Executive Summary Miami Palmetto Senior High Schoolmpsh.dadeschools.net/PDFs/MPSHS Accreditation...

Executive Summary

Miami Palmetto Senior High School

Miami-Dade County Public Schools

Dr. Allison Harley, Principal

7460 SW 118th Street Pinecrest, FL 33156

Document Generated On April 14, 2014

TABLE OF CONTENTS

Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 7

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the

strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of

how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to

reflect on how it provides teaching and learning on a day to day basis.

Executive SummaryMiami Palmetto Senior High School

Page 1© 2013 AdvancED www.advanc-ed.org

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Miami Palmetto Senior High School (MPSHS) is part of the Miami Dade County Public School (MDCPS) System and was established in

1958. The school campus is located on 23 lushly landscaped acres in the picturesque tree lined streets of the residential community of the

Village of Pinecrest, which is an upper middle class suburb of Southwest Miami Dade County. MPSHS is a nationally recognized

comprehensive high school, which offers a rigorous and challenging curriculum featuring 27 Advanced Placement (AP) courses provided in

partnership with the College Board, numerous honors courses, and MPSHS was also honored as one of America's best high schools for

2012-2013 by the prestigious publication, Newsweek (Newsweek Daily Beast, 2013) with an average Advanced Placement Score of 3.7, a

graduation rate of 87 percent, and a college bound rate of 94 percent.

The school is home to 2692 students in grades nine (9) through 12 who come from a richly diverse background. This number may fluctuate

by as many as 100 students in either direction as students enter or withdraw, which speaks to the somewhat transient nature of Miami Dade

County. Student demographic information reveals that 52% are male, 48% are female, 43% are Hispanic, 35% are White, 17% are Black, 4%

are Asian, and 1% is Multiracial. 35% of MPSHS students receive free or reduced lunch. Students receiving Special Education Services

comprise 12% of the total student population and students receiving Gifted Services make up 27% of the total student population. Finally 3%

of MPSHS students receive ESOL Services. MPSHS employs 134 teachers that reflect the diversity of Miami Dade County and all of these

teachers are rated as highly qualified/effective. The school has 12 Nationally Board Certified teachers. Of the 134 teachers, 94% have six or

more years of teaching experience, and 53% have 15 or more years of teaching experience. Another interesting and impressive note is that

93% of graduating seniors are going on to attend college.

MPSHS has worked diligently along with the parents, local businesses, and community leaders to insure that the school continues to develop

leading edge educational programs in order to insure that it remains as the number one comprehensive public high school in Miami Dade

County. Our strong parental and community support, as evidenced by a large and vibrant Parent Teacher Student Association (PTSA)

membership, has enabled the school to compensate for one of its more challenging areas, which is the lack of needed technology resources

within the classroom. Over the past three years the MPSHS PTSA has provided an enormous amount of funding to provide technology

(Smart Boards, LCD projectors, document cameras, and flat panel monitors) within numerous classrooms; however, there still is a very large

need to provide the latest technological resources and tools to all of the teachers, students, and classrooms within the school. It is the strong

hope and belief that with the latest county bond issue passed by voters in 2012 that the vision of our current superintendent, Mr. Albert

Carvalho will come to pass, and that every school in MDCPS will have the latest cutting edge technology in every classroom.

In addition to the challenge of providing the latest technology to our students and teachers, MPSHS also faces the complex conundrum of

providing rigorous and engaging curriculum and opportunities to a gifted student population (27%) and also a Special Education population

(12%). This challenge is met through creative and unique professional development and the tremendous passion and work ethic of our highly

qualified teachers who are constantly striving to learn and implement techniques, strategies, and interventions that enable them to better

motivate, engage, and educate their students. Some of the initiatives that have been undertaken over the past three years in order to meet

these challenges are the establishment of the Advanced Placement (AP)/Cambridge Capstone Program and the iPrep Program and the

expansion of the mentor program for our special education population. A brief synopsis of each of these programs is provided below.



The AP/Cambridge Capstone Program is a partnership between the College Board, Cambridge University, and MDCPS. This program

delivers the most rigorous level of teaching (critical thinking, research, real world problem solving, and college level writing) along with cutting

edge technology all geared toward preparing high school students for postsecondary success.

The iPrep Program utilizes cutting edge technology along with courses offered in an online and blended format. This type of program helps

prepare students for the 21st century learning that they will experience upon graduation.

The Special Education Department has greatly expanded the mentor program. This program seeks to ensure that every special education

student has a staff member within the building that is there to assist them with any issues or problems that arise, whether they are academic

or social in nature.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. MPSHS's goal is to graduate responsible and productive citizens with strong critical thinking and academic skills, as evidenced by programs,

such as the AP/Cambridge Capstone Program. This goal is accomplished by providing students with a rigorous, dynamic, and

comprehensive curriculum delivered by a highly competent and qualified faculty in partnership with their families and the community in a safe

and caring environment. Evidence of this can be seen in the Advanced Placement, Honors, and Career Technical Education (CTE) courses

offered at MPSHS. MPSHS offers 27 Advanced Placement courses (Art History, Biology, Calculus AB, Calculus BC, Chemistry, Computer

Science A, English Language and Composition, Environmental Sciences, European History, French Language and Culture, Human

Geography, Italian Language and Culture, Japanese Language and Culture, Macroeconomics, Microeconomics, Music Theory, Physics B,

Physics C: Electricity and Magnetism, Physics C: Mechanics, Psychology, Spanish Language, Spanish Literature and Culture, Statistics,

Studio Art: Drawing Portfolio, United States Government and Politics, United States History, and World History). In addition to the plethora of

AP Courses offered, MPSHS also offers 17 Honors courses (Algebra I, Algebra II, American Government, Anatomy and Physiology, Biology,

Chemistry, Economics, English, Geometry, Marine Science, Physical Science, Physics, Pre-Calculus, Probability and Statistics, Spanish,

United States History, and World History). In addition to the AP and Honors courses, MPSHS offers multiple CTE courses, including Panther

Business, which is comprised of the Academy of Information Technology and the Academy of Entrepreneurship, the Academy of Health

Science, the Academy of Drafting and Design, the Academy of Culinary Arts, and the Academy of Early Childhood Education. The Science

Department works toward providing global awareness by sponsoring a student-led Green Team, which focuses on single stream recycling by

gathering up paper, plastic, and metal items and by having the environmental club students participate in numerous environmental fairs at

local schools and at community events.

Faculty and staff work hard to provide the best educational experience for each and every student. Parental partnership is a high priority and

needed component that is essential for student success. MPSHS has a rich tradition of outstanding student achievement and the school

provides its students with a quality curriculum-based education while also promoting high moral character for all of its students.

MPSHS also promotes, teaches, and incorporates the following Core Values and Beliefs throughout the school and the school culture:

MPSHS CORE VALUES: Honesty, Cooperation, Integrity, Kindness, Fairness, Responsibility, Respect, Citizenship, and Excellence

BELIEFS: At Miami Palmetto Senior High School, we believe the following:

Our students can learn, achieve, and succeed.

When high standards are an everyday part of the school environment, students learn to put forth more effort and achievement improves.

When a positive school environment exists, students' academic attitude and ability to achieve improve.

Teachers will provide a challenging and interactive curriculum.

Students should take responsibility and ownership for their learning.



A faculty committed to professional growth, educational innovation, and technological advancement enhances teaching and learning.

The school community is entitled to and responsible for a safe, clean environment conducive to teaching and learning.

Collaboration with the extended school community will enhance the total educational experience

The school community shares responsibility for ensuring a fair and consistent educational environment

Students develop integrity and fairness through respect for all people

Stakeholders will develop practices that promote good health for the people and the planet.

Examples of these Core Values and Beliefs can be seen embedded within the school culture in the form of murals, banners, the code of

student conduct, professional development, and school literature. These behaviors and attitudes are also rewarded through positive praise,

incentives, and public recognition, and are modeled on a daily basis by the faculty, staff, and administration of MPSHS.

MISSION STATEMENT: We demonstrate academic excellence, personal integrity, civic responsibility, and global awareness.

VISION STATEMENT: VIS PER SCIENTIAM

This is a Latin phrase, which simply means "Strength through Knowledge. Although this is an extremely parsimonious vision statement, it

cuts to the core of what MPSHS represents and values and that is the power and wonder of learning, education, and knowledge, and

although simple, its very simplicity speaks volumes.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. MPSHS has had numerous accomplishments over the past 55 years and certainly this trend has continued during the last three years.

MPSHS students continue to perform at an extremely high level as evidenced by students earning prestigious scholarships, such as the Eli

and Edythe Broad Award, which is given to top scholars in an urban school setting. In addition, MPSHS has expanded its offering of

Advanced Placement classes to over 25 different courses including adding the world renown Advanced Placement Cambridge Capstone

Program, which is a collaboration between the College Board, Cambridge University, and MDCPS. Also during this time MPSHS has made

tremendous strides in the area of preparing Special Education students for postsecondary success. Sixty-eight Special Education students

graduated in 2013 and out of those 68, 61 went on to either a two or four year college, four were gainfully employed, two went on to a

vocational program, and one went into the military. This was due in large part to the passionate and tireless work done by the faculty and

staff of MPSHS's Special Education Department and Assistant Principal of Curriculum.

In addition to academic success, MPSHS has also excelled at developing positive school culture and was recently recognized by the Anti-

Defamation League as a model school for "No Place For Hate", which is a national anti-bullying, anti-violence, positive community building

program.

MPSHS excels at bringing a spirit of global responsibility to our students. This is an area that is demonstrated by the fact that the school's

ecology club participated in collecting old cell phones for the Cincinnati Zoo's "Answer the Call" project. This was a project aimed at saving

the habitat of the mountain gorilla because there is a mineral used in cell phones called coltan, which is mined in the gorilla's habitat, and

because of their efforts the coltan in the collected cell phones will be recycled, hopefully reducing the mining impacts on the gorilla's habitat.

Over the next three years, MPSHS needs to continue to upgrade the technology within classrooms and prepare our students and faculty for

the more rigorous standards of the common core curriculum.

There should be an influx of technological upgrades at the school, which will be due in a large part to the recently passed bond referendum.

Fortunately, many of the teachers at MPSHS are involved in teaching AP and Honors courses, and as such are accustomed to teaching

students on a deeper recall as opposed to a recognition level. Many of these teachers are already very well-versed in preparing students for

document-based and short response questions. Our AP Teachers' ability to instruct at an extremely high level is borne out by the high

number of MPSHS students not only taking AP courses (1096 students in 2013), but also in the percentage of students scoring three or

higher on the rigorous AP exams (69.5% in 2013). This percentage exceeds the state of Florida's rate (51.1%) by 18.4 percentage points and

the International rate (60.9%) by 8.6 percentage points. Many of these same teachers will play an instrumental role in the creation of

professional development seminars in order to present strategies, techniques, and methods to be utilized by all MPSHS teachers in

preparation for the common core standards and curriculum.

Many of the individual student achievements, awards, and accolades are presented in the additional information section.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. MPSHS has a rich and storied tradition of developing community, business, and artistic leaders. A few of the more notable MPSHS alumni

include:

Jeff Bezos - founder of Amazon.com

Alex Flinn - author of Breathing Underwater and Beastly

Ron Magill - wildlife expert

Dominic Lee Pudwill Gorie - astronaut

Jennifer Rodriguez - Olympic speed skater

Hugo Black III - lawyer and legislator

In addition to being named one of the best High Schools in America and being a perennial top performing school, MPHS has also garnered

these student awards and accolades, which are a true measure of a school's success. These are just a smattering of the overall awards for

the school and just encompass a fraction of the awards of the graduating class of 2013:

93% will be attending a 2 or 4 year college or university this year

120 will leave to attend colleges in 32 states

420 will attend a university in Florida

7 will be attending Ivy League universities

20 will be joining the military with one West Point appointment

2013 graduating class has earned over 17 million dollars in scholarship money

2013 graduating class has earned scholarships as Broad Scholars, Ford Salute to Education Scholars, and Burger King Scholars as well as

a host of other scholarships and merit monies

The top student's graduating GPA was a whopping 7.3

287 are graduating cum laude or higher

15 Silver Knight Nominees with 3 winners and 2 honorable mentions

4 National Merit Scholars

6 students with perfect attendance since kindergarten

Athletic teams which earned:

8 district titles

3 GMAC championships

15 athletes made All-Dade sports teams

2 All-Dade County Athletes of the Year

24 athletes earned college scholarships

2 NCTE Achievement in Writing winners

5 Silver Key and 5 Honorable mention Scholastic Writing award winners



Self Assessment






TABLE OF CONTENTS

Introduction 1 Standard 1: Purpose and Direction 2 Standard 2: Governance and Leadership 5 Standard 3: Teaching and Assessing for Learning 9 Standard 4: Resources and Support Systems 17 Standard 5: Using Results for Continuous Improvement 22 Report Summary 26

Introduction AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the

accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in

purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement

efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's

ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential

component of the preparation process for the institution's External Review.

Self AssessmentMiami Palmetto Senior High School


Standard 1: Purpose and Direction

The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and

beliefs about teaching and learning.

Overall Rating: 3.33

Indicator Statement or Question Response Evidence Rating1.1 The school engages in a

systematic, inclusive, andcomprehensive process toreview, revise, and communicatea school purpose for studentsuccess.

The school's process for review,revision, and communication of thepurpose statement is documented. Theprocess is formalized and implementedon a regular schedule. The processincludes participation by representativesfrom all stakeholder groups. Thepurpose statement focuses on studentsuccess.

•Survey results

•Examples ofcommunications tostakeholders about theschool's purpose (i.e.website, newsletters,annual report, studenthandbook)

•Communication plan tostakeholders regarding theschool's purpose

•Minutes from meetingsrelated to development ofthe school's purpose

•Documentation ordescription of the processfor creating the school'spurpose including the roleof stakeholders

•Purpose statements -past and present

Level 3

Indicator Statement or Question Response Evidence Rating1.2 The school's leadership and staff

commit to a culture that is basedon shared values and beliefsabout teaching and learning andsupports challenging, equitableeducational programs andlearning experiences for allstudents that includeachievement of learning, thinking,and life skills.

Commitment to shared values andbeliefs about teaching and learning isclearly evident in documentation anddecision making. This commitment isalways reflected in communicationamong leaders and staff. Challengingeducational programs and equitablelearning experiences are implemented ina measurable way so that all studentsachieve learning, thinking, and life skillsnecessary for success. Evidenceindicates a strong commitment toinstructional practices that include activestudent engagement, a focus on depthof understanding, and the application ofknowledge and skills. School leadershipand staff hold one another accountableto high expectations for professionalpractice.

•Agendas and/or minutesthat reference acommitment to thecomponents of theschool's statement ofpurpose

•Survey results

•The school's statement ofpurpose

Level 4



Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following

questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.

Cite sources of evidence External Review team members may be interested in reviewing. 1.1: The scores referenced above were selected based on the group's consensus of the following:

Miami Palmetto Senior High School (MPSHS) engages in a systematic and comprehensive process of reviewing and communicating the

school's purpose for student success. All MPSHS faculty and staff are encouraged to participate in this process, which preliminarily begins at

the end of each school year, and is further developed over the summer months and is continued throughout the school year. This process

involves reviewing student academic data with key individuals (teachers, department chairpersons, instructional leaders, administrators, and

other relevant stakeholders), and utilizing this data to drive instruction and staff professional development. While this process is not totally

inclusive, it does involve the majority of the faculty and staff of the school. The purpose and direction of the school focuses clearly and

distinctly on successfully promoting and maximizing student achievement.

1.2: The scores referenced above were selected based on the group's consensus of the following:

The school leadership and staff are committed to providing and promoting a culture that is based on shared values and beliefs about

teaching. This positive school culture is evidenced by the inclusive nature utilized in the decision making process whereby faculty/staff,

parents, stakeholders, and students are all provided with the ability to provide valuable input and feedback on most school related matters.

This process begins with the School Improvement Plan (SIP) and is carried through in many other meetings and venues, including

departmental meetings, faculty meetings, leadership team meetings, administrative team meetings, Parent Teacher Student Association

(PTSA) meetings, Educational Excellence School Advisory Council (EESAC) meetings, student council meetings, and finally community town

hall meetings. These meetings afford the opportunity for continuous quality improvement of teaching and learning.

1.3: The scores referenced above were selected based on the group's consensus of the following:

Indicator Statement or Question Response Evidence Rating1.3 The school's leadership

implements a continuousimprovement process thatprovides clear direction forimproving conditions that supportstudent learning.

School leaders implement adocumented, systematic continuousimprovement process for improvingstudent learning and the conditions thatsupport learning. All stakeholder groupsare engaged in the process. Schoolpersonnel maintain a profile with currentand comprehensive data on student andschool performance. The profile containsanalyses of data used to identify goalsfor the improvement of achievement andinstruction that are aligned with theschool's purpose. Improvement goalshave measurable performance targets.The process includes action planningthat identifies measurable objectives,strategies, activities, resources, andtimelines for achieving improvementgoals. School leaders hold all schoolpersonnel accountable for and evaluatethe overall quality of the implementationof all interventions and strategies. Theprocess is reviewed and evaluated.Documentation that the process yieldsimproved student achievement andinstruction is available andcommunicated to stakeholders.

•Survey results

•The school data profile

•Agenda, minutes fromcontinuous improvementplanning meetings

•Communication plan andartifacts that show two-way communication tostaff and stakeholders

•The school continuousimprovement plan

Level 3



The leadership team of the school implements a documented, systematic continuous improvement process, which is focused on increasing

student learning and the components that foster learning. This process begins with the review of end-of-year student academic data, which is

analyzed in order to provide a foundation for the SIP and the upcoming professional development calendar, and both of these documents

serve as a blueprint for ongoing student achievement. The SIP is shared with all stakeholders and all of these stakeholders are aware of the

goals and expectations for student learning. These processes are aided by the PTSA which helps to organize student and parent activities

and events (College Fair, Freshman, Sophomore, Junior, and Senior Parent nights, career planning, military expos, curriculum fairs, and

town hall meetings) and also by teachers who are constantly arranging parent conferences in order to better address the academic needs of

the student population.

The school's strength lies in its history of academic excellence and the high standards that are expected of both students and staff. There is

a strong leadership team in place that communicates effectively with the faculty and in turn has placed knowledgeable and industrious

individuals in leadership positions within the school, such as department chairpersons, test chairperson, athletic director, activities director,

and deans. These leaders are able to hold meetings with their various departments and a two-way dialogue and communication is highly

effective in promoting the school's purpose of increasing student achievement. In order to continue to sustain these areas of strength, in

addition to the above measures, elements of the Florida Continuous Improvement Model (FCIM) will be utilized. The FCIM is a research-

based model that includes an eight step quality improvement cycle with the key components of Plan, Do, Check, and ACT (PDCA) making up

the broad areas of the model.

An area of improvement that was noted by the group was a need to have more interdepartmental meetings in order to exchange best

practices and methodology. This is an area that is being discussed at various levels, including Departmental, Leadership, and Administrative

Team meetings. Some of the ways that the school is looking to improve in this area is to conduct interdepartmental lesson studies and with

targeted professional development.



Standard 2: Governance and Leadership

The school operates under governance and leadership that promote and support student performance and school effectiveness.

Overall Rating: 3.0

Indicator Statement or Question Response Evidence Rating2.1 The governing body establishes

policies and supports practicesthat ensure effectiveadministration of the school.

Policies and practices support theschool's purpose and direction and theeffective operation of the school. Policiesand practices promote effectiveinstruction and assessment that produceequitable and challenging learningexperiences for all students. There arepolicies and practices regardingprofessional growth of all staff. Policiesand practices provide requirements,direction for, and oversight of fiscalmanagement.

•Student handbooks

•Governing body policies,procedures, and practices

•Staff handbooks

•Communications tostakeholder about policyrevisions

•School handbooks

Level 3

Indicator Statement or Question Response Evidence Rating2.2 The governing body operates

responsibly and functionseffectively.

The governing body has a process toensure that its decisions and actions arein accordance with defined roles andresponsibilities, a code of ethics, andfree of conflict of interest. Governingbody members participate in asystematic, formal professionaldevelopment process regarding the rolesand responsibilities of the governingbody and its individual members. Thegoverning body complies with allpolicies, procedures, laws, andregulations and functions as a cohesiveunit.

•Governing body minutesrelating to training

•Communication plan toinform all staff on code ofethics, responsibilities,conflict of interest

•List of assigned staff forcompliance

•Proof of legal counsel

•Assurances, certifications

•Governing body trainingplan

•Findings of internal andexternal reviews ofcompliance with laws,regulations, and policies

•Communications aboutprogram regulations

•Governing body policieson roles andresponsibilities, conflict ofinterest

•Governing code of ethics

Level 3



Indicator Statement or Question Response Evidence Rating2.3 The governing body ensures that

the school leadership has theautonomy to meet goals forachievement and instruction andto manage day-to-day operationseffectively.

The governing body protects, supports,and respects the autonomy of schoolleadership to accomplish goals forimprovement in student learning andinstruction and to manage day-to-dayoperations of the school. The governingbody maintains a distinction between itsroles and responsibilities and those ofschool leadership.

•Roles and responsibilitiesof school leadership

•School improvement plandeveloped by the school

•Stakeholder input andfeedback

•Maintenance ofconsistent academicoversight, planning, andresource allocation

•Communicationsregarding board actions

•Survey results regardingfunctions of the governingbody

•Agendas and minutes ofmeetings

Level 3

Indicator Statement or Question Response Evidence Rating2.4 Leadership and staff foster a

culture consistent with theschool's purpose and direction.

Leaders and staff align their decisionsand actions toward continuousimprovement to achieve the school'spurpose. They expect all students to beheld to high standards in all courses ofstudy. All leaders and staff arecollectively accountable for studentlearning. School leaders supportinnovation, collaboration, sharedleadership, and professional growth. Theculture is characterized by collaborationand a sense of community.

•Examples of collaborationand shared leadership

•Survey results

•Examples of decisionsaligned with the school'sstatement of purpose

•Examples of decisions insupport of the school'scontinuous improvementplan

Level 3

Indicator Statement or Question Response Evidence Rating2.5 Leadership engages stakeholders

effectively in support of theschool's purpose and direction.

Leaders communicate effectively withappropriate and varied representativesfrom stakeholder groups, provideopportunities for stakeholders to shapedecisions, solicit feedback and respondto stakeholders, work collaboratively onschool improvement efforts, and provideand support meaningful leadership rolesfor stakeholders. School leaders' effortsresult in measurable, active stakeholderparticipation; engagement in the school;a sense of community; and ownership.

•Minutes from meetingswith stakeholders

•Survey responses

•Involvement ofstakeholders in a schoolimprovement plan

Level 3





Cite sources of evidence External Review team members may be interested in reviewing. 2.1 The scores referenced above were selected based on the group's consensus of the following:

The faculty and staff agreed that the policies and practices employed at the school support the purpose, direction, and effective operation of

the school. Policies, such as having students sign for their interims so that parents know how their children are doing help to reinforce

instruction through the assessment process. Professional Development at MPSHS was listed as a very strong asset and Ms. Valois, the

Professional Development Liaison, was mentioned as a very big reason why PD is such a critically important part of the school. The

administrative staff has an ongoing process to evaluate its overall functioning and allows opinions to be expressed and feedback to be given

in many venues, including faculty meetings, leadership team meetings, department chairperson meetings, PTSA Meetings, ESSAC

Meetings, and many other arenas.

2.2 The scores referenced above were selected based on the group's consensus of the following:

Administrative staff continually evaluate the decisions and actions that impact the overall running of the school. Roles and responsibilities are

laid out in the beginning of the year by the school's principal and each staff member receives these documents as part of the opening of

schools packet. Formal professional development is part of the process that all MPSHS staff members, including administration must

participate in. All members of the administrative team meet regularly and review policies and procedures that come out through the MDCPS

weekly briefing system and inform faculty and staff of new policies and procedures as they are promulgated.


The administration is able to respect the autonomy of teachers and allows them to accomplish their goals of providing quality instruction,

which leads to high levels of learning gains. There are clear roles and responsibilities between faculty and administration and these roles are

well-defined, delineated, and codified. There is clear evidence of oversight and follow through as evidenced by PTSA, ESSAC, and

leadership team meeting minutes.


Through the development of the School Improvement Plan the administration, faculty, staff, and stakeholders align their efforts, decisions,

Indicator Statement or Question Response Evidence Rating2.6 Leadership and staff supervision

and evaluation processes resultin improved professional practiceand student success.

The focus of the criteria and processesof supervision and evaluation isimproving professional practice andimproving student success. Supervisionand evaluation processes are regularlyimplemented. The results of thesupervision and evaluation processesare used to monitor and effectivelyadjust professional practice and improvestudent learning.

•Examples of professionaldevelopment offerings andplans tied specifically tothe results fromsupervision and evaluation

•Governing body policy onsupervision and evaluation

•Supervision andevaluation documents withcriteria for improvingprofessional practice andstudent success noted

•Job specific criteria

Level 3



and actions toward continuous quality improvement with the goal and focus of improving overall student achievement. All faculty,

administration, and staff within the building have high expectations of all students and the teaching and instruction is of the highest standard.

The faculty, staff, and administration work together collectively as a team and all members are accountable and take responsibility for student

achievement. The culture of the school is one of collaborative planning and positivity where ideas and creative thinking are encouraged and

recognized verbally and in print. Examples of this can be seen in various meetings and in local media outlets.


This school has an extremely strong, vocal, and active PTSA that willingly participates in multiple facets of the school's operation. This

community is very involved in the school and many of the local businesses have children who attend this school. There are numerous

opportunities for stakeholders to participate and have their voice heard at MPSHS; some of these venues include PTSA meetings, ESSAC

meetings, Open House, Parent Nights, Community Forums, and many other arenas. MPSHS would like to have even more parent

participation, especially from of the school's subgroups. This is an area that does need improvement.


There is a formal evaluation process that occurs at all levels within the school. The focus of these evaluations is on improving professional

practice and ultimately in ensuring student success. Evaluations are very regimented and done on a consistent and regular schedule and

staff are provided meaningful feedback during the evaluative process.

Some of the strengths noted by the staff are the fact that each assistant principal's duties are clearly delineated and disseminated to staff

during the opening of schools. The strong knowledge base of the administration was listed as a very strong asset. The constant and ongoing

communication between all of the school's stakeholders was seen as exceptionally valuable and helpful. . In order to continue to sustain

these areas of strength, in addition to the above measures, elements of the Florida Continuous Improvement Model (FCIM) will be utilized.

Some of the areas where improvement could be made were that teachers needed more time to collaborate and also that sometimes the

more veteran teachers were reluctant to break out of their comfort zone and try new strategies and approaches. This is an area that is being

discussed at various levels, including Departmental, Leadership, and Administrative Team meetings. Some of the ways that the school is

looking to improve in these areas are by developing small professional learning communities within the school and utilizing the expertise of

our more veteran teachers to assist with this process.



Standard 3: Teaching and Assessing for Learning

The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

Overall Rating: 3.0

Indicator Statement or Question Response Evidence Rating3.1 The school's curriculum provides

equitable and challenginglearning experiences that ensureall students have sufficientopportunities to develop learning,thinking, and life skills that lead tosuccess at the next level.

Curriculum and learning experiences ineach course/class provide all studentswith challenging and equitableopportunities to develop learning skills,thinking skills, and life skills. There issome evidence to indicate curriculumand learning experiences preparestudents for success at the next level.Like courses/classes have equivalentlearning expectations. Some learningactivities are individualized for eachstudent in a way that supportsachievement of expectations.

•Survey results

•Lesson plans

•Posted learningobjectives

•Representative samplesof student work acrosscourses

•Course schedules

•Course descriptions

•Descriptions ofinstructional techniques

Level 3

Indicator Statement or Question Response Evidence Rating3.2 Curriculum, instruction, and

assessment are monitored andadjusted systematically inresponse to data from multipleassessments of student learningand an examination ofprofessional practice.

Using data from student assessmentsand an examination of professionalpractice, school personnel monitor andadjust curriculum, instruction, andassessment to ensure vertical andhorizontal alignment and alignment withthe school's goals for achievement andinstruction and statement of purpose.There is a process in place to ensurealignment each time curriculum,instruction, and/or assessments arereviewed or revised. The continuousimprovement process ensures thatvertical and horizontal alignment as wellas alignment with the school's purposeare maintained and enhanced incurriculum, instruction, and assessment.

•Curriculum guides

•A description of thesystematic review processfor curriculum, instruction,and assessment

•Common assessments

•Surveys results

•Lesson plans aligned tothe curriculum

Level 3



Indicator Statement or Question Response Evidence Rating3.3 Teachers engage students in

their learning throughinstructional strategies thatensure achievement of learningexpectations.

Teachers plan and use instructionalstrategies that require studentcollaboration, self-reflection, anddevelopment of critical thinking skills.Teachers personalize instructionalstrategies and interventions to addressindividual learning needs of studentswhen necessary. Teachers useinstructional strategies that requirestudents to apply knowledge and skills,integrate content and skills with otherdisciplines, and use technologies asinstructional resources and learningtools.

•Teacher evaluationcriteria

•Agenda items addressingthese strategies

•Professional developmentfocused on thesestrategies

•Authentic assessments

•Examples of teacher useof technology as aninstructional resource

•Examples of student useof technology as a learningtool

•Student workdemonstrating theapplication of knowledge

•Findings from supervisorwalk-thrus andobservations

•Surveys results

Level 3

Indicator Statement or Question Response Evidence Rating3.4 School leaders monitor and

support the improvement ofinstructional practices of teachersto ensure student success.

School leaders monitor instructionalpractices through supervision andevaluation procedures to ensure thatthey 1) are aligned with the school'svalues and beliefs about teaching andlearning, 2) are teaching the approvedcurriculum, 3) are directly engaged withall students in the oversight of theirlearning, and 4) use content-specificstandards of professional practice.

•Supervision andevaluation procedures

•Peer or mentoringopportunities andinteractions

•Recognition of teacherswith regard to thesepractices

•Surveys results

•Administrative classroomobservation protocols andlogs

Level 2



Indicator Statement or Question Response Evidence Rating3.5 Teachers participate in

collaborative learningcommunities to improveinstruction and student learning.

All members of the school staffparticipate in collaborative learningcommunities that meet both informallyand formally. Collaboration often occursacross grade levels and content areas.Staff members have been trained toimplement a formal process thatpromotes discussion about studentlearning. Learning from, using, anddiscussing the results of inquirypractices such as action research, theexamination of student work, reflection,study teams, and peer coaching occurregularly among most school personnel.School personnel indicate thatcollaboration causes improvementresults in instructional practice andstudent performance.

•Examples of crosscurricular projects,interdisciplinaryinstruction, and classroomaction research project

•Agendas and minutes ofcollaborative learningcommittees

•Survey results

•Peer coaching guidelinesand procedures

•Examples ofimprovements to contentand instructional practiceresulting fromcollaboration

Level 3

Indicator Statement or Question Response Evidence Rating3.6 Teachers implement the school's

instructional process in support ofstudent learning.

All teachers use an instructional processthat informs students of learningexpectations and standards ofperformance. Exemplars are oftenprovided to guide and inform students.The process includes multiple measures,including formative assessments, toinform the ongoing modification ofinstruction and provide data for possiblecurriculum revision. The processprovides students with specific andtimely feedback about their learning.

•Examples of learningexpectations andstandards of performance

•Survey results

•Examples ofassessments thatprompted modification ininstruction

•Samples of exemplarsused to guide and informstudent learning

Level 3

Indicator Statement or Question Response Evidence Rating3.7 Mentoring, coaching, and

induction programs supportinstructional improvementconsistent with the school'svalues and beliefs about teachingand learning.

School personnel are engaged inmentoring, coaching, and inductionprograms that are consistent with theschool's values and beliefs aboutteaching, learning, and the conditionsthat support learning. These programsset expectations for all school personneland include measures of performance.

•Records of meetings andwalk thrus/feedbacksessions

•Survey results

•Professional learningcalendar with activities forinstructional support ofnew staff

Level 3



Indicator Statement or Question Response Evidence Rating3.8 The school engages families in

meaningful ways in theirchildren's education and keepsthem informed of their children'slearning progress.

Programs that engage families inmeaningful ways in their children'seducation are designed andimplemented. School personnel regularlyinform families of their children's learningprogress.

•Survey results

•Volunteer program withvariety of options forparticipation

•List of varied activitiesand communicationsmodes with families, e.g.,info portal, online,newsletters, parentcenters, academic nights,open house, early releasedays

•Calendar outlining whenand how families areprovided information onchild's progress

•Parental/family/caregiverinvolvement plan includingactivities, timeframes, andevaluation process

Level 3

Indicator Statement or Question Response Evidence Rating3.9 The school has a formal structure

whereby each student is wellknown by at least one adultadvocate in the school whosupports that student'seducational experience.

School personnel participate in astructure that gives them long-terminteraction with individual students,allowing them to build strongrelationships over time with the student.All students may participate in thestructure. The structure allows theschool employee to gain insight into andserve as an advocate for the student'sneeds regarding learning skills, thinkingskills, and life skills.

•List of students matchedto adult advocate

•Survey results

•Curriculum and activitiesof formal adult advocatestructure

•Description of formaladult advocate structures

Level 3

Indicator Statement or Question Response Evidence Rating3.10 Grading and reporting are based

on clearly defined criteria thatrepresent the attainment ofcontent knowledge and skills andare consistent across gradelevels and courses.

Teachers use common grading andreporting policies, processes, andprocedures based on clearly definedcriteria that represent each student'sattainment of content knowledge andskills. These policies, processes, andprocedures are implementedconsistently across grade levels andcourses. Stakeholders are aware of thepolicies, processes, and procedures.The policies, processes, and proceduresare regularly evaluated.

•Evaluation process forgrading and reportingpractices

•Survey results

•Sample report cards foreach grade level and forall courses

•Sample communicationsto stakeholders aboutgrading and reporting

•Policies, processes, andprocedures on grading andreporting

Level 3






MPSHS offers a plethora of unique and varied courses that are tiered and structured in order to ensure that all students are afforded

equitable and challenging learning experiences. MPSHS can select from a wide array of Advanced Placement, honors, elective, and

vocational classes. MPSHS is blessed to have a faculty of seasoned and experienced teachers along with teachers who are more junior in

experience, but who bring some of the most innovative cutting edge best practices to the school. Teachers promote higher order and critical

thinking skills through rigor and engaging, and sometimes entertaining instruction. Many of the MPSHS school students go on to attend

prestigious institutions of higher learning, such as Harvard, Princeton, and Yale, and an extremely high percentage go on to postsecondary

success, which is very strong evidence of students being prepared for life at the next level. Many of the courses have similar learning

expectations; however, this is an area that the school would like to improve so that alignment is consistent between teachers. There is a fair

amount of individualized instruction and differentiated instruction that occurs in most classrooms, but again this is an area that can be

improved upon.


MPSHS along with all of MDCPS is highly adept at utilizing multiple assessment tools in order to modify, adjust, and improve student

instruction and faculty/staff professional development. MPSHS uses data from multiple assessments, such as Interim assessments, FCAT,

Indicator Statement or Question Response Evidence Rating3.11 All staff members participate in a

continuous program ofprofessional learning.

All staff members participate in arigorous, continuous program ofprofessional learning that is aligned withthe school's purpose and direction.Professional development is based onan assessment of needs of the schooland the individual. The program buildsmeasurable capacity among allprofessional and support staff. Theprogram is rigorously and systematicallyevaluated for effectiveness in improvinginstruction, student learning, and theconditions that support learning.

•Results of evaluation ofprofessional learningprogram.

•Evaluation tools forprofessional learning

•Survey results

•Brief explanation ofalignment betweenprofessional learning andidentified needs

Level 4

Indicator Statement or Question Response Evidence Rating3.12 The school provides and

coordinates learning supportservices to meet the uniquelearning needs of students.

School personnel use data to identifyunique learning needs of all students atall levels of proficiency as well as otherlearning needs (such as secondlanguages). School personnel staycurrent on research related to uniquecharacteristics of learning (such aslearning styles, multiple intelligences,personality type indicators) and provideor coordinate related learning supportservices to all students.

•Survey results

•List of learning supportservices and studentpopulation served by suchservices

•Training and professionallearning related toresearch on uniquecharacteristics of learning

•Data used to identifyunique learning needs ofstudents

Level 3



EOCs, and Advanced Placement exams in order to craft the overall School Improvement Plan (SIP), which is the living document that is used

to drive annual student instruction and faculty/staff professional development. These assessments allow systematic adjustments to the

curriculum and instruction that helps to ensure that there is vertical and horizontal alignment with the school's goals and purpose, which is

focused on overall student achievement.


Teachers utilize multiple intervention strategies including student collaboration, self-reflection, higher order thinking, and critical thinking skills

in order to ensure achievement of learning objectives and expectations. Teachers are able to use differentiated instruction in order to address

the individual learning needs of individual students. Teachers utilize technology, when it is available, to help students learn how to master the

curriculum and the technology tools used to present and display information. Teachers use strategies that require students to draw on

background information, prior learning and other disciplines while engaged in the learning process.


School leaders (administrative and leadership teams) do monitor and support the improvement of instructional practices; however, this

process could be improved if it was done in a more consistent, systematic, and formalized fashion. This is probably done best within the

Special Education Process where there is a formal and systematized method of evaluating student achievement and performance.


Teachers at MPSHS participate in collaborative learning communities to improve instruction and student learning and achievement both on

the departmental and school-wide level. All members of the school participate in professional development on many different levels and

collaborate with each other both formally and informally in regular scheduled department and school-wide faculty meetings. There is a formal

process for teachers to collaborate and discuss best practices, strategies, and interventions that promote student learning. Individuals are

able to share methods, strategies, and ideas that are working within their classrooms with other teachers. Many times this discussion will

focus on specific examples, such as student work samples, lesson plans, lesson studies, research articles, and even action research. This

collegial collaboration certainly plays a large role in improving overall instructional practice and student learning and achievement.


Teachers at MPSHS actively implement the school's instructional plan and processes in order to support student learning and achievement.

Teachers clearly utilize an instructional process that delineates and informs students of learning objectives, expectations and exactly what

the standards of performance are. This process is guided by various assessments (in class quizzes and exams, homework, papers, projects,

baseline, interim, EOC, AP, and FCAT exams) and also syllabi, grading rubrics, and verbal instruction. Students are allowed to ask clarifying

questions and verbal and written feedback on their performance is provided to them in a timely basis.


There are formal and informal mentoring, coaching, and induction programs in place at the departmental and school-wide level at MPSHS.

These programs including the Mentoring and Induction for New Teachers (MINT) program and numerous professional development

opportunities within the school, within the district, and workshops conducted by outside agencies and professionals. All of these efforts work

toward and are consistent with the school's values and beliefs about improving instruction and the conditions that promote learning. These

programs set high standards of expectations for all school personnel and all professional development sessions are criteria based and



require a measurement of what was learned.


MPSHS reaches out to families in a meaningful way and makes numerous attempts throughout the school year to engage parents, families,

and community members in the overall educational process that is occurring at the school. The school regularly invites parents to participate

in after school activities, such as sports, band concerts, drama plays, award nights, dance shows, and numerous other extracurricular

activities. Each class has an information night where class specific information is disseminated and discussed. Connect-Ed voice messages

and email blasts are sent to parents on a regular basis informing them of important upcoming events. The EESAC is extremely involved in

the school and the PTSA is very strong and active at the school and supports many events and fundraisers. Both the school and the PTSA

have dynamic websites that relate needed information on a real-time basis and the school newspaper and various newsletters cover issues

within the school in a more in-depth fashion. Teachers frequently meet with parents when there are issues and concerns, and the

administration has an "open door" policy.


MPSHS is a large school with approximately 2,700 students, and given this high number of students it is even more imperative than at a

smaller school that students have at least one adult in the building who is familiar with the student and can provide support on a personal

level. MPSHS endeavors to meet this standard by having students assigned to counselors and administrators alphabetically, and over the

course of the academic year and the four years of high school many staff/faculty/administration build significantly positive and important

relationships with not only their assigned students, but other students as well. This process is probably best exemplified in the Special

Education Department where each student is given a mentor who follows their academic progress and is there to assist them with any issues

that may arise.


MPSHS's grading and reporting are based on clearly defined criteria, such as course syllabi, grading rubrics, models, and written and verbal

instruction. In addition students are allowed to ask clarifying questions and feedback is provided both verbally and in a written format in a

timely fashion. For the most part teachers utilize common grading and reporting policies, processes, and procedures that accurately measure

each student's level of attainment of content and curricular knowledge and skills. Parents and families are made aware of these policies,

procedures, and practices. These practices are regularly evaluated in order to ensure that what is being assessed is accurate and can be

adjusted if necessary, which dovetails with the overall goal of improving and promoting student learning and achievement.


At MPSHS all staff members actively participate in a continuous program of professional development. The professional development

component of the school is developed in conjunction with the SIP and is geared toward the specific needs of the students and instructors at

the school. The PD is aligned with the school's overall purpose and mission, which is improving and promoting student learning and

achievement. The PD liaison will participate in developing the SIP and surveys staff in order to get a better idea of the needs of the school

and individual teachers. The school helps to build capacity within the building by developing instructional leaders from within the staff. One of

the strongest components of the school is the overall professional development program, which is largely due to the PD liaison, Ms. Patty

Valois.




MPSHS is able to coordinate and provide learning support services in order to meet the unique learning needs of its students. This process

revolves around systematically evaluating and reviewing multiple data sources (in class quizzes and exams, homework, papers, projects,

baseline, interim, EOC, AP, and FCAT exams). This data is utilized to identify unique learning needs of students, including ELL, SPED, and

Gifted. Thanks to the strong professional development program, collaborative work environment, and veteran teachers the school personnel

is able to stay current with the latest research related to learning, including learning styles, brain-based learning, multiple intelligences and

apply best practices to ensure that each of these students are provided with the individualized educational services, approaches, and

strategies that they need to be successful.

Some of the strengths that were focused on were the fact that MPSHS has a broad and rigorous curriculum, as evidenced by a plethora of

AP, honors, and vocational classes. It was also noted that a large percentage of MPSHS go on to post-secondary success. Analyzing,

monitoring, and reviewing data was also seen as strength along with a supportive PTSA, using technology across the curriculum, having

multiple interventions as evidenced within lesson plans, and having multiple professional development opportunities. The use of Edmodo

throughout the school was also viewed as extremely positive and helpful. The Special Education Department was also viewed as an asset

with many strong and competent teachers and administrators well-versed in the special education population. In order to continue to sustain

these areas of strength, in addition to the above measures, elements of the Florida Continuous Improvement Model (FCIM) will be utilized.

Some of the areas that were discussed that needed improvement were that teachers did not have enough time to collaborate and an

unequitable distribution of technology. Many teachers discussed how difficult it was to individualize lessons because the class size was too

large. These are areas that are being discussed at various levels, including Departmental, Leadership, and Administrative Team meetings.

Some of the ways that the school is looking to improve these areas are by 1. developing small professional learning communities within the

school. 2. utilizing money from the recently passed bond referendum that has been earmarked for technology to provide upgraded and

equitable technology throughout the school, and 3. developing a master curriculum and scheduling plan that provides the best possible

allocation of resources to minimize overall class size.



Standard 4: Resources and Support Systems

The school has resources and provides services that support its purpose and direction to ensure success for all students.

Overall Rating: 2.71

Indicator Statement or Question Response Evidence Rating4.1 Qualified professional and

support staff are sufficient innumber to fulfill their roles andresponsibilities necessary tosupport the school's purpose,direction, and the educationalprogram.

Policies, processes, and proceduresensure that school leaders have accessto, hire, place, and retain qualifiedprofessional and support staff. Schoolleaders systematically determine thenumber of personnel necessary to fill allthe roles and responsibilities necessaryto support the school purpose,educational programs, and continuousimprovement. Sustained fiscal resourcesare available to fund positions critical toachieve the purpose and direction of theschool.

•School budgets for thelast three years

•Survey results

•Policies, processes,procedures and otherdocumentation related tothe hiring, placement andretention of professionaland support staff

•Documentation of highlyqualified staff

Level 3

Indicator Statement or Question Response Evidence Rating4.2 Instructional time, material

resources, and fiscal resourcesare sufficient to support thepurpose and direction of theschool.

Instructional time, material resources,and fiscal resources are focused onsupporting the purpose and direction ofthe school. Instructional time is protectedin policy and practice. School leaderswork to secure material and fiscalresources to meet the needs of allstudents. School leaders demonstratethat instructional time, materialresources, and fiscal resources areallocated so that all students haveequitable opportunities to attainchallenging learning expectations.Efforts toward the continuousimprovement of instruction andoperations include achieving the school'spurpose and direction.

•Examples of efforts ofschool leaders to securenecessary material andfiscal resources

•School schedule

•Alignment of budget withschool purpose anddirection

•School calendar

Level 3

Indicator Statement or Question Response Evidence Rating4.3 The school maintains facilities,

services, and equipment toprovide a safe, clean, and healthyenvironment for all students andstaff.

School leaders have adopted or createdclear expectations for maintaining safety,cleanliness, and a healthy environmentand have shared these definitions andexpectations with stakeholders. Schoolpersonnel and students are accountablefor maintaining these expectations.Measures are in place that allow forcontinuous tracking of these conditions.Improvement plans are developed andimplemented by appropriate personnelas necessary to improve theseconditions. Results of improvementefforts are evaluated.

•Records of depreciationof equipment

•Documentation ofcompliance with local andstate inspectionsrequirements

•Documentation ofemergency proceduressuch as fire drills,evacuation and otheremergency procedures.

•System for maintenancerequests

•Maintenance schedules

•Safety committeeresponsibilities, meetingschedules, and minutes

Level 3





Cite sources of evidence External Review team members may be interested in reviewing.

Indicator Statement or Question Response Evidence Rating4.4 Students and school personnel

use a range of media andinformation resources to supportthe school's educationalprograms.

Students and school personnel haveaccess to media and informationresources necessary to achieve most ofthe educational programs of the school.Personnel are available to assiststudents and school personnel inlearning about the tools and locations forfinding and retrieving information.

•Budget related to mediaand information resourceacquisition

•Survey results

•HEAT Tickets

Level 2

Indicator Statement or Question Response Evidence Rating4.5 The technology infrastructure

supports the school's teaching,learning, and operational needs.

The technology infrastructure meets theteaching, learning, and operationalneeds of most stakeholders. Schoolpersonnel have a technology plan toimprove technology services andinfrastructure.

•Survey results

•Policies relative totechnology use

•HEAT Tickets

Level 2

Indicator Statement or Question Response Evidence Rating4.6 The school provides support

services to meet the physical,social, and emotional needs ofthe student population beingserved.

School personnel implement a processto determine the physical, social, andemotional needs of each student in theschool. School personnel provide orcoordinate programs to meet the needsof students as necessary. Measures ofprogram effectiveness are in place, andschool personnel use the data fromthese measures to evaluate allprograms. Improvement plans related tothese programs are designed andimplemented when needed to moreeffectively meet the needs of students.

•Student assessmentsystem for identifyingstudent needs

•Agreements with schoolcommunity agencies forstudent-family support

•Social classes andservices, e.g., bullying,character education

•List of support servicesavailable to students

Level 3

Indicator Statement or Question Response Evidence Rating4.7 The school provides services that

support the counseling,assessment, referral, educational,and career planning needs of allstudents.

School personnel implement a processto determine the counseling,assessment, referral, educational, andcareer planning needs of all students.School personnel provide or coordinateprograms necessary to meet the needsof students whenever possible.Measures of program effectiveness arein place, and school personnel use thedata from these measures to evaluate allprograms. Improvement plans related tothese programs are designed andimplemented when needed to moreeffectively meet the needs of students.

•List of services availablerelated to counseling,assessment, referral,educational, and careerplanning

•Budget for counseling,assessment, referral,educational and careerplanning

•Description of IEPprocess

•Description of referralprocess

Level 3




MPSHS employs highly qualified professional and support staff in order to support the school's purpose, direction, and educational programs.

There are clearly delineated policies and procedures to ensure that administrative staff can hire, place, train, and retain highly qualified

professional and support staff. On an annual basis school administration reviews student enrollment and projected enrollment and adjusts

teacher rosters based on this information, which also factors into the overall development of the master schedule. There are available

sustained resources to fund most positions critical to achieving the purpose, direction, and goals of the school.


At MPSHS instructional time, material resources, and fiscal resources are adequate to support the purpose direction, and goals of the school.

The focus of available resources is on supporting the direction, purpose, and goals of the school. Teachers receive lead teacher money for

supplies and many other supplies are purchased for them by the school or PTSA, including paper, which is a major expense. Instructional

time is universally protected in written policy and in day-to-day practice. School administration along with EESAC and the PTSA work

together collaboratively to secure the needed resources for the effective and efficient running of the school. Although administration

effectively utilizes CASAS and school-based budgeting systems there are still needs that go unmet. The administration strongly expresses a

desire to equitably distribute resources; however, with limited funding there are sometimes areas that have to be prioritized first. There is a

concerted effort toward the continuous improvement of instruction and day-today operations in order to concentrate on achieving the school's

purpose, direction, and goals.


MPSHS administration, faculty, and staff diligently work to maintain the school facilities, services, and equipment in order to provide a safe,

clean, and healthy environment for all students and staff. School administrators have clear policies and procedures for maintaining safety,

cleanliness, and a healthy environment as evidenced by custodial cleaning schedules, fire alarm, hazardous weather, critical incident

preparatory drills, staff and student ID cards, and a student uniform policy. All school personnel and students are responsible for conforming

to the school's safety policies and procedures. There are many checklists and forms to track cleanliness, safety, and healthy environment

issues and the administrator, Mr. T. Hunter, who oversees the physical plant, is quite vociferous in ensuring that the safety and cleanliness of

the building is given a top level priority. Appropriate personnel are in place to maintain the physical plant and environment; however, since

this is an extremely old building (circa 1958) there are a great many maintenance issues that must be addressed on an almost daily basis.

The overall cleanliness and safety of the building is monitored by key personnel and overseen by the assistant principal over facilities, Mr. T.

Hunter.


School personnel and students use a wide array of media (both print and digital) and information resources (books, articles, magazines,

software, and websites) in order to support the school's educational programs. Students and school personnel do have the access necessary

to achieve most of the school's educational programs; however, the lack of technology (multiple computer stations, smart boards, and

document cameras) in all classrooms does hinder the ability to fully engage in the learning opportunities available in the digital realm of the

Internet. MPSHS has many faculty and staff members who are highly technologically literate and are able to assist students and other school

personnel on how to use the proper tools and devices to access information, especially as it relates to digital information. The Information

Technology Specialist, Steve Graham, at MPSHS is one of the most skilled individuals within the whole district and his consistent ability to do

more with less is nothing short of amazing. This process is added by the digital ITS assistance system (HEAT) which is accessed by staff



through the district website and filling out a request for help (HEAT Ticket).


The technology infrastructure is able to support the overall teaching, learning, and operational needs of the school; however the technology

in the classroom is uneven and in need of much needed additional resources (computers, smart boards, and document cameras). The

current technology architecture of the school is adequate, but the technology embedded within individual classrooms is poor. There is a

district-wide plan to improve the technology in all MDCPS and is part of a recently passed 1.2 billion dollar bond referendum. The school

does have a highly skilled Information Technology Specialist, Steve Graham, who is able to give us maximum results with our current

system. As mentioned earlier, the process for requesting technology assistance is coordinated through the HEAT Ticket system.


MPSHS does an excellent job of providing support services that meet the physical, social, and emotional needs of the student population.

There are well-defined systems in place to identify and address the physical, social, and emotional needs of each student in the school.

Many of these services are provided by the professionals in the building, including counselors, social workers, behavioral teachers, physical

education teachers, and T.R.U.S.T. specialists. Many of these services are coordinated through the SPED, Gifted, Student Services, and the

Athletic departments. The data for these services is gathered and utilized to measure the overall effectiveness of services and programs.

Some of the measures include IEPs, EPs, graduation rates, FAB/BIPs, interviews, and surveys. There are many types of improvement plans

within the school to address these needs including some of the above named measures.


MPSHS provides an array of services that support the counseling, assessment, referral, educational, and career planning needs of all

students. There are specific processes and procedures in place that help to determine these needs. A few of these many examples include

IEPs, college tours, parent nights, college fairs, a dedicated college advisor counselor, military recruiters presenting during lunch time, and

ASVAB testing. Data from various assessments, along, with interviews, discussion groups (faculty, EESAC, and PTSA meetings) is utilized

to help measure the overall effectiveness of services within the program.

The staff at MPSHS listed active and supportive administration, PTSA, and committed students and parents as strengths of the school. The

ability to take students on college tours was viewed as a big plus for the school. The ITS technician, Mr. Graham, was seen as extremely

competent and able to fix almost all technology problems. The ability to get trained in technology was also mentioned as strength. The overall

professional development overseen by the PD liaison, Ms. Valois, was seen as one of the best in the district. The entire student services

department was seen as top notch and adding to the overall positive school culture and climate, particularly the activities director, Ms. Valero,

and the TRUST Specialist, Ms. Roth. In order to continue to sustain these areas of strength, in addition to the above measures, elements of

the Florida Continuous Improvement Model (FCIM) will be utilized.

A couple of areas that were in need of improvement included inadequate substitute coverage, the limited availability of the media center (due

to year round testing), and the need for a full-time TRUST Specialist. These are areas that are being discussed at various levels, including

Departmental, Leadership, and Administrative Team meetings. Some of the ways that the school is looking to improve these areas are by 1.

developing a larger and more qualified pool of substitute teachers, 2. developing more technology and computer laboratories within the

school, this would alleviate the need to utilize the media center for computer-based testing, and 3. reviewing the school budget to find funding

to secure the TRUST Specialist on a full-time basis.



Standard 5: Using Results for Continuous Improvement

The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness

and uses the results to guide continuous improvement.

Overall Rating: 3.0

Indicator Statement or Question Response Evidence Rating5.1 The school establishes and

maintains a clearly defined andcomprehensive studentassessment system.

School personnel maintain and use anassessment system that produces datafrom multiple assessment measures,including locally developed andstandardized assessments aboutstudent learning and schoolperformance. The system ensuresconsistent measurement acrossclassrooms and courses. Mostassessments, especially those related tostudent learning, are proven reliable andbias free. The system is regularlyevaluated for reliability and effectivenessin improving instruction, studentlearning, and the conditions that supportlearning.

•Documentation ordescription of evaluationtools/protocols

•Survey results

•Brief description ofstudent assessmentsystem including range ofdata produced fromstandardized and localassessments on studentlearning and schoolperformance

•Evidence thatassessments are reliableand bias free

Level 3

Indicator Statement or Question Response Evidence Rating5.2 Professional and support staff

continuously collect, analyze, andapply learning from a range ofdata sources, includingcomparison and trend data aboutstudent learning, instruction,program evaluation, andorganizational conditions.

Systematic processes and proceduresfor collecting, analyzing, and applyinglearning from multiple data sources areused consistently by professional andsupport staff. Data sources includecomparison and trend data that providea complete picture of student learning,instruction, the effectiveness ofprograms, and the conditions thatsupport learning. School personnel usedata to design, implement, and evaluatecontinuous improvement plans toimprove student learning, instruction, theeffectiveness of programs, andorganizational conditions.

•Survey results

•Written protocols andprocedures for datacollection and analysis

•Examples of use of datato design, implement, andevaluate continuousimprovement plans andapply learning

•List of data sourcesrelated to student learning,instruction, programeffectiveness, andconditions that supportlearning

Level 3



Indicator Statement or Question Response Evidence Rating5.3 Professional and support staff are

trained in the evaluation,interpretation, and use of data.

All professional and support staffmembers are assessed and trained in arigorous professional developmentprogram related to the evaluation,interpretation, and use of data.

•Policies specific to datatraining

•Professional learningschedule specific to theuse of data

•Documentation ofattendance and trainingrelated to data use

•Survey results

•Training materials specificto the evaluation,interpretation, and use ofdata

Level 3

Indicator Statement or Question Response Evidence Rating5.4 The school engages in a

continuous process to determineverifiable improvement in studentlearning, including readiness forand success at the next level.

Policies and procedures describe aprocess for analyzing data thatdetermine verifiable improvement instudent learning, including readiness forand success at the next level. Resultsindicate improvement, and schoolpersonnel consistently use these resultsto design, implement, and evaluate theresults of continuous improvementaction plans related to student learning,including readiness for and success atthe next level.

•Student surveys

•Agendas, minutes ofmeetings related toanalysis of data

•Description of process foranalyzing data todetermine verifiableimprovement in studentlearning

•Evidence of studentreadiness for the next level

•Evidence of studentgrowth

•Evidence of studentsuccess at the next level

Level 3

Indicator Statement or Question Response Evidence Rating5.5 Leadership monitors and

communicates comprehensiveinformation about studentlearning, conditions that supportstudent learning, and theachievement of schoolimprovement goals tostakeholders.

Leaders monitor comprehensiveinformation about student learning,conditions that support student learning,and the achievement of schoolimprovement goals. Leaders regularlycommunicate results using multipledelivery methods to all stakeholdergroups.

•Minutes of boardmeetings regardingachievement of studentlearning goals

•Communication planregarding student learning,conditions that supportlearning, and achievementof school improvementgoals to stakeholders

•Survey results

•Sample communicationsto stakeholders regardingstudent learning,conditions that supportlearning, and achievementof school improvementgoals

•Executive summaries ofstudent learning reports tostakeholder groups

Level 3






MPSHS staff maintains and utilizes an assessment system that is able to produce data from multiple assessment measures on student

learning and achievement and school performance. Evidence of this can be seen in the Advanced Placement exams, FCAT, EOCs exams,

baseline and interim tests, PSAT, FAIR, and student portfolios and projects.


MPSHS faculty relies on systematic processes and procedures for collecting, analyzing, and applying learning from multiple data sources.

These procedures are used consistently by the school's professional and support staff in order to promote student achievement and

performance. Evidence of this can be seen in gradebook reports, FCAT, EOCs exams, and Interim reports.


MPSHS ensures that all professional and support staff are assessed and trained in a rigorous professional development program that is tied

into using data to drive instruction. Examples of this can be seen in the professional development course offerings, departmental meetings,

faculty meetings, and early release professional development activities. The school also utilizes computer-based programs to assess

students and modify teaching approaches. Examples of these programs include Reading Plus, FCAT Explorer, and Algebra Nation.


MPSHS faculty and staff follow policies and procedures in order to analyze data that will assist in determining measurable improvement in

student achievement, which includes preparing students for the next educational level. Evidence of this includes analyzing and interpreting

data from the FCAT and interim tests and using this data to determine the best strategies to employ in order to focus in on the benchmarks

that students were deficient in.


The leadership of MPSHS regularly monitors and communicates information about student learning, achievement, and areas related to

school improvement. This is evidenced by email communication, EESAC meetings, Connect-Ed messages, faculty meetings, and the open

door policy of school administrators with students, staff, parents, and other stakeholders.

The group agreed that the biggest strength of the school in terms of continuous quality improvement was its faculty, and particularly the Test

Chairperson, Mr. A. Menendez and the Assistant Principal of Curriculum (APC), Ms. V. Dobbs. These two individuals work tirelessly to help

gather, analyze, interpret, and disseminate the data for the MPSHS faculty and staff. They have set up a strong feedback system, which

allows teachers to focus in and provide remediation for those students who have deficiencies and provide enrichment for those students who

are excelling. In order to continue to sustain these areas of strength, in addition to the above measures, elements of the Florida Continuous

Improvement Model (FCIM) will be utilized.



A worthwhile goal would be to develop capacity within the building and train more staff that can become better adept at assessment and

continuous improvement. This is an area that is being discussed at various levels, including Departmental, Leadership, and Administrative

Team meetings. One of the ways that the school is looking at building capacity within this area is to identify the next potetnial test

chairperson and have this person begin learning the assessment process from the current test chairperson. The school is also providing

ongoing training on the assessment process and encouraging faculty to attend district provided professional development so that

assessment can continue to be an important tool in helping to drive instruction.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Standard 1: Purpose and Direction

Standard 2: Governance and Leadership

Standard 3: Teaching and Assessing for Learning

Standard 4: Resources and Support Systems

Standard 5: Using Results for Continuous Improvement

3.33

3

3

2.71

3



Stakeholder Feedback Diagnostic






TABLE OF CONTENTS

Introduction 1 Stakeholder Feedback Data 2 Evaluative Criteria and Rubrics 3 Areas of Notable Achievement 4 Areas in Need of Improvement 5 Report Summary 6

Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.

Stakeholder Feedback DiagnosticMiami Palmetto Senior High School


Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes 2013-

2014StakeholderFeedback DataDocument 7431



Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating1. Questionnaire Administration All required AdvancED questionnaires were

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withcomplete fidelity to the appropriateadministrative procedures. In every instance,the stakeholders to whom these questionnaireswere administered fully represented thepopulations served by the institution.Appropriate accommodations were provided asnecessary for all participants.

Level 4

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? The parent stakeholders' survey (school climate survey) results indicate that parents are clearly pleased with the education that their children

are receiving at Miami Palmetto Senior High School. This can be seen in the higher satisfaction scores given to the following questions: "My

child's school maintains high academic standards" and "My child is getting a good education at this school". This sentiment is also borne out

in the high rating given to the following question: "I am satisfied with the choices of educational programs offered at my child's school". The

overall parent survey score of 3.57 reflects a very positive view of the comprehensive education process and climate of the school.

The purpose and direction and governance and leadership sections of the staff survey showed that these are robust areas that the staff feels

very strongly about, with all subsections and indicators scoring very highly. This would lend support and evidence that staff believe that the

purpose, direction, governance, and instructional leadership of the school are committed to high academic standards. The overall staff survey

score of 4.05 reflects a very positive view of the comprehensive education process and climate of the school.

The student survey showed its highest levels of satisfaction around areas that prepare students for post-secondary success as evidenced by

high scores on the following survey categories: "In my school, programs and services are available to help me succeed", "In my school, a

high quality education is offered", "My school prepares me to deal with issues that I may face in the future", and "My school prepares me for

success in the next school year". The overall student survey score of 3.38 reflects a very positive view of the comprehensive education

process and climate of the school.

All three of these different classes of stakeholders speak to the high quality education being offered at Miami Palmetto Senior High School.

Which area(s) show a trend toward increasing stakeholder satisfaction or approval? In reviewing the current AdvancED surveys along with climate surveys for the past two years, it is readily apparent that there are many areas

that are showing positive trends. The area where this is most pronounced is in the category of teaching and assessing for learning. This is an

area that scored high among all three classes of stakeholders: students, parents, and staff. This is probably due to numerous ongoing

tutoring sessions, continuous parent meetings, evening events, and the overall rigor and high standards that are encouraged and expected at

Miami Palmetto Senior High School. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? At Miami Palmetto Senior High School, a school with many traditions and a reputation for academic excellence, the foundation of this

excellence rests on the rigorous level of academic instruction provided by the faculty and staff. This is evidenced in both AdvanED staff and

student surveys and also in the 2011-2012 and 2012-2013 MDCPS parent climate survey.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? The area that scored the lowest on the survey were those that were related to the physical plant (facilities). This is not surprising given the

fact that MPSHS is well over 50 years old. These findings were consistent across all stakeholder groups. In addition, the parent climate

survey remarked that the school lunches were not nutritious or tasty.

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Again, those indicators related to the physical plant scored lowest and interestingly enough students responded that students did not treat

other students or even adults with respect. These two areas are worthy of being improved. Hopefully with the passing of the 1.2 billion bond

referendum, the physical plant will be revitalized and new strategies around character education may need to be explored in terms of

addressing the perceived lack of respect within the school. What are the implications for these stakeholder perceptions? The first thing that any visitor, whether it be parent, student, family member, outside agency, or community member, sees when they first

come to MPSHS, is the building, and although there is outstanding instruction occurring within the walls and halls of MPSHS, this is an older

building with many needs.The implication of this perception is that visitors may think the school needs to be upgraded and refreshed.

Hopefully with an infusion of referendum dollars this situation can be vastly improved. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? These findings are fairly consistent across student, staff, and parent surveys. It is a consistent finding across multiple years of MDCPS

climate surveys and even with "in-house" iCare surveys conducted last year (2012-2013).



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.5



Student Performance Diagnostic






TABLE OF CONTENTS

Introduction 1 Student Performance Data 2 Evaluative Criteria and Rubrics 3 Areas of Notable Achievement 4 Areas in Need of Improvement 6 Report Summary 7

Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.

Student Performance DiagnosticMiami Palmetto Senior High School


Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes 2013-2014 Student

Performance Data



Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the entire set of curricular aimsregarded as high-priority, “must accomplish,”instructional targets. The documentationprovided in support of this alignment ispersuasive. All of the assessments used areaccompanied by evidence demonstrating thatthey satisfy accepted technical requirementssuch as validity, reliability, absence of bias, andinstructional sensitivity.

Level 4

Statement or Question Response Rating2. Test Administration All the assessments used by the institution to

determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.

Level 4

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and these achievement gaps havenoticeably declined.

Level 3



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? Overall reading for all MPSHS students, as evidenced by 2013 data, met the expected level of performance (72%) and the reading level of

Hispanic students also met the expected level of performance (69%). In addition the mathematics level (75%) for all students far exceeded

expected levels of performance (60%), and this achievement level was consistent across the board for all, but, one of the subgroups (SWD),

which missed the expected level of performance by one percentage point (37 vs. 38%) within this category. Especially notable within the

mathematics area was the fact that Hispanic students exceeded the expected level of performance by 16 percentage points (75 vs. 59%) and

economically disadvantaged students outpaced expected levels of performance by 14 percentage points (58 vs. 44%). Describe the area(s) that show a positive trend in performance. Based on 2013 FCAT data, both reading and mathematics showed significant annual positive trends in perfomance. All students showed a

yearly learning gain of eight percentage points in reading (66 to 74%) and six percentage points in mathematics (68 to 74%). This trend was

most pronounced for reading, which over a three year period (2010-2013) showed all students having a learning gain of 13 percentage points

(61 to 74%). Which area(s) indicate the overall highest performance? Based on 2013 FCAT data, the overall MPSHS reading proficiency level for all students met the expected level of performance (72%);

however,the overall proficiency level in mathematics (75%) for all MPSHS students far exceeded expected levels of performance (60%), and

this was further highlighted by the fact that the lowest quartile of students also experienced significant learning gains as evidenced by their

proficiency level going from 58 to 62%. It is readily apparent that the overall mathematics performance levels are trending considerably

higher at Miami Palmetto Senior High School. Which subgroup(s) show a trend toward increasing performance? Based on 2013 FCAT data, the overall student population of MPSHS made a three percentage point leaning gain in reading; however the

Black (one percentage point gain), Hispanic (seven percentage point gain), White (one percentage point gain ), ELL (three percentage point

gain), SWD (six percentage point gain), and ED (three percentage point gain ) subgroups demonstrated the strongest positive performance

trend in this academic category. Similar results could be seen in the mathematics category as a one point percentage learning gain was

experienced by all students. Many of the subgroups within mathematics demonstrated significant increases in performance, including Asian

(one percentage point gain ), Hispanic (five percentage point gain), ELL (five percentage point gain), and ED (one percentage point gain). Between which subgroups is the achievement gap closing? Based on three year data trends the following subgroups appear to be closing the achievement gap:



In reading, Hispanics (closing gap by four percentage points) and ED (closing gap by one percentage point) students are closing the

achievement gap as evidenced by their lowering the amount of difference between the subgroup and overall student learning gains over a

three year period.

In mathematics, Hispanics (closing gap by 11 percentage points) and ED (closing gap by two percentage points) students are closing the

achievement gap as evidenced by their lowering the amount of difference between the subgroup and overall student learning gains over a

three year period. Which of the above reported findings are consistent with findings from other data sources? For the 2012-2013 academic year it would appear that MPSHS scores consistently higher on the FCAT and EOC exams than on the district

administered Interim exams. This is evidenced by the 2012-2013 Winter Interim Reading overall student satisfactory progress score of 59 %

as opposed to the 2012-2013 FCAT score of 68%. It is further borne out by the 2012-2013 Winter Interim Algebra overall student satisfactory

progress score of 36% as opposed to the Algebra EOC score of 62% and by the 2012-2013 Winter Interim Geometry overall student

satisfactory progress score of 47% as opposed to the Geometry EOC score of 76%. Finally this trend can be seen in the 2012-2013 Winter

Interim Biology overall student satisfactory progress score of 55% as opposed to the Biology EOC score of 77%. Therefore the inconsistency

between Interim and FCAT/EOC is the consistent factor. It could lead one to speculate that this might be more of a motivational than ability

factor, and that perhaps it may be necessary to provide motivational impetus that will encourage students to put forth maximum effort all

tests.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? Based on 2013 data, the following subgroups, in reading, were below the expected level of performance: Asians, Black, White, ELL, SWD,

and ED. SWD was the only subgroup that did not meet expectations in mathematics, and this subgroup only missed the target by one

percentage point (37 vs. 38%). Describe the area(s) that show a negative trend in performance. The overall student reading category met expected levels of performance and the mathematics catgeory far exceeded expected levels of

performance. However, the Asian subgroup showed a slight negative trend in performance going from an 89% proficiency rating in 2012 to

an 83% proficiency rating in 2013. In mathematics, the proficiency ratings fell from 2012 to 2013 in the Black (from 51 to 50%), White (88 to

86%), and SWD (39 to 37%) subgroups. Which area(s) indicate the overall lowest performance? As evidenced by 2013 FCAT data, the ELL subgroup in reading demonstrated the lowest level of performance with only 26% of the students

within this subgroup meeting satisfactory performance levels. In addition the SWD subgroup needs improvement in both reading (36% of

students meeting satisfactory performance levels) and mathematics (37% of students meeting satisfactory performance levels). Which subgroup(s) show a trend toward decreasing performance? Based on three year data trends (2011-2013), ELL students are showing a trend toward decreasing performance in reading. In 2011 the

reading proficiency rating was at 32% in 2012 it was at 23% and in 2013 it was at 26%. Between which subgroups is the achievement gap becoming greater? The reading data, shows that the ELL subgroup achievement gap has increased by nine percentage points over a three year period (2011-

2013). The mathematics data shows that the SWD subgroup achievement gap has increased by 12 percentage points over a three year

period (2011-2013). Which of the above reported findings are consistent with findings from other data sources? These findings are similar to results from Interim Assessment data and reflect a comparable pattern of lower performance.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.5



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