School Performance Excellence Plan - Miami-Dade County ...

School Performance Excellence Plan

School Name and Number : 7251 - Miami Central Senior High School

Principal: Samuel L. Johnson Telephone #: (305) 696-4161

High School Feeder Pattern: 7251 - Miami Central Senior

Region: Region III Board District #: 1 - Dr. Robert B. Ingram

Title I Budget and Waivers

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

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

2002 - 2003

(SCHOOL IMPROVEMENT PLAN)School Name: 7251 - Miami Central Senior High School

2002 School Performance Grade: D

SCHOOL PERFORMANCE EXCELLENCE PLAN

Vision/Mission/Belief Statement(s):

VISION: Miami Central’s vision is to provide instruction to its student population that will improve their test scores, critical thinking skills and prepare them to excel in the world of work and postsecondary studies acknowledging that instruction for each student must begin at the level of his/her ability. Further, we must utilize strategies that promote academic growth and development, and encourage students to aspire to perform above required standards. Miami Central’s vision promotes academic excellence, fosters a greater commitment of instructional and administrative staff, and encourages the student body to surpass the norm becoming positive role models in the community. We believe that the community must have a voice in the decision-making procss, when planning the curriculum and other future goals and objectives which are reviewed annually. There must be solidarity of purpose between the community, business world and school to form a connection for a productive learning environment. Most importantly, there must be a sense of unity and purpose which support a wholesome and productive institution.

MISSION: The staff, parents, and community of Miami Central Senior High School believe in providing a quality education, and providing the skills and training that will enable each student to become a responsible, productive, and contributing member of our global, multicultural society.

We commit ourselves to the development of each student, not only to achieve performance standards as measured by competency and achievement tests, but also to develop life standards that will, over the long term, enable full participation in the mainstream social and economic processes.

In order to nourish and foster this climate of educational excellence, we are committed to the continuous 7251

2002 - 2003

(SCHOOL IMPROVEMENT PLAN)School Name: 7251 - Miami Central Senior High School

2002 School Performance Grade: D

SCHOOL PERFORMANCE EXCELLENCE PLAN

examination and refinement of our current efforts and to identify and initiate new strategies to ensure the achievement of these goals.

Title I Schoolwide Program: NoComprehensive School Reform Program: No

SACS Accreditation Process: Yes

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Goal I: School to Career

School District Goals:

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

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

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

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

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

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

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

efficiency

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

IIIa. IIIb. IIIc.IIId.IIIe.

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Miami Central Senior High School

Given instruction using the Sunshine State Standards, students will increase their reading skills as evidenced by 54 percent of students reaching the state required mastery level, 51 percent making annual learning gains, and 63 percent scoring in the lowest 25 percent making annual learning gains as documented by scores of the 2003 FCAT Reading Test.

Given instruction using the Sunshine State Standards, students will increase their Mathematics skills as evidenced by 54 percent of students reaching the state required mastery level and 68 percent making annual learning gains as documented by scores of the 2003 FCAT Reading Test.

Given instruction using the Sunshine State Standards, students will increase their Writing skills as evidenced by 90 percent of students reaching the state required mastery level as documented by scores of the 2003 FCAT Reading Test.

Given instruction using the Sunshine State Standards, students enrolled in Advanced Placement classes will increase their mastery of the subject area as evidenced by an increase of 5 points in the percent of such students scoring 3 or higher on the Advanced Placement examinations when percentages from May 2002 are compared to May 2003 as documented by reports generated by The College Board and the Division of Advanced Academic Programs.

Given instruction using the Sunshine State Standards, 54 percent of students will show an increase in their science skills as evidenced by scores of the inhouse science posttest administered in March 2003 when compared to pretest results.

The following activities will be implemented or maintained: tutorial programs, alternative assessments, writing across the curriculum, simulated test conditions and questions, and pre/post tests to assess improvements in reading, writing, and mathematics skills. Activities will also include independent reading, the maintenance and extension of career portfolios, the increased use of computers and technology, parental involvement, reciprocal teaching, and the expansion of cooperative learning and interdisciplinary activities.

Miami Central Senior High School’s plan reflects a collective and sincere effort of its business community, parents, and staff to advance students into the world of work and/or post-secondary education. The belief that every student can learn and apply that, which is taught, is the foundation, which correlates the school’s curriculum and the student’s future success as an adult.

Both Miami Central Senior High School’s official motto, “To The Stars Through Adversity,” and its slogan, “Pride in Self, Pride in Central,” will serve as constant inspiration for perseverance in achieving expressed goals and objectives of all staff, students, parents, and community supporters.

Miami Central Senior High School serves an urban community, which is composed of a lower to middle socio-economic population. Our student body consists of 2,860 students, eighty-four percent of whom are Black, fifteen percent Hispanic, and one percent White. Miami Central’s educational goals and strategies focus on the improvement of student test performance, character building, reading, and career preparation. The Educational Excellence School Advisory Council (EESAC) perceives its role in school reform as an integral part in preparing Miami Central Senior High’s students for the 21st Century workplace, as well as for post-secondary educational pursuits.

The objectives of Miami Central Senior High School’s 2002-2003 School Performance Excellence Plan are:

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SCHOOL FOUNDATIONSchool Profile/ Needs Assessment: (continued)

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

Miami Central has several “schools within a school” academic programs that encourage students to embark into diversified areas of study to maximize their high school experiences. Such programs include the Academy of Informational Technology, Technology Prep, Academy of Biomedical Science, CISCO, Advanced Placement, JROTC, Exceptional Student Education (ESE), Vocational (cosmetology, health, printing, and drafting) and Work Experience. Our teachers utilize instructional strategies, which challenge the students to be creative, plan their careers, become better communicators (in their writing and speaking abilities) and participate in hands-on, group type activities, which refine personal skills. In tune with our academics, Miami Central promotes co-curricular student organizations that permit students to gain first-hand experience in their vocational choices, as well as employment.

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

The faculty and student body demographics are extremely diversified with Asian, Caribbean, Dutch, Hispanic,and a large Haitian-Creole and African-American population. As such, our efforts are to reach out to each student and encourage him or her to maximize his or her education by applying himself or herself academically, and being involved in clubs and organizations which promote community service. It is our belief that each student can achieve and, our efforts are directed towards that end.

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

Miami Central has a staff of 315, which includes instructional, administrative, custodial, security, maintenance, support, clerical, paraprofessionals, technicians and cafeteria personnel. There is an active PTSA and EESAC who cobtribute to the development and implementation of a well-rounded educational program for our students. More recently, Miami Central’s efforts are supported through our Parent Resource Center and Central E.X.P.R.E.S.S.

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

Miami Central’s science wing has been the most recently completed construction project. However, we have also increased the number of computer labs through our CISCO program, Apple Web Design program, Graphic Arts program and vocational technology courses. Further, each classroom has been retrofitted for Internet access and we are working to install computers in each teacher’s classroom this school year. Our goal is to afford every student access to technology in each of his/her classrooms.

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

Due to our status as a “D” school, we have been mandated to provide daily FCAT reading and writing instruction across the curriculum. Students are required to take reading classes where their reading scores fall below state passing levels. Further, after school tutoring is available as a seventh period elective to motivate students to register and increase the opportunity for success on the FCAT.

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

Due to the large population of diversified students at Miami Central, various levels of instruction are available in our curriculum. Our purpose is to provide instruction that can be understood by students at their levels of ability. Such courses as ESOL, AP/Honors, ESE and regular classes are offered to each student to achieve success.

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

Through our PTSA and school mailings, parents are recruited and encouraged to participate in the operation, planning and budget of our school. Many businesses in the local area are invited to special forums and activities of our Central E.X.P.R.E.S.S’s feeder pattern. We seek Dade partners to mentor and provide financial support for extra curricular programs and activities. Other community organizations are invited to assist in helping to make our learning environment safe and competitive in our area.

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

Instructional and administrative staff are required to meet state certification. Policies and procedures of the Florida Department of Education and the District serve as the foundation for the educational standards and day-to-day operation of Miami Central. The CBC and SSS are inherent parts of daily instruction in both academic and elective courses. In turn, faculty and staff expect a safe learning environment and the support of the administration, region and district to attain their goals and objectives, that impact student academic progress.

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

Miami Central relies on District and Regional personnel for its budget, instructional equipment/materials and training. The Central E.X.P.R.E.S.S. serves as a vital link to feeder pattern schools that provide open communication, training and exchanging of teaching strategies for a smoother transition between grade levels. We currently have two Dade partners and are developing strategies to recruit additional supporters interested in helping our students achieve academic success.

to create a data base which will increase our resources. Transportation, social services and food contracts require District approval through the Miami-Dade County School Board. However, we do have our Parent Resource Center whose purpose is to increase parent participation throughout our school. Finally, we seek mentors from our community, civic and social organizations and businesses.

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

Miami Central has worked to develop a curriculum which attracts technology students. Programs such as AOIT, CISCO, vocational technology and, most recently, Academy of Biomedical Science, have increased our visibility and attraction to that of other high schools in the District. Our sports program, band and other extracurricular and co-curricular clubs and organizations serve as additional resources that attract a diversified population of students to enroll at Central. Students like the atmosphere and camaraderie present at our school. Our greatest focus is to raise the academic levels of our students, their test scores and prepare them to be equipped with the skills to compete in the work place.

3.2 CompetitorsThis item explores the alternate schools available to students.

Our competitors include William H. Turner Technical Arts High School (Vocational Academies), Miami Northwestern Senior High (PAVAC and Medical Magnet) and Coral Park Senior High (Engineering Magnet). The popularity of their established programs garners many of our area's top students which affects our overall school test performance and scholarship awards.

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

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Primarily, our Critical Success Factors are improvement of FCAT test scores, attendance and seniors graduating on time. We have also determined the need for greater parent and community input and support in meeting these goals.

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

The greatest competitive situation for Miami Central within the past six years has been the addition of William H. Turner Technical Arts High School. It has gutted our adult education program and is viewed as a drawing card for those students who would ordinarily be required to attend Miami Central Senior High School. Therefore, Miami Central has diligently worked to refine its curriculum by writing grants for technological programs (i.e. CISCO and the Academy of Biomedical Science) with the goal to attract those students.

4. CHALLENGES4.1 LearningThis item explores the challenges the school faces in providing educational activities that result in student learning.

Within our feeder pattern, Central E.X.P.R.E.S.S. serves to acclimate future students to the standards and expectations of our school. The transition for these students has gone very well because of matriculation assemblies at their middle school during spring. Students become familiar with their new high school and select their courses for the upcoming year. Summer orientation classes have also been provided to further prepare incoming studentes for their freshmen year. There has also been a marked improvement in retention of incoming freshman who make it to their senior year. We attribute this to the students' quick adjustment to what is expected of them.

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

Overall, Miami Central has been successful in recruiting and filling positions with quality teachers. However, in the state wide critical shortage areas of math, science, reading and exceptional education, we are oftentimes hard-pressed in competition with state of the arts schools in the county. Although Miami Central’s main buildings are well over forty years old, we have had several face lifts and have been retrofitted for Internet access in our classrooms. Our turnover of instructional staff is minimal and we boast a record of some 40 percent of our faculty and staff having worked here for over fifteen years – some as many as thirty years! Throughout the academic year, teachers are encouraged to take advantage of in-school training and courses offered at TEC.

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

Single-family dwellings to the east and west of campus surround Miami Central. Our north side connects with William H. Turner Technical Arts High School. The school’s entrance faces south with an enormous traffic flow. Unfortunately, such an open campus attracts outsiders and makes it difficult to maintain a secured campus. Nevertheless, our security staff works diligently to discourage trespassers and many of the outer gates are kept locked during school hours. Students enrolled at Miami Central must wear name tag identification badges to enter and move about the campus during school time.

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

We are currently undergoing our Five-Year SACS study. One of its components is to develop a Five-Year Action Plan to address structural, educational, and operational and support services. We have already begun tapping surrounding businesses and community organizations for their support as mentors, potential employers and supporters of our school’s goals and objectives. Further, faculty is receiving training to increase its familiarity with SACS and the requirements to maintain our accreditation status.

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

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The Assistant Principal of Curriculum receives literature, software and textbook samples and district recommended initiatives to enhance our curriculum offerings. Such resources are presented to department chairpersons and the teachers during faculty meetings to evaluate whether our students can benefit from them. Instructors are also encouraged to present other materials they believe will enhance and challenge our students' learning. Once selections are made, teachers are asked to consider involvement in a particular program or course of study based upon their field(s) of expertise. Our Parent Resource Center and Central E.X.P.R.E.S.S. provide opportunities for parental involvement. Again, we believe that following this year’s SACS study we will have an even greater command of the direction Miami Central will be traveling in the next few years.

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

Students are provided with quality instruction, comfortable, well-lit classrooms and a safe learning environment. They are also given the opportunity to participate in special programs, academies and technology-based courses. Teachers encourage students to prepare for the world of work, focusing upon making their career decisions.

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

The Assistant Principal of Curriculum, as well as Department Chairpersons, maintain a wealth of resources, which are available for perusal by staff members. Memorandums are distributed which update staff members on incoming initiatives and instructional programs that may enhance their classroom teaching. Further, the Media Specialist publishes a monthly newsletter alerting staff members to materials, books and other resources available to enhance and strengthen their teaching skills. Teachers are also encouraged to attend various educational and technology seminars, workshops and training sessions. These efforts work hand in hand to address the opportunities for improvement at Miami Central.

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

The principal serves as the instructional leader and conducts the day-to-day operations of the school. He relies on his administrators and other staff members to assist in carrying out district, region and school board mandates. Administrative maeetings are held at least once a week to keep apprised of issues that need to be addressed. Monthly faculty meetings are conducted to disseminate information in a timely fashion, solicit staff input on educational issues and discuss concerns that may exist. Through these channels, there is an open line of communication, which operates to discourage a negative environment, but one where there is a focused team effort.

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Advanced Academics

School Profile/ Needs Assessment: (continued)

(Senior High Schools)

Enrollment trends in the Advanced Placement program at Miami Central Senior High School indicate a gradual increase over the last three years in the total number of students taking A.P. courses, the total number of exams taken, as well the average student score.

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

There was an increase over the last two years in student passing rate - from 14.1 in 2000-2001 to 19.6 in 2001-2002.

Passing rate of students on the AP examination.

Ethnic breakdown data in A.P. classes indicates the percentage of Black, Hispanic, White, and Other enrollment reflects comparable percentages as schoolwide enrollment by ethnicity.

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

Presently, students going into Advanced Placement courses are placed in such courses based on teacher recommendation and previous performance on standardized tests administered by the district.

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

Assistanc for underachieving students in A.P. classes exists in the form of Saturday and after school tutoring.

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

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MAJOR PROGRAMS


PROGRAM DATE INITIATEDGRADE LEVEL(S)

Reading

9-11Accelerated Reader Jan. '01

9-12Comprehensive Reading Plan Sep. '99

9-12Reading Lab Aug. '92

9-12Saturday School/Academy Nov. '00

9-12Sunshine State Standards (SSS) Aug. '98

9-12Competency Based Curriculum (CBC) Aug. '97

9-12Family and Consumer Sciences/Early Childhood Education Aug. '90


Writing

9-12Competency Based Curriculum (CBC) Sep. '97

9-12Comprehensive Reading Plan Sep. '99




Mathematics



9-12Saturday School/Academy Nov. '00

9-12SECME/SECME RISE Sep. '00


9-12Urban Systemic Program (USP) Sep. '00

Science

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MAJOR PROGRAMS


PROGRAM DATE INITIATEDSTUDENT LEVEL9-12Central Express Aug. '01


9-12Mathematics and Science Literacy Bridges to Careers Aug. '00

9-12SECME/SECME RISE Aug. '00


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PROFESSIONAL DEVELOPMENT


TRAININGNUMBER TRAINED DATE

Provided or in Progress in the Area of Reading Instruction

Data-Driven Decision Making 145 Nov. 15, '01

CRISS 12 Jan. 17, '02

FCAT Computer Simulation 25 Feb. 21, '02

Reading Action Plan 125 Mar. 21, '02

Instrucrtional Improvement Teams 145 Apr. 25, '02


Provided or in Progress in the Area of Writing Instruction


CRISS 145 Jan. 17, '02

FCAT Writing Rublic Training 110 Feb. 21, '02

Reading Action Plan 125 Mar. 20, '02

Instructional Improvement Teams 145 Apr. 25, '02


Provided or in Progress in the Area of Mathematics Instruction


CRISS 145 Jan. 17, '02

Cognitive Tutor 20 Feb. 21, '02

Departmental Lesson Planning 20 Mar. 21, '02

Instructional Improvement Teams 145 Apr. 25, '02

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PROFESSIONAL DEVELOPMENT



Provided or in Progress in the Area of Science Instruction

First Aid Certification 2 Oct. 03, '01

A.P. Workshop - Chemistry 1 Oct. 08, '01

CRISS Training 5 Oct. 25, '01

Association of Science Teachers -Conference 1 Oct. 18, '01

HIV/AIDS Awareness 1 Oct. 25, '01

Teaching and Learning Conference 3 Oct. 22, '01

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

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC


Budget:The Educational Excellence School Advisory Committee (EESAC) has an annual budget of $28,000 that is utilized to enhance the programs of Miami Central Senior High School.

Training:EESAC and PTSA members participate in meetings and District orientations. In addition, members of both groups participate in a parent component of the Comprehensive School Reform Demonstration grant at Miami Central.

Instructional Materials:The EESAC continues to keep apprised of Miami Central’s textbook status and has offered input into purchasing and retention of textbooks and materials.

Technology:EESAC continues to play an important role in the restructuring of our Computer Science and Technology Magnet. Additionally, it provides matching funds, which enable the school to purchase new computers and other equipment for the school’s library.

Staffing:EESAC assists Miami Central in planning after school, Saturday school, and 7th period classes that help students in preparation for the FCAT, HSCT, and college entrance tests.

Student Support Services:ESSAC operates the Washington Mutual Parent Resource Center which offers school, social, and community services to assist parents with various needs and concerns.

School Safety and Discipline:EESAC members volunteer daily for the opening of school. They check ID's and monitor all visitors.

Other Matters of Resource Allocation:An LED message board, which serves to inform students, parents, and the community of scheduled activities at Miami Central was installed. The funds were allocated by the EESAC.

Benchmarking:Through the EESAC’s efforts, the Washington Mutual Resource Center continues to thrive. It is fully staffed by parent volunteers.

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

2001-2002

D

2000-2001

D

1999-2000

D

1998-1999

D

8 20 85

46 63

58

280

School Performance Grades

2001-2002 Results

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 112 83 85

113

109

58

ACCOUNTABILITY DATA

% Making Learning Gains

Reading Math WritingGrade Points

ADVANCED PLACEMENT EXAMS

School Year

Unduplicated AP

EnrollmentNumber of Test Takers

Number of AP Exams

Percent of 3-5 Scres

2001-2002 79 74 97 19.6

2000-2001 79 58 78 14.1

1999-2000 80 52 67 25.4

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ADVANCED PLACEMENT EXAMS

School Year

Unduplicated AP

EnrollmentNumber of Test Takers

Number of AP Exams

Percent of 3-5 Scres

1998-1999 81 59 79 21.5

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

Grade Level: 09

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2001-2002 900 232 80 14 4 1 0 897 227 64 23 10 3 0

2000-2001 775 232 762 224

Grade Level: 10

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2001-2002 552 247 73 20 4 1 1 543 271 56 24 13 6 1

2000-2001 615 242 78 17 3 1 1 618 269 62 20 12 5 1

1999-2000 614 247 79 17 4 1 0 606 255 73 19 6 1 0

1998-1999 597 263 71 24 3 1 1 579 265 69 22 7 2 0

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Grade Level: 10

FCAT Writing (all curriculum groups)

Test Prompt: Combined

YearNumber of students

Mean Score 1.0

Percent of Students in Each Score

1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

520 4 1 8 5 15 12 42 7 5 0 02001-2002 3.5

621 3 2 10 8 24 18 27 4 3 0 12000-2001 3.3

611 7 2 8 8 21 15 23 8 5 1 01999-2000 3.2

584 3 3 10 10 32 17 18 4 2 0 01998-1999 3.1

Test Prompt: Expository


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

257 5 1 7 3 11 12 45 11 4 0 02001-2002 3.5

311 3 2 6 9 22 23 28 3 3 0 12000-2001 3.3

311 8 1 8 6 20 14 25 9 6 1 01999-2000 3.2

295 2 1 10 8 37 20 17 2 3 0 01998-1999 3.2

Test Prompt: Persuasive


Mean Score 1.0


1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0

263 2 2 8 6 19 13 40 3 6 0 02001-2002 3.4

310 2 1 13 7 26 12 26 5 3 1 12000-2001 3.3

300 6 3 9 10 22 16 20 7 4 0 01999-2000 3.1

289 4 5 10 12 27 15 20 5 1 0 01998-1999 3

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ObjectiveGiven instruction using the Sunshine State Standards, students will increase their reading skills as evidenced by 54 percent of students reaching the state required mastery level, 51 percent making annual learning gains, and 63 percent scoring in the lowest 25 percent making annual learning gains as documented by scores of the 2003 FCAT Reading Test.

School Leadership

Strategic Planning for School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource Focus

Educational Design, Services, and Support

Performance Results

Principles of School Performance Excellence

( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X

School Name: Miami Central Senior High School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2002 FCAT Reading test indicate that 8 percent of students have met the state required mastery level, 46 percent have made annual learning gains and 58 percent out of the required 50 percent of students scoringin the lowest 25 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 54 percent of students reach the state required mastery level, if 51 percent make annual learning gains, and if 63 percent scoring in the lowest 25 percent make annuallearning gains.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Reading Test. Quarterly reports will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal #: 1 2 2 3 4 6 8 Other : See below

SAC members involved in the development of this objective:

Carr, Andrew

Legrant, Bessie

McIntosh, Joyce

Names: Names: Names:

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STRATEGIES

Start Date

End Date

Timeline

Action PlanObjective Number: 1

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

person.

School Level Resources Allocated

. Implement activities related to career cluster topics that correlate to the Sunshine State Standards.

*Career SpecialistTeachers

Sep. '02 May '03 1 Bridges to CareersVolunteersSpeakers

. Monitor the District Comprehensive Reading Plan. *Reading Dept. ChairpersonMedia Specialist

Teachers

Sep. '02 Jun. '03 2 Media Center Collection,Classroom Paperback Libraries

. Provide all students an opportunity to receive instruction in reading through after school tutoring, Saturday school, or pullout program.

*Assistant Principal Teachers

Sep. '02 Jun. '03 3 Gear Up GrantFCAT Enhancement Funds

. Provide all teachers staff development training and support across the curriculum to enhance reading.

*PrincialAssistant Principal,

Language Arts Dept. Chairperson

Sep. '02 Jun. '03 4 CRISS Training, Reciprocal Teaching, Presenters

. Incorporate reading and writing technology through the computer labs for all language arts students.

*Language Arts Department Chairperson, Language Arts

Teachers

Sep. '02 Jun. '03 5 Computer Lab, Achieva Software

. Identify and schedule 10th grade students scoring in the lowest 25% in FCAT Reading into a reading class to provide additional assistance.

*PrincipalAssistant Principal, Student

Services Department Chairperson

Sep. '02 Sep. '02 6 Elective course offering entitled, “Intensive Reading”

. Administering pre/post reading and reading skills practice tests to all 9th and 10th grade students.

*Language Arts Dept. Chairperson, Language Arts

Teachers

Sep. '02 Feb. '03 7 District pre/post test Consumable WorkbooksAchieva Software

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

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ObjectiveGiven instruction using the Sunshine State Standards, students will increase their Mathematics skills as evidenced by 54 percent of students reaching the state required mastery level and 68 percent making annual learning gains as documented by scores of the 2003 FCAT Reading Test.

School Leadership






Performance Results


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



Needs AssessmentResults of the 2002 FCAT Mathematics test indicate that 20 percent of students have met the state required mastery level and that 63 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 54 percent of students reach the state required mastery level and if 68 percent make annual learning gains.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Mathematics Test. Quarterly reports will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal #: 1 2 2 3 4 6 Other : See below


Johnson, Samuel

Herring, Harry

Spratt, Richard


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STRATEGIES

Start Date

End Date

Timeline



person.


. Develop lessons across all grades to guide student exploration of the importance of mathematics in a wide variety of career and employment situations.

*Mathematics Department Chairperson, Mathematics Teachers, Career Specialist

Sep. '02 May '03 1 Web-based resources, Media Center

. Provide practice and instruction of all mathematics strands of the Sunshine State Standards.

*Mathematics Department Chairperson, Mathematics

Teachers

Sep. '02 Jun. '03 2 Subject area textbooks and related mathematics materials, Computer labs, Achieva software, Test Tools

. Incorporate intensive math tutoring after school, during Saturday School and through pullout for students performing below grade level.

*Mathematics Department Chairperson, All Teachers

Sep. '02 Jun. '03 3 Grade level mathematics workbooks/materialsComputer programs

. Administer pre/post mathematics tests to all 9th and 10th grade students.


Teachers

Sep. '02 Feb. '03 4 Pre/Post and Practice Mathematics Tests

. Facilitate teacher collaboration on integration of mathematics content and effective practices.

*PrincipalAssistant Principal,

Instructional Improvement Team (ITT), Mathematics Department Chairperson,

Mathematics Teachers

Sep. '02 May '03 5 Departmental and ITT Meetings

. Incorporate effective teaching strategies for mathematics that emphasize the Sunshine State Standards.


Teachers

Sep. '02 May '03 6 CRISS Training, Computer Labs, PACES

. Utilize computers and appropriate software in classrooms and in the Media Center to enhance mathematics instruction.


Teachers

Sep. '02 May '03 7 Computer Labs, Cognitive Tutor, Riverdeep, Achieva and Test Tools Software


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ObjectiveGiven instruction using the Sunshine State Standards, students will increase their Writing skills as evidenced by 90 percent of students reaching the state required mastery level as documented by scores of the 2003 FCAT Reading Test.

School Leadership






Performance Results


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Performance Grade: D School Performance Excellence Goal: # 3 : Writing



Needs AssessmentResults of the 2002 FCAT Writing test indicate that 85 percent of students have met the state required mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 90 percent of students reach the state required mastery level.

Evaluation:This objective will be evaluated by scores of the 2003 FCAT Writing Test. Quarterly reports will provide formative assessment which will be used to monitor progress toward the objective.

Aligns with District Goal #: 1 2 2 3 4 6 Other : See below


Brown-Mortimer, Alicia

Pinon, Jorge

Pollock, Kent


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STRATEGIES

Start Date

End Date

Timeline



person.


. Explore and research aspects of career development that correlate with the Sunshine State Standards.

*Career Specialist, Media Specialist, Teachers

Sep. '02 May '03 1 Media Center collection of career based materials, computer based programs

. Incorporate strategies that address different writing structures and purposes.

*Language Arts Dept. Chairperson

Sep. '02 May '03 2 Staff Development

. Encourage school wide participation in school, district, state, and national writing contests.

*PrinciaplLanguage Arts Dept.

ChairpersonDepartment Chairpersons, Teachers, Activities Director

Sep. '02 Apr. '03 3 Publicize writing contests on announcements, Prizes sponsored by Dade Partners

. Administer writing pre and posttest to all students. *Language Arts Dept. Chairperson, Language Arts

Teachers

Sep. '02 Jan. '03 4 Pre/Post Tests

. Encourage the utilization of technology (desktop publishing and word processing programs) in the writing process.

*Language Arts Dept. Chairperson, All Teachers

Sep. '02 Jun. '03 5 Computer Lab, Software


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ObjectiveGiven instruction using the Sunshine State Standards, students enrolled in Advanced Placement classes will increase their mastery of the subject area as evidenced by an increase of 5 points in the percent of such students scoring 3 or higher on the Advanced Placement examinations when percentages from May 2002 are compared to May 2003 as documented by reports generated by The College Board and the Division of Advanced Academic Programs.

School Leadership






Performance Results


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



Needs AssessmentResults from the May 2002 administration of the Advanced Placement examinations indicate that 19.6 percent of students passed with a score of 3 or higher.

Definition of Adequate Progress:Adequate progress will be achieved if 45 percent of students pass the Advanced Placement examinations in May 2003.

Evaluation:This objective will be evaluated by scores of the May 2003 administration of the Advanced Placement examinations.

Aligns with District Goal #: 2 2 3 4 6 Other : See below



Johnson, Samuel

Spratt, Richard


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STRATEGIES

Start Date

End Date

Timeline



person.


. Complete interest inventory to assess students' abilities and skills as correlated to job satisfaction.

*Career SpecialistAssistant Principal

Oct. '02 Apr. '03 1 Interest Inventories

. Implement and monitor a tutorial program to prepare students for the Advanced Placement examinations.

*PrincipalAssistant Principal

A.P. Teachers

Sep. '02 May '03 2 College Board Pre-materials

. Afford A.P. teachers opportunities to take part in workshops that address best teaching practices.

*PrincipalAssistant Principal

Sep. '02 Jul. '03 3 Local and state workshops and conferences., Region/District Ed. Specialist

. Implement and monitor a plan to recruit and retain students in advance placement courses.

*PrincipalAssistant PrincipalCurriculum Council

Sep. '02 Jun. '03 4 Successful Models being used at similar schools

. Utilize online A.P. pretest to provide students feedback from experienced examiners.

*Assitant Principal Oct. '02 Apr. '03 5 A.P. Funds


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ObjectiveGiven instruction using the Sunshine State Standards, 54 percent of students will show an increase in their science skills as evidenced by scores of the inhouse science posttest administered in March 2003 when compared to pretest results.

School Leadership






Performance Results


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Performance Grade: D School Performance Excellence Goal: # 5 : Science



Needs AssessmentUtilizing inhouse generated pre/posttests to assess students' mastery of science strands will guide a standards driven science program.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 54 percent of students show an increase in their science skills as evidenced by scores of the inhouse science posttest.

Evaluation:This objective will be evaluated by scores of the 2003 inhouse science posttest.

Aligns with District Goal #: 1 2 3 4 Other : See below


Spratt, Richard


Pollock, Kent


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STRATEGIES

Start Date

End Date

Timeline



person.


. Develop lessons across all grades to guide student exploration of the importance of science in a wide variety of career and employment situations.

*Science Department Chairperson, Science

Teachers, Career Specialist

Sep. '02 Jun. '03 1 Web-based resources, Media Center

. Provide practice and instruction of all science strands of the Sunshine State Standards.

*Science Department Chairperson, Science

Teachers

Sep. '02 Jun. '03 2 Subject area textbooks and related science materials, Computer labs, Achieva software, Test Tools

. Facilitate teacher collaboration on integration of science content and effective practices.

*PrincipalAssistant Principal,

Instructional Improvement Team (ITT), Science

Department Chairperson, Science Teachers

Sep. '02 Jun. '03 3 Departmental and ITT Meetings

. Create a yearly syllabus for all science courses based on learning goals and objectives focusing on enhancing science skills and ensuring proper pacing and sequencing of curriculum.

*Assistant Principal, Science Dept. Chairperson,

Science Teachers

Sep. '02 Jun. '03 4 CBC and SSS

. Administer pre and post-tests to guide and monitor student progress.

*Science Dept. Chairperson, Assistant

Principal, Science Teachers

Sep. '02 Feb. '03 5 Textbooks and district provided materials


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Adequate Progress Statement for the entire School Performance Excellence Plan:

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

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

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

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Mid-Year Review of School Performance Excellence Plan:

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

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

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

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

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

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

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

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

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

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

data for making necessary revisions.

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

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

intended goals.

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SCHOOL PERFORMANCE EXCELLENCE PLAN REVIEW AND ACCEPTANCE SIGNATURES

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

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

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

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