VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

The Vision of Hialeah-Miami Lakes Senior High School is to enable students to become confident, self-directed, literate, life-long learners.

The Mission of Hialeah-Miami Lakes Senior High School is to support student learning through the cooperation, devotion and determination of all stakeholders, including parents, students, teachers, administrators, support personnel, and the communities in which our students live. We intend to provide our students with the best academic choices and diverse educational opportunities. We will strive to establish an environment that fosters high standards and expectations, challenges all students to reach their fullest potential, and empowers them to become productive, successful and socially conscious members of our ever changing world.


SCHOOL PROFILE DEMOGRAPHICS

Facility and Community:
Hialeah-Miami Lakes Senior High School (HML) was established in 1971 in the city of Hialeah. The school sits on a piece of land totaling 36 acres which contains 2 portable classrooms and enrolls approximately 2300 students in grades 9-12. HML draws from three diverse socio-economic areas. Currently there are a few renovation projects occurring. There is a concrete project that encompasses all cracked concrete areas within the school to be repaired. There are also a number of doors being replaced through out the building. The final renovation being conducted is the installation of a new lighting system as well as scoreboard in the baseball field.

Students attending HML live in the northwestern portion of Hialeah, the town of Miami Lakes, and the city of Opa-Locka. Of these students there are 53.4% on free and reduced lunch.

Student Demographics:

The composition of the student population is 67% Hispanic, 28% Black, 4% White, and 1% Other. Our special needs population is composed of 14.2% Students with Disabilities, 52.6% Economically Disadvantaged students, and 10.9% English Language Learners. In reading, 46 percent of the population is Level 1 and 30 percent of the population is Level 2. In mathematics, 24 percent of the population is Level 1 and 30 percent of the students are Level 2. HML also has a total of 121 students actively participating in the gifted program.

Unique Aspects: Strengths
Curricular offerings are extensive, providing for the needs of the student body at all levels of ability and interest. Awards, recognitions, and grants are numerous and include: national band recognitions, state JROTC recognitions, state performing arts recognitions, state-recognized AIDS and Drugs Awareness programs, state-recognized anti-bullying program “Be Nice”, district community service awards, Hispanic Heritage Cervantes Essay awards, and several grants including the Secondary School Reform and the Small Learning Communities grants.
Hialeah-Miami Lakes exemplifies the statement that “the student is the reason for the existence of our school.” This year HML is implementing the use of a science curriculum liaison in order to cultivate better teachers and target those students who need additional remediation science. At HML, the ultimate goal is to foster in its students the ability to become lifelong learners, to think clearly and independently, and to live with courage and confidence.

Unique Aspects: Area of Concern
Several issues concerning challenges in learning have been identified. There is a high student mobility rate which results in frequent absences and a lack of continuity for the students. This poses a challenge for the students and teachers to achieve the desired educational goals of the curriculum. In addition, only a small percentage of students have computer access at home.


Teacher Demographics
Hialeah-Miami Lakes employs a total of 215 full-time staff and 73 part-time staff. This group is comprised of four administrators (1-principal and 3-assistant principals) 117 classroom teachers of which 26 are exceptional student education teachers and four are ESOL teachers. The teacher ethnic breakdown is as follows: 46 White teachers which makes up 38 percent of the teacher population, 24 black teachers which is 20 percent, and 51 hispanic teachers which is 42 percent.In addition, there are five counselors, one TRUST Specialist, one clinician, one EH counselor, one College Assistance Program (CAP) Advisor, one Career Specialist, one Program Specialist, one Behavioral Management Specialist, one art therapist, one media specialist, and numerous other para professionals, clerical, and support staff. The professional qualifications of teachers with advanced degrees shows eight percent with Specialist Degrees, 31 percent with Masters Degrees, and four teachers have National Board Certification.

At this time there are currently two teacher openings. One position is for an Army JROTC instructor and interviews have already been conducted. The other position is for an ESE reading teacher. We are currently working with instructional staffing to fill this vacancy.

The Leadership Team consists of the following Department heads:
Novella Jones - Business
Hector Aguila- Cooperative Ed
Claudia Estrada - ESOL
Jessica Concepcion - Special Education
Michael Turner - Physical Education
Michael Russo - Foreign Language
Eileen Padro - Guidance
Michael Garcia - Language Arts
Maritza Baez - Mathematics
Sandra Harwood - Performing and Visual Arts/ Academy Leader
Todd Doucimo - Reading
Alan Zimroth - Science
Deborah Mendelson - Social Studies

Additional members of the leadership team are:
Barbara Garcia - EESAC chair
Dan Francia - UTD STeward
Elizabeth Rebustillo - Test chair
Vivian Hernandez - Reading coach
Tosha Daniels - Math coach
Michele Rubin - 9th grade Academy Leader
Ted DiNicola - Business Academy Leader
Michelle Arteaga - Communications Academy Leader
Robert Mayrovitz - Medicine and Health Academy
Gloria Rionda - Activities director
Jennifer Murray - Athletic director

Class Size/Teacher to Student Ratio

The overall school class size ratio is 22 students for every one teacher except in Special Education (SPED)classes where the average class size is fourteen to one.

Attendance Rate
Although HML's attendance rate of 92.63 percent is below the district average of 95.38 percent, there is evidence of an increase from 91.75 percent in the 2006-2007 school year.

Promotion/Graduation/Retention Rates
Hialeah-Miami Lakes has a 63.3% graduation rate among students who graduated within four (4) years of initial entry into 9th grade.This is slightly lower than the State's 70 percent graduation rate and the districts 63.4 % graduation rate. Graduates include students who received a standard high school diploma or State of Florida GED diploma. HML’s dropout rate is 4.9%.

Feeder Pattern
Students at HML come from one of four middle schools: Palm Springs Middle school, Milam K-8 Center, North Dade Middle school, and Miami Lakes Middle school. Both Palm Springs and Milam K-8 are located in the City of Hialeah and have a grade of "B" and "A" respectively. North Dade middle is located in the City of Opa-Locka and has a grade of "C". Miami Lakes Middle school is located in the City of Miami Lakes and has a grade of an "A".

Special Programs
This year HML received Title 1 funds for the first time. These funds have already been used to purchase a math coach which will benefit all students. HML is also providing the opportunity for students to participate in the extended foreign language program where students can be fully immersed in a foreign language throughout the curriculum.

HML offers a number of advanced placement (AP) and gifted courses. There are 20 different advanced placement courses from which to choose as well as 6 gifted courses. Identified students are begun in AP classes in their ninth grade year in order to expose them to a more rigorous curriculum that they will, hopefully, continue throughout their high school career.

HML has also incorporated the Academy model as part of the curriculum. There are 4 career academies: Medicine and Health, Visual and Performing Arts, Communications, and Business. Additionally, there is a ninth grade transition Academy to assist ninth graders in their acclimation to the high school environment. The classes for these students are located solely in two buildings in order to foster a nurturing and supportive environment so that these students can flourish and develop as individuals.

School Community Relations/Partners
As past of the school district’s Health Connect initiative with the Children’s Trust, HML has a clinic with a full time Nurses’ Aide as well as a part time social worker and nurse. There are other agencies addressing needs ranging from psycho-educational to therapeutic: Aspira, the Youth Co-op, the Opa-Locka Crime Prevention Program, Abstinence Among Strong Teens, the Non-Violence Project, University of Miami Pulmonary Department, Project U-Turn, TAP, The Alliance for GLBTQ youth, YES Institute, Equality Florida, MPACT Success program, Barry University CROP, and Southern Winds.
HML has also paired up with Community Coalition and South Florida Workforce to provide opportunities to our economically disadvantaged students.

The representatives from the district and regional programs are recognized for programs that facilitate the involvement of local businesses and organizations that enhance the academic growth of our students. Developing educational strategies such as service learning allows students to learn through active participation in a thoughtfully organized service in the community. These programs embrace the collaborative efforts that keep schools, families and community strong.

In our continued effort to build collaborative and professional relationships throughout Miami-Dade County, we encourage our local business leaders, government officials at every level, law enforcement agencies, civic clubs, universities/colleges and the armed forces to become a Dade Partner with our school. By providing financial donations and/or motivational incentives as well as innovated ideas that will enhance the academic growth of our students. This united endeavor serves as a viable investment in this community and demonstrates an act of good will.


Grants
HML is currently involved in the Secondary School Reform grant as well as the Small Learning Communities grant. These grants work hand in hand to support and enable the Academy model. HML has also partnered with a local business owner as part of the PASS grant to provide additional funds for the school over a three year period of time. This grant permits for the purchasing of additional educational software and student incentives to assist with school spirit and teacher morale.

Title I Status
This year HML received school-wide Title 1 funds for the first time. These funds have already been used to purchase a math coach which will benefit all students.



SCHOOL MATCH

Note: Required for all Assistance Plus Schools

Hialeah-Miami Lakes Senior High has contacted Hialeah High as a possible school match. Hialeah High is a "C" with a very similar demographic and school profile. Collaborative activities will be established. Once these activities have been developed, they will be added to the school plan. Upon this collaborative the objective is to raise the school's letter grade with proven strategies that have worked at Hialeah High.


QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Mr. Christopher Shinn - Principal

Mr. Shinn is an eighteen year veteran of the Miami Dade County Public Schools. During 6 of these years, he has been a school site administrator. Mr. Shinn holds a Bachelors Degree in Physical Education, a Masters Degree in Sports Administration, and a Certificate in Educational Leadership. He has a Florida Teaching Certificate for Physical Education and Educational Leadership. Mr. Shinn was instrumental as an assistant principal in raising Barbara Goleman Senior High School's proficiency grade from a "D" to a "C" in the 2007-2008 school year.

Mrs. Sofia Buttacavoli - Assistant Principal

Mrs. Buttacavoli has 10 years experience with the Miami Dade County Public Schools, 3 of which have been as an administrator. She holds a Bachelors Degree in Science and a Masters Degree in Educational Leadership. Mrs. Buttacavoli holds a Florida Teaching certificate in Biology and Educational Leadership. As an assistant principal at Hialeah-Miami Lakes she was instrumental in raising the school proficiency grade from an "F" to a "D", just one point shy of a "C".

Mr. Jason Glasford - Assistant Principal

Mr. Glasford is a fourteen year veteran of the Miami Dade County Public Schools, three of which have been as an administrator. He holds a Bachelors Degree in Business along with a Masters in Educational Leadership. As an assistant principal at Hialeah-Miami Lakes he was instrumental in raising the school proficiency grade from an "F" to a "D", just one point shy of a "C".

Mrs. Lisa Garcia - Assistant Principal

Mrs. Garcia has 16 years experience in the Miami Dade County Public Schools, 2 of which have been as an administrator. She holds a Bachelor's Degree in Special Education, a Masters in Special Education and a Specialists degree in Educational Leadership. As an assistant principal at Hialeah-Miami Lakes she was instrumental in raising the school proficiency grade from an "F" to a "D", just one point shy of a "C".



Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

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

In order to retain new teachers we provide a number of in house courses at our school. This also permits us the opportunity to employ highly qualified teachers and it reduces our number of out of field waivers.

Miami-Dade County Public Schools personnel and recruitment department utilizes various methods to recruit and retain highly qualified teachers including:
Recruiting Activities Highlights
• District-hosted recruitment events with on-site hiring of highly qualified candidates (interviewed and selected by principals)
• Offers of hiring commitments (pre-contract binders) to education majors eligible to teach critical shortage areas
• Presentations to education majors currently doing their student teaching internships and assisting them with the application process, scheduling them for priority interviews in the Instructional Staffing office, and recommending them to principals for priority consideration.
• Utilization of District Teacher Reserve PACs to initiate early hires
• Attendance at education and general career fairs locally, in state, and nationally
• Holding several general teacher recruitment information sessions throughout the school year to assist potential teachers in navigating the teacher certification and District application process
• Conducting seminars with non-education majors at selected colleges/universities prior to their graduation
• Utilizations of web-based recruiting as a low-cost, effective method to attract new recruits

To retain and attract highly qualified teachers in the areas of Reading, Mathematics, and Science Hialeah-Miami Lakes has showcased its Freshman Academy, Performing and Visual Arts Academy, Medicine and Health Academy, Business Academy, and Communications Academy. Additionally, HML works closely with local colleges and universities to recruit and retain highly qualified educators for the students of HML. Furthermore, to ensure the retention of reading teachers, support through professional development that strengthens the knowledge base in reading, access to mentor teachers and collaboration with colleagues is facilitated in order to nurture and improve teaching styles and strategies in the classroom. 

Show Attached Staff List 


ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

Funds from Title I have been utilized to secure a math coach as well as a guidance counselor. The math coach provides pull-out instruction to the lowest 25 percent of students as well as high Level 2 students and Low Level 3 students. The math coach also provides services to the SWD population as well as provide support to the math teachers. Remaining funds have been designated for use as part of the school's after school tutorial program.

FCAT enhancement funds will be used for student incentives, resources, supplies, materials, and tutoring services, all designed to increase student achievement. The IDEA funds will be utilized to enhance our students academic and behavioral goals through manipulatives, enrichment resources, and technology programs to meet the individual needs of our students. Additionally, vocational funds will expose and prepare our students for the global world through technology and on the job training.

Small Learning Communities funds have been designated for use in our Freshman Academy as well as our four Career Academies. These funds will enable teachers to implement a more cohesive interdisciplinary approach to learning, thereby providing our students with a more holistic education. Academies are also aligned with the students' Major Area of Interest (MAI).

EESAC funds will be used to purchase supplemental materials for the intensive mathematics and reading courses. These funds are also used for attendance incentives and to foster greater academic achievement.

School Wide Improvement Model

Note: Required for Title I

Hialeah-Miami Lakes Senior High is using the Florida Continuous Improvement Model (FCIM) as an evidence based and performance driven school-wide improvement model that incorporates the following:
* The research-based school improvement model selected for use at HML is the 8-Step Continuous Improvement Model, a data-driven result oriented model for continuous improvement that was successfully implemented with the philosophies of Total Quality Management (TQM) and Effective Schools Research. Implementation involves professional development for all faculty, including the administrative team, the instructional leadership team, and the teaching staff.
* Instructional staff will collect data based on district and school assessments. In addition to formal assessments, observations, projects, and other informal assessment methods will be utilized.
* Data will be disaggregated by grade levels and FCAT achievement levels in Reading, Mathematics, Writing, and Science.
* The staff will receive Instructional Focus Calendars which will be aligned to the district’s pacing guides.
* The school develops school-based curriculum maps that encompass all tested benchmarks and the M-DCPS testing calendar. The instructional focus is driven by focus calendars that reflect the current status of student performance. The Instructional Leadership Team is trained to provide coaching and modeling for teachers. The staff is provided further support by the Reading Coaches and district Curriculum Support Specialists.
* In an effort to identify strengths and weaknesses, students will be assessed monthly. After assessments, the data will be disaggregated in order to facilitate data chats among administrators, teachers, and students. Teachers will then analyze assessment results to provide instruction in areas of deficiency. Data debriefing protocols will be used to guide discussions.
* Students will be targeted for prescriptive pull-outs and tutorial sessions in order to strengthen their test-taking and specific subject area deficiencies. These students will receive differentiated instructional assistance during this period and will be re-taught non-mastered benchmarks in Reading, Mathematics, and Science. These students progress will be monitored by the EDUSOFT assessments reports based on the monthly assessments given in each subject area.
* For enrichment, the staff will continue to utilize monthly assessments to identify students that are at or above mastery in Reading, Mathematics, and Science. These students will continue to be provided with rigorous instruction in order to increase their FCAT levels and scores.

Monitoring
* A formal review of the strategies and programs is done by administrative staff. The school provides resources to faculty, staff, and students to ensure effective implementation of programs. Teachers share best practices in departmental, team, or academy meetings. As part of the regional corrective action plan, weekly monitoring visits by regional staff will result in the feedback regarding the successful implementation of the 8 steps of the Continuous Improvement Model. The Community Assessment Team will emerge as a sub committee of the School Advisory Council and will also evaluate and provide feedback about the effectiveness of the CIM implementation.



NCLB Public School Choice

Note: Required for Title I

Parent information centers that give pertinent HML information in English, Spanish and Creole to all parents are located in the main office and the library media center. Initiatives include: using an invitational night for parents to receive information regarding graduation requirements, testing requirements, attendance policy, school programs, and availability of student services; reviewing and updating student telephone numbers and addresses through homeroom verification checks; utilizing the school marquee, the Miami Herald, and The Miami Laker to disseminate school information; coordinating Family Math and Science Night workshops to showcase student projects and disseminating information pertaining to the FCAT Mathematics and Science administration. Additionally, Connect-Ed will be utilized to send individual phone calls to student homes informing their parents of the school's academic progress.

Show Attached Public School Choice Notice to Parents file

Show Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

N/A


MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

The Professional Assessment and Comprehensive Evaluation System (PACES) Professional Growth Team (PGT) is designed to provide support for the continuous professional growth of Annual Contract (AC) teachers. The PGT is required for AC teachers. The PGT is also mandated for other teachers identified by the principal (or designated administrator) through the required observation process as needing assistance in meeting evaluation standards.

Each member of the PACES Professional Growth Team should successfully complete the PACES Professional Development Component available through the Teacher Education Center (TEC), or in a web-based format through the M-DCPS Virtual Campus. The Professional Growth Team is established cooperatively by the principal and the AC teacher and consists of: a Colleague Teacher selected by the AC teacher; a Colleague Teacher selected by the principal; and an optional third Colleague Teacher selected by mutual agreement of the AC teacher and the principal.

Members of the PGT should be classroom teachers, but may include instructional support personnel (i.e. counselor, media specialist). Thus, the composition of the PACES PGT might vary from one AC teacher to another. It is also possible for any staff member to serve on more than one Professional Growth Team.

The mentoring program for teachers in need of improvement includes a professional growth team and a buddy teacher system.

In addition, the principal will identify a lead teacher for each specific curriculum offering in order to provide mentorship for each beginning teacher and training for cognitive coaching.

At this time, we currently do not have any new teachers teaching at HML.

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Tutoring programs will use the instructional materials and/or software that are approved and address the identified area(s) of need. Tutorial programs will be offered three times a week (after-school on Tuesdays and Thursdays, and from 9-11 on Saturdays) in the areas of reading, math, writing, and science. The expected results of these extended learning opportunities are to increase percentage of students meeting high standards in Science, Writing, Reading, and Math; increase percentage of students making learning gains in the areas of Reading and Math; increase adequate progress of lowest 25% in the area of Reading.

The tutoring programs will focus primarily on low performing students in the grades 9-12. The programs will include instruction in the five elements of reading (phonemic awareness, phonics, fluency, vocabulary and comprehension), Measurement, Algebraic Thinking, Geometry, and Life/Environmental.

Assessments will be used to monitor student progress in order to determine re-teaching as well as future planning for student work. The assessments will allow the tutorial program to place special emphasis on individual areas of weakness based on the data gathered.

ADULT SCHOOL COLLABORATION
Currently HML is collaborating with the Hialeah-Miami Lakes Adult School in order to provide students with additional remediation after school. This program will provide the students with an elective credit as well as the comfort of knowing the teacher since it will be staffed by HML day school employees. Teachers will focus on specific clusters based on student need in order to improve student achievement.


MENTORING
After school mentoring programs at HML include the 5000 Role Models, National Honor Societies, and Women of Tomorrow. These organizations are significant for tutoring services and developing students' social skills. Students within these programs volunteer their services and meet with their sponsors bi-weekly. These students are active within the community and the school.


SCHOOLS GRADED C OR BELOW

Professional Development

Hialeah-Miami Lakes Senior High School recognizes that good instruction is the foundation that fosters learning. To address this priority, high caliber professional development for teachers and administrators will occur. Collaboration with local universities will ensure that teachers' professional development experiences are based on current, effective research that targets students’ academic needs. Additionally, site-based professional development will be delivered by teams of specialists to ensure effective implementation of the professional development activities into classroom instruction. School site administrators, as the instructional leaders of the school, will be involved in the professional development activities in order to effectively monitor instruction.

Workshops addressing Differentiated Instruction and Unwrapping the benchmarks will be provided by the North Regional center Curriculum support specialists. This will further enhance and develop teacher understanding of the benchmarks in order to effectively teach the benchmarks to students in a way that will enable students to internalize the material and get a more in depth comprehension of the benchmarks.

Disaggregated Data

Student data from the Student Performance Indicators (SPI) will be utilized to create Edusoft custom groups to monitor the progress of AYP subgroups, Level 1 and Level 2 students participating in the different tutorial and intervention groups. The Reading and Math Coach will use this data to generate a list of students by class period that would benefit from a more individual remediation program.

Informal and Formal Assessments

There are various on going assessments we are using in our school to monitor student progress. Departments may administer monthly subject area exams generated by each teacher. Interim assessments given to us from the district are being disseminated to our students as directed. Teachers are also able to monitor student's progress through department generated materials using the EDUSOFT software. Edusoft reports will be utilized to focus classroom instruction as well as in departmental debriefing sessions with administration. The 2009 FCAT will serve as the summative assessment.

Alternative Instructional Delivery Methods

Hialeah Miami Lakes Senior high employs a variety of methods to support student performance. Our participation in the Secondary School Reform grant gives us the added benefit of the availability of taking eight courses through the course of the day instead of six. The students who are recent arrivals from other countries and are ESOL levels one or two are placed in our "BCC" or Bilingual Core Curriculum program where they are taught grade level curriculum with a teacher who is fluent in their home language. We also offer remediation through work in courses such as: Edge, Hampton Brown, Jamestown Navigator, FCAT Simulator, and FCAT Explorer. For students who are in our lowest twenty-five percent in Reading and Mathematics, they are monitored through a pull-out tutoring program where they work intensively in small groups.


SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Teachers are incorporating various techniques and technology into their classroom in order to create an exciting learning environment. The ninth grade transition academy is utilizing smart boards and LCD projectors as part of their daily routine. This effective use of technology provides the students with alternative ways of acquiring knowledge that addresses the various learning styled in the classroom.

Similarly, the science teachers will be initiating conversations with scientists at various universities to further enrich their knowledge base. Science teachers also integrate hands-on laboratory experiments to attain first hand knowledge.
These strategies will assist students to become more engaged with the material as to fortify their abilities in various subject areas.

Responsibility of Teaching Reading for Every Teacher

Over ninety percent of the teachers at HML have received CRISS training to assist them in incorporating reading strategies into their curriculum. Furthermore, the Literacy Leadership Team will provide refresher sessions for the faculty with subject specific materials for the teachers.

Quality Professional Development for Teachers and Leaders

Refer to the professional development portion under the Schools graded “C” or below.

Small Learning Communities (SLC)

Small Learning Communities (SLC) allows teachers to personalize instruction to better address student learning styles, strengths, and weaknesses. The primary goal of the SLC is to provide a team of teachers to work with a common group of students. These teachers share a common planning for collaboration and implementation of thematic lessons and participate in project based learning across the curriculum. The SLC meets monthly and is composed of The Instructional Leadership Team (ILT), and academy leaders. Feeder pattern administrators and community members are invited to participate.

Intensive Intervention in Reading and Mathematics

All Level 1 and Level 2 students in reading have been placed in intensive reading classes based on their FCAT scores. The same was done in mathematics. Level 1 students were placed in the appropriate intensive math class based on score and grade level. Two separate intensive math classes were created based on grade level in order to ensure continuity and to build on the student's prior knowledge.

Parental Access and Support

At the dissemination of the first report card parents will be given their student pin numbers that will allow them to access their child’s grades in each class along with conduct grades and attendance rates in each individual class. Should parents come to the school inquiring about their individual pin number, they are directed to see their child’s counselor. This not only gives the parents their requested information, but they also get to know the counselor on a one-on-one level to better support the student.

Applied and Integrated Courses

Applied and Integrated courses will help students bridge the gap between the classroom and the work force. The curriculum and strategies used within these classrooms are useful in developing a course of study so that the students are able to achieve their individual goals. HML's academies assist students in career planning and present opportunities to obtain real world work experiences through internships and on the job training.

Additionally, throughout the course of the day course recovery is offered to students in need of credits for graduation. Currently there are 10 courses of this nature being offered ranging across various disciplines.

Course Choice Based on Student Goals / Interests / Talent

Prior to students entering HML, they participate in an eighth grade articulation process. Articulation allow students to begin the process of choosing courses based on their goals, interest, and talents. Incoming students are automatically placed in the Freshman Academy; however, they have a choice of four academies to choose from and to enroll in:
• Academy of Business
• Academy of Performing and Visual Arts
• Academy of Medicine and Health
• Academy of Communications

Students are also polled by teachers to ascertain their interest in courses that may not already be offered. If enough interest is generated, polled courses are considered and possibly added to course selection.

In 10th grade students select one of the four career academies that aligns best with their major area of interest.

Master Schedules Based on Student Needs

The master schedule is designed to provide students with the opportunity to take eight classes. This allows those struggling students to participate in electives in addition to remediation and recovery courses. The school’s master schedule reflects the needs of our students. Low performing students are placed in intensive classes based on the student’s previous assessments. Just as high performing students are scheduled according to successful completion of pre-requisites, these students are placed into honors and advanced placement courses

Academic and Career Planning

All ninth grade students are required to complete an electronic portfolio (ePep) with the state of Florida. The academic counselor and the career specialist follow up with proper course placement. Counseling staff conducts classroom and grade level presentations on High School graduation requirements, college admission standards, and career goal setting.



 

GOALS

 

ADDITIONAL GOALS

 

FINAL BUDGET

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 principal and an appropriately balanced number of teachers, education support employees, students (for middle, junior high and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

SAC Involvement

The Educational Excellence School Advisory Council (EESAC) at Hialeah-Miami Lakes Senior High provides an unbiased forum for professional and community collaboration among all stakeholders in order to foster a learning environment that supports the school's vision and mission. The EESAC, in conjunction with site leadership, accomplishes this goal by assisting in the preparation and evaluation of the School Improvement Plan (SIP), annual budget, and the disbursement of categorical EESAC funds to support the implementation of the SIP. Decisions on courses of action result from discussion of issues and the arrival at group consensus as the primary function of monthly meetings, which are advertised and open to the public. During these sessions, the progress of the SIP goals and available resources are discussed and analyzed in order to facilitate school-wide success. All recommendations or decisions made by the ESSAC shall be consistent with the CIM, the Competency Based Curriculum (CBC), the State vocational/business standards, pertinent Academy curricula, and the Sunshine State Standards strands and benchmarks, to ensure continuity, alignment, and achievement.

The EESAC convenes once a month. All issues and requests brought before it for consideration must be justified as items necessary for enhancing and improving the goals and objectives of the School Improvement Plan, and thus the services provided to our students. The EESAC and the administration work cooperatively in the funding of requested items, particularly when the requests necessitate large expenditures of money, such as for technology and instructional materials; other issues such as enhancements for student services and school safety are considered; and, the EESAC is kept apprised of the staffing allocation considerations as well. Everything that the EESAC considers is tied to resource allocation for the purpose of enhancing student achievement.


The EESAC assists in the preparation and evaluation of the school improvement plan and the school’s annual budget in that it votes and decides upon the needs and resources that are most beneficial for the students and staff of HML. Additionally, the committee members view the school’s data and analyze the strengths and weaknesses of the data, school climate surveys, and OPIS survey. Based on this information and data, decisions are made by the EESAC. The amount of funds for use by the EESAC is determined by student enrollment it is projected that the 2008-2009 EESAC budget will be $11,290.00. The funds will be used for student incentives and resources to improve student achievement.


SAC vacancies will be filled and the procedures associated with this process are as follow:
The chair and other officers of the EESAC must be elected from among the members; voting members as well as alternates are eligible to serve in an officer position.
Teachers, parents, students, and education support employees must elect their representatives to the EESAC.


SAC Members

Members
1)  Christopher Shinn,   Principal
2)  Nilda Diaz,   Principal
3)  Barbara Garcia,   SAC Chair
4)  Christian Vazquez,   Student
5)  Vanessa Lopez,   Student
6)  Andrea Jordan,   Student
7)  Isary Tamayo,   Student
8)  Jesus Pimentel,   Student
9)  Hana Awad,   Student
10)  Bianca Capriolo,   Student
11)  Michelle Simon,   Teacher
12)  Eileen Padro,   Teacher
13)  Steven Goldman,   Teacher
14)  Kiyoko Sasaki,   Teacher
15)  Marcia Bryan,   Teacher
16)  Michele Rubin,   Teacher
17)  Raymond Neice,   Business Member
18)  Annette Neice,   Parent
19)  Diana V. Leon,   Parent
20)  Diane Keim,   Parent
21)  Mary Rose Metzcus,   School Support Personnel
22)  Jeffrey Escandell,   School Support Personnel
23)  Daniel Francia,   Union Steward

IMPLEMENTATION EVALUATION

School Improvement Plan strategies will be reviewed and discussed in EESAC meetings and with faculty members during monthly faculty meetings. These strategies will be monitored to determined if adjustments are needed based on student data. The school's Instructional Leadership Team and ESSAC Committee will use District-generated assessment instruments to determine if the measurable goals indicated in the School Improvement Plan are being met. There will a formal end of the year review of the school improvement plan by the EESAC and Instructional Leadership team. At this review, goals will be evaluated and compared individually to ascertain if they were met successfully. Adjustments will be made for those goals that were not successfully met.


The 8 Step Continuous Improvement Model (CIM) will be applied as follows: quarterly assessments will be administered in Reading and Mathematics to all ninth and tenth grade students, and the data will be compiled and disaggregated using the EDUSOFT software program for efficiency and accuracy; the derived data will drive adjustments instructional delivery and determine the need for Academic Improvement Plans (AIPs) as well; teachers will adhere to course scope and sequence delineators as stipulated in the Competency Based Curriculum, and will share best practices relative to how to facilitate student mastery at Department meetings and faculty meetings; teachers will endeavor to continuously engage in assessment and monitoring of student progress via classroom formative and summative instruments to ensure that student needs are being met. Also, those teachers who do not teach in the core areas will incorporate into their curricula the appropriate target benchmarks that have been identified as areas of weaknesses.

Feedback regarding implementation of CIM will be discussed at faculty meetings, Department meetings, EESAC meetings, and Curriculum Council meetings; assessment results can be made available to support that teachers are continuously monitoring and assessing students.


 

REPORTING

Baseline Data Report

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

FCAT Assessed Grade Level: 3
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % 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 of Assessment Used

FCAT Assessed Grade Level: 4
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % 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 of Assessment Used

FCAT Assessed Grade Level: 5
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % 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 of Assessment Used

FCAT Assessed Grade Level: 6
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % 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 of Assessment Used

FCAT Assessed Grade Level: 7
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % 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 of Assessment Used

FCAT Assessed Grade Level: 8
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % 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 of Assessment Used

FCAT Assessed Grade Level: 9
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  13 87 1 99 0 0 0 0 0 0
Name of Assessment Used District Baseline BenchmarkAssessment District Baseline BenchmarkAssessment

FCAT Assessed Grade Level: 10
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  7 93 2 98 3 97 0 0 0 0
Name of Assessment Used District Baseline BenchmarkAssessment District Baseline BenchmarkAssessment School generated Exam

FCAT Assessed Grade Level: 11
  Reading Baseline Data Mathematics Baseline Data Writing Baseline Data Science Baseline Data Baseline Data
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
  0 0 0 0 0 0 4 96 0 0
Name of Assessment Used District Baseline BenchmarkAssessment


Baseline data aggregated at school level

 
 		 Reading
Baseline Data		 Mathematics
Baseline Data		 Writing
Baseline Data		 Science
Baseline Data
Baseline Data
Subgroup(s)
not making
AYP		% mastery%Non- mastery% mastery%Non- mastery% mastery%Non- mastery% mastery%Non- mastery % mastery %Non- mastery
ELL Grade 9 1 99 5 95
SWD Grade 9 29 71 100
Econ. Disad Gr. 9 11 89 1 99
Black Grade 9 6 94 100
Hispanic Grade 9 15 85 1 99
ELL Grade 10 2 98 4 96
SWD Grade 10 11 89 5 95
Econ. Disad. Gr. 10 7 93 2 98
Black Grade 10 3 97 1 99
Hispanic Grade 10 7 93 2 98

End of Baseline Data Report



Mid-Year Report

 

FCAT Assessed Grade Level: 3
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 4
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 5
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

 
FCAT Assessed Grade Level: 6
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 7
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 8
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00

FCAT Assessed Grade Level: 9
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 13.00 87.00 1.00 99.00 0.00 0.00 0.00 0.00
Mid-Year Data 16.00 84.00 40.00 60.00 0.00 0.00 0.00 0.00
% Change from Baseline Data 3.00 -3.00 39.00 -39.00 0.00 0.00 0.00 0.00

 
FCAT Assessed Grade Level: 10
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 7.00 93.00 2.00 98.00 3.00 97.00 0.00 0.00
Mid-Year Data 7.00 93.00 28.00 72.00 12.00 88.00 0.00 0.00
% Change from Baseline Data 0.00 0.00 26.00 -26.00 9.00 -9.00 0.00 0.00

FCAT Assessed Grade Level: 11
  Reading Mathematics Writing Science
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 4.00 96.00
Mid-Year Data 0.00 0.00 0.00 0.00 0.00 0.00 15.00 85.00
% Change from Baseline Data 0.00 0.00 0.00 0.00 0.00 0.00 11.00 -11.00

 

Data aggregated at school level.

Subgroup not marking AYP: ELL Grade 9
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 1.00 99.00 5.00 95.00 0.00 0.00
Mid-Year Data 20.00 80.00 26.00 74.00 0.00 0.00
% Change from Baseline Data 19.00 -19.00 21.00 -21.00 0.00 0.00
 
Subgroup not marking AYP: SWD Grade 9
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 29.00 71.00 0.00 100.00 0.00 0.00
Mid-Year Data 6.00 94.00 21.00 79.00 0.00 0.00
% Change from Baseline Data -23.00 23.00 21.00 -21.00 0.00 0.00
 
Subgroup not marking AYP: Econ. Disad Gr. 9
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 11.00 89.00 1.00 99.00 0.00 0.00
Mid-Year Data 14.00 86.00 40.00 60.00 0.00 0.00
% Change from Baseline Data 3.00 -3.00 39.00 -39.00 0.00 0.00
 
Subgroup not marking AYP: Black Grade 9
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 6.00 94.00 0.00 100.00 0.00 0.00
Mid-Year Data 12.00 88.00 24.00 76.00 0.00 0.00
% Change from Baseline Data 6.00 -6.00 24.00 -24.00 0.00 0.00
 
Subgroup not marking AYP: Hispanic Grade 9
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 15.00 85.00 1.00 99.00 0.00 0.00
Mid-Year Data 17.00 83.00 44.00 56.00 0.00 0.00
% Change from Baseline Data 2.00 -2.00 43.00 -43.00 0.00 0.00
 
Subgroup not marking AYP: ELL Grade 10
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 2.00 98.00 4.00 96.00 0.00 0.00
Mid-Year Data 3.00 97.00 12.00 88.00 0.00 0.00
% Change from Baseline Data 1.00 -1.00 8.00 -8.00 0.00 0.00
 
Subgroup not marking AYP: SWD Grade 10
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 11.00 89.00 5.00 95.00 0.00 0.00
Mid-Year Data 16.00 84.00 21.00 79.00 0.00 0.00
% Change from Baseline Data 5.00 -5.00 16.00 -16.00 0.00 0.00
 
Subgroup not marking AYP: Econ. Disad. Gr. 10
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 7.00 93.00 2.00 98.00 0.00 0.00
Mid-Year Data 6.00 94.00 24.00 76.00 0.00 0.00
% Change from Baseline Data -1.00 1.00 22.00 -22.00 0.00 0.00
 
Subgroup not marking AYP: Black Grade 10
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 3.00 97.00 1.00 99.00 0.00 0.00
Mid-Year Data 2.00 98.00 21.00 79.00 0.00 0.00
% Change from Baseline Data -1.00 1.00 20.00 -20.00 0.00 0.00
 
Subgroup not marking AYP: Hispanic Grade 10
  Reading Mathematics Writing
  % Mastery %Non- Mastery % Mastery %Non- Mastery % Mastery %Non- Mastery
Baseline Data 7.00 93.00 2.00 98.00 0.00 0.00
Mid-Year Data 8.00 92.00 29.00 71.00 0.00 0.00
% Change from Baseline Data 1.00 -1.00 27.00 -27.00 0.00 0.00



Reading Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.

The Baseline Assessment was administered to 9th grade students in August. Thirteen percent of the students achieved mastery while 87 percent demonstrated non mastery. A Mid-Year Assessment was administered and exhibited a 3 percentage point increase in the number of students achieving mastery.
An analysis of the clusters generated by the Edusoft reports revealed the following cluster averages:

Cluster - Baseline Assessment - Mid-Year - Assessment - % of Change from the Baseline
Words/ Phrases - 46% - 55% - (+)9%
Main Idea/ Purpose - 45% - 45% - 0%
Comparisons/ Cause & Effect - 45% - 48% - (+)3%
Reference/ Research - 35% - 45% - (+)10%

In comparing the Baseline Assessment to the October Interim Assessment, it became evident that there was an increase in the averages of three of the four clusters. The Main Idea/ Purpose cluster remained the same, whereas, the Words/ Phrases cluster increased by 9 percentage points, the Comparison/Cause and Effect increased by 3 percentage points and the Reference and Research increased by 10 percentage points.

Subgroup(s) not making AYP - Baseline Data (August)- Mid-Year(October)- % Change from baseline data
9th ELL (Mastery) - 1% - 20% - (+)19%
9th SWD (Mastery) - 29% - 6% - (-)23%
9th Econ. Disadv. (Mastery)- 11% - 14% - (+)3%
9th Black (Mastery) - 6% - 12% - (+)6%
9th Hispanic (Mastery) - 15% - 17% - (+)2%

The Baseline data from the subgroups reveals 1 percent of the ELL students achieving mastery. The Mid-Year assessment exhibited 20 percent of the ELL students at a mastery level. The Students with Disabilities demonstrated a 23 percentage point decrease from 29 percent achieving mastery in the Baseline Assessment to only 6 percent achieving mastery in the Mid-Year Assessment. The remaining subgroups, Economically Disadvantaged, Black, and Hispanic, all displayed evidence of growth with increases of 3 percentage points, 6 percentage points, and 2 percentage points respectively.

Based on the data, changes need to be implemented prior to the administration of the FCAT to ensure that students reach mastery. These changes must involve analyzing instruction in the classroom and teacher delivery, as well as, re-teaching clusters and making adjustments to the focus calendar.

An analysis of the achievement levels revealed the following averages.
Grade 9(At Mastery) - Baseline Assessment - October Interim - % of Change from Baseline

Achievement Level 1 - 0% - 0% - 0%
Achievement Level 2 - 6% - 9% - (+)3%
Achievement Level 3 - 33% - 43% - (+)10%
Achievement Level 4 - 75% - 71% - (-)4%
Achievement Level 5 - 100% - 0% - (-)100%

As demonstrated in the chart above, it is evident that there has been some movement of students. The percentage of students scoring in achievement level 1 remained the same. Students in level 2 increased by 3 percentage points. With respect to the drastic change in the percent achieving mastery in level 5, during the baseline administration there were 3 students classified as level 5 whereas in the interim assessment there were no students with the level 5 classification. This can be attributed to a student transferring schools or student absences.

10th Grade Reading
The Baseline Assessment was administered to 10th grade students in August. Seven percent of the students achieved mastery while 93 percent demonstrated non mastery. A Mid-Year Assessment was administered and exhibited no change in student performance.
An analysis of the clusters generated by the Edusoft reports revealed the following cluster averages:

Cluster - Baseline Assessment - Mid-Year Assessment - % of Change from the Baseline
Words/ Phrases - 46% - 49% - (+)3%
Main Idea/ Purpose - 48% - 40% - (-)8%
Comparisons/ Cause & Effect - 44% - 44% - 0%
Reference/ Research - 42% - 43% - )+)1%

In comparing the Baseline Assessment to the October Interim Assessment, it became evident that there was an increase in the averages in two of the four clusters. The Comparison/Cause and Effect remained the same.
Main Idea/Purpose cluster decreased by 8 percentage points while the Words/Phrases and Reference/Research cluster increased by 3 percentage points and 1 percentage point respectively.

Subgroup(s)not making AYP - Baseline Data(August)- Mid-Year (October)- % Change from baseline data
10th ELL (Mastery) - 2% - 3% - (+)1%
10th SWD (Mastery) - 11% - 16% - (+)5%
10th Econ. Disadv. (Mastery) - 7% - 6% - (-)1%
10th Black (Mastery) - 3% - 2% - (-)1%
10th Hispanic (Mastery) - 7% - 8% - (+)1%

The Baseline data from the subgroups reveals 2 percent of the ELL students achieving mastery. The Mid-Year assessment exhibited 3 percent of the ELL students at a mastery level. The Students with Disabilities demonstrated a 5 percentage point increase from 11 percent achieving mastery in the Baseline Assessment to 16 percent achieving mastery in the Mid-Year Assessment. The Economically Disadvantaged demonstrated 7 percent mastery on the Baseline Assessment and 6 percent achieving mastery on the Mid-Year Assessment. The Black subgroup exhibited a 1 percentage point decrease from 3 percent achieving mastery on the Baseline Assessment and 2 percent demonstrating mastery on the Mid-Year Assessment. The Hispanic subgroup displayed evidence of growth with an increase of 1 percentage point from 7 percent of the students at mastery in the Baseline Assessment to 8 percent achieving mastery on the Mid-Year Assessment.

After analyzing the data, it is evident that changes need to be implemented prior to the administration of the FCAT to ensure that students demonstrate growth and subsequently reach mastery. These changes must involve analyzing data and modifying instruction in the classroom as well as teacher delivery, which may include re-teaching clusters and making adjustments to the focus calendar.

An analysis of the achievement levels revealed the following averages:
Grade 10 (At Mastery) - Baseline Assessment - October Interim - % of Change from Baseline

Achievement Level 1 - 0% - 0% - 0%
Achievement Level 2 - 4% - 0% - (-)4%
Achievement Level 3 - 14% - 14% - 0%
Achievement Level 4 - 27% - 55% - (+)28%
Achievement Level 5 - 50% - 100% - (+)50%

As evidenced in the chart, there are no change in the amount of students achieving mastery in level 1 and level 3. Students in achievement level 2 decreased by 4 percentage points. Students in achievement level 4 and 5 exhibited an increase of 28 percentage points and 50 percentage points respectively. Although there was a significant increase in achievement for levels 4 and 5, there is cause for further and more intensive remediation among level 1 and level 2 students.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.

The following strategies have been implemented:
•The implementation a low level/high interest differentiated reading program (The Hampton-Brown, Edge Reading Series) for intensive reading, plus ninth and tenth grade students based on Florida Oral Reading Proficiency Test results.

•The implementation of a differentiated reading instructional program for moderately low ninth and tenth grade intensive reading students, (Jamestown Navigator Program) that specifically targets deficient skill areas in words and phrases, main idea/author’s purpose, comparisons/cause and effect, and reference and research skills, and provides progressive assessment instruments to evaluate student progress.

• The utilization of a research based periodical reading program (USA Today) to provide differentiated reading instruction to eleventh and twelfth grade FCAT re-take students enrolled in intensive reading classes.

• The implementation of a reading fluency program via the online Total Reader program aimed at increasing and assessing the readability levels and reading rates of eleventh and twelfth grade FCAT re-takers.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.

• Facilitate school-wide reading comprehension activities in content area subjects by providing benchmark driven reading materials, model main idea/author’s purpose, comparisons/cause and effect, and reference and research skills to all faculty members.

• Implement and monitor a school-wide vocabulary initiative emphasizing comprehension of frequently occurring terms on standardized tests.

• Establish and monitor a “Crunch Time” plan, whereby reading benchmarks will be reinforced across all content areas.

• Facilitate data chats with respective reading and language arts teachers, including ELL and SWD personnel to analyze results of interim assessments, and determine areas of concentration for remediation.

• A second reading coach position was assigned to the school and the position was filled.

• Implement a pull-out remediation schedule targeting ninth and tenth grade students who previously scored in the lowest 25% of the March 2008 administration, and/or the October and December 2008 interim assessments.

• Implement a “co-teaching” reading schedule involving reading coaches and reading teachers to effectively reduce the pupil teacher ratio in ninth and tenth grade reading classes; resulting in additional pupil contact time to remediate identified reading deficiencies.

• Enable reading coaches to model reading comprehension activities with ELL/SWD ninth and tenth grade language arts teachers.

• Established after-school tutoring program twice a week.

• Established Saturday tutorial program that targets lowest 25% and bubble students (High level 2 and Low level 3).

• Establish an additional course for students in the lowest 25% in order to address test taking skills and their ability to effectively respond to short and extended response prompts.

• Grade level assemblies have been scheduled to review interim assessment data as well as provide students with strategies and incentives for the 2009 March FCAT administration.


4. What specific strategies will be used to improve the achievement of non-AYP subgroups?

To ensure that all students are provided with the opportunity to obtain mastery prior to the administration of the FCAT, the following activities/strategies will also be implemented to reinforce benchmarks and provide additional support to improve the achievement of non-AYP subgroups:

• Facilitate school-wide reading comprehension activities in content area subjects by providing benchmark driven reading materials, modeling main idea/author’s purpose, comparisons/cause and effect, and reference and research skills to all faculty members.

• Implement and monitor a school-wide vocabulary initiative emphasizing comprehension of frequently occurring terms on standardized tests.

• Establish and monitor a “Crunch Time” plan, whereby reading benchmarks will be reinforced across all content areas.

• Facilitate data chats with respective reading and language arts teachers, including ELL and SWD personnel to analyze results on interim assessment tests, and determine areas of concentration for remediation.

• A second reading coach position was assigned to the school and the position was filled.

• Implement a pull-out remediation schedule targeting ninth and tenth grade students who previously scored in the lowest 25% of the March 2008 administration, and/or the October and December 2008 interim assessments.

• Implement a “co-teaching” reading schedule involving reading coaches and reading teachers to effectively reduce the pupil teacher ratio in ninth and tenth grade reading classes; resulting in additional pupil contact time to remediate identified reading deficiencies.

• Enable reading coaches to model reading comprehension activities with ELL/SWD ninth and tenth grade language arts teachers.

• Established after-school tutoring program twice a week.

• Established Saturday tutorial program that targets lowest 25% and bubble students (High level 2 and Low level 3).

• Establish an additional course for students in the lowest 25% in order to address test taking skills and their ability to effectively respond to short and extended response prompts.

• Grade level assemblies have been scheduled to review interim assessment data as well as provide students with strategies and incentives for the 2009 March FCAT administration.




Mathematics Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.

9th Grade

The District Baseline Assessment was administered to 9th grade students in August 2008. One percent of the students achieved mastery while 99 percent demonstrated non-mastery. A second assessment was administered in October. The October data in comparison to the baseline assessment indicated that 40 percent met mastery, a 39 percentage point increase.

An analysis of the clusters generated by the Edusoft reports revealed the following averages:

Cluster - Baseline Assessment - October Interim - % of Change from the Baseline
Overall Average - 37% - 37% - 0%
Number Sense - 40% - 37% - (-)3%
Measurement - 29% - 35% - (+)6%
Geometry - 38% - 24% - (-)14%
Algebraic Thinking - 38% - 43% - (+)5%
Data Analysis - 37% - 42% - (+)5%

In comparing the Baseline Assessment to the October Interim Assessment, it became evident that there was an increase in the averages of three of the five clusters. The Number Sense Cluster decreased by 3 percentage points and the Geometry Cluster decreased by 14 percentage points. However, the Algebraic Thinking and Data Analysis clusters both increased by 5 percentage points and the Measurement Cluster increased by 6 percentage points.

Subgroup(s)not making AYP - Baseline Data(August) - Mid-Year Data (Oct) - % Change from Baseline Data
9th ELL (Mastery) - 5% - 26% - (+)21%
9th SWD (Mastery) - 0% - 21% - (+)21%
9th Econ. Disadv. (Mastery) - 1% - 40% - (+)39%
9th Black (Mastery) - 0% - 24% - (+)24%
9th Hispanic (Mastery) - 1% - 44% - (+)43%

The Baseline data from the subgroups reveals 5 percent of the ELL students achieving mastery. The Mid-Year assessment exhibited 26 percent of the ELL students at a mastery level. The Students with Disabilities demonstrated a 21 percentage point increase from 0 percent achieving mastery in the Baseline Assessment to 21 percent achieving mastery in the Mid-Year Assessment. The Economically Disadvantaged demonstrated 1 percent at mastery on the Baseline Assessment and a 40 percent achieving mastery on the Mid-Year Assessment. The Black subgroup exhibited 0 percent achieving mastery on the Baseline Assessment; whereas, 24 percent demonstrated mastery on the Mid-Year Assessment. The Hispanic subgroup displayed evidence of growth with an increase of 43 percentage points from 1 percent of the students at mastery in the Baseline Assessment to 44 percent achieving mastery on the Mid-Year Assessment.

Changes need to be implemented prior to the administration of the FCAT to ensure that students reach mastery. These changes must involve analyzing instruction in the classroom and teacher delivery, as well as, re-teaching clusters and making adjustments to the focus calendar.

An analysis of the achievement levels revealed the following averages:

Grade 9
(At Mastery) - Baseline Assessment - October Interim - % of Change from Baseline
Achievement Level 1 - 0% - 7% - (+)7%
Achievement Level 2 - 0% - 22% - (+)22%
Achievement Level 3 - 0% - 61% - (+)61%
Achievement Level 4 - 5% - 86% - (+)81%
Achievement Level 5 - 21% - 100% - (+)79%

Based on the data, all of the achievement levels showed an increase in students at the mastery level. Significant increases were evident at achievement levels 3, 4 and 5. There is an urgent need to enhance the quality of instruction and strategies at achievement level one.

10th Grade
The District Baseline Assessment was administered to 10th grade students in August 2008. The data indicated that 2 percent of students achieved mastery while 98 percent demonstrated non-mastery. A second assessment was administered in October and the data revealed that 28 percent of the students achieved mastery while 72 percent demonstrated non-mastery; a 26 percentage point increase in the number of students exhibiting mastery.

An analysis of the clusters generated by the Edusoft reports revealed the following cluster averages:

Cluster - Baseline Assessment - October Interim - % of Change from Baseline
Overall Average - 36% - 37% - (+)1%
Number Sense - 36% - 38% - (+)2%
Measurement - 26% - 34% - (+)8%
Geometry - 37% - 33% - (-)4%
Algebraic Thinking - 44% - 34% - (-)10%
Data Analysis - 36% - 45% - (+)9%

When comparing the averages of the content clusters from the Baseline Assessment to the October Interim, there was a one percentage point increase in the overall average. In addition, there were increases in three of the five clusters. The Number Sense Cluster increased by 2 percentage points, the Measurement increased by 8 percentage points, and Data Analysis Clusters increased by 9 percentage points. The Algebraic Thinking Cluster; however, decreased by 10 percentage points and the Geometry Cluster decreased by 4 percentage points.

Subgroup(s) not making AYP - Baseline Data(August) - Mid-Year Data (Oct)
% Change from Baseline Data
10th ELL (Mastery) - 4% - 12% - (+)8%
10th SWD (Mastery) - 5% - 21% - (+)16%
10th Econ. Disadv. (Mastery) - 2% - 24% - (+)22%
10th Black (Mastery) - 1% - 21% - (+)20%
10th Hispanic (Mastery) - 2% - 29% - (+)27%

The Baseline data from the subgroups reveals 4 percent of the ELL students achieving mastery. The Mid-Year assessment exhibited 12 percent of the ELL students at a mastery level. The Student with Disabilities demonstrated a 16 percentage point increase from 5 percent achieving mastery in the Baseline Assessment to 21 percent achieving mastery in the Mid-Year Assessment. The Economically Disadvantaged demonstrated 2 percent at mastery on the Baseline Assessment and a 24 percent achieving mastery on the Mid-Year Assessment. The Black subgroup exhibited 1 percent achieving mastery on the Baseline Assessment, whereas 21 percent demonstrated mastery on the Mid-Year Assessment. The Hispanic subgroup displayed evidence of growth with increase of 27 percent from 2 percent of the students at mastery in the Baseline Assessment to 29 percent achieving mastery on the Mid-Year Assessment.
The results indicate a need to readjust the FCAT focus calendar and enhance the quality of classroom instructions prior to the administration of the FCAT to ensure that students reach mastery. Many of these changes will involve further teacher analysis of the students’ data in order to prepare enrichment lessons and target clusters that require re-teaching.

An analysis of the achievement levels revealed the following averages:

Grade 10
(At Mastery) -Baseline Assessment - October Interim - % Change from
Baseline Data
Achievement Level 1 - 0% - 4% - (+)4%
Achievement Level 2 - 1% - 15% - (+)14%
Achievement Level 3 - 0% - 37% - (+)37%
Achievement Level 4 - 6% - 87% - (+)81%
Achievement Level 5 - 27% - 82% - (+)55%

Based on the data, all achievement levels showed an increase at the mastery level. Significant increases at the mastery level were demonstrated at achievement levels 4 and 5. There is an urgent need to enhance the quality of instruction and strategies at achievement level one, two, and three prior to the administration of the FCAT.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.

the following strategies have contributed to student mastery:
• Teachers have been conducting FCAT benchmark reinforcement activities for the first 20 minutes of class.
• Level One students were placed in an intervention program - Intensive Math;
• A Pull-out program is in place to provide one-on-one remediation;
• The math coach continuously provides enrichment activities to teachers to reinforce various benchmarks and to provide feedback on students' work (these additional activities are scored by the math teacher);
• The math coach provides teachers with support in the area of instruction, unit planning, and instructional delivery;
• Students are provided with departmental benchmark Assessments that are aligned with the department FCAT Focus Calendar;
• Data Chats are conducted on an ongoing basis; and
• Intensive Math Teachers have been provided with an Intensive Math Curriculum Mapping/Pacing Guide as well as supplemental materials.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.

• Mini-Workshops for 10th graders on Answering Short and Extended Response Questions (All Achievement Levels);
• Intensive Math students will be using technology - The FCAT Simulation (Achievement Level 1);
• Implementation of a Crunch Time Plan and Activity Packet (All Achievement Levels);
• Implementation of Departmental Short and Extended Response activities (All Achievement Levels);
• Department Meetings at least once a month to have data chats and update Focus Calendar (All Achievement Levels);
• After School Tutoring 2 days a week (All Achievement Levels);
• Implementation of Saturday tutoring; and
• Grade level assemblies have been scheduled to review interim assessment data as well as provide students with strategies and incentives for the 2009 March FCAT administration.


4. What specific strategies will be used to improve the achievement of non-AYP subgroups?

The following activities/strategies will also be implemented to reinforce benchmarks and provide additional support to improve the achievement of non-AYP subgroups:

• Mini- Workshops for 10th graders on Answering Short and Extended Response Questions ( All Achievement Levels);
• Intensive Math students will be using technology- The FCAT Simulation (Achievement Level 1);
• Implementation of a Crunch Time Plan and Activity Packet (All Achievement Levels);
• Implementation of Departmental Short and Extended Response activities (All Achievement Levels);
• Department Meeting at least once a month to have data chats and update Focus Calendar (All Achievement Levels);
• After School Tutoring 2 days a week (All Achievement Levels);
• Implementation of Saturday tutoring; and
• Grade level assemblies have been scheduled to review interim assessment data as well as provide students with strategies and incentives for the 2009 March FCAT administration.




Writing Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.

The Baseline Assessment was administered to 10th grade students in August 2008. The data indicated that 3 percent of students achieved mastery while 97 percent demonstrated non-mastery. A second assessment was administered in October and the data revealed that 12 percent of the students achieved mastery while 88 percent demonstrated non-mastery; a 9 percentage point increase in the number of students exhibiting mastery.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.

Since the administration of the October assessment, a writing lab has been implemented. This writing lab occurs once a month for all 10th grade students. The 10th grade English classes are rotated through this lab where students are introduced to the “Magic 11” through a format called “Tell me a story.” The writing lab has a follow-up component in their English classes whereby the reading coach, in conjunction with the English teacher, and the students review the material presented in order to maximize retention and application. In January and February the writing lab will review the “tell me a story” workshop and continue working with students on understanding and applying the grading process.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.

Teachers will also utilize differentiated instruction to combine low-level scoring students with upper-level scoring students in order to develop mechanics skills, syntax and improve their spelling.
Additionally, the newly instituted reading programs include a writing component which allows teachers the flexibility and the opportunity to incorporate writing strategies into their curriculum.
Grade level assemblies have been scheduled to review interim assessment data as well as provide students with strategies and incentives for the 2009 March FCAT administration.




Science Data Analysis

1. Describe the gains and/or decreases in mastery that have occurred since the baseline assessment. Include specific information about the grade levels or subgroups where improvements or declines have occurred.

The District Baseline Assessment was administered to 11th grade students in August 2008. The data showed that 4 percent of students achieved mastery while 96 percent demonstrated non-mastery. A second assessment was administered in October,the data indicated that 15 percent of the students achieved mastery while 85 percent demonstrated non-mastery, an 11 percentage point increase in the number of students exhibiting mastery.


2. Describe the specific strategies or school improvement activities that have contributed to increases in student mastery. Please be specific for each grade level and/or subgroup.

Teachers have been, and will continue to dedicate a portion of their instructional time to review annually assessed benchmarks that may not be covered as part of the regular course curriculum.
Teachers are incorporating the Jamestown Science reader series into their daily classroom routine in order to increase the students’ scientific knowledge base as well as their literacy.
Teachers have been incorporating the Gizmos computer program into their daily classroom routine as either a demonstration component or as a whole class activity. Additionally, teachers and students have been introduced to the science component of the FCAT Explorer program and are utilizing it as a home learning resource.


3. What changes to instruction, strategies, and/or school improvement activities will be made prior to the administration of the FCAT to ensure that students reach mastery? Please be specific for each grade level and/or subgroup that saw declines.

Students will be rotated through a series of classrooms on a weekly basis with a teacher specializing in a particular content area for intensive and specific instruction in the targeted benchmark such as Earth Space Science.
Saturday tutoring will be expanded to include science review and instruction. This will allow for continued exposure to science-based annually assessed benchmarks.
Grade level assemblies have been scheduled to review interim assessment data as well as to provide students with strategies and incentives for the 2009 March FCAT administration.




Extended Learning Programs for Students

Describe the activities (e.g. after school, pull-outs, etc) that have taken place to date.

SUBJECT AREAFREQUENCYDURATIONTOTAL # OF LEVEL 1 AND 2 STUDENTS IN THE SCHOOLAVERAGE # OF LEVEL 1 AND 2 STUDENTS PARTICIPATINGAVERAGE % OF LEVEL 1 AND 2 STUDENTS PARTICIPATING
Reading Weekly 2 hours 731 604 82.63 %
Mathematics Weekly 2 hours 533 442 82.93 %



Please describe the academic improvement that has occurred for participating students (please refer to specific data points).

After-School Tutoring for Reading and Mathematics has been occurring twice a week particularly for Level 1 students. Each session has an hour and a half duration.
Reading pull-outs are taking place daily. This program is for students in grades nine and ten that have an achievement level of 1 or 2. It has been designed to provide a technology component to their remediation utilizing the state provided FCAT Explorer program. Additionally, students are given one-on-one data chats regarding their results from these computer programs and they are provided with strategies for improvement on a weekly basis.
Pull-Outs are occurring weekly in math, by the math coach, for 10th grade level 1 students.
Saturday tutoring is available to the general student population at least twice a month. Students will be participating in an hourly rotation schedule that involves each of the following components: Reading, Writing, Math, and FCAT Explorer.
Co-teaching model with reading and mathematics coaches has been implemented through the intensive reading and intensive math classes.
Incorporation of technology programs in intervention courses:
• Jamestown Navigator – utilized for 9th and 10th students in achievement level 2 through intensive reading courses
• FCAT Explorer FOCUS portion – utilized in intensive reading plus courses for 9th and 10th grade level 1 students.
• FCAT Simulator – utilized in intensive math courses for 9th and 10th grade level 1 students.
• Total Reader – utilized for 11th and 12th grade reading re-takers.
Incorporation of Gizmos science program into 11th grade science courses.
Students recognized as being part of the lowest 25% will be placed in an additional reading class to further enhance their test taking skills and their ability to effectively answer short and extended response questions.

After reviewing the data, it is evident that students are showing significant growth in the area of mathematics as evidenced in the interim assessment scores with an increase of 39 percentage points in ninth grade and 26 percentage points in tenth grade. Reading, however, exhibited areas of concern with a minimal increase of 3 percentage points in ninth grade and no movement in tenth grade. Adjustments are being made to the pull-out program in order to better address the needs of the students and enabling them to become more proficiency in their areas of weakness.
Additionally, the top 45% in science will be placed in a pull-out program that meets twice per week.




Research-based Professional Development Activities for Teachers

Describe the professional development activities to date that are aligned with the school’s instructional needs.

NAME OF PROFESSIONAL DEVELOPMENT ACTIVITYDATE
(MM/DD/YYYY)		INSTRUCTIONAL NEEDS ADDRESSED# OF TEACHERS PARTICIPATING
Jamestown Navigator 9/8/2008 Reading 4
Jamestown Navigator 9/16/2008 Reading 3
Jamestown Navigator 9/22/2008 Reading 1
USA Today 9/23/2008 Reading 4
Retooling Science 9/26/2008 Mathematics 1
Retooling Science 9/26/2008 Science 1
Jamestown Navigator 9/29/2008 Reading 1
K-12 Science Cont. & Pedagogy 10/2/2008 Science 3
USA Today 10/17/2008 Reading 3
Secondary Writing Standards 10/21/2008 Language Arts 1
Gizmos 10/21/2008 Science 12
Learning Target/ Benchmarks Science 6-12 10/24/2008 Science 3
Jamestown Navigator 11/4/2008 Reading 5



Based on the baseline and mid-year data, what additional professional development will be offered before the FCAT to help teachers increase student performance?

A term of the week has been instituted based on the questions most commonly missed on the interim exams. This is a school-wide initiative that will be reinforced throughout all disciplines. Teachers have been presented with suggestions as to how to incorporate the term of the week into their curriculum. Teachers will also be receiving weekly Reading benchmarks along with suggested activities that can be infused into their curriculum. Additionally, teachers will receive professional development on each of the reading strategies so that lessons can be developed within their specific subject areas and modeled as part of their training.

Teachers will also be exposed to school-wide data from interim assessments.

Math teachers will be provided with guidelines for grading short and extended response.




Parent Involvement Activities

Describe the parent involvement activities to date that are aligned with the school’s student achievement needs.

ACTIVITYDATE
(MM/DD/YYYY)		ACHIEVEMENT NEED ADDRESSED# OF PARENTS PARTICIPATING
Parent Workshop 8/7/2008 Reading and Mathematics 73
EESAC Meeting 9/11/2008 Science, Reading, Mathematics, Writing 23
Open House 9/23/2008 Science, Reading, Mathematics, Writing 200
PTSA Meeting 10/1/2008 Reading and Mathematics 10
Senior Information Night 10/25/2008 Reading and Mathematics 115
Science Fair Night 12/3/2008 Science 20



Based on the baseline and mid-year data, what additional parent involvement activities will be offered before the FCAT to address student achievement needs?

Based on the information provided, counselors will be contacting the parents of the students in the lowest 25% to emphasize the importance of the exam and student preparation. Additionally, Connect-Ed messages will be sent home to all parents as reminders for the FCAT exam.




End of Mid-Year Report

 

AYP DATA

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Dade HIALEAH-MIAMI LAKES SENIOR HIGH 7131
Number of students enrolled in the grades tested:
 Read: 1185
Math: 1184   		2007-2008
School Grade1:		 D   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		58% scoring at or above grade level in Reading? 62% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  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  98  Y  98  Y  25  N  46  N  86   83  N  56  61  Y  79  75  NA 61  54  NA 32  NA  64  NA 
WHITE  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
BLACK  98  Y  98  Y  15  N  33  N  81   79  N  46  51  Y  88  85  NA 80  67  NA 18  NA  51  NA 
HISPANIC  99  Y  98  Y  27  N  50  N  88   84  N  58  64  Y  77  73  NA 55  50  NA 35  NA  68  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  99  Y  98  Y  22  N  45  N  84   81  N  50  56  Y  82  78  NA 64  55  NA 29  NA  63  NA 
ENGLISH LANGUAGE LEARNERS  98  Y  98  Y    N  25  N  59   60  Y  42  46  Y      NA 79  75  NA 20  NA  64  NA 
STUDENTS WITH DISABILITIES  97  Y  96  Y  15  N  15  N  60   58  N  41  45  Y    85  NA 92  85  NA 17  NA  34  NA 

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Dade HIALEAH-MIAMI LAKES SENIOR HIGH 7131
Number of students enrolled in the grades tested:
 Read: 1376
Math: 1375   		2006-2007
School Grade1:		 F   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		51% scoring at or above grade level in Reading? 56% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  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  21  N  39  N  82   86  Y  61  56  N  78  79  NA 59  61  NA 35  NA  63  NA 
WHITE  94  N  93  N    NA    NA      NA  67  64  NA      NA     NA        
BLACK  98  Y  98  Y  12  N  20  N  79   81  Y  50  46  N  90  88  NA 78  80  NA 26  NA  57  NA 
HISPANIC  98  Y  98  Y  23  N  45  N  83   88  Y  63  58  N  75  77  NA 53  55  NA 38  NA  64  NA 
ASIAN    NA    NA    NA    NA      NA  86  75  NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  99  Y  98  Y  18  N  36  N  77   84  Y  58  50  N  82  82  NA 62  64  NA 33  NA  62  NA 
ENGLISH LANGUAGE LEARNERS  99  Y  98  Y    N  21  N  46   59  Y  51  42  N      NA 76  79  NA 31  NA  60  NA 
STUDENTS WITH DISABILITIES  95  Y  95  Y    N  8  N  51   60  Y  30  41  Y  91    NA 93  92  NA 26  NA  44  NA 

2005-2006 Adequate Yearly Progress (AYP) Report - Page 2 Dade HIALEAH-MIAMI LAKES SENIOR HIGH 7131
Number of students enrolled in the grades tested:
 Read: 1428
Math: 1427   		2005-2006
School Grade1:		 C   Did the School make Adequate Yearly Progress? 5 NO 
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2).
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		44% scoring at or above grade level in Reading? 50% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math
  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  22  N  41  N  87   82  N  60  61  Y  83  78  NA 60  59  NA
WHITE  98  Y  98  Y  39  NA  67  NA      NA  77  67  NA      NA     NA
BLACK  98  Y  98  Y  10  N  22  N  86   79  NA  42  50  NA  92  90  NA 77  78  NA
HISPANIC  98  Y  98  Y  25  N  47  N  86   83  NA  64  63  NA  81  75  NA 56  53  NA
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA
ECONOMICALLY DISADVANTAGED  98  Y  98  Y  18  N  38  N  83   77  NA  57  58  NA  85  82  NA 64  62  NA
ENGLISH LANGUAGE LEARNERS  99  Y  98  Y    N  24  N  70   46  NA  49  51  NA      NA 78  76  NA
STUDENTS WITH DISABILITIES  96  Y  95  Y  9  N  7  N  52   51  NA  36  30  NA  94  91  NA 89  93  NA


SCHOOL GRADE DATA

Dade School District
HIALEAH-MIAMI LAKES SENIOR HIGH
2007-2008
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 29%  54%  77%  18%  178   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 52%  72%      124  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 61% (YES)  71% (YES)      132  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake 36%  46%      0  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         434   
    Percent Tested = 98%           Percent of eligible students tested
    School Grade         D  Grade based on total points, adequate progress, and % of students tested


    Dade School District
    HIALEAH-MIAMI LAKES SENIOR HIGH
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 25%  46%  81%  20%  172   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 42%  62%      104  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 49% (NO)  68% (YES)      117  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    % of 11th and 12th graders meeting the graduation requirement on the FCAT retake 34%  40%      0  If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
    Points Earned         393   
    Percent Tested = 98%           Percent of eligible students tested
    School Grade         F  Grade based on total points, adequate progress, and % of students tested


    Dade School District
    HIALEAH-MIAMI LAKES SENIOR HIGH
    2005-2006
      Reading
          		 Math
          		 Writing
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 25%  49%  81%  155   Writing: Takes into account % scoring 3.5 and above. Sometimes the District writing average is substituted for the writing average.
    % of Students Making Learning Gains 53%  68%    121  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 64% (YES)      64  Adequate Progress based on gains of lowest 25% of students . Yes, if 50% or more make gains .
    Points Earned       340   
    Percent Tested = 98%         Percent of eligible students tested
    School Grade       C  Grade based on total points, adequate progress, and % of students tested