroups that did not meet AYP, (English Language Learnersand Students with Disabilities).

Teacher Population:

Miami Coral Park Senior High School has 268 full time staff employees. The school employs fiveadministrators including one principal and four assistant principals. Three of these administrators areHispanic, one is White-Non Hispanic, and one is Black Non-Hispanic. There are 179 teachers and 11 studentservices staff members, and this year, Coral Park welcomed 5 new teachers to the staff. The ethnicitydiversity breakdown of the instructional staff (teachers/counselors), includes 59 percent Hispanic, 28percent are White Non-Hispanic, 11 percent are Black, and 2 percent are Asian/Multi-ethnic. The schoolalso employs 13 clerical/secretaries, 28 custodians, 15 service workers, 12 security monitors, and onezone mechanic.

The school has a mandatory mentoring program for all new teachers. A new teacher is paired with ahighly-qualified mentor teacher to serve as a guide regarding curriculum, instruction, school site policy,behavioral management and utilization of data-driven decision-making. The mentor teachers, along withadministration, provide assistance and numerous professional development opportunities to ensure thatteachers new to the profession and/or the building feel supported which in turn yields high satisfaction andteacher retention. Forty-five percent of the teaching/guidance staff have advanced academic degreesincluding 13 percent with doctorates in field. The school is home to eleven nationally certified educators,and several who are currently in the process.

Class Size and Teacher-to-Student Ratios:

According to the most recent Attendance Boundary Committee Report, Coral Park is operating at ateacher-student ratio of 27.03 to 1. The student-teacher ratio in SPED classrooms is currently at 13 to 1.

Attendance Rate:

During the 2007-2008 school year, the school’s rate of student attendance was 94.2 percent. The facultyand staff work collaboratively in order to closely monitor student attendance and solicit parentalinvolvement.

Promotion and Retention Rate:

During the 2007-08, Miami Coral Park Senior High School had a retention rate of 6.8 percent (243students). The drop out rate was 2.3 percent (96 students). The students that were retained were due to various reasons such as: attendance issues, no grade policy,failure of a class or failure to make up a class during night school or the Summer session.

Graduation Rate:

According to the most recent data, the graduation rate at Miami Coral Park Senior High is approximately70 percent. This is based on NCLB ninth through twelfth grade data which does not adjust for studentmobility.

Feeder Pattern:

Miami Coral Park Senior High School receives students from the following feeder pattern middle schools:Ruben Dario Middle Community School, Rockway Middle School, Everglades K-8 Center, Paul Bell MiddleSchool and West Miami Middle School. The student population is comprised of 92 percent Hispanic, fivepercent White Non-Hispanic, two percent Black Non-Hispanic, and approximately one percent Asian, Indian,and Multi-ethnic. Coral Park also houses a SPED Program of about 680 (323 SWD/357 Gifted) studentsand an ELL Program with 436 students.

Special Programs:



The diversity of curricula offerings at the school ranks Miami Coral Park Senior High School as second in theDistrict among senior high schools. Approximately 140 different courses are offered to students across aspectrum that includes regular, honors, Advanced Placement, Dual Enrollment, and an Engineering Magnetprogram affiliated with the College of Engineering at Florida International University. Additionally, MiamiCoral Park Senior High School is embracing the Secondary School Reform Initiative (SSR) by creating sixSmaller Learning Communities (SLC); Engineering and Construction, Arts and Entertainment, Business,Liberal Studies and a 9th Grade Academy. These academies provide a wealth of focused career/interestbased electives for students. The smaller communities also promote interdisciplinary dialogue andinteraction between teachers who teach classes (including core courses) that are grouped by academy.

The school offers a rich academic program for its English Language Learner (ELL) population consisting ofapproximately 436 students. In order to provide for our ELL students, the curriculum includes a variety ofBilingual Curriculum Content (BCC) courses at the honors level. The Special Education (SPED) programincludes 323 students identified as Emotionally Handicapped (EH), Learning Disabled (LD), Autistic,Physically Challenged, or Educably Mentally Handicapped (EMH) and Profoundly Mentally Handicapped(PMH). Miami Coral Park Senior High School also has a Severely Emotionally Disabled (SED center withrequired support personnel. These students are supported by an art therapist, clinical social worker,behavioral management therapist, and staffing specialist-each of whom closely monitors theimplementation of respective individualized Education Plans (IEP). The 2008-2009 master schedule reflectsa broad range of 59 co-teaching classes that provide greater academic challenges and opportunities to theschool’s SPED population.

Miami Coral Park Senior High School has incorporated the District’s Extended Foreign Language Initiativefor the 2008-2009 school year. This program is designed to extend beyond the feeder pattern middleschool’s EFL Program and provide students the opportunity to become bilingual and bi-literate in Spanish.

Miami Coral Park Senior High School has made a concerted effort to encourage students to explore anAdvanced Placement class and be part of the “AP Experience”. The school promotes AP in various ways.First, we offer a wide array, approximately 30, or AP classes. The school heavily promotes the programthrough the school-wide curriculum fair, through the school newspaper and through the school newsletter.The bilingual newsletter is a new initiative where Miami Coral Park Senior High School sends schoolinformation to every student’s household (nearly 3500) so that parents are apprised of the exciting news,events and opportunities available to everyone at our school. However, the best means of promotion isstill word-of-mouth. Every student enrolled in an AP class receives a t-shirt identifying them as a memberof the AP program. The shirt serves as a “badge of honor” that offers students a sense of belonging. Theschool’s history of success gives them even more pride in the program because they know they belong toan exceptional program and feel compelled to continue the tradition.

The Advanced Placement program at Miami Coral Park Senior High School has grown in recent years for avariety of reasons. The most significant reason is the increase in course offerings which allows students totailor a more personalized yet rigorous high school experience. By meeting their needs, the school hasopened doors to students who might have missed the AP experience. In 2005, several sections of APGifted courses were created. In the past, a Gifted student was forced to forego their Gifted status to enteran AP class. By merging the two, Miami Coral Park Senior High School was able to reach a population ofstudents that may have selected a route other than AP. Another addition to the AP program was APPhysics B. This was a natural addition to the course offerings due to the popularity of robotics andengineering at the school.

The administration and faculty at Miami Coral Park Senior High School implement the ContinuousImprovement Model emphasizing data analysis which drives daily instruction. Using this data, departmentsdevelop instructional focus calendars addressing students’ needs and targeting specific benchmarks. TheEngineering Magnet Program provides students with the opportunity to pursue their interest in curriculacentered around the concepts of physics, engineering, construction and competitive Robotics program.

Unique Aspects:

Miami Coral Park Senior High School participates in a variety of activities, organizations and events that



support the efforts of the Advanced Placement program in science and mathematics. Some of theeducational experiences available to students are FLAME, FIRST, SECME and the RAMTECH 59 roboticsclub. While enrollment in Advanced Placement mathematics and science classes is not a requirement forparticipation in these programs, the hands-on experiences and challenging tasks give students a reason topursue upper-level mathematics and science classes. That motivation is due to the practical application ofwhat seems to most students as largely theoretical concepts. The thrill of building, operating and in somecases battling with a robot in a gladiator-style arena, as the RAMTECH 59 program does, all act asencouragement for students to learn advanced physics concepts.

Miami Coral Park administered over 1000 Advanced Placement exams during the 2007-2008 school year,thus providing over 1000 opportunities to earn college credit or advanced standing to students.

Recently, the school has been recognized for having the most Hispanic students pass the AP Chemistry, APAmerican History, AP Psychology and AP Calculus AB exams. Moreover, the faculty, staff and student bodyof Miami Coral Park Senior High School understand and value the essence of the Advanced PlacementProgram as a whole, which is to improve the quality of education the students receive. The school pridesitself in offering a wide variety of courses to meet student needs, but its commitment only begins there.The rigor found in the Advanced Placement classes is a model that the other non-AP classes strive toemulate. Therefore, underclassmen (ninth and tenth grade students) who don’t get a chance to enroll inmost AP classes because they are eleventh and twelfth grade classes, are receiving the same type ofrigorous instruction. This process demystifies an AP class as something unreachable and shifts theparadigm of the student’s thought to recognize that they can succeed in these classes and do not hesitateto register for them. This conscious, vertical curriculum planning is the primary reason for the success ofthe program at the school. Miami Coral Park Senior High School values the role of Advanced Placementclasses, encourages student participation for everyone and fosters an environment of professionalcommunication that drives the school-wide curriculum.

Miami Coral Park Senior High makes every effort to provide a comprehensive high school experience.Currently, Coral Park offers 14 sports in which students can participate, totaling 25 boys and girls teams.The school also has a strong collection of extracurricular clubs and organizations, with 48 clubs and 13honor societies. Many of the clubs are locally and nationally recognized for their accomplishments andservice. Among the most active clubs in the school are the Future Educators of America (FEA), Key Club,DECA, FCCLA, Beta, JROTC, FBLA and Best Buddies, (which pairs low functioning Special Educationstudents with another student to assist in socially integrating the SPED students into the schoolcommunity).

In addition to these activities, Coral Park has received and is currently participating in a variety of grants.Most notable is the Smaller Learning Communities (SLC) grant. This is a five year grant worth over$162,000 per year. This grant is part of the district’s Secondary School Reform Initiative (SSRI) which isdesigned to assist the school to redesign its curricular and operational structure. Coral Park also received a$77,000 Physical Education for Progress (PEP) grant which will increase physical activity among high schoolstudents. Coral Park also received a $30,000 All Students All Schools grant to increase the amount ofExceptional Education students being included in general education classes. The Tutoring Academy forEnglish Language Learner (ELL) Students funded by the Division of Bilingual Education and World Languagesprovides hourly dollars for six teachers to service ELL students in all ESOL levels (I-IV) addressing tutoringin the core content areas of mathematics, science, social science, and assist students to successfullyparticipate in the FCAT. This assistance by concerned partners provides the additional support that MiamiCoral Park Senior High students and staff require to excel. There are significant challenges to operating a large facility while under construction and all stakeholders willbe affected in some way by the expansion project. Beyond the physical difficulties in the successfuloperation of a large school through a major construction project, are the more important concernsregarding the quality of education and the surpassing of the No Child Left Behind indicators among apopulation where the majority does not call English its home language. However, in the face of suchadversity, Coral Park maintains its priority to work with all children to help them achieve and succeed intheir educational endeavors. Fortunately, early indicators show that the school’s population has begun tostabilize and possibly slightly decline after a long period of population growth.

Miami Coral Park Senior High was not without areas of concern academically. The 2008 FCAT Writing+scores and the 2008 FCAT Science scores showed a decrease that must be addressed in 2008-2009. The



FCAT Writing+ scores decreased by 6 percentage points. Upon disaggregating the data, much of thedecrease was accounted for by the performance of the ELL population that was well below expectations.Students’ achieving high standards on FCAT Science dropped negligibly, 3 percentage points, but this is stillan area of concern because the school did not make the gains that were projected.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Recruitment/Retention of Highly Qualified Teachers


No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


School Wide Improvement Model


NCLB Public School Choice


No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


MENTORING AND EXTENDED LEARNING OPPORTUNITIES



Teacher Mentoring


No Attached Teacher Mentoring List

Extended Learning Opportunities


SCHOOLS GRADED C OR BELOW

Professional Development

Language Arts, Mathematics and Science teachers are brought together during departmental meetingstwice a month to review student data from mini-assessments and to develop and/or share best practicesto remediate student weaknesses. At this time, the focus calendar is reconfigured and aligned to meet theneeds of the students as dictated by the date. Professional development will be provided to instructionalpersonnel in interpreting data to realign the pacing guide and scope and sequence to meet student needs.At these sessions teachers will be given best practices strategies to incorporate in their classes.Professional development will also be provided to teachers in the area of differentiated instruction to meetthe needs of individual students. Co-Teaching personnel will be provided professional development in theareas of Inclusion and accommodations for SWD and ELL. Professional development opportunities will alsobe available for any teacher needing Creating Independence through Student-Owned Strategies (CRISS).

Disaggregated Data

Teachers meet twice a month to interpret data. This data will assist them to guide daily instruction. Oncethis data is disaggregated and discussed, teachers then alter the instructional focus calendar to provideopportunities for re-teaching as well as enrichment activities. Using the South Central Data ReviewProtocols, teachers will discuss within their departments areas in need of improvement. Differentiatedinstruction will also be fundamental in identifying student interests and learning styles, used to enhancestudent achievement.

Informal and Formal Assessments

The summative assessment will take place during the 2009 Reading, Mathematics, Writing + and ScienceFCAT administration. On-going informal assessments will include, but not be limited to, mini benchmarkassessments with results interpreted using Edusoft. The data from these mini assessments will be used toguide instruction in individual classes and as a department. In Reading classes, students will be administeredthe Florida Oral Reading Fluency Assessment (F-ORF) three times throughout the school year in order tomeasure fluency, vocabulary and comprehension. Writing prompts will be administered to all students viaLanguage Arts classes as well as across the curriculum.

Alternative Instructional Delivery Methods

Students not meeting benchmark goals as indicated by the 2008 FCAT and mini assessments willparticipate in after-school and Saturday tutorials. The school’s reading coach models lessons to reinforcebenchmarks that have been identified as deficient.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12



Different Innovative Approaches to Instruction

The teachers at Miami Coral Park Senior High School implement the Continuous Improvement Modelemphasizing data disaggregation to drive classroom instruction. Instructional Focus Calendars weredeveloped using this data to address the specific areas of concern. Additionally, Miami Coral Park SeniorHigh School is embracing the Secondary School Reform Initiative (SSRI) by creating six Smaller LearningCommunities (SLC): Engineering and Construction, Arts and Entertainment, Business, Communication,Liberal Studies and a Freshman Academy. These academies provide a wealth of focused career/interestbased electives for students. The smaller communities also promote interdisciplinary dialogue andinteraction between teachers who teach classes (including core courses) that are grouped by academy.The Engineering Magnet Program provides students with the opportunity to pursue their interests incurricula centered around the concepts of physics, engineering, construction and a competitive Roboticsprogram.

Responsibility of Teaching Reading for Every Teacher

Teachers will participate in District professional development in the areas of instructional focus calendardevelopment, differentiated instruction, CRISS strategies, data-driven instruction, the ComprehensiveResearch-Based Reading Plan, the Jamestown Reading Navigator, Hampton Brown Edge and the USAToday, as well as, other areas that focus on reading comprehension. Teachers in all subject areas willimplement all components of the district’s Comprehensive Research-Based Reading Plan. Reading will alsobe infused in all subject area curricula using CRISS or reciprocal teaching strategies. Teachers will usesubject specific literacy material to ensure every student is reading within their classrooms.

Quality Professional Development for Teachers and Leaders

Goals 1-9 Professional Development section.

Miami Coral Park Senior High School is committed to ensuring highly qualified teachers, as well as, a highretention rate of these teachers. The school has a mandatory mentoring program for all new teachers. Anew teacher is paired with a highly-qualified mentor teacher to serve as a guide regarding curriculum,instruction, school site policy, behavioral management and utilization of data-driven decision-making. Toensure retention of new teachers, support through professional development that strengthens theknowledge base of these teachers in their subject areas, which also provides collaboration with colleagues.

Small Learning Communities (SLC)

Teachers meet with their departments as small learning communities bi-monthly to plan collaboratively anddiscuss student data, as well as, share best practices. After the benchmark assessments, teachers meetand collaborate using the South Central Regional Data Debriefing Protocol worksheet to discuss studentachievement and areas in need of improvement and remediation. Teachers will also collaborate in theirsmall learning communities during teacher planning days and secondary early release days.

Additionally, Miami Coral Park Senior High School, is embracing the Secondary School Reform Initiative(SSRI) by creating six Small Learning Communities (SLC): Engineering and Construction, Arts andEntertainment, Business, Communication, Liberal Studies and a Freshman Academy. These academiesprovide a wealth of focused career/interest based electives for students. The smaller communities alsopromote interdisciplinary dialogue and interaction between teachers who teach classes (including corecourses) that are grouped by academy.

Intensive Intervention in Reading and Mathematics



Goals 1 & 2 needs assessment, strategies and professional development.

Parental Access and Support

Miami Coral Park Senior High School is committed to keep all parents properly informed of all pertinentschool information and activities. The school informs parents via Connect Ed in both English and Spanish ofupcoming school functions and opportunities for parents to become involved in their child’s education. Theschool marquee, website, newspaper and newsletter are also venues for parents to remain informed.

The school is very fortunate to have an active Parent/Teacher/Student Association. The PTSA is activelyinvolved at the school and conducts monthly parent meetings to discuss various concerns and determineswhich services they could provide to assist the parents. Parent meetings are held throughout the year toaddress timely concerns, as well as inform them of test-taking procedures their children will encounter.Miami Coral Park Senior High wants to ensure that parents feel at home and are empowered stakeholdersin their child’s education.

Applied and Integrated Courses

The diversity of the curricula offerings at the school ranks Miami Coral Park Senior High School as second inthe District among senior high schools. Approximately 140 different courses are offered to students acrossa spectrum that includes regular, honors, Advanced Placement, Dual Enrollment, and an EngineeringMagnet program affiliated with the College of Engineering at Florida International University. Additionally,Miami Coral Park Senior High is embracing the Secondary School Reform Initiative (SSRI) by creating sixSmall Learning Communities (SLC): Engineering and Construction, Arts and Entertainment, Business,Communications,Liberal Studies and a Freshman Academy. These academies provide a wealth of focusedcareer/interest based electives for students. These smaller communities also promote interdisciplinarydialogue and interaction between teachers who teach classes (including core courses) that are grouped byacademy.

Miami Coral Park Senior High makes every effort to provide a comprehensive high school experience.Currently, Coral Park offers 14 sports in which students can participate, totaling 25 boys and girls teams.The school also has a strong collection of extracurricular clubs and organizations, with 48 clubs and 13Honor Societies. Many of the clubs are locally and nationally recognized for their accomplishments andservice. Among the most active clubs in the school are the Future Educators of America (FEA), Key Club,DECA, FCCLA, Beta, JROTC, FBLA and Best Buddies, (which pairs low functioning Special Educationstudents with another student to assist in socially integrating the SPED students into the schoolcommunity).

Miami Coral Park Senior High School has incorporated the District’s Extended Foreign Language Initiativefor the 2008-2009 school year. This program is designed to extend beyond the feeder pattern middleschool’s EFT Program and provide students the opportunity to become bilingual and bi-literate in Spanish.

Miami Coral Park Senior High School has made a concerted effort to encourage students to explore anAdvanced Placement class and be part of the “AP Experience”. The school promotes AP in various ways.First, we offer a wide array, approximately 30 AP classes. The school heavily promotes the programthrough the school-wide curriculum fair, through the school newspaper and through the school newsletter.The Advanced Placement program at Miami Coral Park Senior High School has grown in recent years for avariety of reasons. The most significant reason is the increase in course offerings which allows students totailor a more personalized yet rigorous high school experience. By meeting their needs, the school hasopened doors to students who might have missed the AP experience. In 2005, several sections of APGifted courses were created. In the past, a Gifted student was forced to forego their Gifted status to enteran AP class. By merging the two, Miami Coral Park Senior High School was able to reach a population ofstudents that may have selected a route other than AP. Another addition to the AP program was APPhysics B. This was a natural addition to the course offerings due to the popularity of robotics andengineering at the school.

Course Choice Based on Student Goals / Interests / Talent



The diversity of the curricula offerings at the school ranks Miami Coral Park Senior High School as second inthe District among senior high schools. Approximately 140 different courses are offered to students acrossa spectrum that includes regular, honors, Advanced Placement, Dual Enrollment, and an EngineeringMagnet program affiliated with the College of Engineering at Florida International University. Additionally,Miami Coral Park Senior High is embracing the Secondary School Reform Initiative (SSRI) by creating sixSmall Learning Communities (SLC): Engineering and Construction, Arts and Entertainment, Business,Communication, Liberal Studies and a Freshman Academy. These academies provide a wealth of focusedcareer/interest based electives for students. The smaller communities also promote interdisciplinarydialogue and interaction between teachers who teach classes (including core courses) that are grouped byacademy.

Master Schedules Based on Student Needs

The school’s master schedule is built based on the needs of the student population. Intensive reading andmathematics sections are created based on the number of students scoring a Level 1 or Level 2 on theFCAT Test. Furthermore, the number of Honors, Gifted, and Advanced Placement courses offered is basedon the number of teacher recommendations and students’ requests.

Academic and Career Planning

During the 2008-2009 school year, the school’s CAP Advisor and Career Specialist will continue to assiststudents with their academic and career planning. Working collaboratively with student services,administration and teachers, the CAP Advisor and Career Specialist will develop a plan of action to addressstudent needs in regards to post-graduate academia or entrance into the work place. The CAP Advisor andCareer Specialist will also plan and host various opportunities for students to explore life after graduationvia activities such as: College Fairs, Career Fairs, testing information, etc.

GOALS

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

*Needs Assessment: An analysis of the State of Florida’s Annual Report Card for 2007-2008 indicatesthat 42 percent of students showed Level 3 proficiency on the 2008 FCATReading Test. Additionally, 53 percent of the students showed learning gains onthe test and 47 percent of the lowest 25 percent in the school exhibitedadequate performance gains.

Further analysis reveals that 40 percent of all ninth grade students and 31percent of all tenth grade students who were tested in the 2008 school yearattained a basic level of proficiency, according to the State and the No Child LeftBehind definition of basic proficiency. According to the data in the AdequateYearly Progress Report, 35 percent of Hispanic students, 34 percent of Economically Disadvantaged students, 10 percent of English Language Learners(ELL) and 12 percent of Students With Disabilities (SWD) met state proficiencylevels. Furthermore, a more in-depth analysis of the data indicate that 60percent of students in grade nine, and 69 percent of students in grade ten did notmeet an adequate proficiency level.

Based on multiple data sources, our analysis indicates that the greatestweakness of the ninth grade students were Compare/Contrast (55 percent) andMain Idea (56 percent). While the greatest strength of the ninth grade wereReference and Research (67 percent) and Words and Phrases (71 percent). The



tenth grade students’ results indicate weakness in Reference and Research (54percent) and Words and Phrases (56 percent). The greatest strengths for thetenth grade students were Main Idea (58 percent) and Compare and Contrast(60 percent).

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades 9 through 10 will increase to 65%meeting high standards on the 2009 administration of the FCAT Reading Test.

*Strategies: Provide after school and Saturday tutorial programs for all students who are inneed of remediation and/or who have not passed the FCAT.

Identify ninth and tenth grade students scoring Level 1 and 2 on the FCATReading Test and enroll them into Intensive Reading and Intensive Reading Plusclasses to receive instruction using research based strategies such as: CRISS,Jamestown Navigator, Hampton Brown Edge and USA Today.

Increase emphasis on Main Idea and Comparison/Contrast for ninth gradestudents, and Reference and Research and Words and Phrases for tenth gradestudents to assist with achieving mastery of these benchmarks.

Enroll students in grades eleven and twelve who have not passed the FCAT inReading classes.

Create an instructional focus calendar (Curriculum Mapping) for targeted testtaking students in grades nine through twelve using 2008 FCAT disaggregateddata in Reading, Intensive Reading and Language Arts classes.

Administer regular assessments using Edusoft in Intensive Reading and Readingclasses to monitor students’ individualized progress based on the disaggregateddata.

Utilize MDCPS District-wide teacher portal and “CP Data Dashboard” to providethe faculty with the necessary disaggregated data to adjust instruction for allninth and tenth grade students’ individual needs.

Promote reading across the curriculum with emphasis on reading comprehensionin the core classes.

Utilize the school media center for tri-weekly visits of Level 1 students to checkout books and participate in book talks to enhance the interest level andrecreational reading of books.


Incorporate the CIM school-wide into the curriculum to promote studentefficiency in reading for all students including all NCLB subgroups.

Identify student strengths and opportunities for improvement in vocabulary andreading comprehension by administering the Jamestown Reader Navigatorplacement test and the Gates MacGinite Test for grades 9 and 10.

Incorporate a school-wide vocabulary to enhance skills.

Incorporate two reading strategies to be used school-wide to buildcomprehension skills.

Create an instructional framework for Intensive Reading, Intensive Reading + andReading I classes in grades nine through twelve.

Monitor student progress in vocabulary, fluency and comprehension throughquarterly fluency assessments, formative and summative assessments incomprehension.

Incorporate Independent Reading time in Intensive Reading and Reading I classesusing level classroom libraries and student-interest libraries.



Implement South Central Region Data Debriefing Protocol, in which teachersidentify the three weakest accountability indicators, discuss grade level with theweakest performance in reading, as well as, identify the content cluster by gradelevel which reflected the weakest student performance.

*Evaluation: The CIM will be utilized to redirect students’ individualized instruction based onthe disaggregated data from regular assessment.

Based on the disaggregated data derived from assessments such as: 2008FCAT, Gates MacGinite, F-ORF, CELLA and Tri-weekly assessments, instructionwill be redirected to adjust the student’s individualized instructional needs.

Students will show an increased proficiency as measured by the results ofassessments such as: Jamestown Reader Navigator, CELLA (for ELL students),F-ORF and regular assessments.

The 2009 FCAT Reading Assessment will be used as the final summativeevaluation.

*Evidence-basedProgram(s):

Holt Rinehart Winston Elements of Language Holt Rinehart Winston Elements of Literature Hampton Brown Edge Jamestown Reader Navigator Houghton Mifflin Reading and Writings Sourcebook

*ProfessionalDevelopment:

Professional Development will be provided to teachers and appropriate staffduring the common planning and early release schedule. Trainings will include:

August: (CIM) Continuous Improvement Model, data analysis and instruction,data-driven decision making.

September/October: CRISS strategies

September/January: Effective Planning and Instructional Practices the two hourblock.

August-December: Using EduSoft Program Data to Realign Instruction

The purpose of these professional development opportunities is to support andfacilitate accountability in the areas.

*Objective: Given instruction based on the Sunshine State Standards, Hispanic students ingrades 9 through 10 will increase their reading skills as evidenced by 65%meeting high standards on the 2009 administration of the FCAT Reading Test.







Utilize MDCPS District-wide teacher portal and “CP Data Dashboard” to provide



the faculty with the necessary disaggregated data to adjust instruction for allninth and tenth grade students’ individual needs.





Identify student strengths and opportunities for improvement in vocabulary andreading comprehension by administering the Jamestown Reader Navigatorplacement test and the Gates MacGinitie Test for grades 9 and 10.








Based on the disaggregated data derived from assessments such as: 2008FCAT, Gates MacGinitie, F-ORF, CELLA and Tri-weekly assessments, instructionwill be redirected to adjust the student’s individualized instructional needs.












August-December: Using EduSoft Program Data to Realign Instruction.

The purpose of these professional development opportunities is to support andfacilitate accountability in the areas of performance and assessment, and to aligncurriculum and instruction.

*Objective: Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students in grades 9 through 10 will increase their reading skills asevidenced by 65% meeting high standards on the 2009 administration of theFCAT Reading Test.

*Strategies: Given instruction based on the Sunshine State Standards, EconomicallyDisadvantaged students in grades 9 through 10 will increase their reading skills asevidenced by 65% meeting high standards on the 2009 administration of theFCAT Reading Test.














*Objective: Given instruction based on the Sunshine State Standards, English LanguageLearners (ELL) students in grades 9 through 10 will increase their reading skills asevidenced by 65% meeting high standards on the 2009 administration of theFCAT Reading Test.







Provide a pull out program for ELL students who have not passed the FCATdesigned to address their specific needs via the Home Language Assistance Lab.

Include SWD students in a co-teaching or consultative model in Language Artsclasses.



Incorporate Teen Biz computer program for ELL Students to increase reading andlanguage skills

Offer the SWD in grades nine through twelve Intensive Reading using JamestownReader Navigator and USA Today.













*Evaluation: The CIM will be utilized to redirect students’ individualized instruction based on



the disaggregated data from regular assessment.











August-December Using EduSoft Program Data to Realign Instruction.


*Objective: Given instruction based on the Sunshine State Standards, Students WithDisabilities (SWD) students in grades 9 through 10 will increase their reading skillsas evidenced by 65% meeting high standards on the 2009 administration of theFCAT Reading Test.





Provide a pull out program for ELL students who have not passed the FCATdesigned to address their specific needs via the Home Language Assistance Lab.

Include SWD students in a co-teaching or consultative model in Language Artsclasses.


Administer regular assessments using Edusoft in Intensive Reading and Readingclasses to monitor students’ individualized progress based on the disaggregated



data.

Incorporate Teen Biz computer program for ELL Students to increase reading andlanguage skills

Offer the SWD in grades nine through twelve Intensive Reading using JamestownReader Navigator and USA Today.


























August-December: Using EduSoft Program Data to Realign Instruction


Budget:

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

Description of Resources Funding Source AvailableAmount

After-School and Saturday Tutorialprograms EESAC FCAT Enhancement $10,000.00

Total: $10,000.00

Technology


No Data No Data $0.00

Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $10,000.00

*Non-Highly QualifiedInstructors:

Ms. Johanna Peña #284028

Bi-weekly reading meetings through the Reading Department. Presently enrolled in course work to receive Reading endorsement. Enrolled in Jamestown Reader Navigator training

End of Reading Goal

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



*Needs Assessment: An analysis of the State of Florida’s Annual Report Card for 2007-2008 indicatethat 64 percent of students showed Level 3 proficiency on the 2009 FCATMathematics Test. Additionally, 77 percent of the students showed learning gainson the test.

Further analysis of the data indicates 62 percent of all ninth grade students areperforming at or above proficiency level in mathematics. On the FCATMathematics test in 2008, 64 percent of the tenth grade students achieved aLevel 3 or higher on the test. Data indicate 38 percent of all ninth grade studentsand 36 percent of all tenth grade students did not demonstrate proficiency onthe FCAT Mathematics Test. Additional review of the data shows that all No ChildLeft Behind subgroups are scoring above the Federal/State mandate of 62percent above grade level in Mathematics except the Students With Disabilitieswhere 28 percent scored at grade level or above and English Language Learnerswhere 42 percent scored at grade level or above.

Upon analyzing the data provided by the state, Miami Coral Park Senior HighSchool’s ninth grade students were most successful with Measurement (57percent), Number Sense (63 percent) and Geometry (55 percent). The mostconsistent problems for our students were Algebraic Thinking (50 percent) andData Analysis (50 percent). In the tenth grade, the data trend showed NumberSense (55 percent) and Data Analysis (45 percent) as strengths, whileMeasurement (40 percent) and Geometry (43 percent) displayed weaknesses.

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grades 9 through 10 will increase to 68% onthe 2009 administration of the FCAT Mathematics Test.

*Strategies: Monitor student progress of skills taught based on the results of thedisaggregated data to ensure continuous progress in mathematics and shareresults across the mathematics department to re-teach and adjust instructionbased on students’ individual needs.

Provide after-school tutorial and Saturday tutorial programs for students who arein need of remediation or who have not passed the FCAT, focusing on theSunshine State Standards and students individual needs based on disaggregateddata to monitor student progress in mathematics.

Utilize instructional focus calendars and curriculum mapping to direct instruction inthe Intensive Mathematics and Exploration of Mathematics classes.

Schedule all ninth and tenth grade Level 1 and Level 2 students into intensivemathematics classes to receive instruction using strategies such as CRISS andreciprocal teaching and adjust their individual instructional needs based on thedisaggregated data.

Incorporate the CIM school-wide into the curriculum to promote studentproficiency in mathematics for all students including all sub populations.

Provide and implement the infusion across the curriculum of real-world careerrelated mathematics skills as they directly relate to the Sunshine StateStandards.

Utilize MDCPS Districts Teacher Portal and the “CP Data Dashboard” to provideteachers with the necessary disaggregated data to adjust students’ individualinstructional needs on a regular basis to ensure all ninth and tenth gradestudents' mathematics proficiencies are met.

Articulate with the feeder pattern middle schools to increase studentachievement in mathematics.

Implement South Central Regional Data Debriefing Protocol, in which teachersidentify the three weakest accountability indicators, discuss grade level with theweakest performance in mathematics, as well as, identify the content cluster bygrade level which reflected the weakest student performance.

*Evaluation: Staff will utilize the district’s portal to review and to adjust the students’ individualinstructional needs based on the results of the disaggregated data.



Utilize teacher generated assessments using Edusoft to provide detailed data forall Intensive Mathematics, Exploration of Mathematics and some algebra oneclasses to adjust instruction to the student’s individual needs.

The 2009 FCAT Mathematics Test will be used as the final data of evaluation.


Glencoe Instructional Mathematics Textbook McDougal-Little Instructional Mathematics Textbook


Trainings will include the core mathematics program, intervention programs, andassessments used at the high school level as follows:

August: Continuous Improvement Model, data analysis and instruction, data-driven decision making.





*Objective: Given instruction based on the Sunshine State Standards, English LanguageLearners (ELL) students in grades 9 through 10 will increase to 68% on the 2009administration of the FCAT Mathematics Test.


Provide after-school tutorial and Saturday tutorial programs for ELL studentswho are in need of remediation or who have not passed the FCAT, focusing onthe Sunshine State Standards and students individual needs based ondisaggregated data to monitor student progress in mathematics.


Schedule all ninth and tenth grade Level 1 and Level 2 ELL students into intensivemathematics classes to receive instruction using strategies such as CRISS andreciprocal teaching and adjust their individual instructional needs based on thedisaggregated data.

Enroll ELL students in grades eleven and twelve who have not passed the FCAT inExploration of Mathematics to receive remediation instruction based on thedisaggregated data and their individual instructional needs.


Provide and implement the infusion across the curriculum of real-world careerrelated mathematics skills as they directly relate to the Sunshine State Standardsand to ELL students in grades nine through twelve to support improvedmathematics skills.

Utilize MDCPS Districts Teacher Portal and the “CP Data Dashboard” to provideteachers with the necessary disaggregated data to adjust students’ individualinstructional needs on a regular basis to ensure all ninth and tenth grade SWDmathematics proficiencies are met.







The 2009 FCAT Mathematics Test will be used as the final data of evaluation. *Evidence-basedProgram(s):









*Objective: Given instruction based on the Sunshine State Standards, Students WithDisabilities (SWD) students in grades 9 through10 will increase to 68% on the2009 administration of the FCAT Mathematics Test.


Provide after-school tutorial and Saturday tutorial programs for SWD who are inneed of remediation or who have not passed the FCAT, focusing on the SunshineState Standards and students individual needs based on disaggregated data tomonitor student progress in mathematics.


Include SWD students in a co-teaching or consultative model in mathematics.

Schedule all ninth and tenth grade Level 1 and Level 2 SWD into intensivemathematics classes to receive instruction using strategies such as CRISS andreciprocal teaching and adjust their individual instructional needs based on thedisaggregated data.

Enroll SWD in grades eleven and twelve who have not passed the FCAT inExploration of Mathematics to receive remediation instruction based on thedisaggregated data and their individual instructional needs.




Provide and implement the infusion across the curriculum of real-world careerrelated mathematics skills as they directly relate to the Sunshine State Standardsand to SWD in grades nine through twelve to support improved mathematicsskills.

Utilize MDCPS Districts Teacher Portal and the “CP Data Dashboard” to provideteachers with the necessary disaggregated data to adjust students’ individualinstructional needs on a regular basis to ensure all ninth and tenth grade SWDmathematics proficiencies are met.





The 2009 FCAT Mathematics Test will be used as the final data of evaluation.










Budget:


Available




After-School and Saturday TutoringPrograms EESAC FCAT Enhancement $10,000.00

Total: $10,000.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00



End of Mathematics Goal

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

*Needs Assessment: An analysis of the Florida Writing + data indicates that 65 percent of the tenthgrade students performed at a level 3.5 or better on the 2008 FCAT Writing test,and 46 percent of the students performed at a level of 4.0 or better. Uponanalyzing the data provided by the state, Miami Coral Park Senior High School’stenth grade students were most successful with focus (70 percent). The mostconsistent problem areas for our students were organization (56 percent),support (56 percent) and conventions (56 percent). Thus, the data reveals thatstudents need additional writing across the curriculum to enhance their writingskills. According to the Adequately Yearly Progress Report, the school decreasedits writing performance by six percentage points from 86 percent to 80 percent.This is due to the performance of the English Language Learners where only 3percent demonstrated mastery. This was averaged into the overall tenth gradewriting scores.

*Objective: Given instruction based on the Sunshine State Standards, students in grade 10will improve their writing skills as evidenced by a 1% increase in the number ofstudents achieving high standards on the 2009 Administration of the FCATWriting +.

*Strategies: Provide opportunities for student to respond to Expository and Persuasive writingprompts in Language Arts, Social Studies, Science, Mathematics and Electivesincorporating writing across the curriculum.

Incorporate the Continuous Improvement Model into the curriculum to promoteincreased writing proficiency for all students.

Administer school-wide writing prompts every other month by incorporatingCRISS strategies, reciprocal teaching, and the organizational modeling in thewriting process in all Language Arts, English Language Learners and Students WithDisabilities classes, alternating between persuasive and expository prompts.



Model writing: pre-writing, drafting, revising, editing, and publishing.

Discuss the writing process, the grading rubric, and will participate in peer-editingand reader-response groups.

Recommend that the essay portion of midterm and final exams reflectexpository and/or persuasive writing modes to ensure students’ writingproficiency.

Administer regular writing assessment and adjust instruction to all ninth and tenthgrade students according to their identified needs based on the disaggregateddata to ensure continuous progress in writing.

Conduct teacher/student talks to discuss strengths and weaknesses asdemonstrated in their regular writing assessments.

Conduct teacher/student talks to discuss strengths and weaknesses asdemonstrated in their regular writing assessments.

Utilize MDCPS Districts Teacher Portal and the “CP Data Dashboard” to provideteachers with the necessary disaggregated data to adjust students’ individualinstructional needs on a regular basis to ensure all ninth and tenth grade studentswriting proficiencies are met.

*Evaluation: Based on the results of classroom assessments, teachers and students will utilizethe Continuous Improvement Model to review writing assignments periodicallyand determine if progress is being made towards the remediation of theirdeficiencies in the writing process.

Evidence will be determined by District Pre and Post Writing Tests and monthlyschool-wide writing assessments. Students’ individual instructional andremediation needs will be redirected based on the disaggregated data.

The 2009 FCAT Writing scores will be used as the final summative evaluation.


Holt Rinehart Winston Elements of Language



August-October: Rubric Scoring





Budget:



$0.00



Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $0.00

End of Writing Goal

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

*Needs Assessment: Although scoring 28 percent, at Level 3 and above, on the 2008 Science FCAT,an analysis of the State Report of School Results indicated that Miami Coral ParkSenior High School’s science students scored 50 percent higher, in the number ofstudents achieving higher standards, when compared to other high schools withsimilar demographics.

An analysis of the State Report of School Results indicated Miami Coral ParkSenior High School students’ greatest strengths were in Scientific Thinking (55percent) and Earth and Space Science (50 percent) clusters, while their greatestweaknesses were in the Life and Environmental Science (43 percent) and inPhysical and Chemical Science (43 percent) clusters. The data reveals thatstudents need practice collecting, measuring and organizing data; distinguishingbetween qualitative and quantitative data; interpreting data from charts; andwriting laboratory reports using the scientific method.

*Objective: Given instruction based on the Sunshine State Standards (SSS), the number ofstudents meeting high standards in grade 11 will increase by 22 percentagepoints on the 2009 administration of the FCAT Science test as compared to the2008 administration of the FCAT Science Test.

*Strategies: Increase enrollment among all students in Advanced Placement classes.

Provide science tutorial sessions in an effort to assist students to pass with ascore of three or higher on the Advance Placement Test.

Utilize the suggested District Pacing Guides for Science as a reference to assist ininstructional planning.

Include SWD students in a co-teaching model in Science classes.

Incorporate science-based reading and writing activities in Earth/Space, Biology,Physics, Marine Biology, Anatomy and Physiology, Integrated Science III, andChemistry classes to enhance instruction.

Incorporate the suggested District Laboratory Activities as part of the sciencecurriculum in order to increase students’ analytical and problem solving skills.



Use Lab Reports in all science classes to promote reading, writing, mathematicsand data interpretation skills.

Register all eleventh grade students in a science class to provide the necessarycurriculum to score a Level 3 or higher on the 2009 FCAT Science Test.

Plan and implement opportunities for participation in various science competitionssuch as, but not limited to, the Science Fair, SECME, and Fairchild Challenge.

Utilize the CIM school-wide into the curriculum to promote science proficiency forall students.

Redirect instruction based on the disaggregated data derived from the 2008FCAT and the individualized Student Performance Indicators (SPI).

Utilize the District’s Teacher Portal, SPI, and the “CP Data Dashboard” to providescience faculty with the necessary disaggregated data to adjust individualinstructional needs to ensure students science proficiency.

Participate in laboratory activities using the scientific method, which will increasetheir proficiency in their collection, measurement and organization of data, aswell as increasing the students’ science problem-solving proficiency.

Provide after school tutorial and Saturday tutorial programs for students who arein need of remediation in science, focusing on the Sunshine State Standards andstudent’s individual needs based on disaggregated data to ensure continuousprogress in science.

Administer a pre and post test to all ninth through eleventh grade sciencestudents enrolled in, including, but no limited to, Earth/Space Science, Biology,Chemistry, and Integrated Science III, using Edusoft to provide results.

*Evaluation: Results from the school’s Science Department generated pre-test administeredto all students in grades nine through eleven.

On-going benchmark assessments.

The 2009 FCAT Science Test will be used as the final evaluation. *Evidence-basedProgram(s):

Glencoe: Earth Science: Geology, the Environment and the Universe Holt: Florida Holt Earth Science, 2006 ed. Prentice Hall: Biology Prentice Hall: Biology: Exploring Life Glencoe: chemistry: Matter and Change Holt: Modern Chemistry Glencoe: Physical Science with Earth Science Prentice Hall: Essentials of Human Anatomy and Physiology Prentice Hall: Fundamentals of Anatomy and Physiology Holt: Holt Physics



August-October: Rubric Scoring




October: FCAT Explorer Science

October: Gizmos




Budget:



After-School and Saturday TutoringPrograms EESAC FCAT Enhancement $10,000.00

Total: $10,000.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00



End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: In 2007-2008, the PTSA membership reached a total of 175 members. Althoughthis demonstrated a 60 percent increase in membership, there is still a greatneed to increase PTSA membership for the 2008-2009 school year.

*Objective: Given school-wide emphasis on parental and community involvement, the schoolwill demonstrate an increased PTSA Membership by 15 percent as evidenced bycomparing PTSA membership totals from the 2007-2008 to the 2008-2009school year.

*Strategies: Assist in providing on-going communication in the parent’s home language atschool events, grade level meetings, parent/student orientation, Open House andparent conferences in order to bridge the gap between home and school.

Encourage parents to participate in the Parent Academy.

Provide PTSA membership forms to parents at all events including Open House,and post a PTSA membership form on the PTSA website.

Produce a monthly e-newsletter that will provide information for school siteinitiatives and events.

*Evaluation: Evidence will be determined by monthly PTSA meeting sign-in-logs.

PTSA rosters and database will serve as final evidence for the increasedenrollment.


Not Applicable




Not Applicable

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the Florida Department of Educationindicates that in 2006-2007, Miami Coral Park Senior High School ranked at the70th percentile on the State of Florida ROI index.

Objective: Miami Coral Park Senior High School’s Return On Investment (ROI) percentileranking will increase by at least 1 percentage point.

Strategies: Provide high quality teacher professional development and monitor itsimplementation.

Become more informed about the use of financial resources in relation to schoolprograms.

Consider shared use of facilities, partnering with community agencies.

Consider reconfiguration of existing resources or taking advantage of a broaderresource base, e.g. private foundations, volunteer networks.

Collaborate with the District on resource allocation.

Evaluation: On the next State Florida ROI index publication, Miami Coral Park Senior HighSchool will show progress toward reaching the 71st percentile.

End of Return on Investment Goal



ADDITIONAL GOALS

Additional Goal: Graduation

Needs Assessment: The Adequately yearly progress (AYP) Report indicates that 70 percent of the senior class graduated in 2007.

Objective: Given instructions based on the Sunshine States Standards, Miami Coral ParkSenior High School will improve its graduation rate as evidenced by a 1 percentincrease of its total population graduation rate during the 2008-2009 school yearas compared to the 2007-2008 school year.

Strategies: Provide after-school and Saturday tutoring to all students not meeting staterequirements.

Monitor students’ requirements through classroom visitations by counselors.

Review credit analysis with seniors on an individual basis.

Provide additional tutoring for ELL students via the LEP academy.

Provide classroom visitations by the Career Specialist and the CAP advisor.

Offer Intensive Reading and Mathematics to twelfth grade Level 1 and 2students.

Enroll all tenth grade students into a career themed academy of their choice tocreate relevance for the student and increase student interest.

Review the matrix of courses for the selection of authorized courses for thecareer academy theme.

Complete a comprehensive articulation plan.

Evaluate and redesign master schedule structure, as needed, to accommodatethe course offerings for smaller learning communities.

Evaluation:

Evidence-basedProgram(s):

Counselors’ logs will verify that all seniors have been informed of theirgraduation/credit standing.

Visitation records will demonstrate that all English students’ classrooms will bevisited by a counselor, CAP advisor and Career Specialist.

Attendance logs will indicate the number of students utilizing the after school andSaturday school tutoring opportunities.

The Adequate Yearly Progress (AYP) Report identifies the graduation rate foreach school. Miami Coral Park Senior High will use this document to verify thegraduation rate for the school.

ProfessionalDevelopment:

Not Applicable

Budget:




Total: $0.00

Technology

Description of Resources Funding Source Available



Description of Resources Funding Source Amount


Total: $0.00




Total: $0.00

Other


$0.00

Total: $0.00

Final Total: $0.00

End of Graduation Goal

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading After-School and SaturdayTutorial programs EESAC FCAT Enhancement $10,000.00

Mathematics After-School and SaturdayTutoring Programs EESAC FCAT Enhancement $10,000.00

Writing $0.00

Science After-School and SaturdayTutoring Programs EESAC FCAT Enhancement $10,000.00

Total: $30,000.00

Technology


No Data No Data No Data $0.00

Total: $0.00



No Data No Data No Data $0.00

Total: $0.00

Other


Writing $0.00

Graduation $0.00

Total: $0.00


SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance



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

Yes. Agree with the above statement.

SAC Involvement

The EESAC at Miami Coral Park Senior High School holds monthly meetings to discuss issues that affect theschool and provides a forum for stakeholders to actively participate in, which allows feedback to schooland community representatives.

SAC Members

Members

1) Dr. Nick JacAngelo, Principal

2) Robert Novak, Principal

3) Patricia Rivera, SAC Chair

4) Karina Mastre, Student

5) Glory Pombo, Student

6) Denise Suarez, Student

7) Luz Morales, Student

8) Jorge Vital, Teacher

9) Ana Salinetro, Teacher

10) Cheryll Small, Teacher

11) Dorielys Guerra, Teacher

12) Josefina Vinas, Teacher

13) Yvette Duggan, Teacher

14) Maria Sierra, Teacher

15) Cyril Murrow, Teacher

16) Christine Mederos, Parent

17) Ana Perez-Morazan, Parent

18) Carlos Delgado, Parent

19) Isabel Santana, Parent



20) Rosemary Coscullela, Parent

21) Juan Salinas, Parent

22) Mike Pena, Parent

23) Cathy Lopez, Parent

24) Alex Comesanas, Community Member

25) Lourdes Garcia, Community Member

26) Maria Kottke, Community Member

27) Pedro Alcocer, Community Member

28) Juan A. Turro, School Support Personnel

29) Ariel Silvers, School Support Personnel

30) Mike Borges, Union Steward

IMPLEMENTATION EVALUATION

Educational Excellence School Advisory Council (EESAC) committee will receive on-going reports on thestatus of the implementation of the School Improvement Plan (SIP). A mid-year review of theimplementation of the current SIP will be scheduled at the end of the school year. In attendance will be theschool principal, the EESAC chairperson, the United Teachers of Dade steward, an EESAC parentrepresentative (as applicable). At this meeting, the EESAC makes a presentation of findings. Included in thispresentation are data elements that identify the Strengths and Opportunities for Improvement (OFI’S) ofthe school. These results provide guidance for the future direction of the school and are included, asappropriate, as objectives and strategies in next year’s SIP. Staff at Miami Coral Park Senior High Schoolwill review the status of SIP objectives and will collaborate with the EESAC to determine how studentachievement will be addressed the following school year.

REPORTING

Baseline Data Report

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

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed




ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessment



Used


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted

End of Baseline Data Report

AYP DATA



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade MIAMI CORAL PARK SENIOR HIGH 7271Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 1833Math: 1818

2007-2008 School Grade1:

C Did the Schoolmake AdequateYearly Progress?

NO

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

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

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

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 99 Y 99 Y 36 N 64 Y 86 80 N 62 70 Y 66 64 NA 38 36 NA 42 NA 77 NA

WHITE 100 Y 99 Y NA NA 84 89 Y 67 64 N NA NA NA NA BLACK 91 N 91 N NA NA NA NA NA NA NA NA HISPANIC 99 Y 99 Y 35 N 63 Y 86 79 N 61 70 Y 67 65 NA 39 37 NA 41 NA 77 NA ASIAN NA NA NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 34 N 62 Y 83 79 N 59 68 Y 69 66 NA 42 38 NA 41 NA 75 NA

ENGLISHLANGUAGELEARNERS

99 Y 99 Y 10 N 42 N 63 43 N 48 51 Y 89 90 NA 56 58 NA 25 NA 66 NA

STUDENTS WITHDISABILITIES 96 Y 97 Y 12 N 28 N 53 69 Y 43 48 Y 93 88 NA 72 72 NA 14 NA 46 NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade MIAMI CORAL PARK SENIOR HIGH 7271Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)



C Did the Schoolmake AdequateYearly Progress?

NO


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

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

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

2007 Y/N 2007 Y/N 2007 Y/N 2007 Y/N 2006 2007 Y/N 2005 2006 Y/N 2006 2007 Y/N 2006 2007 Y/N 2007 Y/N 2007 Y/N

TOTAL4 98 Y 98 Y 34 N 62 Y 79 86 Y 62 62 N 66 66 NA 36 38 NA 47 NA 73 NA

WHITE 96 Y 97 Y NA NA 87 84 N 66 67 Y NA 37 NA NA NA BLACK NA NA NA NA NA 77 70 N NA 36 NA NA NA HISPANIC 98 Y 98 Y 33 N 61 Y 78 86 Y 61 61 N 66 67 NA 36 39 NA 46 NA 73 NA ASIAN NA NA NA NA NA 83 NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 98 Y 98 Y 31 N 58 Y 74 83 Y 61 59 N 72 69 NA 39 42 NA 45 NA 73 NA


99 Y 99 Y 11 N 44 N 45 63 Y 48 48 N 89 89 NA 50 56 NA 39 NA 69 NA

STUDENTS WITHDISABILITIES 95 Y 94 N 7 N 28 N 49 53 Y 35 43 Y 90 93 NA 78 72 NA 25 NA 55 NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade MIAMI CORAL PARK SENIORHIGH 7271

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



C Did the Schoolmake AdequateYearly Progress? 5

NO


This section shows theimprovement for each group usedto determine AYP via safe harbor(Part b2).

Group








SafeHarborReading


SafeHarborMath

2006 Y/N 2006 Y/N 2006 Y/N 2006 Y/N 2005 2006 Y/N 2004 2005 Y/N 2005 2006 Y/N 2005 2006 Y/N

TOTAL4 99 Y 99 Y 34 N 64 Y 88 79 N 64 62 N 72 66 NA 39 36 NA

WHITE 99 Y 99 Y 44 NA 63 NA 89 87 NA 69 66 NA NA 33 37 NABLACK NA NA NA NA NA 74 77 NA NA 51 NAHISPANIC 99 Y 99 Y 34 N 64 Y 88 78 NA 63 61 NA 72 66 NA 39 36 NAASIAN NA NA NA NA NA NA NA NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 28 N 61 Y 84 74 NA 60 61 NA 75 72 NA 43 39 NA


99 Y 99 Y 11 N 50 Y 68 45 NA 53 48 NA 90 89 NA 54 50 NA

STUDENTS WITHDISABILITIES 97 Y 96 Y 10 N 22 N 58 49 NA 40 35 NA 90 NA 79 78 NA

Dade School DistrictMIAMI CORAL PARK SENIOR HIGH2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 42% 70% 72% 31% 215

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

% of Students MakingLearning Gains 53% 75% 128

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

Adequate Progress ofLowest 25% in the School? 53% (YES) 72% (YES) 125

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

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

53% 70% 10 If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 478 Percent Tested = 99% Percent of eligible students tested

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

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 39% 68% 80% 37% 224

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



Adequate Progress ofLowest 25% in the School? 49% (NO) 65% (YES) 114

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

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

43% 44% 0 If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 458 Percent Tested = 97% Percent of eligible students tested

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


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 40% 71% 76% 187

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



Adequate Progress of Lowest25% in the School? 55% (YES) 55 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 374 Percent Tested = 99% Percent of eligible students tested

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



Documents

10/21/2008 2008-2009 Florida School Improveme…ossip.dadeschools.net/sip/08-09/pdf/7271.pdf · It is the vision of Miami Coral Park Senior High School to provide the highest quality