VISION and MISSION STATEMENTS

Vision:
Lindsey Hopkins Technical Education Center will be a showcase institution. Our administration, faculty, and staff, united in purpose, will provide our student body with the most advanced career/technical and academic education.

Mission:
The mission of Lindsey Hopkins Technical Education Center is to empower students to achieve their career goals and to develop their ultimate potential.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Lindsey Hopkins Technical Education Center (LHTEC), the first career and technical school established in Miami, Florida, was founded in 1937 as Northside Technical School at 1410 N. E. 2nd Avenue with an initial enrollment of 400 students. Lindsey Hopkins was relocated to its present site in January 1983 and is centrally located in the heart of Miami at 750 N.W. 20th Street. The center encompasses seven (7) interconnected, multi-level buildings that house 380,000 square feet of learning/office facilities.


Unique School Strengths for Next Year

Students primarily enroll in Lindsey Hopkins due to three reasons: excellent and nationally accredited programs, such as the school’s accreditation by the National League for Nursing (NLN), the National Automotive Technicians Education Foundation, Inc. (NATEF), and the overall programmatic accreditation by the Council on Occupational Education (COE); numerous financial aid assistance opportunities for students, such as Pell Grant, Florida Student Assistance Grant (FSAG), and District Financial Assistance Program (DFAP) or Fee Waiver; and transitions from career/technical programs to higher learning through articulation agreements with local institutions, such as Miami-Dade College.
Lindsey Hopkins has affordable tuition and is easily accessed by public transportation. The school has a five-story parking garage that provides free parking to all students, faculty and staff.


Unique School Weaknesses for Next Year

Lindsey Hopkins has faced major budget cuts in excess of $3,000,000 so far and expects to experience an additional $100,000 loss for the 2009-2010 school year. To address this financial problem, adjustments have been made in staffing with teachers having increased class size and split schedules (morning and evening hours to make a full load). There has been a reduction in programs/course offerings. Budget cuts may jeopardize the school’s ability to create new programs.


Student Demographics

Lindsey Hopkins faces the operational challenges of an urban city school, such as language barriers, at risk students, non-traditional families, low socio-economic backgrounds, and special needs students. Lindsey Hopkins’ goal is to recruit students, retain those students, and ensure that those students complete programs and ultimately are placed in jobs.
The majority of Lindsey Hopkins' adult student population has minimal basic skills in English or their native language and is economically disadvantaged. Lindsey Hopkins has a large immigrant student population. The largest student group is of Haitian descent. The multi-cultural, multi-ethnic student body is made up of 6,304 students, 3,199 of which are female and 3,105 are male. Of these, 58% are Black, 39% are Hispanic, 2% are White, and 1% are American Indian, Asian, or multi-racial.


Student Attendance Rates

N/A


Student Mobility

N/A


Student Suspension Rates

N/A


Student Retention Rates

N/A


Class Size

N/A


Academic Performance of Feeder Pattern

N/A


Partnerships and Grants

Lindsey Hopkins Technical Education Center provides additional services to the community through its seven career/technical and four academic programs at the Homeless Assistance Center, the Miami-Dade County Corrections and Rehabilitation Department, Goodwill Industries and other community-based agencies. Lindsey Hopkins Technical Education Center has entered into a partnership with Publix Supermarkets and is offering English for Speakers of Other Languages (ESOL) classes on site at the Publix Supermarket located at 13850 S.W. 8 Street. A career resource center provides assistance with resume writing and interview skills to help students in their job search and placement. Lindsey Hopkins Technical Education Center is a testing center for the Test of Essential Academic Skills (TEAS), given to potential practical nursing students and is also an official General Educational Development (GED) testing center. The link with Vocational Rehabilitation Services helps those in need of new career direction. The exceptional student education dual enrollment facilitator works with local high schools to enable their ESE students to obtain career technical training.
Lindsey Hopkins has the following resources to support programs: childcare services; counseling in students' native languages; ESE dual enrollment facilitator; disabled student support services; financial aid, and academic assistance.
Lindsey Hopkins has the following grants: Skills for Academic, Vocational and English Studies (SAVES), which provides students with free books, assistance with tuition, childcare, and bus passes; A Literacy Education for Households (Family Literacy) Grant; and a tutorial grant to assist students improve basic skills.


STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record *
Principal Dr. Rosa D. Borgen Doctor of Philosophy,
Barry University
Principal Certification
Educational Specialist – Leadership
Nova University
Vocational Director Certification
Florida International University
Master of Arts
University of Colorado
Bachelors of Arts
Florida Atlantic University
5 25 Principal of Lindsey Hopkins

2008-2009
Assistant Lead Principal for South Central Region
Increase of 12 -14% in GED student acquisition
98% placement of career/technical students
Successful audits: Internal Accounting, Pell Grant, and Property

2007-2008
Several Health Education Programs initiated: Medical Coding/Billing, Electrocardiogram Technician
Successful audits: Internal Accounting, Pell Grant, and Property

2006-2007
New programs: Phlebotomy, Home Health Aide, Patient Care Assistant, and Security Guard
Training
Successful audits: Internal Accounting, Pell Grant, and Property

2005-2006
Successful Council on Occupational Education re-accreditation visit
Increase of 10% in LCP/OCP acquisition
Successful audits: Internal Accounting, Pell Grant, and Property

2004-2005
First year as Principal of LHTEC
Successful audits: Internal Accounting, Pell Grant, and Property
Assis Principal Dr. Beverly Carter-Rémy Doctor of Education
Nova Southeastern University in Educational Leadership
Master of Science Degree
Nova Southeastern University in Reading Education;
Bachelor of Science Degree Bethune-Cookman University in Elementary Education
2.5 14 2008 - 2009 Supervise: Afternoon and evening correctional center classes, Good Will of South Florida classes,
Evening program at Riverside Elementary Community School.

2007 - 2008 Student Services, Registration, Testing, Financial Aid, Veteran Affairs,

2006 – 2007 Career Technical Programs, Vocational Preparatory Lab

2005 – 2006 Assistant Principal at D. A. Dorsey Educational Center
Principal’s Designee,
Supervised: Curriculum, ESOL, Adult Basic Education, and GED programs, Registration, Payroll, Bookstore procedures, Special Programs

2004 – 2005
Assistant Principal at D. A. Dorsey Educational Center
Principal’s Designee,
Supervised: Curriculum, ESOL, Adult Basic Education, and GED programs, Registration, Payroll, Bookstore procedures, Special Programs
Assis Principal Sandra D. Hudson Master of Social Work Degree,
New York University.
Certifications-Educational Leadership, Social-Work (Prek-12) Sociology (6-12) Occupational Specialist.
5 16 2008-2009
ABE/ESOL/GED Instructors, Family Literacy & SAVES Grants, Marketing, Literacy Grant

2007-2008
ABE/ESOL/GED Instructors, Cafeteria, Family Literacy Grant

2006-2007
ABE/ESOL,
Cafeteria

2005-2006
ABE/ESOL Instructors.

2004-2005
ABE/ESOL Instructors
Assis Principal Dr. Wayne Muller Doctor of Education, Florida International University
Adult Education and HRD
*Ed. Leadership
*Adult Admin.
*Vocational Area Director
Master of Science Vocational Education
Florida International University
Bachelor of Business Administration at Florida International University *Accounting and Organizational
Science
7 12 2008-2009
Lead the initiative to implement the electronic vocational tracking system
Supervise career/technical education programs

2007-2008
Provide the training, support, pilot, & implement, the e-gradebook for reporting attendance
Supervise career/technical education programs

2006-2007
Provide the leadership needed to achieve and maintain an audit exception free payroll
Develop and set short health care programs for students who are not academically ready for the more demanding offerings

2005-2006
Supervise off-campus programs
Focus area was to increase the number of GED earned at the local jail documented improvement of 10%
Assis Principal Gonzalo Raventós Master of Science Degree, Educational Leadership, Nova Southeastern University.
Certification –
Educational Leadership
Bachelor of Arts Degree, Communications, Florida State University.
Certification – English / Language Arts
5 11 2008-2009
Evening Operations – Evening instructional Programs
Assisted with coordinating the various aspects, activities, and logistics for our upcoming Council on Occupational Education (COE) re-accreditation visit.
Planned and organized the resources for a school-wide student attendance improvement initiative in which teachers identified and contacted students who have stopped attending class in order to encourage students to return so that they may further their education and the school could earn additional funding.
Compiled and analyzed the various data needed for preparing the various Integrated Postsecondary Education Data System (IPEDS) reports.

2007-2008
Evening Operations – Evening career/technical programs
Coordinated and implemented the effective utilization of the district electronic gradebook by evening on-campus teachers.
Compiled and analyzed the various data needed for preparing the various Integrated Postsecondary Education Data System (IPEDS) reports.

2006-2007
Registration, Student Services, Testing – Day Program
Compiled and analyzed the various data needed for preparing the various Integrated Postsecondary Education Data System (IPEDS) reports.

2005-2006
Registration, Student Services, Testing – Day Program
Financial aid
SAVES
Compiled and analyzed the various data needed for preparing the various Integrated Postsecondary Education Data System (IPEDS) reports.

2004-2005
ABE, ESOL, and GED Prep – Day Program
Compiled and analyzed the various data needed for preparing the various Integrated Postsecondary Education Data System (IPEDS) reports.
Assis Principal Esteban Sardón Master of Science Degree, Educational Leadership, Nova University.
Certifications-Educational Leadership, Administration of Adult Education, District Director of Vocational Education, Occupational Specialist.
3 15 2008-2009
Student services & registration, Career/technical instructors
Developed an in-house Master Schedule Information System for teachers, counselors, registration personnel and administrators.
Developed a system for appropriately addressing student discipline.

2007-2008
Career/technical Instructors
Developed and implemented a system for reporting data on enrollment, attendance and student progress for the inmate population.
Developed and implemented a system for collecting student completion, placement, and licensure data for COE reports.

2006-2007
Off-campus programs

2005-2006
Vice-principal at Robert Morgan Educational Center

2004-2005
Vice-principal at Robert Morgan Educational Center

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
No data submitted

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
1. Regular meetings of new teachers with assistant principal assigned to oversee their departments Assistant principal On-going
1. Partnering new teachers with veteran staff Assistant principal On-going
1. Soliciting referrals from current employers to fill career-technical part-time openings. Principal/Assistant principal On need basis Regular announcements will be made at faculty meetings


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
N/A N/A N/A N/A


Staff Demographics

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Qualified % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed
51021237210107


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Gloria Mendoza
Joyce Brown
Rosalie Poyntz
Hugo Minaya Both Ms. Mendoza and Ms. Brown’s classes of practical nursing students have been successful on the National Council Licensure Examination for Practical Nurses (NCLEX-PN).
Rosalie Poyntz is a department chairperson.
Ms. Mendoza has just completed a Master of Science in Nursing Education and is enrolling in a Ph.D. program. Ms. Brown is currently enrolled in a Bachelor of Science in Nursing program
Rosalie Poyntz is a
Ph.D. nursing candidate.
The professional development committee meets monthly and on a need-to-know basis.
Adult learning strategies and diverse teaching techniques are discussed and classroom management techniques shared.
Health science program policies and procedures are discussed and reinforced.



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

N/A


Title I, Part C- Migrant

N/A


Title I, Part D

N/A


Title II

N/A


Title III

N/A


Title X- Homeless

N/A


Supplemental Academic Instruction (SAI)

N/A


Violence Prevention Programs

N/A


Nutrition Programs

N/A


Housing Programs

N/A


Head Start

N/A


Adult Education

N/A


Career and Technical Education

N/A


Job Training

N/A


Other

N/A


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal: Provides a common vision for the use of data-based decision making and ensures that the school-based team is implementing RtI.
Vice Principal and Assistant Principals: Conducts assessment of RtI skills for school staff, ensures implementation of intervention support and documentation, and ensures adequate professional development to support RtI implementation.
Department Chairs: Provides information about core instruction, participates in student data collection, collaborates to incorporate and correlates instruction to state curriculum standards.
Exceptional Student Education (ESE) Dual Enrollment Facilitator: Participates in student data collection and integrates core instructional material into career/technical standards.
Technology Specialist: Develops or brokers technology necessary to manage and display data; provides technical support to teachers and staff regarding data management and display.
Student Services Personnel: Provides quality services and expertise on assessment and intervention with individual students.


Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

The Leadership Team will meet once a month and focus its efforts on student achievement. The team will review student progress through monitoring assessment data. The team will also identify professional development and resources and will collaborate to problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills. The team will also facilitate the process of building consensus, increase infrastructure, and make decisions about implementation.


Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

The RtI Leadership Team, comprised of some of the EESAC members, meets with the council and the principal to develop the School Improvement Plan (SIP). The team facilitates access to student data and helps set clear expectations for instruction.




RtI Implementation

Describe the data management system used to summarize tiered data.

The data management system used is “Data in Your Hands” (DIYH), which is the electronic application for all post-secondary data compilation in the district. Data information is updated daily or as needed and follows the Workforce Development Information System (WDIS) year, which goes from July to April.


Describe the plan to train staff on RtI.

Summer training on RtI Problem Solving and Challenges will be attended. Follow up training will take place in October. Professional development will then be provided during teachers’ common planning time throughout the school year.
The RtI team will periodically evaluate staff professional development needs during monthly leadership team meetings.



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?


The data from the Occupational and Literacy Completion Point Summary Reports found in “Data in Your Hands” (DIYH) show the number of Occupational (OCP) and Literacy Completion Points (LCP) or Educational Functional Levels (EFL) achieved by our ESOL, ABE, GED, and career/technical students. There have been 998 OCPs achieved so far this year by students enrolled in Lindsey Hopkins’ career/technical programs during the first two trimesters of the Workforce Development Information System (WDIS) year. Additional OCPs are expected as soon as the data for the third and final trimester of this WDIS year is published. There have been 2456 LCPs achieved by students enrolled in Lindsey Hopkins’ academic programs during the three trimesters of the WDIS year. The strengths identified are that many students are achieving both Literacy and Occupational Completion Points by the end of their course of study. The greatest increase in enrollment has occurred in the health sciences programs. One of the weaknesses found is the need to increase the number of students who remain in classes and increase their Educational Functional Levels. Passing of industry certification examinations needs to increase.


Instructional Calendar Development


What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

The Instructional Focus Calendar is developed through data distributed at the ESOL and ABE Facilitators’ Meetings.


Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

Benchmarks were selected from the student competency reports of the Test of Adult Basic Education (TABE) and the Comprehensive Adult Student Assessment System (CASAS), which indicate students’ strengths and weaknesses.


What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

Once the LCP and OCP reports in Data in Your Hands are released, the administration has the option to determine student educational functioning levels by teacher and pair the strongest teachers with the weakest students.


How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

ESOL, ABE, and GED students are encouraged to transition to Lindsey Hopkins’ career/technical course offerings. Counselors guide students to see relevance to their future.


How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

Lindsey Hopkins offers a wide variety of career/technical courses. Through the guidance process, students may select classes for which they have the appropriate interest and entry-skill level.




DO

Direct the Instructional Focus


How are lesson plans and instructional delivery aligned across grade levels and subject areas?


Teachers follow state-defined and required competency-based instruction.


How are instructional focus lessons developed and delivered?

Because lessons are based on state competencies, lesson focus is determined by the extent to which each student has mastered the benchmarks.


How will instructional focus lessons be revised and monitored?

An on-going assessment process monitors student mastery and determines the need to revise or re-teach objectives.




CHECK

Assessment


Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.


Teacher-designed assessments along with text book assessments measure student progress on an on-going basis.


How are assessments used to identify students reaching mastery and those not reaching mastery?

CASAS and TABE scale scores indicate progression and the point of mastery. In addition, the mastery of competencies is the benchmark for determining proficiency in career/technical programs.


Maintenance


How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

Students at mastery level receive opportunities to enhance current skills through group work and other supplementary lessons, which reinforce and maintain proficiency.


Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Monthly meetings by program areas to assess student progress and recommend needed modifications to increase student achievement will be facilitated by department chairpersons.


Monitoring


Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

The principal in collaboration with other administrators will observe teaching practices in monthly classroom visits. The leadership team will discuss assessment results and student progress.




ACT

Supplemental and Intensive Instruction/Interventions


Identify the core, supplemental, and intensive instruction and interventions.


Adopted textbooks, computer programs, instructional software, and tutorial services will be used.


How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

Tutorial services are available for students. Additionally, resources from adopted textbooks which are designed for intensive instruction will be utilized along with computer programs and instructional software, such as the update to “Read On” and industry-based web technical resource sites like CDX for Automotive Service Technology.


How does the school identify staff’s professional development needs to improve their instructional strategies?

Common issues of concern in the areas of instructional delivery, classroom management, etc. as evidenced by administrators’ observations, teacher surveys, and student performance/data analysis, will determine the need for professional development sessions.


Which students will be targeted for supplemental and intensive instruction/interventions?

Students who are referred by teachers because they consistently demonstrate academic difficulty will receive tutoring as a form of supplemental and intensive instruction.


How will the effectiveness of the interventions be measured throughout the year?

Focus assessment through teacher-made tests, TABE and CASAS will be utilized to determine the effectiveness of supplemental instruction.


Enrichment


Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Students who typically exceed mastery levels participate in Industrial Cooperative Education (ICE), an on-the-job training program in which students master competencies while working in related occupations.


Describe how students are identified for enrichment strategies.

Teachers in each program recommend students who demonstrate consistent proficiency and mastery of the benchmarks.




Professional Learning Communities

PLC Organization (grade level, subject, etc.)PLC LeaderFrequency of PLC MeetingsSchedule (when)Primary Focus of PLC (include Lesson Study and Data Analysis)
ABE Teachers – math, language and reading Gonzalo Raventós, Assistant Principal

Dr. Fran Winfrey, Teacher
Twice a month Alternate
Thursdays
during common planning time
To acquire the ability to teach a broad range of critical and creative thinking skills to students. For each skill, the PLC will model, discuss and implement specific steps in the classroom. Afterwards, teachers will share results of classroom implementation with the PLC.
ESOL teachers- Foundations to High Intermediate Marta Pitt, Department Head Twice a month Alternate Wednesdays during common planning time To familiarize ESOL teachers with a reading initiative targeted at ESOL students through exposure to high interest selections with audio. Techniques to improve students’ reading comprehension, listening skills, and vocabulary acquisition will be addressed.
Teachers will discuss, develop, and implement for the classroom mini-lessons and mini-assessments. Afterwards, teachers will share results with the PLC.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

N/A


Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

Lindsey Hopkins’ student services personnel attend job fairs, where community agencies, churches and other schools are present, and provide information about the different career/technical programs offered.

Guidance counselors receive invitations from other counselors and career specialists to attend career fairs. At these events, school representatives talk to target groups of students about career/technical programs and inform them they may transition to Lindsey Hopkins to meet their educational/training needs.


Lindsey Hopkins also provides the opportunity for Exceptional Student Education (ESE) students from 12 area high schools* to attend career and technical classes through a dual enrollment program. Recruiting for this program is on-going, and student applications from both the general and special education populations are accepted. Once the students are enrolled, attendance and academic performance records are closely monitored, and frequent individual conferences are held in order to assure a smooth transition from the high school to the post-secondary school environment. In addition to providing appropriate and marketable career and technical training to high school students, the Lindsey Hopkins Dual Enrollment Program prepares these students to enter post-secondary institutions as mature and focused young adults.



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



No Attached school’s Differentiated Accountability Checklist of Compliance



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 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.



Projected use of SAC FundsAmount
N/A 0



Describe the Activities of the School Advisory Council for the Upcoming Year


The primary purpose of the Educational Excellence School Advisory Council (EESAC) is to act as the sole advisory committee responsible for developing and making final recommendations relating to the development of the School Performance Excellence Plan (SPEP)/School Improvement Plan (SIP).

MAIN GOALS OF EESAC

1. Foster an environment of professional collaboration among all stakeholders.

2. Assist in the preparation and evaluation of the School Improvement Plan (SIP).

3. Address all state and district goals and periodically review and/or amend the School Improvement Plan (SIP) as needed.


4. Serve as the appropriate venue for authentic and representative input from all education professionals, parents, students, business community, and interested citizens.

5. Ensure the continued existence of participatory, consensus-building process on all issues related to the school’s instructional program and which are in support of goals in the School Improvement Program.


SAC Members

Members
1)  Dr. Rosa D. Borgen,   Principal
2)  Marta T. Pitt,   SAC Chair
3)  Lisa Adker,   Student
4)  Brenda Hach,   Teacher
5)  Christina Brownlow,   Teacher
6)  Bart Davis,   Teacher
7)  Louise C. Mack,   Teacher
8)  Executive Director, ADE, Helena Del Monte,   Business Member
9)  Deputy Director, CPHI, Alfredo Brown,   Business Member
10)  Congressman Kendrick Meek,   Business Member
11)  Executive Director, GMSC, Deborah Dorsett,   Business Member
12)  Honorable Judge Thomas Petersen, Troy Academy,   Business Member
13)  Deputy Director, Corrections, Marydell Guevara ,   Business Member
14)  Honorable Judge Deborah White-Labora, Drug Court,   Business Member
15)  Coordinator, Law Offices Carlos J. Martinez, Lolita D. Samaroo,   Business Member
16)  Guy Cineus,   School Support Personnel
17)  Thomas Nunn,   Union Steward
 

AYP DATA





SCHOOL GRADE DATA

School District

2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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.
    Points Earned         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested


    School District

    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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.
    Points Earned         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested


    School District

    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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.
    Points Earned         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested