School Performance Excellence Plansqi.dadeschools.net/SIP/2002-2003/7071.pdf · Physically Impaired, nine students that are Speech, Hearing, or Visually Impaired, 37 students that

School Performance Excellence Plan

School Name and Number : 7071 - Coral Gables Senior High School

Principal: Alex Martinez Telephone #: (305) 443-4871

High School Feeder Pattern: 7071 - Coral Gables Senior

Region: Region IV Board District #: 6 - Mrs. Manty Sabatés Morse

Title I Budget and Waivers

This school is receiving Title I funding and its Title I Budget is appended to this document.

This school is currently operating under a waiver of state, school board, and/or labor contract mandate(s). The pertinent waiver(s) is/are appended to this document.

2002 - 2003

(SCHOOL IMPROVEMENT PLAN)School Name: 7071 - Coral Gables Senior High School

2002 School Performance Grade: C

SCHOOL PERFORMANCE EXCELLENCE PLAN

Vision/Mission/Belief Statement(s):

VISION: Believing that all students can learn, Coral Gables High School and its learning community will motivate and empower students to become participants in and leaders of our community and workforce.

MISSION: Coral Gables High School is committed to continuing its tradition of offering students excellence in education. Working together with community stakeholders, we create a learning environment that nurtures academic success and that provides for the individual needs of our ethnically diverse student population. We believe in developing student self-esteem and confidence through academic merit and achievement, and through participation in extra-curricular and athletic activities. To accomplish our vision, the stakeholders of Coral Gables Senior High School have developed a mission designed to advance teaching and learning in the areas of reading, mathematics, and science, to increase the number of participants in advanced academics, and to develop the appropriate strategies for the infusing of character education into the existing curriculum. Benefiting from enhanced instructional strategies and a dedicated faculty, students will graduate and enter the workforce or higher education well prepared to become successful and contributing members of our society.

Title I Schoolwide Program: NoComprehensive School Reform Program: No

SACS Accreditation Process: Yes

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Goal I: School to Career

School District Goals:

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

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

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

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

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

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

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

efficiency

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

IIIa. IIIb. IIIc.IIId.IIIe.

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Coral Gables Senior High School

Given instruction using the Sunshine State Standards (SSS) and the Competency Based Curriculum (CBC), students will increase their reading comprehension skills as evidenced by a minimum of 54 percent of the students meeting high standards, 60 percent of the students making learning gains, and 54 percent of the students making learning gains in the lowest 25 percent on the FCAT Reading Test administered in 2003.

Given instruction using the Sunshine State Standards (SSS) and Competency Based Curriculum (CBC), all students will increase their Mathematics skills as evidenced by a minimum of 59 percent of the students meeting high standards and 71 percent making learning gains on the FCAT Mathematics Test administered in 2003.

Given instruction using the Sunshine State Standards (SSS) and the Compentency Based Curriculum (CBC), 10th grade students enrolled in Science classes will achieve a five percent increase in their post-test scores as compared with their pre-test scores on a site-authorized assessment tool.

Given instruction using the Sunshine State Standards (SSS) and the Competency Based Curriculum (CBC), students will increase their mastery of challenging academic content as evidenced by an increase of three percentage points in the percent of students enrolled in Advanced Academics classes when percentages from the 2002-2003 school year are compared to percentages from the 2001-2002 school year.

Given instruction in the Sushine State Standards (SSS) the Competency Based Curriculum (CBC), and the increased school and community emphasis on integrity, honor, and respect for oneself and others, grade nine students will participate in the infusion of the M-DCPS Character Education curriculum through their Social Studies classes. Participation will be documented as evidenced by a decrease in the number of ninth grade referrals for cheating compared to the the 2001-2002 school year.

Coral Gables Senior High School is committed to excellence in education at a time when our nation, state, and district are making progress towards development of a more comprehensive educational environment that meets the needs of the total school community. Therefore, our School Performance Excellence Plan is designed to address these goals.

Coral Gables Senior High School is located in Coral Gables, Florida and is a part of the Miami-Dade County Public Schools system. The school is fifty years old and its architectural design reflects the Spanish influence of open courtyards adorned with water fountains. The school has a multiethnic student population of 3,500. The population consists of 74.3 percent Hispanic, 15.6 percent White non-Hispanic, 8.9 percent Black American, and 1.1 percent Asian or Other nationalities. At Coral Gables Senior High School 29.8 percent of the population receives a free or reduced lunch. There is a total of 590 students for whom English is a second language. There are 148 students in ESOL 1, 230 studentsin ESOL 2, 97 students in ESOL 3 and 115 sudents in ESOL 4. There are 315 students who participate in the Exceptional Student Education program. Currently, the ESE program has 14 students within the Educable Mentally Handicapped Program, six students that are Physically Impaired, nine students that are Speech, Hearing, or Visually Impaired, 37 students that are Emotionally Handicapped and 249 students with specific Learning Disabilities. The school mobility index is 27 percent and the student attendance is at 93.1 percent.

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SCHOOL FOUNDATIONSchool Profile/ Needs Assessment: (continued)

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

Coral Gables Senior High School offers a variety of programs to address the needs of our growing multicultural community. Major curricular initiatives include the following nationally recognized programs: International Baccalaureate (IB), Advanced Placement (AP), Pacesetter, and Army Junior Reserve Officer Training Corps (JROTC), Cisco networking academy, and Web Master certifications. In addition, there are established programs to accommodate and tailor to the students' diverse interests and job skill needs including, but not limited to School-To-Career initiatives, Stay in School program, Baker Aviation, work experience, and the Exceptional Student Education (ESE) and English for Speakers of Other Languages (ESOL), programs. Coral Gables Senior High School also incorporates the study of the Holocaust, African American history, Women's history, and Hispanic cultures into the general curriculum via the liberal arts classes. Coral Gables Senior High School disseminates information regarding these curriculum offerings through an annual publication of the curriculum bulletin, the curriculum fair, and individual student meetings with counselors and teachers.

In addition, a number of special services is available to help student growth. Towards academic success, Coral Gables Senior High School developed the Bringing Up Grades Seminar (BUGS) to assist parents in aiding their children. Also, tutoring opportunities via peer interaction, interactive software, and specialized critical thinking tutoring services outside of the classroom are available for both reading and mathematics support. Inside the classroom, teachers work with the administration to create incentives and recognitions for students demonstrating significant academic improvement. Moreover, Coral Gables Senior High School offers opportunities for job shadowing, executive internship programs, and School-To-Career portfolio development. Coral Gables Senior High School informs parents and students of these services through regular announcements, web site listings, PTSA meetings, parent workshops, and written communications to the home. Instructional strategies go beyond those encouraged by set programs. Faculty members attend a variety of inservice programs, such as CRISS and Meta training, cooperative learning, and FCAT infusion strategies.

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

Coral Gables Senior High School nourishes the essential core qualities and integrity of it administration and faculty to establish the basis for the students' education within its academic relationships and athletic, extracurricular, and community endeavors. Using this philosophy as its foundation, Coral Gables Senior High School seeks to create mutually beneficial relationships amongst the primary stakeholders of its community, including 3,500 students (and their parents/caregivers) representing over 50 nationalities, faculty, and staff, and the many multinational companies located within the City of Coral Gables. Under the leadership and vision of our highly respected and experienced leadership team, faculty and staff, Coral Gables Senior High School uses enhanced instructional strategies to provide a learning environment that fosters the growth of students' social, academic, and work related skill sets by ensuring that opportunities for self-empowerment and growth of self-esteem exist. These factors govern Coral Gables Senior High School's activities and ensure that each child develops to his/her fullest potential.

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

The students of Coral Gables High School are served by 131 classroom teachers and 12 exceptional education teachers. The students and faculty are furthur supported by the principal, four assistant principals, nine guidance counselors, two media specialist, ten teacher aides, 15 clerical personnel, two full-time cafeteria workers, 28 part-time cafeteria workers, 10 security monotors and 23 custodian/service workers. The Faculty and staff include 259 members, of whom 171 are female and 88 are male. Average number of years of teaching experience is twelve. The percentage of teachers having Masters Degrees is 36 percent. The percent of teachers achieving Specialist's Degrees has increased to 13 percent. In addition, two percent of teachers have earned Doctoral Degrees. The average teacher's salary is approximately $45,000.

The school's staff is ethnically diversified: full time staff is 38 percent White non-Hispanic, 13 percent Black, and 49 percent Hispanic. Additionally, part-time staff is 13 percent White non-Hispanic, 10 percent Black, and 77 percent Hispanic.

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

Coral Gables Senior High School has budgetary commitments to all elements of the school including athletics, site beautification, classroom technology, and general school safety.

Most recently, Coral Gables Senior High School has implemented a construction improvement plan to ease the significant overcrowding within the school. This will include a new facility designed to accommodate 850 new student stations. Additionally, in the past five years, several athletic areas were renovated. The football field was resodded, and a new irrigation system was designed and installed. The track was resurfaced and lined. To comply with Title IX regulations, the softball facilities were upgraded to address both safety and landscaping/beautification concerns. The baseball facility was also upgraded to address safety issues. New patio areas were constructed to facilitate a closed campus lunch period. Pavers, landscaping, and outdoor furniture were included in the project.

The media center has been modernized with new shelving, furniture, literature, and technology equipment. Coral Gables Senior High School was awarded the Web Master and Cisco academies, which included approximately $150,000 of technology equipment. Through funding, computers were purchased allowing for placement of at least one computer in every classroom. This allows teachers to regularly access the new electronic gradebook system, purchased for implementation during the 2002-2003 school year. Coral Gables Senior High School also has several ongoing technology projects and upgrades. For example, the Project Succeed Grant enables the continuous purchasing and upgrading of video-conferencing equipment, network servers, digital and video cameras, and high-end production computers. Also, the EESAC provides software targeting reinforcement and enhancement of reading and mathematics skills. Finally, equipment to provide students and staff with photo I.D.'s was purchased in order to secure a safer learning environment.

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

As a public school operating within the Florida Department of Education (FDOE), Coral Gables Senior High School adheres to all federal, state and district mandates, including the implementation of the Competency Based Curriculum and Sunshine State Standards. In addition, Coral Gables is in compliance with the Southern Association of Colleges and Schools (SACS). Within the last three years, the FDOE's A+ Plan's criteria largely govern the Senior High goals and objectives within the school community. Additionally, several on site issues are of primary consideration. For example, the age and size of the building significantly limits the school's overall educational goals. Specifically, the lack of room impacts class size, participation, and movement to and from classes. Currently, Coral Gables Senior High operates with 3,500 students. Additionally, the age of the school inhibits technological expansion based on the school's inability to provide adequate student computers as well as shared servers amongst teachers.

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

Coral Gables Senior High School defines all of its students as "key." Other important stakeholders include parents, businesses, colleges, and universities. Coral Gables Senior High School categorizes its students by special academic needs and grade level. Students with special academic needs comprise approximately 40 percent of the school population. Specifically, these are the students in the International Baccalaureate (IB) program, Advanced Academic program, English for Speakers of Other Languages (ESOL) program, and the Exceptional Student Education Program (ESE). These groups share many of the same requirements, such as orientations, specialized counseling, teacher training, and transportation. However, Coral Gables Senior High School also differentiates these groups through unique curriculum content areas.

The ESOL population, with approximately 590 participants, is the largest population within the Coral Gables Senior High School community. Specifically, there are 148 students in ESOL 1, 230 students in ESOL 2, 97 students in ESOL 3 and 115 students in ESOL 4. These students come from a variety of backgrounds and must participate in a four-hour block of language arts classes. As added support, Coral Gables Senior High School annually coordinates the Bringing Up Grades (BUGS) seminars to address issues and concerns of parents of ESOL students. In the interest of the growth of ESOL students, they have a designated

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counselor and they join the ESOL club to learn more about Coral Gables Senior High School and the surrounding community and traditions.

The IB program, with approximately 500 participants, is the next largest of these groups. These students particpate in a specialized curriculum dictated by the global, governing body of the IB program. Additionally, IB teachers receive specialized training within their subject area. The IB program and Advanced Placement programs offer students the opportunity to earn college credits by passing intensive subject area examinations. Also, the IB Diploma significantly assists with the students' college admission processes.

The ESE program, with approximately 315 participants, is the third largest group of students within the Coral Gables Senior High School population. The particpants and their parents sit down with an assigned teacher and develop an Individual Education Plan (IEP) to chart and track their progress towards a diploma. Currently, the ESE program has 14 students within the Educable Mentally Handicapped Program, six students that are Physically Impaired, nine students who are Speech, Hearing, or Visually Impaired, 37 students who are Emotionally Handicapped and 249 students with specific Learning Disabilities.

Per state law, all teachers must receive specialized education within their area of instruction and utilize specific teaching strategies. Further more, students and parents meet with their assigned teacher to regularly review their goals and assess progress.

Coral Gables Senior High School also differentiates its growing population by grade level. Realizing that students evolve academically and socially, Coral Gables Senior High School provides services unique to each grade level to ensure student promotion, completion of their education, and ease transitions within the school environment. To this end, CGHS increased counselor hours and provides ongoing student orientations for 9th, 10th, 11th and 12th grades. Additionally, to ease adjustment issues, the school provides specialized 9th and 12th grade student/parent orientations at the beginning of the year to review academic requirements, social expectations, and short and long term student goals. As a prerequisite, all 9th and 10th graders receive continuous instruction to promote critical thinking skills essential to passing the Florida Comprehensive Assessment Test (FCAT), a state mandate for high school graduates. Additionally, Coral Gables Senior High School offers freshman critical thinking courses to promote literacy, supplement mathematics skills, and teach study and test taking strategies. Coral Gables Senior High School focuses on the 11th and 12th grades to lay the foundation for the real world via self-assessment with counselor and teacher support. Specifically, teachers facilitate students' development of their School-To-Career portfolio, meetings with College Assistance Program (CAP) counselors, attendance to college and career fairs, and preparations for Advanced Placement and International Baccalaureate testing.

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

Coral Gables Senior High School stakeholders include parents, the business community, faculty, and administration and higher education organizations. These groups exist in a symbiotic cycle that requires each individual stakeholder to address the needs of the others. However, the students' needs form the core of these relationships.

In order to fulfill the parents' needs, Coral Gables Senior High School maintains many communication pathways to fulfill parents' need to have open and ongoing dialogue with the instructional staff and administration. To this end, Coral Gables Senior High spearheaded a two-year proactive role technology plan. During the 2001-2002 school year, Coral Gables Senior High School implemented the design of individual web pages with course requirements, expectations, policies, and e-mail response mechanisms. For the 2002-2003 school year, Coral Gables Senior High School anticipates making its electronic gradebook system accessible to parents online so they may view their children's grades, attendance, and discipline notes. This will allow parents and teachers to take a more proactive role in the child's education. Additionally, the school pushes the students to their fullest potential to ensure they are prepared for the needs of higher education and/or the business community. The above mentioned specific curricular offerings and programs address these needs in terms of the students and the parents. Furthermore, Coral Gables Senior High School established career academies within the curriculum to meet the needs of all stakeholders. Additions included certifications for Web Page design and CISCO in the field of technology. These additions meet the increased need of the business community for technically trained individuals. Also, Coral Gables Senior High School offers programs that provide comprehensive training in the areas of food production and child-care. Students' Language Arts classes utilize various instructional strategies to increase student literacy as well as draft essential documents necessary for entry in the workforce. Finally, to remain in step with current, evolving instructional strategies, Coral Gables Senior High School encourages faculty and administration to participate in the many training opportunities available through the school system and local colleges and universities.

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

Coral Gables Senior High School is comprised of three primary groups: the administration, the faculty, and the support staff. The Coral Gables Senior High School philosophy requires that all groups utilize all available resources and training opportunities to improve upon their skill sets. Additionally, the Coral Gables Senior High School environment fosters the expectation that every employee performs to his/her optimal level. In order to facilitate the above conditions, the leadership team fosters an open door policy. Needs are shared directly with the leadership team or through the department heads. The school ensures effective communication of needed information through E-mail, bulletin board, memos, public address system and regular meetings between the faculty, department heads and leadership team.

Coral Gables Senior High School offers a variety of activities for professional growth through inservice training on early release days, faculty meetings, and period-by-period inservice meetings. Staff members are encouraged to attend professional growth workshops to increase their quality of classroom instruction and management.

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

As a public high school, Coral Gables Senior High School maintains several types of partnerships and suppliers. These relationships can be categorized into four specific sub categories including academics, the community, goods and services, and social services. Academically, Coral Gables Senior High School looks to its feeder pattern schools, which primarily include Coral Gables Elementary, Carver Elementary, Ponce de Leon Middle, Kinloch Middle, and Carver Middle schools. High education organizations focus on the training and preparation of incoming students, as well as potential Coral Gables Senior High School employees and interns. Within the community, Coral Gables Senior High School primarily looks to parents, the PTSA, community volunteers, its Dade Partners (including, but not limited to, the newly built Village of Merrick Place, Herff Jones, Bell South, Bryn Alan, and the Coral Gables Chamber of Commerce). For goods and services, Coral Gables Senior High School utilizes the M-DCPS online system of bidding and purchasing as a conduit for its relationships within the areas of transportation, food service suppliers, technology suppliers, educational materials vendors, athletic equipment vendors, contracted services, and school activities vendors. Finally, for specialized social services, Coral Gables Senior High School utilizes the counselors as facilitators for individual interactions and special student needs.

Coral Gables Senior High School considers strong ongoing communication the hallmark of successful relationships with these entities. As such, Coral Gables Senior High School's communication mechanisms include the Educational Excellence School Advisory Council, Coral Gables Education Chamber, Community Relations Committee, the Parent Teacher Student Assocation (PTSA) meetings and newsletters, orientations, Back to School Nights, the Curriculum Fair and Bulletin, school/teacher web pages, e-mail, telephone, closed circuit morning announcements, organizational fliers, parent seminars, monthly calendars, mailings to parents and businesses, and the new marquee located in front of the school.

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

Coral Gables has been recognized by Newsweek magazine as one of the best 100 high schools in the nation. More than 150 multi-national companies are located within the city and the school closely mirrors the excitement of this culturally diverse community.

Coral Gables Senior High School offers an enhanced curriculum with a variety of choices that address the students' varied needs. Major curricular initiatives include the following nationally recognized programs: International Baccalaureate (IB), Advanced Placement (AP), Pacesetter, Army Junior Recuitment Officer Training (JROTC), Cisco networking, and Web Master certifications. In addition, there are established programs to accommodate and tailor to the students' diverse interests and job skill needs including, but not limited to, School-To-Career, Stay in School, Baker Aviation, work experience and the Exceptional Student Education(ESE), and English for Speakers of Other Languages (ESOL) programs. Coral Gables Senior High School also incorporates the study of the Holocaust, African American history, Women's history, and Hispanic cultures into the general curriculum via the liberal arts classes.

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Specifically, the International Baccalaurate Program meets the needs of the academically advanced student by offering a curriculum which focuses on foreign language acquisition coupled with International Relations. This affords the student the opportunity to meet the needs of the international banking community prevelant in Coral Gables. The newly implemented JROTC program will extract students who are interested in pursuing a military career in lieu of post-secondary studies or entering immediately into the job market.

3.2 CompetitorsThis item explores the alternate schools available to students.

Since the county requires that students from the general population remain within the district feeder pattern, magnet programs with their specialized training opportunities and general unique curriculum choices (i.e. I.B) offer the only competitve factor when considering alternative public high schools. Within the Miami-Dade County Public School System there are 33 public high schools, three of which have the IB Program, Coral Gables High School, North Miami High School, and Coral Reef Senior High. Another magnet program within the area is MAST Academy which presents a competive alternative to Gables. Other public high schools offer a variety of other magnets to begin specialized training in a potential area of employment or expertise. Additionally, private, religious, and elite academic schools in the immediate area present viable alternates for familities that have the financial capability to provide tuition and/or transportation. Over the past decade,Coral Gables High School has seen an increase in students opting to attend Gulliver Preparatory and Ransom Everglades, two private schools with strong curriculums and reduced teacher/student ratios. Presently, the current voucher system does not impact Coral Gables Senior High School, as the home school must earn a D or F consistently for the state to grant such vouchers; Coral Gables Senior High School is a C school at present. However, CGHS does face possible strong competition if the City of Coral Gables goes forward with plans to build a charter school within the city.

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

The EESAC, along with the committees formulated during the Southern Association of Colleges and Schools(SACS) accreditation process, as well as the administrative leadership teams meet on a regular basis to formulate strategies to implement the school's goals. In EESAC meetings, administrators, students, parents, and community representatives meet on a monthly basis in order to clarify the goals set forth in The School Performance Excellence Plan by discussing goal implementation, objective measurements, and versatile strategies. On a bi-yearly basis, the SACS committees meet to further solidify the school's goals and discuss new strategies to achieve the school's vision.

At the practical level, administrative leadership teams meet on a weekly basis to respond to the strategies set forth in both the EESAC and SACS committees. The leadership team discusses on a weekly basis plans tied to a year-long theme in order to meet the School Performance Excellence Plan and its goals.

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

After analyzing the FCAT Reading Scores, it is evident that there is strong need to respond to that data.

An increase in the ESOL population, as well as the mobility rate of our students, coupled with a decrease in reading scores, presents a situation that needs to be addressed.

In addition to the Florida Department of Education and M-DCPS mandates, department chairpersons and school reading specialists further brainstormed cross-curriculum reading strategies and incentives to promote improved reading achievement scores. Coral Gables Senior High School reflects these essential critical thinking strategies within the department objectives and implementation procedures.

4. CHALLENGES

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

Based on onging reading test scores, Coral Gables Senior High School must address and re-evaluate the strategies utilized within the classroom. This challenge compels Coral Gables Senior High School to assess all curriculum offering and ensure that opportunities for improvement in student reading are pursued by all instructional staff. Additionally, student transitions from grade to grade pose a significant challenge, as students take on increasing social, academic, and athletic responsibilities with age. This is compounded by the evolving financial restriction parents and students increasingly face, thus restricting student opportunities for outside tutoring and particpiation in extracurricular activities. Moreover, Coral Gables Senior High School faces a primary challenge in assisting incoming ninth graders and low performing tenth graders to adjust to the variety of stringent, high school requirements and assisting graduating seniors to accept the challenges of an ever evolving workforce.

As with any school, the focus must lie on the academic achievement of its students. In order to prepare students for the work force as well as college life, the school must work to improve its promotion level and decrease its drop-out rate.

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

The recent M-DCPS budgetary issues related to pay and classroom size pose challenges to maintain high employee morale. Since morale and esteem within the school community are essential to Coral Gables Senior High School's ability to fulfill its mission and maintain the vision and core values of a quality public school, this issue must be addressed. Additionally, in keeping with the trend of national shortages, Coral Gables Senior High School faces issues in recruiting and retaining faculty. Also, many veteran teachers are opting for retirement. Administration, faculty and staff must strive and keep up with the ever evolving technology and instructional strategies in response to county and state mandates.

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

Internally, the school faces restrictions of staff resources (including clerical, paraprofessional, and security) based on the current M-DCPS budgetary constraints. Additionally, the upcoming construction project, while generating new classroom space, will create some disruption to the school environment. Unfortunately, during the construction phase, the new construction project will inadvertently restrict space for athletic and extracurricular expansion based on limited land within school site. Finally, since Coral Gables Senior High School continues to be located within the bustling heart of Coral Gables, faculty, visitor and student parking, as well as parent drop-off and pick-up of students continues to pose a challenge.

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

Coral Gables Senior High School faces two primary issues of size and building capacity. These issues directly affect the educational program design, student support services and operational processes. Some examples of elements challenged by these issues include classroom size, student/teacher ratio, student/counselor ratio, upgrading of technology, and increased course offerings.

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

Coral Gables Senior High School focuses on using several evaluation and assessment tools to determine student achievement. Specifically, the department chairs spend significant time working with area faculty to ensure ninth and tenth grade students are set up for opportunities to succeed in core areas such as Language Arts and Mathematics and thus, be promoted to the next grade. The Math department works to achieve this goal by having regular meetings to collaborate on the creation of higher order thinking evaluations and compare best practices and student achievement as reflected by their grades and test

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scores. Within the Language Arts department, teachers undertook a similar process, strongly focused on sharing of best practices and evaluating student weaknesses based on the use of site-authorized assessment tools within the critical areas of higher order thinking. Additionally, the department plans to utilize reading technology and specialized reading classes to assist low performing students. Moreover, in addressing the students' need to be more academically successful, we are increasing contact hours with counselors, creating seminars for parents and increasing student tutoring offerings. These efforts also play a significant role in assisting the changing population of CGHS that is unable to afford other services outside the school. Finally, CGHS must also address the needs of its eleventh and twelfth graders by adding impetus and focus to the School-to-Career program, helping to ensure students maintain a timely graduation process. To this end, CGHS has seen its drop out rate decreased from 6.3 percent in 1999 to 3.6 percent in 2002.

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

In an effort to combat the national trend of teacher shortages, CGHS recruitment efforts begin in the spring. Once hired, new teachers meet monthly to share concerns and veteran teachers serve as mentors to offer support. Further, a wide variety of inservices are available to assist new, as well as experienced teachers. Opportunities for educational instructional improvements are made possible by the use of several methods. Early release days allows for a variety of inservice activities focusing on the use of technology in the classroom and the sharing of best practices within departments. The use of common planning periods among various departments seeks to foster learning across the curriculum and enhance professional relationships. Throughout the year, a variety of staff functions and activities are scheduled to boost moral and build collective sense of pride and purpose. These activities increase the enthusiasm in the delivery of instruction along with a strong mentoring program for beginning teachers increases the rate of their success and enhances their retention as professionals.

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

The Coral Gables Senior High leadership team will work collaboratively with faculty, staff, and student representatives to communicate upcoming changes and restrictions as well as creatively seek solutions to scheduling disruptions based on construction. Additionally, the City of Coral Gables provides uniformed officers to monitor the flow of traffic and reduce the incidence of jaywalking, which will reduce traffic interference. The Coral Gables High School leadership team will work to alliviate the disruptions resulting from budget cuts to school staff and resources. A needs assessment will be conducted to prioritize needs and the resources required to meet those needs. Reassignment of task and resources will occurr as necessary.

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

The incorporation of block scheduling and team teaching are innovative approaches which are being utilized in order to address the overcrowding of classes. The redesigning of classroom furniture and equipment is also being considered to accommodate more students,and the learning environment.The addition of a part-time counselor would alleviate the high student/counselor ratio. Coral Gables Senior High is continuously upgrading the technology through money obtained from grants.

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Advanced Academics

School Profile/ Needs Assessment: (continued)

(Senior High Schools)

SCHOOL YEAR 2002-03 2001-02 2000-01 A.P. 604(18%) 569(16%)SCHOOL 3414 3611

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

MAY 2002 MAY 2001 MAY 2000# OF STUDENTSTAKING EXAMS 475 400 376# OF EXAMS TAKEN 982 870 766% PASSING EXAMS 40% 41% 43%

Passing rate of students on the AP examination.

SCHOOL YEAR

2002-03 2001-02 2000-01A.P. B 64 (11%) 56 (107%) H 328 (54%) 309 (54%) W 195 (32%) 183 (32%) O 17 (3%) 21 (4%) TOTAL 604 (18%) 569 (16%)SCHOOL B 307 (9%) 361 (10%) H 2564 (75%) 2636 (73%) W 502 (15%) 578 (16%) O 38 (1%) 36 (1%) TOTAL 3414 3611

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

-The curriculum fair highlights the AP program's benefits and advantages.-Department heads and AP/Honors teachers actively seek to enroll minority students in AP/Honors classes.-ESOL Coordinator/Teachers encourage ESOL students to enroll in Honors/AP classes as soon as they are prepared to handle the additional challenge.-PSAT data is used to identify potential advancedacademic canidates and to encourage them to enroll in the programs.

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

-Teachers pair struggling students with other students with other students who serve as their mentor/resource person.-Teachers hold afterschool tutoring/review sessions to assist underachieving students with the mastery of courses content.-Advanced Placement teachers offer Saturday review/test practice sessions to prepare students for the AP exams.-Advanced Placement CDs for selected subjects are available during lunch and after school in the Media Center's Computer Lab.

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

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MAJOR PROGRAMS


PROGRAM DATE INITIATEDGRADE LEVEL(S)

Reading

Grades 9 - 12Comprehensive Reading Plan Aug. '02

Grade 9-12Competency Based Curriculum (CBC) Aug. '02

Grade 9-12 (ESOL)Accelerated Reader Aug. '02

Grades 9-12Reading Lab Aug. '02

Grades 9-12Saturday School/Academy Aug. '02

Grade 9, 10America Reads Oct. '02

Grade 9, 10Project Succeed Aug. '02

Grades 9 - 12Reading Lab Aug. '02


Writing

Grades 9 - 12Competency Based Curriculum (CBC) Aug. '02


Mathematics

Grades 9-12Mathematics and Science Literacy Bridges to Careers Aug. '02

Grades 9-12Competency Based Curriculum (CBC) Aug. '02

Grades 9 - 12Extended Day Model Aug. '02

Grades 9 - 12Saturday School/Academy Aug. '02

PROGRAM DATE INITIATEDSTUDENT LEVEL

Science

Grades 9 - 12Competency Based Curriculum (CBC) Aug. '02

Grades 9 - 12Mathematics and Science Literacy Bridges to Careers Aug. '02

Grades 9 - 12SECME/SECME RISE Aug. '02

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MAJOR PROGRAMS


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PROFESSIONAL DEVELOPMENT


TRAININGNUMBER TRAINED DATE

Provided or in Progress in the Area of Reading Instruction

FCAT Strategies 3 Dec. 11, '01

FCAT Strategies 11 Oct. 18, '01

FCAT Reading 155 Sep. 28, '01

CRISS Training 40 Oct. 30, '01

ESOL Jostens 2 Oct. 24, '01

Advanced Placement Workshop 6 Oct. 05, '01

PACESETTER 3 Dec. 13, '01

Learning 100 Software 31 Nov. 15, '01


Provided or in Progress in the Area of Writing Instruction


Learning 100 Software 31 Nov. 15, '01


Provided or in Progress in the Area of Mathematics Instruction

Advanced Placement Workshop 8 Oct. 08, '01

Riverdeep 21 Feb. 21, '02

Math component inservice 9 Oct. 23, '01

Vertical Teaming 30 Nov. 15, '01


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PROFESSIONAL DEVELOPMENT



Provided or in Progress in the Area of Science Instruction

FCAT Strategies 3 Dec. 13, '01

Vertical Teaming 18 Nov. 15, '01


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

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC


Budget:The EESAC will establish a budget committee to recommend expenditures of usage for state funding which has been made available. The budget committee will present its proposed budget at the EESAC October meeting and action will be taken to fund recommended expenditures.

Training:Teachers and staff are encouraged to attend workshops and conferences with substitutes being provided and budgeted. Early release days allow the school faculty and staff time to grow professionally through in service activities planned during the designated days.

Instructional Materials:Textbooks are continually being replaced. Library media center materials are purchased using the district's matching fund program.EESAC has approved $4,000 purchase of SAT software.

Technology:Technology funds are allocated for maintenance of departmental copy machines used to enhance instruction. Software licenses have been purchased and are renewable annualy to supplement and enhance both Language Arts and Mathematics. These software packages are designed to target FCAT skills to improve student achievement.

Staffing:The EESAC periodically services the staffing procedures through its established curriculum committee. The committee brings its recommendations to the council for discussion and possible action.

Student Support Services:Counselors are available each morning at the counter for support services to assist students with short answer needs or to make appointments to discuss more time consuming concerns. Counselors will increase visitations to classrooms and connections with students.

School Safety and Discipline:The EESAC also has in place a committee which meets semiannually to discuss and recommend safety issues, discipline, and attendance concerns. They will recommend action which they deem necessary to improve the safety factors within and around the school and changes to improve attendance policies and procedures.

Other Matters of Resource Allocation:The EESAC commits future funds to purchase math and language arts tutoring services on Saturdays for Saturday School participants and to provide stipends to staff members to facilitate Bringing Up Grades (BUGS) workshops designed for parents.

Benchmarking:The EESAC, in conjunction with the educational community, and specifically the Department Chairpersons, discuss and review the School Performance Excellence Plan, at monthly meetings.

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

2001-2002

C

2000-2001

C

1999-2000

C

1998-1999

C

34 54 92

55 66

49

350

School Performance Grades

2001-2002 Results

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 138 120 92

180

121

49

ACCOUNTABILITY DATA

% Making Learning Gains

Reading Math WritingGrade Points

ADVANCED PLACEMENT EXAMS

School Year

Unduplicated AP

EnrollmentNumber of Test Takers

Number of AP Exams

Percent of 3-5 Scres

2001-2002 604 475 985 40.4

2000-2001 566 400 870 40.6

1999-2000 561 375 765 43

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ADVANCED PLACEMENT EXAMS

School Year

Unduplicated AP

EnrollmentNumber of Test Takers

Number of AP Exams

Percent of 3-5 Scres

1998-1999 591 453 1073 40.4

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

Grade Level: 09

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2001-2002 1063 271 55 21 14 6 4 1062 268 40 22 20 13 5

2000-2001 1006 269 1021 270

Grade Level: 10

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2001-2002 822 291 41 28 17 7 6 822 310 26 21 23 24 5

2000-2001 765 290 42 31 15 5 7 745 314 26 21 22 21 10

1999-2000 764 294 39 33 19 5 4 752 308 27 23 24 19 7

1998-1999 717 298 35 37 16 6 5 723 303 32 28 21 15 5

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Grade Level: 10

FCAT Writing (all curriculum groups)

Test Prompt: Combined

YearNumber of students

Mean Score 1.0

Percent of Students in Each Score

1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

812 2 1 5 4 12 9 42 12 11 1 12001-2002 3.8

745 3 2 5 4 13 14 29 15 10 3 22000-2001 3.7

766 3 1 5 4 12 10 25 16 18 3 31999-2000 3.9

785 2 1 3 4 21 16 33 10 5 3 11998-1999 3.6

Test Prompt: Expository


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

406 3 0 3 4 8 9 43 16 10 2 12001-2002 3.9

382 2 2 4 3 14 15 30 16 10 3 12000-2001 3.8

375 3 1 4 4 11 8 22 17 23 3 31999-2000 4

391 2 1 2 5 21 19 31 10 5 3 11998-1999 3.6

Test Prompt: Persuasive


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

406 1 1 6 5 15 9 41 8 12 0 02001-2002 3.7

363 3 2 7 5 12 13 27 14 9 2 42000-2001 3.7

391 3 1 7 5 12 13 27 15 12 2 31999-2000 3.8

394 3 1 5 4 20 12 35 9 6 3 11998-1999 3.6

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ObjectiveGiven instruction using the Sunshine State Standards (SSS) and the Competency Based Curriculum (CBC), students will increase their reading comprehension skills as evidenced by a minimum of 54 percent of the students meeting high standards, 60 percent of the students making learning gains, and 54 percent of the students making learning gains in the lowest 25 percent on the FCAT Reading Test administered in 2003.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X

School Name: Coral Gables Senior High School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2002 FCAT Reading Test inicate that 71 percent of grade ten students scored at or above FCAT Level 2.

Definition of Adequate Progress:Adequate progress will be deemed to have been met if 50 percent of the targeted population demonstrate acceptable levels of learning gains as defined by the FDOE.

Evaluation:The success of this objective will by evaluated by the scores of the 2003 FCAT Reading Test. Progress toward reaching this objective will be documented by utilization of the site-developed individual student Reading Enhancement Plan.

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

SAC members involved in the development of this objective:

Martinez, Alex Munnerlyn, Paula Roller, George Hofmann, Stephanie

Collette, Fran Cater, Eve Slingbaum, Cookie Zabaleta, Ignacio

Reitsma, Joan Lowman, Mike Camille, Isabelle Torrens, Melody

Names: Names: Names:

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STRATEGIES

Start Date

End Date

Timeline

Action PlanObjective Number: 1

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

person.

School Level Resources Allocated

. Identify a target group of students (25 percent of the school) comprising the lowest scoring on the FCAT Reading Test.

*Assistant Principal of Curriculum, Language Arts

Chairperson, Test Chairperson

Jun. '02 Aug. '02 1 Office of Information Technology FCAT Report, Paraprofessional

. Provide and monitor intensive instruction, in small groups or by individual student, in the SSS GLEs, to the targeted group.

Assistant Principal of Curriculum, *Language Arts Chairperson, Language Arts

Department

Sep. '02 May '03 2 America Reads, C-LINC Reading Lab, Accelerated Reader, FCAT Explorer, Parent Volunteers

. Provide and monitor opportunities for staff development in appropriate instructional strategies, for teachers of the targeted group.

*Assistant Principal of Curriculum, all Departments

Sep. '02 May '03 3 CRISS Training, Reciprocal Teaching, Letting the FCAT Out of the Bag, District Reading Specialist

. Provide and monitor opportunities for extended day and Saturday school reading tutorials, to the targeted group.

*Assistant Principal of Curriculum, Language Arts

Department

Sep. '02 May '03 4 Reading Handbook, By the Benchmark,Teacher generated stategies

. Provide and monitor opportunities for the infusion of appropriate technology-based interventions, to the targeted group.

*Technology coordinator, Department Chairpersons,

All Departments

Sep. '02 May '03 5 Steck-Vaughn Learning System "100", Accelerated Reader, TextbookJostens Lab, Project Succeed

. Provide opportunities for the inclusion of parent outreach activities, to the parents and caregivers of the targeted group.

Assistant Principal of Curriculum, *FCAT

coordinator

Sep. '02 May '03 6 Teacher generated activities, Parent FCAT Workshop, Bringing Up Grades Workshop

. Implement Career Development Portfolios in all grade levels

*Language Arts Chairperson, Social Studies

Chairperson, Assistant Principal of Curriculum

Sep. '02 Jun. '03 7 Teacher developed career portfolio

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

217071

ObjectiveGiven instruction using the Sunshine State Standards (SSS) and Competency Based Curriculum (CBC), all students will increase their Mathematics skills as evidenced by a minimum of 59 percent of the students meeting high standards and 71 percent making learning gains on the FCAT Mathematics Test administered in 2003.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7


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



Needs AssessmentResults of the 2002 FCAT Mathematics Test indicate that 85 percent of students in grade 10 have met the state required mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been met if 60 percent of students in grade 10 score at or above Achievement Level 2 on the FCAT Mathematics administration in 2003.

Evaluation:This objective will be evaluated by student performance on the 2003 FCAT Mathematics test.



Martinez, Alex Munnerlyn, Paula Rodriguez, Carmen Rosen, Camille

Hofmann, Stephanie Collette, Fran Cater, Eve Slingbaum, Cookie

Zabaleta, Ignacio Reitsma, Joan Roller, George Lowman, Mike


227071

STRATEGIES

Start Date

End Date

Timeline



person.


. Develop assessment exams in the FCAT format for all math classes. Students will be familiar with the format and will be able to write solutions on the exams.

Assistant Principal of Curriculum, *Math Chairperson, Math

Department

Sep. '02 May '03 1 School level FCAT sign-off form, FCAT Explorer, District FCAT progress test, Project Succeed

. Provide a "Math Lab" where students may engage in self-paced tutorials and receive remediation to improve existing deficiencies.


Department

Sep. '02 May '03 2 Riverdeep Program, Project Succeed, FCAT Explorer

. Utilize technology in the classroom to reinforce skills taught by the teacher.


Department

Sep. '02 May '03 3 Riverdeep, Project Succeed

. Develop and implement lessons that will engage students in "hands-on" learning activities, graphing calculator explorations, and other alternative learning activities.


Department

Sep. '02 May '03 4 Teacher generated stategies, FCAT Explorer, Preparing for the FCAT in mathematics, AMSCO, FCAT Explorer, Buckle down on Florida math

. Implement and monitor instruction in critical and logical thinking skills, as well as the ability to read and solve mathematical word problems in order to stimulate interest and reinforce relevance of mathematics to all areas of the curriculum by putting emphasis on practical math skills needed for everyday life.

Assistant Principal of Curriculum, All

Departments, *Math Department

Sep. '02 May '03 5 Teacher generated strategies

. Provide opportunities for the inclusion of parent outreach activities, to the parent and caregivers of the targeted group.

Assistant Principal of Curriculum, *FCAT

Coordinator

Sep. '02 May '03 6 Teacher generated stategies, Math and Science Bridges to Career


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ObjectiveGiven instruction using the Sunshine State Standards (SSS) and the Compentency Based Curriculum (CBC), 10th grade students enrolled in Science classes will achieve a five percent increase in their post-test scores as compared with their pre-test scores on a site-authorized assessment tool.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7


Performance Grade: C School Performance Excellence Goal: # 3 : Science



Needs AssessmentThe FDOE has mandated the inclusion of a Science section on the 2003 FCAT administration.

Definition of Adequate Progress:Adequate progress will be deemed to have been met if grade 10 students enrolled in Science classes achieve a 5 percent increase in their post-test scores when compared with their pre-test scores.

Evaluation:The success of this objective will be evaluated by a comparison of pre-test and post-test scores on a site authorized assessment tool.

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


Martinez, Alex Munnerlyn, Paula Rodriguez, Carmen Roller, George

Camille, Isabelle Hofmann, Stephanie Lowman, Mike Cater, Eve

Collette, Fran Slingbaum, Cookie Zabaleta, Ignacio Reitsma, Joan


247071

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide opportunities for students to read, appraise and assess information from scientific research journals and apply to the real world.

Assistant Principal of Curriculum, *Science

Department Chairperson

Sep. '02 May '03 1 Media Center, Scientific American, Natural History, JAMA

. Provide opportunities for students to assemble lab apparati and interpret all graphs, charts, and data tables involved in appropriate experiments. Students will then be required to organize/classify/categorize all lab information and draw conclusions based on said information/results.



Sep. '02 May '03 2 APcentral.collegeboard.com, AP/IB Lab packages

. Provide a forum for students to devise/invent new/unusual methods of presenting key science concepts to others. They will make in-class presentations and be able to explain/answer questions from their peers.



Sep. '02 May '03 3 Teacher generated stategies

. Implement the use of correct scientific terminology in all written and verbal communications.



Sep. '02 May '03 4 Teacher generated strategies, School issued textbooks


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ObjectiveGiven instruction using the Sunshine State Standards (SSS) and the Competency Based Curriculum (CBC), students will increase their mastery of challenging academic content as evidenced by an increase of three percentage points in the percent of students enrolled in Advanced Academics classes when percentages from the 2002-2003 school year are compared to percentages from the 2001-2002 school year.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7


Performance Grade: C School Performance Excellence Goal: # 4 : Advanced Academics



Needs AssessmentInformation obtained from the 2001-2002 student master schedule indicate that 18 percent of students were enrolled in one or more advanced academic classes.

Definition of Adequate Progress:Adequate progress will be deemed to have been met if 21 percent of students were enrolled in one or more advanced academic classes.

Evaluation:This objective will be evaluated by 2002-2003 student master schedules to confirm the actual number (and subsequent percentage) of students enrolled in one or more advanced academic classes.

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


Martinez, Alex Munnerlyn, Paula Rosen, Camille Roller, George

Camille, Isabelle Schneider, Hans Hofmann, Stephanie Cater, Eve

Collette, Fran Torrens, Melody Zabaleta, Ignacio Reitsma, Joan


267071

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide all core subject area teachers the opportunity to identify students who are currently enrolled in general classes but exhibit the potential to gain success in advanced classes.

*Assistant Principal for Curriculum, AP Coordinator

Sep. '02 May '03 1 School A.P/Honors recommendation form, curriculum bulletin, AP potential software

. Provide the Advanced Placement Department with the PSAT scores and the use of the AP potential software to further identify students who meet the criteria for placement in advanced academics program and the advanced academic internship program.


Sep. '02 May '03 2 PSAT Test results, AP potential software, Community mentors

. Provide the AP Coordinator with the opportunity to share program information with middle school counselors and department chairs during annual articulation meetings.


Sep. '02 May '03 3 Curriculum Bulletin, Advanced Placement Brochure, APcentral.collegeboard.com, CGHS.dadeschools.net

. Provide the opportunity for the AP Coordinator (or designee) to distribute program information during Back-to-School night.


Sep. '02 May '03 4 Advanced Placement Brochure, Curriculum Bulletin, course pre-req sheet, CGHS.dadeschools.net

. Provide the opportunity for the AP Coordinator and AP teachers to distribute program information at the annual curriculum fair.


Sep. '02 May '03 5 Advanced Placement Brochure, Curriculum Bulletin, Curriculum Fair, CGHS.dadeschools.net

. Promote parent involvement through increased participation in the EESAC, PTSA, parent workshops and through the quarterly disribution of the CAV.Com newsletter to furthur enhance student achievemnt

*AP Coordinator, Assistant Principal

Sep. '02 Jun. '03 6 CAV.com newsletter,EESAC, PTSA newsletter, School mailings


277071

ObjectiveGiven instruction in the Sushine State Standards (SSS) the Competency Based Curriculum (CBC), and the increased school and community emphasis on integrity, honor, and respect for oneself and others, grade nine students will participate in the infusion of the M-DCPS Character Education curriculum through their Social Studies classes. Participation will be documented as evidenced by a decrease in the number of ninth grade referrals for cheating compared to the the 2001-2002 school year.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7


Performance Grade: C School Performance Excellence Goal: # 5 : Other



Needs AssessmentAs per the documented interest of members of the school community (students, parents, PTSA, EESAC, faculty and administration), the school has recognized the need to incorporate Character Education into the existing curriculum.

Definition of Adequate Progress:Adequate progress will be deemed to have been met if the M-DCPS Character Education curriculum is infused into ninth grade Social Studies classes.

Evaluation:The success of this objective will be evaluated by documentation of the M-DCPS Character Education curriculum in the lesson plans of ninth grade social studies teachers.



Martinez, Alex Munnerlyn, Paula Roller, George Hofmann, Stephanie

Lowman, Mike Cater, Eve Collette, Fran Zabaleta, Ignacio

Torrens, Melody Trujillo, Gaby Alcoba, Juliet Reitsma, Joan


287071

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide students in grade 9 Social Studies classes the opportunity to increase their understanding and appreciation of the core ethical values outlined in the Character Education Curriculum.

Assistant Principal of Curriculum, Social Studies

Chairperson, 9th grade Social Studies teachers

Sep. '02 May '03 1 District developed Character Education Curriculum, Teacher developed character education lesson plans, Dade Partners

. Engage the leadership team, faculty, parent, and students in creating and instituting an honor code for all students.

*Principal, faculty, student body

Sep. '02 May '03 2 District Character Education Curriculum, Military Code of Justice, Student developed Honor Code contract, parents, business community

. Create infomericals via the morning announcements regarding the importance of the Honor Code

*Principal, and student representatives

Sep. '02 May '03 3 Student generated

. Create a reward system for selected students to receive recognition for noticeable acts involving an increased awareness of integrity, honor, and respect.

*Principal, Leadership Team, All teachers

Sep. '02 May '03 4 Honor Code Certificate

. Utilize the morning announcements to reward and recognize positive student behavior and adherencce to the Honor Code.

*Principal, Administrative Team, All teachers

Sep. '02 May '03 5 Positive referral form

. Promote the core ethical values outlined in the Character Education Curriculum - integrity, honor, and respect - in career academies through internships, mentoring, job-shadowing, and work-experience opportunities.

*Occupational Specialist, Business Department

Sep. '02 May '03 6 Character Education Curriculum


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Adequate Progress Statement for the entire School Performance Excellence Plan:

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

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

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

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Mid-Year Review of School Performance Excellence Plan:

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

317071

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

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

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

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

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

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

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

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

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

data for making necessary revisions.

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

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

intended goals.

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SCHOOL PERFORMANCE EXCELLENCE PLAN REVIEW AND ACCEPTANCE SIGNATURES

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

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

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

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Documents

School Performance Excellence Plansqi.dadeschools.net/SIP/2002-2003/7071.pdf · Physically Impaired, nine students that are Speech, Hearing, or Visually Impaired, 37 students that