School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/6251.pdfStrategies to achieve these goals include a schoolwide focus on reading, integrated instruction, and facilitating

School Performance Excellence Plan

School Name and Number : 6251 - Homestead Middle School

Principal: Janice Reineke Telephone #: (305) 247-4221

High School Feeder Pattern: 7701 - South Dade Senior

ACCESS Center Six Board District #: 9 - Ms. Betsy H. Kaplan

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.

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2003 - 2004

(SCHOOL IMPROVEMENT PLAN)School Name: 6251 - Homestead Middle School

SCHOOL PERFORMANCE EXCELLENCE PLAN

2003 2002 2001 2000 1999School Performance GradesC C D D D

Vision/Mission/Belief Statement(s):

VISION: Homestead Middle School enriches the community by providing an educational environment in which all students become healthy, productive citizens.

MISSION: In order to meet the challenge of the twenty-first century, Homestead Middle School will seek to develop each student's academic, social, physical, and emotional potential in a safe, supportive learning environment in order to create successful and productive citizens in a multicultural and technologically oriented society.

Title I Schoolwide Program: YesComprehensive School Reform Program: No

SACS Accreditation Process: No

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School Profile/ Needs Assessment:EXECUTIVE SUMMARY

Homestead Middle School

Given instruction using the Sunshine State Standards, students in grades six through eight will improve their reading skills as evidenced by 50 percent of students reaching the state required mastery level, 64 percent making annual learning gains, and 73 percent scoring in the lowest 25 percent making annual learning gains as documented by scores on the 2004 FCAT Reading Test, while 31 percent of each subgroup identified in the NCLB requirements will score at mastery level.

Given instruction using the Sunshine State Standards, students in grade six through eight will increase their mathematics application skills as evidenced by a minimum of 50 percent of students reaching the state required mastery level and 56 percent making annual learning gains as documented by scores on the 2004 FCAT Mathematics Test, while 38 percent of each subgroup identified in the NCLB requirements will score at mastery level.

Given instruction using the Sunshine State Standards, students in grade eight will increase their writing skills as evidenced by 81 percent of students reaching the state required mastery level as documented by scores of the 2004 FCAT Writing Test, while demonstrating improved performance by one percent as identified in the NCLB requirements.

Given instruction using the Sunshine State Standards, students in grade eight will increase their science skills as evidenced by students scoring a mean scale score of 254 as documented by scores on the 2004 FCAT Science Test.

Given instruction using the Sunshine State Standards, incorporating school-based initiatives utilizing differentiated instructional strategies, gifted, advanced and honors students in grades six through eight will increase their reading comprehension skills as evidenced by a two percent increase in the number of students demonstrating a gain of one or more levels on the FCAT Reading Test administered in 2004.

Strategies to achieve these goals include a schoolwide focus on reading, integrated instruction, and facilitating the school's organizational design to enhance student learning. The continued expansion of technology is an integral element of the 2003-2004 School Performance Excellence Plan. The Base.Net Magnet Program in aerospace, aviation, travel, and tourism will continue to provide increased success for all students in the latest technological advances. The Parent Outreach Program will continue to provide training to parents in techniques to improve children's academic performance through six Curriculum Family Nights. These strategies are designed for all students including Language Enriched Pupils (LEP) and Exceptional Student Education(ESE)learners.

Homestead Middle School is situated in the farming area of South Dade. The triethnic school population consists of 1287 students from a predominantly low-income community with 90 percent of the students on free or reduced priced meals. Additionally, Homestead Middle serves a large migrant population. After analyzing and evaluating pertinent data such as the School Demographic and Academic Profiles, the Florida Comprehensive Assessment Test results, and the 2002-2003 School Performance Excellence Plan results, the school's goals and objectives have been developed. The identified goals and objectives are as follows:

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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.

Homestead Middle School provides services to its students using a variety of curricular offerings. These offerings include: Urban Systemic Program, Writing Across the Curriculum, Reading, Writing, and Thinking Across the Curriculum Initiative, Data on Enacted Curriculum Project, Curriculum Mapping Initiative, CRISS Project, and Standards-Based Student/Career Development Plan in grades six through eight. The school-wide Aerospace, Aviation, Travel, and Tourism Magnet offers all students the opportunity to progress further in these areas than their peers in traditional settings. Additionally, Homestead Middle School has an extensive Exceptional Education Department, which includes a Bertha Abess program, EMH, Varied Exceptionalities, and a gifted team. Instruction is provided in traditional classroom settings and is enhanced by our school-wide computer network. Title I funding provides for additional teachers in the areas of language arts, reading, and mathematics to support instruction in those areas. Acceleration of student competencies is enhanced with an array of advanced and honors classes for those students who meet the criteria and need further challenges. Students who successfully complete honors classes are provided with appropriate high school credits, thus fostering a positive articulation between middle school and high school.

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

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

Homestead Middle School employs a total of 97 fulltime staff members and 18 part-time staff members. Of this group, four are administrators, 64 are classroom teachers, five are counselors, one is a social worker, three are paraprofessionals, eight are clerical employees, 12 are cafeteria workers, and eight are custodial

Major Programs:Sunshine State Standards Competency-Based Curriculum Comprehensive Reading Plan Comprehensive Mathematics and Science Plan

Additional Delivery Models:

Student Services:

Vision:

Mission:

Core Values:

In order to meet the challenge of the twenty-first century, Homestead Middle School will seek to develop each student's academic, social, physical, and emotional potential in a safe, supportive learning environment in order to create successful and productive citizens in a multicultural and technologically oriented society.

Homestead Middle School enriches the community by providing an educational environment in which all students become healthy, productive citizens.

The Student Services Department offers counseling through its TRUST Specialists as well as its grade level counselors, social worker, and ESE Program Specialist. These counselors advise, mentor, tutor, and provide social service access through referrals to a variety of community agencies.

Homestead Middle School believes that through the steadfast commitment found in our Vision Statement and Mission Statement, our children and the community will benefit from the goals that will promote realized potential in the overall student. The academic, social, physical, and emotional strength in the students will provide the community and society with a responsible well-rounded citizen.

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service workers. Of the teaching staff, less than five percent are teachers new to this school, with an average length of time teaching in Florida of ten years. Thirty-three have advanced degrees. Several teachers have begun the process of National Board Certification, and one has attained the honor.

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

Homestead Middle School, on 12.04 acres, is located at 650 NW 2nd Avenue in the city of Homestead. This was previously the site of Homestead High School, established in 1921, and designated as a junior high school in 1959. The campus has a unique style, with a courtyard surrounded by several freestanding buildings. Homestead Middle School has been retro-wired to provide a modern communication network which includes media as well as internet access to 100% of its classrooms, media center, office, and auditorium. As the Workforce Development Department is a crucial component for the magnet program, many classrooms have been remodeled and updated with current and modern state of the art technology.

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

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

Homestead Middle School serves a school population of over 1287 students. These students include 75 percent who participate in the regular, advanced, or gifted curriculum, 17 percent who participate in the Exceptional Education program, and eight percent who are LEP and participate in our ESOL program. Of the entire population, 90 percent are considered to be economically disadvantaged students. The ethnic/racial makeup of the student population is: 25 percent black non-Hispanic, 60 percent Hispanic, 13 percent white non-Hispanic, and two percent multiracial. The mobility rate of the school is 40 percent. The relatively low-income bracket of the area surrounding the school, as well as the areas from which the students are bused, indicates that the students are in need of support to secure the basic resources that will enable them to participate fully in the life of the community. Within the scope of the many needs of the students, Homestead Middle School offers many extracurricular activities that assist with the redirection of unproductive behaviors. These include: Florida International University’s GEAR-Up Program, tutors, mentors, counseling services, and other special interest activities to promote learning.

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

Homestead Middle School endeavors to link with the community in several ways. Each year before school actually begins, Homestead Middle School holds an orientation for new students. This provides new families with the opportunity to visit the school, meet the staff, and learn about our programs. The EESAC is a very important spoke in the Homestead Middle School wheel of continuous progress. This uniting of parents, community, teachers, and students in shared decision-making and recommendations make communication between stakeholders a viable asset to the workings of our school. Participation in the various community groups such as the Chamber of Commerce, Civitans, and others ensure that a partnership is developed between the school and the community which supports the needs of the school. Additional benefits include support given by the various Dade Partners. The school takes great pride in hosting a prominent community member as “Principal for a Day” every year. Community participation in the school’s “Real Men Read” event promotes literacy by modeling the love of reading. Homestead Middle School also benefits from the various community members who are honored every year during Black History and Hispanic Culture Awareness Months. These honorees are positive role models for the students. At Homestead Middle School, parents are honored through Parent Appreciation Week. Parents are invited to come to school, shadow their children, and enjoy lunch with their children and the staff. Many parents take advantage of this opportunity to visit and really get the feeling of middle school life. Homestead Middle School conducts very successful Family Curriculum Nights. Parents participate in hands-on learning experiences in each core area of the curriculum and celebrate their children’s success with award presentations. Communication occurs with the community through the regular program, the gifted team, the ESE program, and other groups. Homestead Middle School finds many ways in which to collaborate and plan with all the stakeholders.

Please refer to Appendex A and B for legislative issues.

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

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.

Homestead Middle School enjoys a collaborative relationship with Florida International University and Miami Dade Community College. Through a partnership with FIU, the GEAR-UP program benefits students and faculty. This program is meeting the academic needs of a diverse population of students. The GEAR-UP multi-million dollar grant provides classroom aides to assist teachers and students throughout the school day. In collaboration with universities in the Miami-Dade area, teachers provide clinical supervision for student interns. The school articulates with feeder pattern staff, parents, and students in order to provide a smooth transition into middle and senior high school. Students have been participating in a buddy reading program, called "Story Time with Friends", with a neighboring school that serves severely handicapped students.

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.

Enrollment at Homestead Middle School has increased at a steady pace over the last five years. Homestead Middle School’s SECME Team received a first place award in mathematics. The Chess Club was the Vice Champion of Miami-Dade County in Access 6. The Homestead Middle School Geography Team was among the finalists. Many awards were earned through Odyssey of the Mind, Future City Competition, and the Science Fair. Staff members were honored as Miami-Dade County Science Teacher of the Year, Miami-Dade County Social Studies Teacher of the Year Finalist, Melissa Foundation’s Norma Bossard Literacy Award, and the Homestead-Florida City Chamber of Commerce Teacher of the Year. Homestead Middle School was named as the National Champion for its United Way Student Campaign. The Florida Department of Education grades Homestead as a "C" school. Many of the surrounding elementary schools are "D" schools, so Homestead is proud to have met all of the criteria mandated by the state.

3.2 CompetitorsThis item explores the alternate schools available to students.

Surrounding Homestead Middle School are many private and charter schools. These schools, such as Rosa Parks Charter, ASPIRA Charter, Keysgate Charter, St. John’s Episcopal, South Dade Colonial Christian, Florida City Christian, Redland Christian Academy, Pathway Christian, and Princeton Christian are in constant competition with Homestead Middle School. There are several magnet programs as well, which draw students. These include: Southwood Fine Arts Magnet, Richmond Zoo Magnet, and Ammons International Language Magnet. There are also several students in the community who are receiving their education through home schooling.

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.

Homestead Middle School employs a collaborative system of leadership that includes representation from all stakeholder groups on its primary decision-making group, the Educational Excellence School Advisory Council. Leaders for the school provide the technical support and professional and personal growth opportunities that stakeholders need in order to make informed decisions. Innovation is encouraged and new ideas are recognized and implemented. Homestead Middle School extends its academic day through the GEAR-Up Program. This program assists in the enhancement of quality educational experiences. The GEAR-Up Program and many other activities, such as band, sports, and other activities offered at Homestead Middle School, have assisted in providing Homestead Middle School with a better image in the community. The success of the SECME program and the participating students bring out positive educational experiences. These special interest groups offer parents and students of Homestead Middle School, in addition to the regular curriculum, a foundation that fosters academic excellence.

Please refer to Staff Development (Appendex C).

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

Homestead Middle School no longer receives federal funding to support the magnet program. This funding provided additional opportunities for students. In addition, losses in Title I funds have suffered cutbacks, which have hampered the purchase of supplemental materials. Homestead Middle School is utilizing the Pinnacle Gradebook System. The system requires training and commitment by the teachers to use this technology effectively. Homestead Middle School has several new teachers who are in need of professional growth team assistance. These teachers, with the mentoring of veteran teachers, need time to become familiar with the many initiatives and programs of the school. The lack of parental involvement is an issue that continues to plague our school. A new collaboration to increase communication and involvement between home and school through the PTSA and Title I will be promoted this year. A social worker was also hired to address this issue.

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

Homestead Middle School students are highly mobile (40 percent) and are frequently absent from school. Many students seem reluctant to spend the time outside the classroom that is necessary to master new skills and retain competence in skills already taught. Due to a low economic status in the student population, few have access to communication technologies outside of Homestead Middle School. Materials are not readily available to many students. Homes are not print rich, with books, magazines, and/or newspapers. Many students do not have access to computers at home. Many students have never traveled beyond the Homestead community. They are not fully aware of cultural diversity and therefore lack tolerance. These intolerances cause inappropriate behaviors, not only in school, but in the community as well.

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.

Homestead Middle School has identified several challenges in relationships with faculty. Among these are: Homestead Middle School has not been able to fill several ESE positions in due to a lack of appropriately certified candidates. Due to the location of Homestead Middle School in the southern end of Dade County, it has been difficult to fill instructional vacancies. Homestead Middle School has found difficulty in obtaining substitute teachers.

Many Homestead Middle School students are not motivated to learn.

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

Homestead Middle School has identified several issues concerning challenges in relationships with internal and external forces. Among these are: The turnaround time in our communication with parents and the community, lack of skills on the part of parents in assisting children with academic needs, increased influx of LEP students, the lack of magnet funding, and a decrease in Title I funding.

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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.

Homestead Middle School has identified several issues concerning challenges in process improvement. Among these are: Student scores on the FCAT reading subtest indicate that 64 percent of the students did not meet high standards. In FCAT mathematics, 68 percent of the students did not meet high standards. Twenty-one percent of the eighth graders did not meet high standards on the FCAT Writing Test. Twenty-nine percent of the students scoring in the lowest 25 percent did not make adequate progress. The collection and analysis of data assist in making pertinent and useful changes in teaching and learning.

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.

Homestead Middle School has identified several issues concerning improvement in education design and support process improvement. Among these are: Homestead Middle School students lack organizational and study skills. In order to address these needs, student agendas were purchased by the EESAC to assist students in these areas, as well as provide resources that may not be available in the home, i.e. math reference sheets, writing process directions, vocabulary, and maps. Homestead Middle School students have a need for reading materials to comply with the Comprehensive Reading Plan. In order to address this need, purchases will be made to ensure that students have books in the home. Class sets of trade books are also available to classroom teachers Many students at Homestead Middle School lack academic motivation. In order to address this need, special care will be given to programs that will include mentoring and tutoring. The Media Center will provide a full service technological support base, including research materials, computers, word processing programs, and internet access.

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.

Homestead Middle School has identified several issues concerning improvement in the Educational Delivery Process. Among these are the results of the Data on Enacted Curriculum Teacher Survey completed by all mathematics and science teachers. The results of this survey indicate that teachers requested additional opportunities for the use of technology in their classrooms. To address this need, several wireless laptop labs were purchased to be utilized throughout the school. The Instructional Improvement Team and the EESAC have also supported the decision to provide for training sessions for all staff members who are interested. In addition, it was recommended that the Teacher Education Center representative provide information and opportunities for professional development to the faculty. Best Practices Self-Assessment Surveys indicated that teachers need and want additional strategies to address the Sunshine State Standards Benchmarks for Reading, Writing, Mathematics, and Science. In order to address these needs, the teachers will continue to meet for weekly curriculum training facilitated by the curriculum specialists. During these training sessions, the Reading, Writing, and Thinking Across the Curriculum Plan will continue to be reinforced.

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.

Homestead Middle School has identified several issues concerning challenges in improving relationships with internal operations and external forces. Among these are: the turnaround time in our communication with parents and the community. In order to address this need, Homestead Middle School is pursuing

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purchasing a voice mail system. This would allow parents to leave individual messages in a teacher’s voice mailbox. In addition, meetings and school functions will be placed on the marquee and advertised in the local newspapers. Another issue is the influx of Language Enriched Pupils. In order to address this, the curriculum committee has hired a Home Language Specialist, who will provide reinforcement and assistance to LEP students in their home language. An inhouse social worker has also been hired to make connections with parents in order to address the issues of attendance and discipline problems. Finally, a decrease in magnet and Title I funds has placed financial constraints on the school budget. In order to address this need, a grant committee will be established to secure additional funding for the school. Six curriculum nights will be organized and implemented to provide skills to parents in assisting children with their academic needs.

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.

Homestead Middle School has identified several issues concerning challenges in process improvement. Among these are student scores on the FCAT reading test indicating that 64 percent of the students did not meet high standards in reading. Student scores on the FCAT mathematics test indicated that 68 percent of the students did not meet high standards in mathematics. In order to address these needs, Homestead will partner with the Access Center and District to provide training to selected teachers in successful remedial strategies. All subject area teachers will receive training in cross-curricular pedagogy that supports reading, writing, and critical thinking instruction in all subject areas. Targeted students will be provided with after school tutorial opportunities. Data will be collected on students involved in these efforts and will be analyzed to determine the most effective method(s); these will be implemented on a larger scale. Homestead Middle School recognizes the need for collegiality in all phases of program instruction. In order to address this, interdisciplinary teams will be established, weekly curriculum inservices and networking through collegial friends groups will take place, and Best Practices workshops will be conducted throughout the year. The Professional Growth Team Cadre will be identified to assist teachers in professional development areas.

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Advanced Academics

School Profile/ Needs Assessment: (continued)

(Middle Schools)

Enrollment for the advanced academics classes has been declining over the past few years due to competition from other magnet programs, especially the IB and IS programs. In addition, overcrowding has reduced the number of magnet seats available. Many of the magnet applicants are advanced academic students, thereby reducing the number enrolled at the school.

A review of the selection criteria for advanced classes has been reviewed to ensure successful completion of courses.

Enrollment trends in advanced, gifted, and honors classes.

Homestead Middle School's total enrollment includes the following statistics:

White - 13 percent - Black - 25 percent - Hispanic - 60 percent - Other - two percent.

Enrollment in advanced, gifted, and honors classes include the following statistics:

White - 35 percent - Black - 13 percent - Hispanic - 49.5 percent - Other - two percent.

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

Student achievement in gifted classes indicates that the majority of students are meeting high standards on the FCAT assessments. The gifted program is organized as an interdisciplinary team looping students from sixth through eighth grades. The expectation of high standards is demonstrated by the rate of enrollment of these students in honors and advanced placement classes in high school. Student achievement in honors and advanced classes indicates that higher standards need to be in place. More rigorous requirements for entry into these classes will ensure higher levels of achievement.

Student achievement in advanced, gifted, and honors classes as measured by teacher assigned grades.

Recruitment procedures in place to address underrepresented groups are included in the process of articulation. Teachers are asked to identify potential candidates for advanced academics courses. Students are then placed in advanced and honors classes through a formula that combines test scores and teacher recommendations. In addition, Miami-Dade County Public Schools Plan B has procedures in place to include all underrepresented groups for placement in gifted classes.

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

The major objective of Homestead Middle School’s advanced academic program is to prepare all students for honors and advanced placement courses in their high school years. In many cases students demonstrate the maturity and requisite skills to excel in honors math and science classes as early as the seventh grade. The advanced academic teachers work to assist all students to meet the high level of expectation held for those participating in the program. Remedial instruction for underachieving students is available through an after school program implemented by the Florida International University Gear-Up Program, a grant funded through the No Child Left Behind legislation.

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

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

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC


Budget:The EESAC examined and recommended budget expenditures relative to all areas of the school, such as the purchase of Student Agendas and the continued use of Curriculum Specialists in the content areas.

Training:The EESAC recommended staff development activities for FCAT preparation, especially the continued utilization of the Reading, Writing, and Thinking Across the Curriculum Plan and the Curriculum Mapping Plan.

Instructional Materials:The EESAC made recommendations for the 2003-2004 budget that reflected the purchasing of instructional materials, such as Science Coach, Preparing for FCAT Social Studies, Writing to Explain, Writing to Persuade, and Mathematics Coach.

Technology:The EESAC Technology subcommittee made recommendations to continue technology upgrades throughout the school, utilize the Pinnacle Gradebook, and encourage staff communications through Microsoft Outlook.

Staffing:The EESAC made recommendations to the principal regarding staffing. Curriculum Specialists will continue to support teachers in the integration of the Reading, Writing, and Thinking Across the Curriculum Plan.

Student Support Services:The EESAC made recommendations to continue holding parent conferences, child study teams, and LEP committee meetings to support student achievement.

School Safety and Discipline:The EESAC made recommendations to continue the middle school teaming concept, D-FY-IT, and the 5000 Role Model Program.

Other Matters of Resource Allocation:The EESAC reviewed expenditures of Title I, EESAC, Magnet, and FCAT Enhancement funds.

Benchmarking:The EESAC made recommendations to the principal regarding the continuation of benchmarking activities through the Reading, Writing, and Thinking Across the Curriculum Plan, Vertical Teaming, and the Curriculum Mapping Plan.

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TITLE I ASSESSMENT ISSUES


Parent InvolvementThere is a continued need to involve more parents in school activities, as evidenced by the sign-in logs. Therefore, the Title I reading specialist and the school social worker will utilize various community contacts and media sources to advertise and encourage parental participation in workshops and school activities. In addition, Family Curriculum Nights will encourage parents to become involved in hands-on learning activites with their children.

Family LiteracyDue to low levels of performance on standardized tests for students in grades six through eight, and a lack of print-rich materials in the home, a decision was made to provide additional reading materials for home use. Money from the Title I budget will continue to provide trade books for each student at the school. Additionally, Family Curriculum Nights continue to promote family literacy.

School ClimateAccording to the percentage of discipline reports recorded on the Student Case Management Referral Forms, there is a continued need for an enhanced mentoring program. A target group of students has been identified who will be mentored by adult volunteers this year. Additional conflict resolution training for staff and students will also be implemented.

Health ServicesCounselor service logs have revealed a need to continue to promote health awareness at Homestead Middle School. Migrant service, the Homestead Bridge, SOS (Start Off Smart), PAL (Police Athletic League), ASPIRA, Citrus Health Network, Inc., FIU's GEAR Up of Homestead, The Children's Psychiatric Center, Inc., the TRUST program, and various other intervention programs, will continue to provide health services for our school community.

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School Data Summary: (compare the last 5 years, if available)

School Performance Grades

ACCOUNTABILITY DATA

1998-1999

C C D D D

1999-20002000-20012001-20022002-2003

36 32 79

62 54

71

334

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 169 86 79

147

116

71

% Making Learning Gains

Reading Math WritingGrade Points2002-2003

38 31 78

68 61

80

356

% Meeting High Standards

Adequate Progress of Lowest 25% in the school?

Total School Grade Points 186 92 78

147

129

80

% Making Learning Gains

Reading Math WritingGrade Points2001-2002

FCAT Sunshine State Standards (SSS) (all curriculum groups)126251


Grade Level: 06

Year

Number of students

testedMean Score

Number of students

testedMean Score1 2 3 4 5 1 2 3 4 5

Reading Mathematics

2002-2003 437 258 50 21 18 9 2 429 277 46 25 18 8 3

2001-2002 454 257 53 15 17 12 2 455 266 52 23 16 7 1

2000-2001 410 252 411 254

Grade Level: 07

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 442 264 47 22 20 7 4 434 259 58 20 13 7 2

2001-2002 420 263 48 22 19 10 1 430 258 54 21 16 6 2

2000-2001 431 254 432 244

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

Grade Level: 08

Year

Number of students

testedMean Score

Number of students


Reading Mathematics

2002-2003 409 270 49 24 18 8 0 406 276 48 25 20 5 2

2001-2002 449 258 51 22 19 7 1 440 262 56 22 15 5 3

2000-2001 381 244 63 19 11 4 3 373 263 54 23 16 5 2

1999-2000 393 246 65 20 12 3 0 406 244 68 17 10 3 1

1998-1999 370 253 61 24 13 3 0 340 242 72 16 10 1 0

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Grade Level: 08

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

392 3 1 4 7 23 20 24 10 5 1 12002-2003 3.5

425 4 1 6 7 23 14 27 5 8 1 12001-2002 3.4

380 4 2 15 5 28 11 24 4 6 1 02000-2001 3.2

403 3 2 7 5 28 13 29 7 3 1 01999-2000 3.3

368 4 4 8 13 33 21 13 2 1 1 01998-1999 3

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

193 4 2 1 7 24 20 22 13 5 1 12002-2003 3.5

211 3 3 5 7 25 16 29 2 7 1 02001-2002 3.3

191 4 1 10 4 27 11 29 3 9 1 12000-2001 3.4

198 1 1 8 5 24 13 32 10 4 3 01999-2000 3.5

184 3 3 5 12 36 21 13 3 1 1 01998-1999 3.1

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Grade Level: 08

FCAT Writing (all curriculum groups)

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

199 3 1 6 6 22 21 27 7 5 1 02002-2003 3.4

214 6 0 8 7 21 13 25 9 9 0 12001-2002 3.4

189 4 3 19 6 30 12 19 4 3 1 02000-2001 3

205 5 3 7 5 32 13 26 5 2 0 01999-2000 3.1

184 5 4 10 14 29 21 13 2 1 1 01998-1999 2.9

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ObjectiveGiven instruction using the Sunshine State Standards, students in grades six through eight will improve their reading skills as evidenced by 50 percent of students reaching the state required mastery level, 64 percent making annual learning gains, and 73 percent scoring in the lowest 25 percent making annual learning gains as documented by scores on the 2004 FCAT Reading Test, while 31 percent of each subgroup identified in the NCLB requirements will score at mastery level.

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

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7

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School Name: Homestead Middle School District Name:

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

State Goal #: National Goal #: N/A

Miami-Dade County Public Schools

Needs AssessmentResults of the 2003 Reading Test indicate that 36 percent of students have met the state required mastery level, 62 percent of students have made annual learning gains in reading. Scores on the 2003 FCAT Reading Test indicate that 71 percent of the students scoring in the lowest 25 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 50 percent of students reach the state required mastery level, if 64 percent make annual learning gains, and if 73 percent scoring in the lowest 25 percent make annual learning gains.

Evaluation:This objective will be evaluated by scores of the 2004 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 3 3 4 5 6 7 8 Other : See below

SAC members involved in the development of this objective:

Adside, Curtis Anderson, James Brown, Diane Garcia, Maria

Miskis, Ruth Nassar, Gamael Reineke, Janice Steller, Carol J

Stuck, Regina Timmons, Eugene

Names: Names: Names:

176251

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

. Incorporate Secretary's Commission on Achieving Necessary Skills(SCANS) competencies utilizing reading strategies across all subject areas involving School-To-Career curriculum.

*Assistant Principal for Curriculum,

Career Specialist

Sep. '03 Jun. '04 1 Media Center collection, Computer software, Websites, Curriculum Maps

. Expand and enhance the implementation of the schoolwide Reading, Writing, and Thinking Across the Curriculum Plan to promote a systematic reading program for all ethnic groups.


Title I Reading SpecialistCurriculum Specialists

Sep. '03 Jun. '04 2 Benchmarks, Curriculum Map,CReating Independence through Student-owned Strategies Manual (CRISS)

. Continue the implementation of the schoolwide Curriculum Mapping Plan to enhance efficiency in teaching by providing a focus and sense of direction across all curriculum areas.


Curriculum Specialists

Sep. '03 Jun. '04 3 FCAT Enhancement Survey results, CRISS manual, Best Practices workshop materials, Benchmarks

. Expand and enhance the Homestead Middle School Team Action Plan to indicate additional staff development in the area of using data to drive instructional decisions and incorporate vertical teaming strategies.



Sep. '03 Jun. '04 4 FCAT Enhancement Survey results,CRISS manual, Best Practices workshop materials, Benchmarks

. Provide small group mentoring, remediation and home strategies for economically disadvantaged students and their families and instructional strategies for teachers through the Curriculum Specialist Service model.


Curriculum Specialists, GEAR-UP Aides

Sep. '03 Jun. '04 5 SOAR Reading Program, NCS Learn Computer Program, FCAT Coach

. Provide training in effective reading strategies for teachers and paraprofessionals of Students with Disabilities to enhance instruction.


Department Chairs, Curriculum Specialists

Sep. '03 Jun. '04 6 Reciprocal Teaching bookmark, CRISS manual,Best Practices workshop materials

. Continue utilizing technology in the classrooms using individual work stations and the digital wireless laptop labs to teach reading strategies to students.



Sep. '03 Jun. '04 7 Accelerated Reader, NCS Learn, Performance Task Scoring Program for Grade 8 from the Florida Department of Education, FCAT Explorer

. Utilize Florida International University’s Gear Up Program to provide students and their families with tutoring and support services, especially focusing on training parents as reading, writing, mathematics and science coaches for their children.

*Principal,GEAR-Up Coordinators

Sep. '03 Jun. '04 8 CRISS manual, Map It Out Grant materials, FCAT Lessons Learned document, Item Specifications for Reading, Math, and Science,Grace Catrino Foundation materials

186251

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide training in effective reading strategies for parents to support instruction.


Department Chairs,Title I Reading Specialist,


Sep. '03 Jun. '04 9 Family Curriculum Night handouts, CRISS manual

. Expand and enhance Homestead Middle School’s Data on Enacted Curriculum (DEC) Initiative.

*Principal, DEC Team, Dejpartment Chairs, Title I

Reading Specialist, Curriculum Specialists

Sep. '03 Jun. '04 10 Data on Enacted Curriculum Survey results, FCAT results, School generated assessment results

. Institute a placement review team to ensure that students participating in advanced classes are appropriately placed. Examine the use of a matrix of criteria to select students for placement in advanced academics classes to ensure that maximum learning gains are made by students participating in these classes.

*Principal, Student Services staff, Curriculum Specialists

Sep. '03 Jun. '04 11 FCAT results, School generated assessment results

. Expand and enhance Homestead Middle School’s Collegial Friends Group activities.

*Principal, Department Chairs, Curriculum

Specialists

Sep. '03 Jun. '04 12 FCAT results, Critical Friends training manual

. Enhance the implementation of the Standards-Based Student/Career Development Plan.

*Assistant Principal for Curriculum, Guidance staff

Sep. '03 Jun. '04 13 Standards-Based Student/Career Development Benchmarks

. Continue implementing the use of the Accelerated Reader Program schoolwide to increase reading comprehension skills in all students.

*Assistant Principal for Curriculum, Media Specialist, teachers

Sep. '03 Jun. '04 14 Trade books, AR software

. Provide training in effective reading strategies for teachers and paraprofessionals of Limited English Proficient students to enhance instruction.



Sep. '03 Jun. '04 15 Reciprocal Teaching bookmark, CRISS manual,Best Practices workshop materials

. Continue to implement the Student, Parent/Guardian, and School Compact/Agreement.

*Principal,Title I Reading Specialist

Sep. '03 Jun. '04 16 Compact

. Implement strategies to meet testing standards for all NCLB subgroups.

*Principal, Assistant Principal for Curriculum,

Reading Leader, Curriculum Specialists

Sep. '03 Jun. '04 17 SOAR to Success Reading Program, Benchmarks, Curriculum Maps, CRISS Manual, Accelerated Reader, Riverdeep, FCAT Explorer, Access-2-Learn

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).

196251

ObjectiveGiven instruction using the Sunshine State Standards, students in grade six through eight will increase their mathematics application skills as evidenced by a minimum of 50 percent of students reaching the state required mastery level and 56 percent making annual learning gains as documented by scores on the 2004 FCAT Mathematics Test, while 38 percent of each subgroup identified in the NCLB requirements will score at mastery level.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

X ( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentResults of the 2003 FCAT Mathematics test indicate that 32 percent of students have met the state required mastery level and that 54 percent have made annual learning gains.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 50 percent of students reach the state required mastery level and if 56 percent make annual learning gains.

Evaluation:This objective will be evaluated by scores of the 2004 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 3 3 4 5 6 8 Other : See below






206251

STRATEGIES

Start Date

End Date

Timeline



person.


. Incorporate the SCANS competencies utilizing mathematics applications strategies across all subject areas involving School-To-Career curriculum.


Career Specialist




Curriculum Specialists,Instructional Improvement

Team (IIT),Critical Friends Group

Sep. '03 Jun. '04 2 Sunshine State Standards, Grade Level Expectations, Curriculum Maps, CRISS manual, DEC manual




Team(IIT),Collegial Friends Groups

Sep. '03 Jun. '04 3 FCAT Enhancement Survey results, CRISS manual, Best Practices workshop materials, DEC manual




Team (IIT),Critical Friends Group

Sep. '03 Jun. '04 4 FCAT Enhancement Survey results, CRISS manual, Best Practices workshop materials, DEC manual



Curriculum Specialists, GEAR-UP aides

Sep. '03 Jun. '04 5 "Figure This",FCAT Coach, Amsco Mathematics Grade 8, Performance Task Scoring Grade 8: Reading, Writing, and Mathematics Computer Program



Curriculum Specialists,District Specialists

Sep. '03 Jun. '04 6 Florida Department of Education FCAT Lessons Learned document, Comprehensive Mathematics and Science Plan

. Continue utilizing technology in the classrooms using individual work stations and the digital wireless laptop labs to teach mathematics strategies to students.


Department Chairs,Curriculum Specialist,

District Specialists

Sep. '03 Jun. '04 7 Riverdeep Online Mathematics Program,Graphing CalculatorsPerformance Task Scoring Program for Grade 8 from the Florida Department of Education, FCAT Explorer

216251

STRATEGIES

Start Date

End Date

Timeline



person.



*Principal, GEAR-Up Coordinators


. Provide training in effective mathematics strategies for parents to support instruction.


Title I Reading Specialist,Curriculum Specialist,

District Specialists

Sep. '03 Jun. '04 9 Family Curriculum Night handouts, "Figure This"


*Principal, DEC Team, Department Chairs, Title I

Reading Specialist, Curriculum Specialists,







Specialists





. Continue to utilize a schoolwide motivational program that provides reinforcement of mathematics skills.


Department Chairs,Curriculum Specialists

Sep. '03 Jun. '04 14 "Pi Day" , Math Competitions, SECME Program



Curriculum Specialists,District Specialists

Sep. '03 Jun. '04 15 Florida Department of Education FCAT Lessons Learned document, Comprehensive Mathematics and Science Plan

. Continue to implement Student, Parent/Guardian, and School Compact/Agreement.

*Principal Sep. '03 Jun. '04 16 Compact

226251

STRATEGIES

Start Date

End Date

Timeline



person.



236251

ObjectiveGiven instruction using the Sunshine State Standards, students in grade eight will increase their writing skills as evidenced by 81 percent of students reaching the state required mastery level as documented by scores of the 2004 FCAT Writing Test, while demonstrating improved performance by one percent as identified in the NCLB requirements.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X


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



Needs AssessmentResults of the 2003 FCAT Writing test indicate that 79 percent of students have met the state required mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if 81 percent of students reach the state required mastery level.

Evaluation:This objective will be evaluated by scores of the 2004 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 3 3 4 6 8 Other : See below






246251

STRATEGIES

Start Date

End Date

Timeline



person.


. Incorporate the SCANS competencies across all subject areas involving School-To-Career curriculum to expand writing prompts in preparation for the FCAT.

*Assistant Principal for Curriculum, Career

Specialist, Curriculum Specialists



*Assistant Principal for Curriculum, Curriculum

Specialists

Sep. '03 Jun. '04 2 SSSs, CBCs, GLEs, Curriculum Maps, CRISS manual, Writing Across the Curriculum Pre- and Post-Tests



Specialists

Sep. '03 Jun. '04 3 FCAT Enhancement Survey results, CRISS manual, Best Practices workshop materials



Specialists




Specialists, GEAR-UP Aides

Sep. '03 Jun. '04 5 NCS Learn Computer Program, FCAT Coach for Writing, Performance Task Scoring Program for Grade 8, FCAT Lessons Learned document



Department Chairs, Curriculum Specialists,

GEAR-UP Aides

Sep. '03 Jun. '04 6 WAC Holistic Scoring Sessions, CRISS, Best Practices

. Continue utilizing technology in the classrooms using individula work stations and the digital wireless laptop labs to teach writing strategies to students

*Assistant Principal for Curriculum, Department

Chairs, Curriculum Specialists, GEAR-UP Aides

Sep. '03 Jun. '04 7 Performance Task Scoring Program for Grade 8, Lessons Learned, FCAT Writing Image CD, FL Writes! Reports, Keys to FCAT


*Principal, GEAR-Up Coordinators, Curriculum

Specialists

Sep. '03 Jun. '04 8 CRISS manual, Map It Out Grant materials, FCAT Lessons Learned document, Item Specifications for Reading, Math, and Science, Grace Catrino Foundation materials

256251

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide training in writing strategies for parents to support instruction.

*Assistant Principal for Curriculum, Title I Reading

Specialist, Department Chairs, Curriculum

Specialists



*Assistant Principal for Curriculum, Department Chairs, Title I Reading Specialist, Curriculum

Specialists







Specialists





. Infuse a writing component into the reading classes in order to provide additional instruction and reinforcement of composition strategies.


Specialists, Title I Reading Leader, Reading teachers

Sep. '03 Jun. '04 14 NCS Learn Writer's Studio, CRISS Manual, Curriculum Maps, Student Agenda

. Provide training in effective reading strategies for teachers and paraprofessionals of Students with Limited English Proficient to enhance instruction.


Department Chairs, Curriculum Specialists,

GEAR-UP Aides

Sep. '03 Jun. '04 15 WAC Holistic Scoring Sessions, CRISS, Best Practices

. Continue to implement the Student, Parent/Guardian, and School Compact/Agreement.

*Principal, Title I Reading Specialist



266251

ObjectiveGiven instruction using the Sunshine State Standards, students in grade eight will increase their science skills as evidenced by students scoring a mean scale score of 254 as documented by scores on the 2004 FCAT Science Test.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


Performance Grade: C School Performance Excellence Goal: # 4 : Other



Needs AssessmentScores on the FCAT Science post-test administered in May 2003 indicate that the students in grade eight achieved a mean scale score of 252 on the 2003 FCAT Science Test.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if students achieve a mean scale score of 254 on the 2004 FCAT Science Test.

Evaluation:This objective will be evaluated by scores of the 2004 FCAT Science Test. Quarterly reports will provide formative assessment which will be used to monitor progress toward the objective.







276251

STRATEGIES

Start Date

End Date

Timeline



person.


. Instruct students in the use of the following science process skills: using resources, gathering and analyzing information, and increasing thinking and communication skills as they relate to real-life situations and support the School-To-Career Initiative.







Sep. '03 Jun. '04 2 Sunshine State Standards, Grade Level Expectations, Curriculum Maps, CRISS manual, Science Fair projects

. Continue the implementation of the schoolwide Curriculum Mapping Plan to enhance efficiency in teaching by providing a focus and sense of direction across all curriculum areas



Sep. '03 Jun. '04 3 FCAT Enhancement Survey results, DEC Teacher Survey results, CRISS manual, Best Practices workshop materials, Science Fair projects



Team Leaders,District Specialists,


Sep. '03 Jun. '04 4 FCAT Enhancement Survey results, DEC Teacher Survey results, CRISS manual, Best Practices workshop materials



Curriculum Specialists, GEAR-UP Aides

Sep. '03 Jun. '04 5 FCAT Enhancement Survey results, CRISS manual, Best Practices workshop materials, DEC manual, GEAR-UP program



Chairs, Curriculum Specialists

Sep. '03 Jun. '04 6 Reciprocal Teaching bookmark, CRISS manual, Best Practices workshop materials

. Continue utilizing technology in the classrooms using individual work stations and the digital wireless laptop labs to teach reading and science strategies to students.



Sep. '03 Jun. '04 7 Riverdeep Computer Program, Performance Task Scoring Program for Grade 8, FCAT Explorer




286251

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide training in effective reading and science strategies for parents to support instruction.


Specialists

Sep. '03 Jun. '04 9 Family Curriculum Night handouts, CRISS manual, Science Fair projects



Department Chairs, Instructional Improvement

Team, District Specialists,


Sep. '03 Jun. '04 10 DEC Teacher Survey results,Comprehensive Mathematics and Science Plan






Specialists





. Increase participation of the number of students in the Science Fair to meet both schoolwide and district guidelines.

*Assistant Principalfor Curriculum, Science

Department Chair, Science Teachers

Sep. '03 Jun. '04 14 Student Agenda, websites, textbooks

. Increase the number of hands-on science labs in order to promote performanced-based learning.

*Assistant Principalfor Curriculum, Science

Department Chair, Science Teachers

Sep. '03 Jun. '04 15 Riverdeep,websites, textbooks




Sep. '03 Jun. '04 16 Reciprocal Teaching bookmark, CRISS manual, Best Practices workshop materials

296251

STRATEGIES

Start Date

End Date

Timeline



person.


. Continue to implement Student, Parent/Guardian, and School Compact/Agreement.

*Principal,Title I Reading Specialist,




306251

ObjectiveGiven instruction using the Sunshine State Standards, incorporating school-based initiatives utilizing differentiated instructional strategies, gifted, advanced and honors students in grades six through eight will increase their reading comprehension skills as evidenced by a two percent increase in the number of students demonstrating a gain of one or more levels on the FCAT Reading Test administered in 2004.

School Leadership






Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

( )

7

X


Performance Grade: C School Performance Excellence Goal: # 5 : Advanced Academics



Needs AssessmentResults of the 2003 FCAT Reading Test indicate that 27 percent of gifted or advanced students did not score at the state's mastery level.

Definition of Adequate Progress:Adequate progress will be deemed to have been achieved if students enrolled in advanced academic classes will increase their reading comprehension skills as evidenced by a two percent increase in the number of students demonstrating a gain of one or more levels on the FCAT Reading Test administered in 2004.

Evaluation:This objective will be evaluated by scores on the 2004 FCAT Reading Test. Quarterly reports will provide formative assessment, which will be used to monitor progress toward the objective.







316251

STRATEGIES

Start Date

End Date

Timeline



person.


. Expand and enhance the implementation of SECME Program to explore career options in the areas of Mathematics and Science.


Team Leader,Career Specialist,

SECME Coordinator

Sep. '03 Jun. '04 1 SECME Program,Curriculum Maps, Computer software,Websites



Title I Reading Specialist, Curriculum Specialists

Sep. '03 Jun. '04 2 Sunshine State Standards, Grade Level Expectations, Curriculum Maps, CRISS manual











Curriculum Specialists,GEAR-UP Aides

Sep. '03 Jun. '04 5 Performance Task Scoring Program for Grade 8 from the Florida Department of Education, FCAT Coach, Reciprocal Teaching bookmarks, Countdown to Testing passages




Sep. '03 Jun. '04 6 Reciprocal Teaching bookmarks, CRISS manual, Best Practices workshop materials

. Continue utilizing technology in the classrooms using individual work stations and the digital wireless laptop labs to teach reading strategies to students.


Curriculum Specialists,Department Chairs,

Team Leaders

Sep. '03 Jun. '04 7 DVD/CD, Websites, word-processing, databases, spreadsheets, powerpoint, webdesign

. Utilize Florida International University’s Gear Up program to provide students and their families with information for the college bound student; especially focusing on training parents as high-level reading, writing, science, and mathematics coaches for their children.


Sep. '03 Jun. '04 8 CRISS manual, Map It Out Grant materials, FCAT Lessons Learned document, Item Specifications for Reading, Math, and Science, Grace Catrino Foundation materials

326251

STRATEGIES

Start Date

End Date

Timeline



person.


. Provide training in effective reading, strategies for parents to support instruction.


Specialists



*Principal,DEC Team, Department Chairs, Title I Reading Specialist, Curriculum

Specialists







Specialists





. Provide teacher training in effective differentiated instruction and assessment strategies to motivate high ability students.

*Assistant Principal for Curriculum, Gifted team,

District Advanced Academics Educational

Specialist

Sep. '03 Jun. '04 14 University of Connecticut Schoolwide Enrichment Model, District Gifted Goals and Objectives

. Incorporate technology into the curriculum using project-based learning models.

*Assistant Principal for Curriculum, Gifted team,

District Advanced Academics Educational

Specialist

Sep. '03 Jun. '04 15 University of Connecticut Schoolwide Enrichment Model, District Gifted Goals and Objectives




Sep. '03 Jun. '04 16 Reciprocal Teaching bookmarks, CRISS manual, Best Practices workshop materials

336251

STRATEGIES

Start Date

End Date

Timeline



person.


. Continue to implement the Student, Parent/Guardian, and School. Compact/Agreement.

*Principal,Title I Reading Specialist



346251

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.

356251

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.

366251

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.

376251

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

386251

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.

396251

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: • 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

APPENDIX A

406251

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.

APPENDIX B

416251

PROFESSIONAL DEVELOPMENT

APPENDIX C

Provided or in Progress in the Area of Reading Instruction

TRAININGPERCENT TRAINED OTHER TRAINING

Title I Reading Conference Teachers: 50Administrators: 50

Others: 0

asdn

Media Specialist Training Teachers: 100Administrators: 0

Others: 0

asdn

Reading Conference Teachers: 2Administrators: 1

Others: 0

asdn

ESOL Training Teachers: 17Administrators: 75

Others: 0

asdn

FCAT Family Night Teachers: 77Administrators: 75

Others: 0

asdn

Reading Conference Teachers: 18Administrators: 50

Others: 0

asdn

Instructional Improvement Team Teachers: 18Administrators: 50

Others: 0

asdn

Language Arts Department Chair FCAT Training Teachers: 100Administrators: 0

Others: 0

asdn

Magnet Family & Consumer Science Training Teachers: 20Administrators: 0

Others: 0

asdn

Media Specialist Training Teachers: 100Administrators: 0

Others: 0

asdn

Test Chairperson Training Teachers: 100Administrators: 0

Others: 0

asdn

426251


APPENDIX C

Provided or in Progress in the Area of Reading Instruction


7th grade Vocabulary Training Teachers: 5Administrators: 0

Others: 0

asdn

Title I Teacher Training Teachers: 25Administrators: 0

Others: 0

asdn

Language Arts Department Chair Comprehensive Reading Plan Training Teachers: 100Administrators: 0

Others: 0

asdn

Reading Training Teachers: 33Administrators: 25

Others: 0

asdn

Implementation of Reading Across the Curriculum Teachers: 5Administrators: 25

Others: 0

asdn

Training in the area of Reading for the Social Studies Teacher Teachers: 17Administrators: 75

Others: 0

asdn

Training in the area of Reading for the ESOL teacher Teachers: 50Administrators: 25

Others: 0

asdn

Training in the area of Reading, Writing, and Critical Thinking Across the Curriculum Teachers: 100Administrators: 50

Others: 100

asdn

Provided or in Progress in the Area of Writing Instruction


Writing Across the Curriculum Training Teachers: 27Administrators: 25

Others: 0

asdn

436251


APPENDIX C

Provided or in Progress in the Area of Writing Instruction


Writing Across the Curriculum Holistic Scoring Training and Processing Teachers: 15Administrators: 25

Others: 0

asdn

Training in the area of the Implementation of Writing Instruction for Language Arts Department Chair

Teachers: 100

Administrators: 0Others: 0

asdn

Training in the area of Writing for the Family and Consumer Science Teacher Teachers: 20Administrators: 0

Others: 0

asdn

Training in the area of Writing for Reading Leaders and Department Chairs Teachers: 50Administrators: 25

Others: 0

asdn

Training in the area of Writing for the Math and Science Teachers Teachers: 23Administrators: 50

Others: 0

asdn

Data-Driven Decision Making in the area of Writing Teachers: 100Administrators: 25

Others: 100

asdn

Training in the area of Writing for the Instructional Improvement Team Teachers: 20Administrators: 25

Others: 0

asdn

Training in the area of Writing for Test Chairperson Teachers: 100Administrators: 0

Others: 0

asdn

Holistic Scoring of Writing Across the Curriculum Prompts Teachers: 42Administrators: 50

Others: 0

asdn

Training in the area of Reading, Writing, and Thinking Across the Curriculum Teachers: 100Administrators: 25

Others: 100

asdn

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APPENDIX C

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Training for the Instructional Improvement Team in the area of Mathematics Teachers: 33Administrators: 25

Others: 0

asdn

Mathematics Workshop Teachers: 5Administrators: 25

Others: 0

asdn

Mathematics Conference Teachers: 5Administrators: 0

Others: 0

asdn

Holistic Scoring Teachers: 13Administrators: 25

Others: 0

asdn

Mathematics Across the Curriculum Teachers: 2Administrators: 0

Others: 0

asdn

National Mathematics Conference Teachers: 3Administrators: 0

Others: 0

asdn

Conference Teachers: 5Administrators: 25

Others: 0

asdn

Training in the area of Mathematics Teachers: 25Administrators: 25

Others: 0

asdn

Training in the area of Data-Driven Decision Making Teachers: 100Administrators: 25

Others: 0

asdn

Math Training for Student Services Teachers: 17Administrators: 25

Others: 0

asdn

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APPENDIX C

TRAININGPERCENT TRAINED

Provided or in Progress in the Area of Mathematics Instruction

OTHER TRAINING

Understanding the Systematic Mathematics Program Teachers: 2Administrators: 0

Others: 0

asdn

Training in Mathematics for Chairperson Teachers: 100Administrators: 0

Others: 0

asdn

Mathematics Training for the Classroom Teacher Teachers: 17Administrators: 0

Others: 0

asdn

Training in the area of Math Strategies for the Test Chairperson Teachers: 17Administrators: 0

Others: 0

asdn

Reading, Writing, and Thinking Across the Curriculum Teachers: 100Administrators: 25

Others: 100

asdn

Provided or in Progress in the Area of Science Instruction


Training in the area of Science for the Instructional Improvement Team Teachers: 33Administrators: 25

Others: 0

asdn

Training in the area of Science for the Agriscience Teacher Teachers: 17Administrators: 0

Others: 0

asdn

Department Chair Training Teachers: 100Administrators: 0

Others: 0

asdn

Science Fair Training Teachers: 17Administrators: 0

Others: 0

asdn

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APPENDIX C

Other Professional Development Provided or in Progress


Crisis Intervention Student Services Teachers: 2Administrators: 0

Others: 0

asdn

Provided or in Progress in the Area of Science Instruction


Science Conference Teachers: 27Administrators: 25

Others: 0

asdn

Data-Driven Decision Making for Science Teachers Teachers: 100Administrators: 25

Others: 0

asdn

Training in Science for Student Services Teachers: 100Administrators: 0

Others: 0

asdn

Science Department Chair Meeting Teachers: 100Administrators: 0

Others: 0

asdn

Training in Science for the Instructional Improvement Team Teachers: 20Administrators: 0

Others: 0

asdn

Training in Science for the ESE Teacher Teachers: 2Administrators: 0

Others: 0

asdn


Others: 100

asdn

Training in Science for the Test Chairperson Teachers: 100Administrators: 0

Others: 0

asdn

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APPENDIX C

Other Professional Development Provided or in Progress


Training in Mathematics and Science Teachers: 27Administrators: 25

Others: 0

asdn

Data-Driven Decision Making Training Teachers: 100Administrators: 25

Others: 100

asdn

Meeting the Needs of the Students in the Advanced Academic Program Teachers: 3Administrators: 0

Others: 0

asdn

Strategies for Students and their Families through Student Services Teachers: 100Administrators: 0

Others: 0

asdn

Training in Advanced Academics for the Instructional Improvement Team Teachers: 20Administrators: 25

Others: 0

asdn

Active Learning Across the Curriculum Teachers: 3Administrators: 0

Others: 0

asdn

Staff Development for Gifted Teachers Teachers: 3Administrators: 0

Others: 0

asdn


Others: 100

asdn

486251

SCHOOL PERFORMANCE EXCELLENCE PLAN REVIEW AND ACCEPTANCE SIGNATURES

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

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

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

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Documents

School Performance Excellence Plansqi.dadeschools.net/SIP/2003-2004/6251.pdfStrategies to achieve these goals include a schoolwide focus on reading, integrated instruction, and facilitating