10/21/2008 2008-2009 Florida School Improveme…

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: NORTH MIAMI BEACH SENIOR HIGH

District Name: Dade

Principal: RAYMOND FONTANA

SAC Chair: PATTI STAUFFER

Superintendent: Alberto M. Carvalho

Date of School Board Approval: December 1, 2008

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

325 West Gaines Street Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

North Miami Beach Senior High School’s vision is to promote an environment of learning in which allstudents will reach their maximum potential in order to find success in postsecondary education and in theworld of work. To this end, our vision is to provide students with quality instruction and educationalstrategies that will promote academic growth and encourage students to aspire to perform above theminimum standards set forth by the state. “Chargers For Success” is the philosophy guiding ouradministration, faculty, staff, students, parents, and community partners. With shared values and a clearvision, we will realize quality outcomes.

Guided by the vision of North Miami Beach Senior High School, our mission is to create a safe and effectivelearning environment that will provide students with a quality education in which all students can experienceacademic, social, and career-related success in becoming lifelong learners in our ever changingtechnological and global society.

SCHOOL PROFILE DEMOGRAPHICS

Facility/Community North Miami Beach Senior High School is a Title I School. It opened in 1971, is located on 17.85 acres at1247 N.E. 167th Street, North Miami Beach, FL 33162. The school has one main building, a separatebuilding with 24 classrooms and 17 portable classrooms. Multiple open classrooms have been enclosed toimprove the learning environment. The gymnasium has been refurbished. Two tennis courts have beeninstalled and a two story classroom building has been added. A new electronic marquee has been installedin the front of the school. The number of students on free and reduced lunch is 1,922.

The entire main building has been retrofitted to provide Internet access to all of the classrooms and all ofthe portable buildings. Several sites throughout the building have been fitted with wireless Internet access.The main building includes a total of eight computer labs, a media center, closed-circuit television system,and a state-of-the-art security system. In addition, three mobile computer labs, equipped with wirelessInternet access laptops are available for checkout in core areas.

Student Demographics North Miami Beach Senior serves students in grades 9-12 in a multi-cultural urban community, which is

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g y,composed of a lower to middle socio-economic population. • The school serves a student body of 2,713 students, 69% of whom are Black, 22% are Hispanic, four(4)% are White, three (3)% are Asian, and one (1)% of the population is Indian and Multi-racial. Studentswith disabilities make up approximately 9% of the student body, and approximately 50% of the studentshave been identified as English Language Learners (ELL)(Levels I-V), with eight(9)% still receiving ESOL/ELLclasses (Levels I-IV). We have a current enrollment of 356 students in the Gifted program, approximatelynine (13)% of the student body. • Popluation by grade level is 578 9th graders, 761 10th graders, 677 11th graders and 697 12th graders.• Standard curriculum represents 98% of our population. o We have 34% 9th graders Level 1 reading, 33% 9th graders Level 2 reading, 33% of 9th graders Level3-5 reading. o We have 17% of 9th graders Level 1 math, 26% of 9th graders Level 2 math, 57% of 9th graders Level3-5 math. o We have 48% 10th graders Level 1 reading, 29%10th graders Level 2 reading, 23% of 10th gradersLevel 3-5 reading. o We have 20% of 10th graders Level 1 math, 25% of 10th graders Level 2 math, 56% of 10 th gradersLevel 3-5 math.

Unique Aspects: Advantages • One of the advantages North Miami Beach Sr. has is that we are in the third year of Secondary SchoolReform. The advantage of the Secondary School Reform is it allows our students to be scheduled intointensive reading, mathematics, and science classes, while still leaving room in the schedule for academies,HOUSES and electives.

Staff Demographics •The leadership team consists of seventeen department heads, the magnet lead teacher, academy leadteachers, the testing chairperson, the reading Coach, writing Coach, administrative assistant, the Principal,and the 4 Assistant Principals. The number of full time teachers is 155 and 2 part time instructors.There are15 custodial staff, 12 office staff and 14 paraprofessionals. The percentage of full time teachers is 99%and one (1)% is part time. • The ethnic breakdown of teachers is 39 blacks at 25%, 77 Whites at 50%, 36 Hispanics at 23%, 1 Asianat 0.5%, and 1 Indian at 0.5%. Filling vacancies with quality teachers is becoming increasingly moredifficult. Often teachers are being recruited from out of state and out of field. Retaining teachers of qualityhas also become difficult, due to private industry recruiting potential candidates with the promise of largerearning potential.

Class Size/ Teacher-to Student Ratio • The average class size for core classes in all grade levels is 23.48%. The student to teacher ratio in allcore classes across all grade levels is 23 to 1.

Attendance Rate •For the past three years, North Miami Beach Senior High School has had tremendous success inincreasing student attendance. During the 2007-2008, the school had an attendance rate of 97.5%. Thisyear, the administrative team increases their efforts to project an additional 1% attendance rate increasefor the 2008-2009 academic year.

Promotion/Graduation/Retention Rates •According to the Miami-Dade Assessment, Research, and Data Analysis in 2006-2007 The retention ratefor North Miami Beach Senior High School was %5, the promotion rate was 95%, drop out rate was4.2%, 433 students graduated with a standard diploma 15 students graduated with a special diploma. Feeder Pattern • Our feeder pattern consists of three elementary schools; Fulford Elementary, Gertrude K. Edelman/SabalPalm Elementary, and Greynolds Park Elementary. Only one middle school, John F. Kennedy Middle Schoolis in our direct feeder pattern and students transition into our school in the 9th grade. None of the feederpattern schools are zone schools.

Special Programs • North Miami Beach Senior High School is a full-service high school serving a culturally and ethnicallydiverse population. Along with the Biomedical Environmental Advancement Magnet (BEAM), our school



provides four Houses. Encompassing a wide variety of student interests, the Houses include:

• Business Technology; • Science and Health Related Professions; • Fine, Performing, and Mass Media Arts; and • Education and Public Service.

Within these Houses we have the academies of Information Technology, Finance, Health & RelatedProfessions, Marine Science, Visual Arts, Mass Media and Performing Arts, Education, Ninth Grade Houseand Public Service and Security.

Emphasis for the 2008-2009 school year will be placed on academic achievement, critical thinking, andaction learning strategies across the curriculum with the inclusion of School-To-Career initiatives. Ourfaculty and staff, in partnership with parents and the community are committed to restructuring itseducational vision to meet the demands of our continually changing society. This year we have furtheredour College Summit program in order to incorporate all Seniors class students.

School Community Relations/Partners • According to the 2006-2007, Organizational Performance Improvement Snapshot (OPIS), North MiamiBeach Senior High School scored a 3.7 in the area of strategic planning addressing stakeholders’involvement, including our Dade Partners.

For years, North Miami Beach Senior High school has enjoyed a positive relationship with the School’sDade Partners. Their involvement and support to the school have been instrumental to our success.

Currently, we have over 50 active Dade Partners, consisting of: • Wal-Mart • Home Depot • Starbuck • Costco • The Florida Coca-Cola Bottling Company, • Publix • University of Florida Agricultural Department, • City of North Miami Beach. • South Florida Educational Federal Credit Union will help provide internships and scholarships in addition tolocal workshops. • Community Coalition is the internship where we pay students ages sixteen or older, to work on campusfor a total of 100 hour, and get paid above minimum wage. • Health Science Academy Internship/Employment places; o Miami Jewish Home and Hospital o Vistas at North Shore Medical Center o Vistas Innovative Hospice services at Jackson Memorial Hospital-North o YMCA of Greater Miami o Fulford Christian Preschool o Villa Maria Nursing Home o The Dental Place • A new partnership that we are making contact with is the KAPOW organization in order to provideprospects to pair up small business community leaders with students. This will enable students to obtaininformation regarding the small business within the community and establish relationships for future careeropportunities

Grants For the 2008-2009 school year we received grants for: • Gems program (at-risk girls)The Women’s Fund and HSBC Bank • Buddy Reading grant from Service Learning, • Key Club grant from the Kiwanis, • One Community, One Goal grant for our academies, • Mu Alpha Theta grant from the Tisdahl Foundation • An athletic grant from the GMAC, COSTCO



• Federal Small Learning Communities grant was sunset in July. • Citigroup for Finance Academy expenditures • State Farm was awarded to develop marketing an ad campaign against drunk driving. • Academy of Finance Executive Board helps with both internships and scholarships for students. • Mini-Grant for the Alliance for a Healthier Generation’s Healthy School Program to put into practice thisyear.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Raymond L. Fontana, Principal B.A., Social Studies, Slippery Rock University M.A., Administrative Supervision, Florida International University Ed. S., Administrative Supervision, Florida Atlantic University

Mr. Fontana instituted the BEAM Biomedical & Environmental Advancement Magnet program. He madeNorth Miami Beach one of the initial cohorts to implement Secondary School Reform (SSR). Consequentlyas participants in SSR he was able to add academies to expand the curriculum for students. This past yearMr. Fontana plan in advanced to become a Title I school and as a result this year we will be able to providestudents with additional FCAT enhancement programs.

Randy Milliken, Assistant Principal Curriculum B.A., Social Studies, St Thomas University M.S., Social Science, Nova Southeastern University Cert., Educational Leadership, Florida Atlantic University.

Mr. Milliken increased classroom achievement by adhering to a classroom visitation and observationschedule, to insure that all of our Reading, Mathematics and Science programs were being implementedwith fidelity. Mr. Milliken increased student achievement by implementing an FCAT Saturday school tutorial programover a six week period. The Saturday school focused on tutoring in Reading, Mathematics and Science, andserviced an average of 384 students each week.

Dr. Charlene Olicker, Assistant Principal o Ed.D., Curriculum and Instruction, Florida International University o Certification Program in Educational Leadership, Barry University o Ed.S., Computer Science Education, Barry University o M.S., Speech Pathology, Teachers College, Columbia University o B.A., Communication Disorders, Queens College

Relevant activities: Adjunct Professor (FIU); Instructor of Pediatrics, University of Miami School ofM di i Adj t L t U i it f Mi i P i i l S t A d PK 12 TEC



Medicine; Adjust Lecturer, University of Miami; Principal, Somerset Academy PK-12 campus; TECinstructor; professional organization and academic Honor Society memberships

Dr. Olicker has increased daily student attendance; has increased graduation rate though management ofthe Ombudsman program; has slightly increased FCAT Reading scores; has assisted in the increase ofFCAT Science and Mathematics scores; has increased the effectiveness of Student Services .

Adalys Perez, Assistant Principal B.S., Primary, Elementary Education from Nova Southeastern University M.S., TESOL, Nova Southeastern University Ed S., Educational Leadership Nova Southeastern University

Mrs. Perez is a new addition to North Miami Beach Senior High School. At her previous school,she wasresponsible for the SPED population, and she assisted those students in the achievement of meeting AYP.This year she will be implementing the KINDS, Kids in Need of Decision-making Strategies. Kids In Need ofDecision-Making Strategies is a concept provides an alternative to out-of-school suspension and traditionalin-school suspension programs. The focus of the program is on supporting students; help them learn howto make positive changes in their behavior, and how to utilize better decision-making strategies. Theprogram also aims to promote academic success and build self-esteem.

Billy Ridore, Assistant Principal B.S., Criminal Justice Florida International University M.S., Counselor in Education, Florida International University Ed.S, Counselor in Education, Barry University Cert., Educational Leadership, Barry University

Mr. Ridore has assisted in the implementation of the FCAT tutoring program at North Miami Beach SeniorHigh School. In addition he changed the focus of the SCSI from detention to FCAT tutoring.

Recruitment/Retention of Highly Qualified Teachers


Miami-Dade County Public Schools is committed to providing a highly qualified pool of teachers for allstudents. Instructional recruitment efforts include ongoing outreach to select Florida colleges anduniversities, in addition to higher education institutions across the nation. The District also utilizesalternative methods to prepare career changers and non-education majors for effective classroominstruction. The use of technology enables procedures to be streamlined, providing a more efficient methodof processing applicants and improving communication. Efforts to retain instructional staff are supportedthrough collaboration between Professional Development and Human Resources.

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


The following federal, state, and local services and programs will be coordinated and integrated:Communities in Schools and alternative to Suspension program This program runs parallel to the school



Communities in Schools and alternative to Suspension program. This program runs parallel to the schoolday and presents core curriculum material as well as group discussion on conflict resolution, angermanagement and various teenage topics.

Additionally, North Miami Beach Senior High School is participating in MPACT, Moving People ActivelyConstructively Toward Success. This program is an advocacy program offering intensive, intervention tohigh risk youths. An elective class has been set up consisting of students who have been identified at ourschool as potential at risk students.

Special Programs • Biomedical Environmental Advancement Magnet (BEAM) • Houses include: • Business Technology; • Science and Health Related Professions; • Fine, Performing, and Mass Media Arts; and • Education and Public Service.

• College Summit program

• Lindsey Hopkins Dual Enrollment Program

• Baker Aviation Dual Enrollment Program

• Project Victory

Dade Partners, consisting of: • Wal-Mart • Home Depot • Starbuck • Costco • The Florida Coca-Cola Bottling Company, • Publix • University of Florida Agricultural Department • City of North Miami Beach. • South Florida Educational Federal Credit Union Internships • Community Coalition Internships • Mini-Grant for the Alliance for a Healthier Generation’s Healthy School

School Wide Improvement Model


Improvement Model (CIM). This model has been successfully implemented by the BrazensportIndependent School District in Texas. It integrates the philosophies of both the Total Quality Management(TQM) research and the Effective Schools Research. This improvement model seeks to improve teachingand learning through data disaggregating, establishment of instructional timelines, instructional focus,assessments, reinforcement, and monitoring progress. To assist in improving student academic success,pull-out classes are offered during the school day by a part-time FCAT coach working on reading andmathematics skills. Additionally, the Thirteenth Year Summer Remediation Program runs for twoconsecutive weeks in the summer to offer students an opportunity to enhance their mastery of theSunshine State Standards as evidenced by an increase in the number of students meeting Florida’s FCATgraduation requirement.

NCLB Public School Choice




The administration and staff of North Miami Beach Senior High School use many different means and mediato communicate with parents. Notices are sent to parents through the homeroom classes. Multilingualnotices are sent to provide for cultural diversity of the schools community. Among the communicationsprovided via the homeroom are Progress Reports and Report Cards. Teachers and counselors are inregular communication with parents, logging and documenting contacts made. The administration conductsparent conferences, makes phone calls, and initiates written communications. Parents are also contactthrough ConnectED telephone system. Through Title I funds North Miami Beach Senior High School was able to hire two parent liasons to assistwith lunch form applications, Parent Portal Instruction, and interpretation between parents and staffmembers and parent teacher conferences.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


N/A

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring


This year North Miami Beach will be implementing the beginning stages if the IPEGS program. Initial stageshave commenced with the training of a number of the faculty. An additional training has been scheduledthroughout the year.

Last year first year teachers were assisted through the MINT, Mentoring & Induction for New Teachersprogram. This program was developed to support and retain new and early career teachers to ensure thatstudents in M-DCPS will have access to highly qualified and accomplished teachers. It is a three year planthat details levels of support and resources for new and early career teachers. Due to budgetaryconstraints the program may not be funded by M-DCPS but at North Miami Beach we have identifiedfaculty members that are willing to continue the MINT mentoring program.

In order to maximize professional development activities at the school site, school administrators, readingcoaches, and mentor level teachers will articulate and coordinate the plan for professional growth showingdifferentiation, as needed, within the staff.

Show Attached Teacher Mentoring List

Extended Learning Opportunities


North Miami Beach Senior High School offers students FCAT tutoring classes after school. North MiamiBeach Senior High School provides opportunities for student learning outside the traditional classroomenvironment. Among these programs are: after-school tutoring in numerous disciplines for both remedialand advanced classes; pull-out tutoring for Limited English Proficient students four times a week, in Scienceand Mathematics; FCAT reading tutoring two days a week and math tutoring two days a week. SaturdayFCAT School runs for six weeks prior to the FCAT exam to improve in reading, mathematics, science, andwriting. The National Honor Society schedules additional tutoring during lunch and after school.Mathematics tutoring is also provided after school for students in Advanced placement and honor courses



SCHOOLS GRADED C OR BELOW

Professional Development

• Creating Independence through Student-owned Strategies (CRISS) • Reading Plus • Edusoft • FCAT Explorer • Test Tools • FCAT Explorer • Curriculum Mapping • Data Driven Decision Making • Jamestown Reading Navigator • Hampton Brown Edge • Accelerated Reader (AR) • Cognitive Tutor

Disaggregated Data

Student achievement data used to determine the effectiveness of instructional strategies will include scoresfrom various in house and district/state assessments including the 2008 FCAT Reading, Mathematics,Writing and Science Tests, Reading/Mathematics/Science Benchmark Mini-Assessments, district interimassessments, and common FCAT-like midterm and final examinations. Through the use of Edusoft, department head have developed monthly assessments so that teachers candetermine at regular intervals the curriculum standards that the need to be addressed. By analyzing thedata teachers will maintain or fine-tune their instruction according to the needs of their students.

Informal and Formal Assessments

Ongoing formal and informal assessments to be used during the school year to measure student progresswill include: Benchmark Mini-Assessments, district interim assessments, teacher-made quizzes and tests,and common FCAT-like midterm and final examinations.

Alternative Instructional Delivery Methods

Alternative instructional delivery methods used to support remediation, acceleration, and enrichmentstrategies will include the following: opportunities for student learning outside of the traditional classroomsuch as pull-outs, and after school and Saturday tutoring and mentoring programs. Classroom instructionwill also include cooperative learning, technology based instruction, project based instruction, and thefacilitative model.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

SEE GOAL SECTION OF SIP

Responsibility of Teaching Reading for Every Teacher


Quality Professional Development for Teachers and Leaders

SEE QUALITY STAFF SECTION OF SIP



Small Learning Communities (SLC)

• Information Technology, • Finance, Health & Related Professions, • Marine Science • Visual Arts • Mass Media and Performing Arts • Education • Public Service and Security

Intensive Intervention in Reading and Mathematics

•“Buddy Reading” course. •Implement Accelerated Reader in the content area classes. • Intensive Reading (IR) • Intensive Reading Plus (IR+) course. • Remedial mathematics classes to targeted Level 1 and Lowest 25% students •Supplemental FCAT mathematics book that will reinforce benchmarks

Parental Access and Support


Applied and Integrated Courses

The master schedule offers numerous choices for students in applied and integrated courses. These includethe traditional vocational areas, legal studies, fine and performing arts, business studies, and the teachingmagnet. Off-campus programs are also available for students wishing to pursue a vocational track.

Course Choice Based on Student Goals / Interests / Talent

Curriculum Fair Mini- Workshops on Academies and Small Learning Communities Teacher recruitment of interested students

Students make choices, especially in their elective classes, based on their goals, interests and talents. Thisis based on their choices of career pathways and is reflected in their assignment in their ongoing learningcommunities, such as magnet programs and academies.

Master Schedules Based on Student Needs

The master schedule reflects the need of students in core academic areas, as well as their interest-basedinstructional choices. The eight-period block schedule facilitates completion of this goal in that classes areprovided for remediation and elective.

Academic and Career Planning

The College Assistance Program Counselor and Career Specialist support the guidance department inhelping students achieve their academic and career goals. Students make choices based on their similaritiesand career goals and the course work is reflected in their small learning communities as noted above.



GOALS

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

*Needs Assessment: Data results from the 2008 FCAT Reading Assessment indicate that 23% of 10thgraders performed at or above Level 3 and 33% of 9th graders performed at orabove Level 3. This data indicates that the majority of our 9th and 10th gradestudents are reading below grade level. Our Level 1 students, comprised of 34%9th graders and 48% 10th graders, require intervention strategies to increasevocabulary comprehension, word meaning, main idea, causal relationships, andreference research. Data indicates that students need to build on their vocabularyskills to increase reading comprehension. Extensive reading of a variety ofmaterials is necessary throughout the curriculum to enhance vocabularyacquisition.

*Objective: Given instruction using the Sunshine State Standards, students in grades 9 and10 will improve their reading skills as evidenced by 65% scoring at Level 3 orhigher in reading on the 2009 administration of the FCAT Reading Assessment.

*Strategies: 1. Provide teachers with available data and Edusoft Access to analyze and assessprogress of their students.

2. Identify students scoring at Level 1 and Level 2 on the FCAT and not makingacceptable learning gains and assign to an Intensive Reading (IR, or IntensiveReading Plus (IR+) course.

3. Utilize best practices and effective strategies (CRISS, Reciprocal Teaching,QAR’s, Graphic Organizers, and FCAT Task Cards)

4. Analyze data to examine causes related to the low percentage of studentsmeeting high standards

5. Provide small group, after school tutoring and at-home supporting activities tostudents.

6. Develop and implement scope and sequence planning to map out all of thetested benchmarks and ensure that they are covered prior to the FCAT testingdate

7. Enrich and expand the reading program to include a “buddy reading” course.Implement Accelerated Reader in the content area classes.

8. Identify all students from each subgroup that did not meet AYP scoring atLevel 1 and Level 2 on the FCAT and not making acceptable learning gains andassign to and Intensive Reading (IR) or Intensive Reading Plus (IR+) course.

*Evaluation: 1. 2009 Florida Comprehensive Assessment Test (FCAT) Reading 2. District Interim Assessments (EduSoft) 3. Scholastic Reading Inventory (SRI) Scores 4. School generated monthly Assessments(Edusoft) 5. Student attendance logs at tutoring 6. After School Tutoring 7. Accelerated Reader (AR) Scores

*Evidence-basedProgram(s):

1. Miami-Dade County Public Schools Comprehensive Reading Plan 2. Read XL Basal Textbook 3. USA Today Reading Program 4. Reading Plus 5. Test Tools 6. Source Book 7. SIPPS (phonics and decoding program) 8. Jamestown Reading Navigator 9. Hampton Brown Edge



10. Accelerated Reader (AP)*ProfessionalDevelopment:

1. Creating Independence through Student-owned Strategies (CRISS) 2. Reading Plus 3. Edusoft 4. FCAT Explorer 5. Test Tools 6. FCAT Explorer 7. Curriculum Mapping 8. Data Driven Decision Making 9. Jamestown Reading Navigator 10. Hampton Brown Edge 11. Accelerated Reader (AR)

*Objective: Given instruction using the Sunshine State Standards, 65% of students in grades9 and 10 scoring in the lowest 25 percent will make learning gains in reading onthe 2009 administration of the FCAT Reading Assessment.











1. Miami-Dade County Public Schools Comprehensive Reading Plan 2. Read XL Basal Textbook 3. USA Today Reading Program 4. Reading Plus 5. Test Tools 6. Source Book 7. SIPPS (phonics and decoding program) 8. Jamestown Reading Navigator 9. Hampton Brown Edge 10. Accelerated Reader (AP)

*ProfessionalDevelopment:

1. Creating Independence through Student-owned Strategies (CRISS) 2. Reading Plus 3. Edusoft 4. FCAT Explorer 5. Test Tools 6. FCAT Explorer 7. Curriculum Mapping 8. Data Driven Decision Making 9. Jamestown Reading Navigator



10. Hampton Brown Edge 11. Accelerated Reader (AR)

*Objective: Given instruction using the Sunshine State Standards, Black students will improvetheir reading skills as evidenced by 65% scoring at Level 3 or higher on the 2009administration of the FCAT Reading Assessment.














*Objective: Given instruction using the Sunshine State Standards, Hispanic students willimprove their reading skills as evidenced by 65% scoring at Level 3 or higher onthe 2009 administration of the FCAT Reading Assessment.


2. Identify students scoring at Level 1 and Level 2 on the FCAT and not making



acceptable learning gains and assign to an Intensive Reading (IR, or IntensiveReading Plus (IR+) course.












*Objective: Given instruction using the Sunshine State Standards, EconomicallyDisadvantaged students will improve their reading skills as evidenced by 65%scoring at Level 3 or higher on the 2009 administration of the FCAT ReadingAssessment.











*Evaluation:

*Evidence-basedProgram(s):*ProfessionalDevelopment:


*Objective: Given instruction using the Sunshine State Standards, English Language Learners(ELL) students will improve their reading skills as evidenced by 65% scoring atLevel 3 or higher on the 2009 administration of the FCAT Reading Assessment.











1. Miami-Dade County Public Schools Comprehensive Reading Plan 2. Read XL Basal Textbook 3. USA Today Reading Program



4. Reading Plus 5. Test Tools 6. Source Book 7. SIPPS (phonics and decoding program) 8. Jamestown Reading Navigator 9. Hampton Brown Edge 10. Accelerated Reader (AP)



*Objective: Given instruction using the Sunshine State Standards, Students with Disabilities(SWD) will improve their reading skills as evidenced by 65% scoring at Level 3 or higher on the 2009 administration of theFCAT Reading Assessment.













1. Creating Independence through Student-owned Strategies (CRISS) 2. Reading Plus



3. Edusoft 4. FCAT Explorer 5. Test Tools 6. FCAT Explorer 7. Curriculum Mapping 8. Data Driven Decision Making 9. Jamestown Reading Navigator 10. Hampton Brown Edge 11. Accelerated Reader (AR)

Budget:

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

Description of Resources Funding Source AvailableAmount

FCAT TUTORING TITLE I $6,321.00

Total: $6,321.00

Technology


Jamestown Reader $0.00

Hampton-Brown District $0.00

Total: $0.00



No Data No Data $0.00

Total: $0.00

Other


Reading Ccoach Title I $42,338.00

Total: $42,338.00

Final Total: $48,659.00

*Non-Highly QualifiedInstructors:

End of Reading Goal

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

*Needs Assessment: The Mathematics Department at North Miami beach Senior High School iscomposed of teachers dedicated to helping students achieve. Over the pastseven years, the percentage of students meeting high standards in math hasincreased form 44% to 65%. In 2008, the percentage of students meeting highstandards in math increased from 58% to 65%. Over the past seven years, thepercentage of students making learning gains in math has increased from 66% to77%. In 2008, the percentage of students making learning gains in mathincreased from 69% to 77%. Last year 76% of the lowest 25% made learninggains in math, an increase of 7 percentage points from the previous year. In2008, 57% of the 9th grade students performed at or above Level 3, while 65%of the 10th grade students performed at or above Level 3. Therefore, 43% ofthe 9th grade students and 44% of the 10th grade students are performingbelow grade level in mathematics. Our Level 1 students, nearly 200 9th and 10thgrade students, and Level 2 students require intervention strategies to increase



skills in Number Sense, Concepts,Operations, Measurement, Geometry, AlgebraicThinking, Data Analysis and Probability.

*Objective: Given instruction using the Sunshine State Standards, students in grades 9 and10 will increase their mathematics skills as evidenced by 70% scoring at Level 3or higher on the 2009 administration of the FCAT Mathematics Assessment.

*Strategies: 1. Correlate mathematics and science activities to promote and develop skillsapplicable to real-world problems

2. Target students in all subgroup populations to participate in academicallyadvanced classes (Gifted, Honors, AP)

3. Provide teachers with available data to analyze and assess progress of theirstudents

4. Use data to align instruction to student academic needs and analyze data toexamine causes related to the low percentage of students meeting highstandards

5. Provide remedial mathematics classes to targeted Level 1 and Lowest 25%students.

6. Provide all Level 1 and Level 2 students who did not pass the FCAT with asupplemental FCAT mathematics book that will reinforce benchmarks.

7. Encourage students to participate in Six-Week FCAT Saturday School Tutoringbeginning in January.

8. Provide targeted Level 2 students with after-school tutoring.

9. Utilize schools “Do Now" program to teach and review FCAT skills, especially inthe areas of Measurement and Geometry.

10. Beginning in January use the 40 Day countdown FCAT packet

11. Provide small group tutoring and at-home supporting activities to studentsscoring in the lowest 25% on mathematics

12. Provide additional practice in targeted benchmark using Cognitive Tutor foreach student.

*Evaluation: Creating Independence through Student-owned Strategies (CRISS)

FCAT Explorer

Test Tools

Cognitive Tutor

Edusoft*Evidence-basedProgram(s):

Glencoe Mathematics Textbook

Riverdeep

Cognitive Tutor*ProfessionalDevelopment:

2009 Florida Comprehensive Assessment Test (FCAT) Mathematics

Glencoe Assessments Examview

District Interim Assessments

School generated Monthly Assessments

Edusoft

FCAT Explorer

Test Tools



FCAT Explorer

Curriculum Mapping

Data Driven Decision Making

Cognitive Tutor

*Objective: Given instruction using the Sunshine State Standards, 80% of students in grades9 and 10 scoring in the lowest 25% will make learning gains in mathematics onthe 2009 administration of the FCAT Mathematics Assessment.

*Strategies: . Correlate mathematics and science activities to promote and develop skillsapplicable to real-world problems













FCAT Explorer

Test Tools

Cognitive Tutor

Edusoft *Evidence-basedProgram(s):


Riverdeep

Cognitive Tutor *ProfessionalDevelopment:





Edusoft



FCAT Explorer

Test Tools

FCAT Explorer

Curriculum Mapping


Cognitive Tutor

*Objective: Given instruction using the Sunshine State Standards, Black students will increasetheir mathematics skills as evidenced by 70% scoring at Level 3 or higher on the2009 administration of the FCAT Mathematics Assessment.














FCAT Explorer

Test Tools

Cognitive Tutor



Riverdeep








Edusoft

FCAT Explorer

Test Tools

FCAT Explorer

Curriculum Mapping


Cognitive Tutor

*Objective: Given instruction using the Sunshine State Standards, Economically Disadvantgedstudents will increase their mathematics skills as evidenced by 70% scoring atLevel 3 or higher on the 2009 administration of the FCAT MathematicsAssessment.














FCAT Explorer

Test Tools

Cognitive Tutor



Riverdeep




*Objective: Given instruction using the Sunshine State Standards, English Language Learners(ELL) will increase their mathematics skills as evidenced by 70% scoring at Level3 or higher on the 2009 administration of the FCAT Mathematics Assessment.














FCAT Explorer

Test Tools

Cognitive Tutor



Riverdeep






Edusoft

FCAT Explorer



Test Tools

FCAT Explorer

Curriculum Mapping


Cognitive Tutor

*Objective: Given instruction using the Sunshine State Standards, Students With Disabilitieswill increase their mathematics skills as evidenced by 70% scoring at Level 3 orhigher on the 2009 administration of the FCAT Mathematics Assessment.














FCAT Explorer

Test Tools

Cognitive Tutor



Riverdeep


Budget:





FCAT TUTORING Title I $7,141.00

Total: $7,141.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00



End of Mathematics Goal

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

*Needs Assessment: Data results from the 2008 FCAT Writing test indicate that 79% of 10th gradersperformed at or above Level 3.5. This data indicates that 21% of our 10th grade students are writing below statemastery level. Our 10th graders require intervention strategies to improve expository writing in the areas of focus,organization, support, and conventions. Students need continued practice in writing extended responses to content-based questions and persuasive essays.

*Objective: Given instruction using the Sunshine State Standards, 87% of students in grade10 will score 3.5 or above as documented by scores on the 2009 administrationof the Florida Comprehensive Assessment (FCAT) Writing Assessment.

*Strategies: 1. Provide teachers with available data to be able to analyze and assess progressof their students using Edusoft

2. Provide writing prompts on School-To-Career topics across all grade levels asa means for all students to discover occupational interests

3. Require school-wide emphasis on higher level thinking skills that will bedemonstrated in writing assignments across the curriculum

4. Administer to all 9th grade and 10th grade students a writing pretest, progresstest, and posttest to assess individual areas of weakness

5. Provide all teaching staff with professional development activities that includeinformation about successful research based writing instructional strategiesspecifically providing relevant information on effective strategies and bestpractices to use when dealing with ELL and SWD students



*Evaluation: 2009 FCAT Writing Pre/Post Assessments

District Interim assessments

School generated assessments

Student attendance rates in tutoring sessions

Accelerated reading*Evidence-basedProgram(s):

Glencoe Literature Book Jamestown Navigator Hampton-Brown EDGE


Creating Independence through Student-owned Strategies (CRISS) FCAT Writing

Writing Rubrics Training

Accelerated Reading Workshop

Edusoft Workshops

Budget:



Jamestown Navigator $0.00

Total: $0.00

Technology



Total: $0.00



In- House Professional DevelopmentsCRISS Workshops $0.00

Total: $0.00

Other


Writing COach Title I $47,854.00

Total: $47,854.00


End of Writing Goal

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

*Needs Assessment: Analysis of the science data collected for the 11th grade students tested duringthe 2007-2008 school year indicates that the mean scale score was 280, anincrease of nine from the previous testing year. Based on the data collected,77% of students tested scored at Level 1 and Level 2. This data indicatesstudents have inadequate background knowledge of Physical, Earth Space, andChemical Science. Students need additional practice in collecting, measuring and



analyzing data, distinguishing between qualitative and quantitative data,interpreting data from charts, graphs, and visual representations, and the stepsof the scientific method

*Objective: Given instruction based on the Sunshine State Standards, the number ofstudents meeting high standards in grade 11 will increase by 20 percentagepoints on the 2009 Science Test as compared to the 2008 administration of theFCAT Science Test.

*Strategies: 1. Provide remedial science classes to targeted students.

2. Examine causes related to the low percentage of students demonstratingmastery in the science skills.

3. Implement and utilize District's Curriculum Pacing Guides which will integratethe Physical Science, Earth Space Science, and scientific thinking benchmarksthroughout the Biology and Earth Space Science curriculum.

4. Administer a quarterly assessment to students in Biology and Earth SpaceScience classes.

5. Monitor classroom instruction and lesson plans to ensure benchmarks arebeing addressed.

6. Increase use of process skills through group work in writing, technology, andinquiry-based activities in science classes.

7. Utilize effective teaching strategies such as Reciprocal Teaching, CRISS, andhands-on activities to increase comprehension skills in scientific process skills,scientific inquiry, and the scientific method.

8. Enrollment of 11th grade students in an intensive science course.

*Evaluation: 2009 Florida Comprehensive Assessment Test (FCAT) Science Glencoe Earth Science Examview Prentice Hall Biology Examview


Glencoe Earth Science Textbook Prentice Hall Biology Textbook


Creating Independence through Student-owned Strategies (CRISS) EduSoftSoftware Curriculum Mapping Riverdeep Data-Driven Decision Making

Budget:



FCAT Tutoring Title I $6,600.00

Total: $6,600.00

Technology



Total: $0.00




Total: $0.00

Other

Available





Total: $0.00



End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: The 2007-2008 School Climate Survey results indicated approximately 10% ofparents disagreed with the statement "The overall climate or atmostphere at mychild's school is positive and helps my child learn" and 25% were undecided. Parental involvement is essential in enriching and fostering a supportive learningenvironment and we need to focus in the 2008-2009 school year to increaseparental involvement.

*Objective: Given the school wide emphasis on parental and community involvement, NorthMiami Beach Senior High School will demonstrate an increase of 5 percentagepoints in the number of parents attending evening parent training sessions asevidenced by comparing sign in sheets for the 2007-2008 and 2008-2009school years.

*Strategies: 1. Implement additional workshops for parents.

2. Increase involvement with advisory councils for Vocational and Academyareas.

3. Offer FCAT workshops for parents.

4. Advertise PTSA meetings and events using Connect-Ed telephonecommunication system the school's electronic message board, and website.

5. Increase involvement with North Miami Beach Chamber of Commerce byattending all scheduled meetings.

6. Inform parents of Back to School Night through telephone communication,message board and flyers from the school.

7. Hire Community Involvement Specialist to assist parents with school-to-homecommunication.

8. Use community involvement specialist to visit, mail, communicate, andcoordinate parents workshop with the instructional improvement team toincrease parental involvement among AYP subgroups and student scoring thelowest 25 percent.

9. Include parents active participation in decision-making groups such as thePTA/PTSA, the school Advisory council, EESAC, Title I PAC/DAC,IEP and PMPmeetings.

10. Provide parent with a Parent Resource center to provide information andideas to families about how to help students at home learning and othercurriculum related activates, decisions, and planning.

11. Provide Informational Workshop through the school and the PARENTACADEMY which will empower parents with the knowledge base to improve theirparenting skills. This will augment their understanding of child-related healthissues, direct their own personal education growth and increase their use oftechnology.

12. Senior/ Parent Night



13. JROTC/Parent Night

14. Parent Resource Room *Evaluation: Open House Attendance Logs

PTSA Attendance Logs

EESAC Attendance Logs

BEAM Parent Night Attendance Logs

Parent Academy Workshop Attendance Logs


National PTA/PTSA Standards


1. Senior Parent Night 2. New Student 3. Parent Orientation 4. Open House

Budget:




Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other


Community Involvment Specialist Title I $25,161.00

Total: $25,161.00


End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: The most recent data supplied from the Florida Department of Education indicatethat in 2006 - 2007, North Miami Beach Senior High School ranked at the 23rdpercentile on the State of Florida ROI Index.

Objective: North Miami Beach Senior High School will improve its ranking on the State ofFlorida Return On Investment Index publication from the 23rd percentile in 2007to the 24th percentile on the next publication of the index.

Strategies: 1. Become more informed about the use of financial resources in relation toschool programs with all stakeholders



2. Collaborate with the district on resource allocation.

3. Consider reconfiguration of existing resources or taking advantage of abroader resource base, e.g. private foundations, volunteer networks.

4. Consider shared use of facilities, partnering with community agencies.

5. Utilizing the Continuous Improvement Model (CIM) monitor expenditures andmodify budget as needed to increase efficiency.

Evaluation: State of Florida ROI Index

End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Graduation

Needs Assessment: According to the Graduation Rate and Preparation Report for PostsecondaryEducation Report from the FDOE 57.3 percent of students graduated in 2008.Student attendance was 97.50 percent in 2007-2008, which indicates thatstudents and their families seem to demonstrate a need to value personalpriorities above education.

Objective: Given instruction using the Sunshine State Standards, North Miami Beach SeniorHigh School will increase the graduation rate by 6 percentage points from 57percent to 63 percent as evidenced by the NCLB School Public AccountabilityReport for 2006-07.

Strategies: 1. Increase involvement in academy model smaller learning communities by actively recruiting current students and informative articulation with the middle school.

2. Counsel students for appropriate levels and graduation options annually.

3. Provide a diverse curriculum including a wide range of technical and vocationalcourses.

4. Increase parental involvement by informing through telephone communication and/or flyer about programs and courses being offered.

5. Provide FCAT tutoring for low performing students before and after school.Evaluation: 1. FDOE Annual Yearly Progress Report

2. In-house graduation recordsEvidence-basedProgram(s):

Yearly graduation rate

ProfessionalDevelopment:

Technology

META

SPED

Vocational workshops

Budget:






Total: $0.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Graduation Goal

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading FCAT TUTORING TITLE I $6,321.00

Mathematics FCAT TUTORING Title I $7,141.00

Writing Jamestown Navigator $0.00

Science FCAT Tutoring Title I $6,600.00

Total: $20,062.00

Technology


Reading Jamestown Reader $0.00

Reading Hampton-Brown District $0.00

Total: $0.00



WritingIn- House ProfessionalDevelopments CRISSWorkshops

$0.00

Total: $0.00

Other


Reading Reading Ccoach Title I $42,338.00

Writing Writing COach Title I $47,854.00

Parental Involvement Community InvolvmentSpecialist Title I $25,161.00

Total: $115,353.00




SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

SAC Involvement

The Educational Excellence School Advisory Council (EESAC) at North Miami Beach Senior meets on amonthly basis and is instrumental in the development and monitoring of the School Performance ExcellencePlan. Their input provides support and assistance to all of the educational initiatives set forth in order toachieve our vision and mission. The Council members will provide support in the following areas: 1. Participate in the analysis of the EESAC budget and how these funds will be utilized based on schoolneeds.

2. Receive and review proposals from different departments and groups for funding projects that willenhance student achievement.

3. Provide input for areas within the school that require improvements.

4. monitor the progress of school goals, objectives, implementation of strategies, analysis of data, andoverall attainment of minimum standards.

SAC Members

Members

1) RAYMOND L. FONTANA , Principal

2) PATTI STAUFFER , SAC Chair

3) Jana Wright, Student

4) Christina Cyprien , Student

5) Janelle Taylor, Student

6) Sandra Yee, Student

7) VERONICA MARTIN , Teacher

8) Cory Poitier, Teacher

9) Julie Pratt , Teacher

10) Mark Gottfried , Teacher

11) Ashley Toussaint , Teacher



12) Claudette Rahmings , Parent

13) Robert Laier , Parent

14) Yvonne Hart , Parent

15) JOYCE MERCADO , Parent

16) Alexis Parker, Parent

17) Edna Clerizier , School Support Personnel

18) Douglas Tisdahl , Union Steward

19) Randy A. Milliken , Assistant Principal

IMPLEMENTATION EVALUATION

The School Advisory Council (SAC) committee will receive on-going reports on the status of theimplementation of the School Improvement Plan (SIP). A mid-year review of the implementation of thecurrent SIP will be conducted in order to assess where resources need to be targeted for the remainder ofthe school year. Additionally, a progress assessment meeting will be scheduled at the end of the schoolyear. In attendance will be the school principal, the SAC chairperson, the United Teachers of Dade steward,an SAC parent representative, the SAC community/business representative, and the SAC studentrepresentative. At this meeting, the SAC makes a presentation of findings. These results provide guidancefor the future direction of the school and are included, as appropriate, as objectives and strategies in nextyear’s SIP. Staff at North Miami Beach Senior High will review the status of SIP objectives and willcollaborate with the SAC to determine how student achievement will be addressed next school year.

REPORTING

Baseline Data Report

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

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

% %Non- % %Non- % %Non- % %Non- % %Non-



%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline


WritingBaseline

ScienceBaseline

BaselineData



DataBaseline Data

Data DataData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted

End of Baseline Data Report

AYP DATA



2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH MIAMI BEACH SENIOR HIGH 7541Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)

Read: 1487Math: 1482

2007-2008 School Grade1:

C Did the Schoolmake AdequateYearly Progress?

NO

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

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

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

Group

ReadingTested95% ofthestudents?

MathTested95% ofthestudents?

58%scoringat orabovegradelevel inReading?

62%scoringat orabovegradelevel inMath?

Improvedperformance inWriting by 1%?

IncreasedGraduationRate3by 1%?

Percent ofStudentsbelowgradelevel inReading

SafeHarborReading

Percent ofStudentsbelowgradelevel inMath

SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 99 Y 99 Y 30 N 58 N 89 89 N 55 59 Y 72 70 NA 46 42 NA 35 NA 74 NA

WHITE 100 Y 100 Y NA NA NA 72 74 Y NA NA NA NA BLACK 99 Y 99 Y 25 N 52 N 91 89 N 52 58 Y 77 75 NA 52 48 NA 29 NA 71 NA HISPANIC 98 Y 98 Y 36 N 67 Y 84 88 Y 57 54 N 67 64 NA 41 33 NA 42 NA 80 NA ASIAN 100 Y 100 Y NA NA NA NA NA NA NA NA AMERICANINDIAN NA NA NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 28 N 58 N 88 89 Y 55 59 Y 76 72 NA 48 42 NA 32 NA 75 NA

ENGLISHLANGUAGELEARNERS

100 Y 100 Y N 23 N 66 75 Y 43 45 Y 90 NA 66 77 NA 13 NA 52 NA

STUDENTS WITHDISABILITIES 96 Y 98 Y 15 N 23 N 52 55 Y 17 25 Y 79 85 NA 80 77 NA 18 NA 43 NA

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH MIAMI BEACH SENIOR HIGH 7541Number of students enrolled in the grades tested:(Click here to see the number of students in eachgroup.)



D Did the Schoolmake AdequateYearly Progress?

NO


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

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

Group








SafeHarborReading


SafeHarborMath

% ofstudentson trackto beproficientinreading

Growthmodelreading

% ofstudentson trackto beproficientin math

Growthmodelmath

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

TOTAL4 98 Y 98 Y 28 N 54 N 90 89 N 59 55 N 72 72 NA 47 46 NA 39 NA 70 NA

WHITE 94 N 94 N NA NA 92 92 Y 64 72 Y NA 32 NA NA NA BLACK 98 Y 98 Y 23 N 48 N 90 91 Y 59 52 N 78 77 NA 53 52 NA 36 NA 68 NA HISPANIC 98 Y 98 Y 33 N 59 Y 87 84 N 54 57 Y 66 67 NA 39 41 NA 42 NA 71 NA ASIAN 100 Y 100 Y NA NA NA 81 79 NA NA 11 NA NA NA AMERICANINDIAN NA NA NA NA NA 67 NA NA 67 NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 98 Y 24 N 52 N 90 88 N 58 55 N 76 76 NA 50 48 NA 37 NA 68 NA


99 Y 99 Y 10 N 34 N 79 66 N 35 43 Y 92 90 NA 58 66 NA 36 NA 54 NA

STUDENTS WITHDISABILITIES 93 N 91 N 21 N 20 N 51 52 Y 34 17 N 91 79 NA 87 80 NA 29 NA NA



2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade NORTH MIAMI BEACHSENIOR HIGH 7541

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



C Did the Schoolmake AdequateYearly Progress? 5

NO


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

Group








SafeHarborReading


SafeHarborMath

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

TOTAL4 98 Y 98 Y 28 N 53 Y 90 90 Y 56 59 Y 77 72 NA 52 47 NA

WHITE 96 Y 96 Y 51 NA 68 NA 92 NA 66 64 NA NA 19 32 NABLACK 98 Y 98 Y 22 N 47 N 90 90 NA 55 59 NA 84 78 NA 60 53 NAHISPANIC 99 Y 99 Y 34 N 61 Y 88 87 NA 51 54 NA 71 66 NA 45 39 NAASIAN 100 Y 100 Y 55 NA 89 NA NA NA NA 15 11 NAAMERICANINDIAN NA NA NA NA NA NA NA NA

ECONOMICALLYDISADVANTAGED 99 Y 99 Y 24 N 50 Y 90 90 NA 54 58 NA 80 76 NA 54 50 NA


99 Y 99 Y 8 N 42 N 77 79 NA 36 35 NA 92 NA 72 58 NA

STUDENTS WITHDISABILITIES 94 N 93 N 9 N 13 N 55 51 NA 31 34 NA 92 91 NA 88 87 NA

Dade School DistrictNORTH MIAMI BEACH SENIOR HIGH2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 34% 65% 79% 30% 208

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

% of Students MakingLearning Gains 49% 77% 126

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

Adequate Progress ofLowest 25% in the School? 49% (NO) 76% (YES) 125

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

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

43% 45% 0 If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 459 Percent Tested = 99% Percent of eligible students tested

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

SCHOOL GRADE DATA




Reading

Math

Writing

Science

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 30% 58% 86% 23% 197

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



Adequate Progress ofLowest 25% in the School? 47% (NO) 69% (YES) 116

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

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

34% 41% 0 If 50% of 11th and 12th graders meet thegraduation requirement on the retake in bothreading and math, ten bonus points are awarded

Points Earned 425 Percent Tested = 98% Percent of eligible students tested

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


Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 31% 58% 85% 174

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



Adequate Progress of Lowest25% in the School? 63% (YES) 63 Adequate Progress based on gains of lowest 25% of

students . Yes, if 50% or more make gains .Points Earned 369 Percent Tested = 98% Percent of eligible students tested

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



Documents

10/21/2008 2008-2009 Florida School Improveme…