2008-2009 florida school improvement plan...

FLORIDA DIFFERENTIATED ACCOUNTABILITYPROGRAM2008 – 2009 SCHOOL IMPROVEMENT PLAN

School Name: HIALEAH GARDENS MIDDLE SCHOOL

District Name: Dade

Principal: Martha Montiel

SAC Chair: Leticia Figueroa

Superintendent: Alberto Carvalho

Date of School Board Approval: Pending Board

Approval

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

325 West Gaines Street Tallahassee, Florida 32399

Dr.Frances Haithcock, ChancellorK-12 Public Schools

Florida Department of Education325 West Gaines Street

Tallahassee, Florida 32399

VISION/MISSION/BELIEF STATEMENTSNote: Required for Title I

VISION: Education flourishes at Hialeah Gardens Middle School by fostering a learning environment where diversityis valued, quality of life is enhanced, individual aspirations are fulfilled and knowledge is strengthened.

MISSION: The staff of Hialeah Gardens Middle School is committed to aiding in the intellectual and social developmentof its students by ensuring that they become conscientious citizens of society. Students will be educated ina secure, encouraging atmosphere with a variety of educational tools, empowering each student todevelop the attitude, behavior, ability and knowledge needed to become responsible individuals. We willachieve this through an interactive, integrated, multicultural curriculum in a nurturing environmentcomprised of students, parents, staff and community members.

SCHOOL PROFILE DEMOGRAPHICS

Hialeah Gardens Middle School is located at 11690 Northwest 92nd Avenue, Hialeah Gardens, Florida in apredominantly Hispanic community. The school is built on 10 acres of land and houses 7 buildings. HialeahGardens Middle School is projected to hold 1,666 students at full capacity.

Student Demographics:

At this time, Hialeah Gardens Middle School has a population of 502 students in sixth grade and 416students in seventh grade. The student population is representative of its community and consists of 703standard curriculum students, 100 Special Education students, and 115 English Language Learners (ELL)students. The ethnicity of students in sixth grade is broken down as follows; 94 percent Hispanic, 4 percentWhite 1 percent African American and 1 percent Asian Indian or Multiracial The ethnicity of students in

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White, 1 percent African American, and 1 percent Asian, Indian, or Multiracial. The ethnicity of students inthe seventh grade is broken down as follows; 95 percent Hispanic, 3 percent White, 1 percent AfricanAmerican, and 1 percent Asian, Indian, or Multiracial. Almost 78 percent of the student body is eligible toreceive free or reduced lunch. However, Hialeah Gardens Middle School is currently not a Title I school sinceit was not in operation last school year. A variety of programs are offered to meet the needs of all of ourstudents, including gifted/advanced classes and special education courses.

Faculty Demographics:

The founding faculty and staff include 67 employees: 3 administrators, 1 counselor, 43 instructional staff, 1School Center for Special Instruction (SCSI) instructor, 1 Home Language Assistance Program (HLAP)paraprofessional, 8 clerical staff, 3 security monitors, and 8 custodians. The ethnic breakdown of thefaculty includes 79 percent Hispanic, 14 percent White, and 7 percent Black. The gender breakdown of thestaff is 60 percent female and 40 percent male. Thirty six percent (36%) of instructional staff hold Master’sdegrees and 5 percent hold either a Specialist or Doctoral degree.

Additional Comments:

Hialeah Gardens Middle School is continuing to move towards the concept of uniformity and/or consistencyacross the grade levels with alignment of School Instructional Focus via the Florida ContinuousImprovement Model. In order to enable this process, we have analyzed in depth the Content Focus andare driving our instruction strategically to make sure that all students have mastery of all testedbenchmarks. Therefore, teams were created in reading, mathematics, science, and writing to developInstructional Focus Calendars that are to be followed across the curriculum including the arts andvocational studies. Hialeah Gardens Middle School is also implementing an Extended Foreign Language(EFL) program this school year through Geography and Civics. This program is unique in that it offersstudents enrolled in the course an opportunity to reinforce a foreign language by receiving instruction inSpanish. In the coming years, Hialeah Gardens Middle School will be extending this program tomathematics and science as well.

We strive to always raise the expectation levels of our students by providing advanced classes in languagearts, mathematics, science, and social studies. In addition, we have incorporated the Accelerated Readerprogram school-wide. For remediation, we will be implementing evidence-based tutorial programs andprogress monitoring for the lowest twenty-five percent (25%) using Voyager Passport and Language!.Furthermore, Riverdeep and GIZMO are used in numerous classrooms. We will also be implementing aSaturday Academy which will be designed to focus on individual strands from the Florida ComprehensiveAssessment Test (FCAT). Students will be tutored in the areas where they demonstrated deficiencies in the2008 FCAT administration to ensure that they gain the knowledge necessary to demonstrate significantimprovement in the 2009 FCAT administration. Currently, tutoring is offered through the HLAP to studentsin ELL in the areas of mathematics, reading, and social studies. This service is offered Monday throughThursdays from 2:30 p.m. to 3:30 p.m. Additionally, tutoring is also offered to students in the lowestquartile in the areas of reading, and mathematics. This program will be offered Monday through Thursdaysfrom 2:30 p.m. to 3:30 p.m. Students in Level 3 or above will have an opportunity to enroll in a ScholarAcademy which will allow them to reinforce the skills that they are currently mastering in an effort todemonstrate learning gains in the upcoming FCAT. Saturday Academy will be offered to all students from8:00 a.m. to 11:00 a.m. in the areas of mathematics and reading.

Technology:

Hialeah Gardens Middle School also provides our students with a technology-rich environment with over400 computer stations, 1 mobile lab, over 75 laptop computers (6 per science class), SMART boards inevery classroom, three computer labs, and a media center lab. Our facility has been retro-wired to provideinternet and intranet access to all classrooms. Additionally, each classroom is equipped with audioenhancers and surround-sound systems.



Additional Information:

At Hialeah Gardens Middle School, the average class size is 22. Attendance is of utmost importance and ismonitored daily. As a result, our attendance rate averages ninety-seven percent (97%) as compared tothe state average of ninety-four percent (94%). The feeder pattern includes West Hialeah GardensElementary and Ben Sheppard Elementary School.

SCHOOL MATCHNote: Required for all Assistance Plus Schools

Not Applicable

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Not Applicable

Recruitment/Retention of Highly Qualified Teachers


Not Applicable

No Attached Staff List

ADDITIONAL REQUIREMENTS

Coordination and Integration


Not Applicable

School Wide Improvement Model


Hialeah Gardens Middle School will be implementing the 8-Step Florida Continuous Improvement Model(CIM), a data-driven, decision-making, results-oriented improvement model.

1. Disaggregate data by school, sub group, discipline, individual classroom and student. Teachers will be inpossession of the various data useful for classroom planning. Examples of data kept are benchmarkbaseline assessment results, departmental assessments and school-wide monthly instructionalassessments



2. Develop an instructional focus calendar that addresses the needs of the students in each departmentand/or sub group. Instructional focus calendars will complement and correlate with the curriculum mapscreated by each department, pacing guides offered by the district, and Sunshine State Standards

3. Deliver instruction that is developed utilizing relevant data, reflects the needs of the students and hasquality authentic assessment attached

4. Assess frequently, utilizing district-required interim assessments, school administered released FCATexams and authentic department and teacher assessments

5. Provide tutoring and additional assistance to students who are not reaching the desired level of successin the form of after school and Saturday tutoring

6. Provide enrichment services to those students whose levels are proficient but have not made significantprogress through the use of after school and Saturday tutoring

7. Monitor the implementation of steps one through six utilizing data chats at weekly departmentmeetings, and scheduled teacher planning days. Administrators will monitor high quality instruction andprovide teachers with the tools needed for implementation of a curriculum that differentiates and meetsstudent’s needs.

8. Evaluate results to determine program effectiveness and re-focus instruction and tutorial services ifnecessary

This best practices model provides for continuous monitoring of performance, addresses the achievementgap between all sub groups, and supports data-driven decision making and individualized instruction.Meetings emphasizing this model will take place during department chairperson meetings, and SchoolLiteracy team meetings.

Additionally, the administrative team will closely monitor the instructional delivery in the classroom throughconsistent classroom walkthroughs in order to assess progress and make adjustments, if necessary.

NCLB Public School Choice


Not Applicable

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition


Not Applicable

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring




Not Applicable

No Attached Teacher Mentoring List

Extended Learning Opportunities


Numerous opportunities exist for students that reinforce the instructional program and increase studentachievement. Intensive tutoring assists students who did not make adequate progress on the 2008 FCAT.Small tutoring classes ensure that students receive individualized instruction. Currently, Hialeah GardensMiddle School offers tutoring to ELL students through the Home Language Assistance Program (HLAP).Tutoring for ELL students is offered in the areas of mathematics, reading, and social studies. This tutoringservice is provided free of charge Mondays through Thursdays from 2:30 p.m. to 3:30 p.m. Thesestudents will receive a pre-test, post-test, and bi-weekly mini benchmark assessment to measure growthand provide necessary strategies for remediation. Our goal is for these students to demonstrate a tenpercent (10%) increase on the post-test when compared to the pre-test.

Furthermore, Hialeah Gardens Middle School offers after school tutoring to students who scored a Level 1or a Level 2 on the mathematics and/or reading section of the 2008 FCAT. This program is designed toensure that the academic needs of the students are being met by providing remediation in the strandswhere the student demonstrated weakness on the 2008 FCAT. Each strand will be taught by a differentteacher, ensuring that each teacher becomes an expert in that specific benchmark and, thus, are able tobetter facilitate the content to the students in tutoring. This program will take place Mondays throughThursdays from 2:30 p.m. to 3:30 p.m.

A Saturday Academy and Scholar Academy is also offered at this school. Saturday Academy is provided forstudents who scored a Level 1, 2, or 3 on the 2008 FCAT. By focusing on this group of students andproviding them a small tutoring environment and more individualized instruction, our goal is to seequantifiable learning gains on the 2009 FCAT. Our Scholar Academy is designed for students who scored aLevel 4 or 5 on the 2008 FCAT to ensure that they continue to reinforce their areas of strengths andcontinue to make learning gains as demonstrated on the 2009 FCAT. Saturday tutoring will be offeredfrom 8:00 a.m. to 11:00 a.m.

Our tutoring programs will use instructional materials and/or software that are district-approved and willaddress the identified area(s) of need. Examples of the materials that will be used include Preparing for theFCAT Reading and Preparing for the FCAT Mathematics from Amsco as well as FCAT Explorer and GIZMO.

SCHOOLS GRADED C OR BELOW

Professional Development

Not Applicable

Disaggregated Data

Not Applicable

Informal and Formal Assessments



Not Applicable

Alternative Instructional Delivery Methods

Not Applicable

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Hialeah Gardens Middle School requires Intensive Reading classes for all Level 1 and Level 2 students.Language! and evidence-based reading curriculum provides intensive, explicit and systematic instruction inreading and language arts. This program requires ninety minutes of instruction with the same teacher. TheVoyager Passport Journeys reading program is used in Intensive Reading Plus classes.

In addition, the school also requires students who scored a Level 1 on the 2008 FCAT-Mathematics orthose who scored a Level 2 and are part of the lowest twenty-five percent (25%) to be enrolled in anIntensive Mathematics course. Students in these classes will be using supplemental material such asPreparing for FCAT and FCAT Explorer.

Hialeah Gardens Middle School utilizes the Co-Teaching and Inclusion model for many of its SpecialEducation (SPED) students. In these models, a SPED teacher consults with a general education teacher.The SPED teacher monitors the progress of the students.

Responsibility of Teaching Reading for Every Teacher

Teachers meet by department to plan, discuss Best Practices, share team concerns and analyze data.

Reading Jaguars: Students school-wide participate in the Comprehensive Research-Based Reading Program(CRRP) for thirty, non-interrupted minutes.

Implementation of Creating Independence through Student-Owned Strategies (CRISS) across contentareas. (Teachers who have not received training will have the option of doing so during professionaldevelopment days at the school)

Quality Professional Development for Teachers and Leaders

Recruitment/retention of highly qualified teachers, school-wide improvement model, teacher mentoring,Small Learning Communities (SLC), strategies and professional development for reading, mathematics, andscience.

Small Learning Communities (SLC)

At Hialeah Gardens Middle School, teachers have the opportunity to schedule small groups within theirclassrooms. This is done through programs such as our law studies program, journalism program andgifted/advanced program in which student learning styles and their strengths are addressed. These smalllearning communities allow teachers to focus in on student interests. Furthermore, remedial classes inreading and mathematics are scheduled according to student’s academic levels to allow teachers topersonalize instruction and better address student learning styles and weaknesses.

In addition, opportunities for Small Learning Communities extend beyond the classroom. Team leaders,department chairpersons leadership team members literacy team members club sponsors athletic



department chairpersons, leadership team members, literacy team members, club sponsors, athleticsponsors, and community members work collaboratively toward a shared vision to address the variousneeds of learners in their respective area. Bridging the gap between class and home will allow students towitness real-world connections and begin to create realistic pathways toward career choices in the future.Hialeah Gardens Middle School has established Small Learning Communities (SLC) for the purpose of:

1. Co-planning and co-teaching lessons with an experienced peer 2. Planning with a study group that focuses on implementing best practices 3. Analyzing student data to monitor student progress and to drive curriculum based decision-making

Intensive Intervention in Reading and Mathematics

Intensive Reading classes are required for all Level 1 and Level 2 students, while Intensive Mathematicsclasses are provided for all Level 1 students and Level 2 students in the lowest 25 percent (25%).

Parental Access and Support

Our Parent Resource Center offers our parents instructions that allow them to access their child’s gradesvia the internet and provides them with valuable information regarding the school and the community aswell as providing them with resources that they may otherwise not have access to. Since our school doesnot generate a Community Involvement Specialist, the parent workshops will be coordinated by theassistant principal and clerical staff.

Applied and Integrated Courses

At Hialeah Gardens Middle School, the curriculum is developed in a manner that affords students theopportunity to see how one discipline affects the other and how all disciplines relate to real-world settings.Students participate in activities that extend beyond the classroom either through volunteer projects, clubcompetitions or class requirements. After being exposed to an applied and integrated course that bridgesthe gap between school and home, students are better prepared to choose academies when transitioningto high school.

Course Choice Based on Student Goals / Interests / Talent

Before and after school, students may elect to participate in numerous activities and programs such asclubs, organizations, and district sports programs. Students can also select from an array of electives thatallow them to expand and develop their goals, interests, and talents.

Master Schedules Based on Student Needs

Student needs drive the development of the master schedule. The courses offered are determined by theeducational background of students and what courses they need to take to continue their academic track.Furthermore, elective courses were offered based on student interests as identified through the subjectselection/articulation process.

Academic and Career Planning

To promote the importance of courses that prepare students for the future, Hialeah Gardens Middle Schoolwill be implementing a career course where students will develop a career portfolio prior to entering highschool. However, at this time, this school does not have students in the eighth grade. Therefore, additionalemphasis will be placed on this course during the 2009-2010 school year.



GOALS

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

*Needs Assessment: Scores on the 2008 FCAT-Reading indicate that fifty-eight percent (58%) ofstudents in sixth and seventh grade scored at or above FCAT Level 3.

Data from the 2008 FCAT-Reading demonstrate that main idea andreference/research were the areas of greatest weakness among sixth gradestudents as evidenced by the number of students who responded correctly toless than fifty percent (50%) of the questions on those strands.

Data from the 2008 FCAT-Reading demonstrate that main idea and comparisonswere the areas of greatest weakness among seventh grade students asevidenced by the number of students who responded correctly to less than fiftypercent (50%) of the questions on those strands.

*Objective: Given instruction using the Sunshine State Standards, sixty-five percent (65%) ofstudents will score at Level 3 or above on the 2009 administration of the FCAT-Reading, which is an increase of seven percent (7%) when compared to theresults of the 2008 FCAT-Reading.

*Strategies: 1) Design a grade-level Focus Calendar aligned with the District Pacing Guide forthe school-wide implementation of reading across the curriculum that includesidentification of all tested benchmarks 2) Train teachers to identify student strengths and weaknesses in reading andimplement appropriate strategies to address weaknesses and enhance strengthsthrough differentiated instruction 3) Increase the number of students in advanced and gifted language arts coursesthrough academic and teacher recruitment 4) Administer and analyze results of the District’s Reading Interim Assessmentsto monitor student progress and adjust instruction as needed 5) Provide students with a daily opportunity for independent reading during aschool-wide 30 minute block called Reading Jaguars where students implementthe district’s CRRP (Comprehensive Research-Based Reading Program) 6) Utilize the Florida Continuous Improvement Model in the delivery of readinginstruction 7) Implement and monitor the Accelerated Reader program. Also, review andmonitor reading logs to ensure compliance of at-home and in-school readingrequirement 8) Schedule students scoring at Level 1 and Level 2 in the 2008 FCAT-Readinginto Intensive Reading (IR) or IR + classes 9) Implement IR+ classes which will include Language!, a comprehensive readingprogram that provides instruction in phonemic awareness, phonics, fluency,vocabulary, comprehension, and writing. Also, implement IR classes which includeVoyager Passport Journeys, a research based program composed of lessonswhich address word study, vocabulary, and comprehension skills

*Evaluation: Summative: 2009 FCAT-Reading

Formative: District Interim Assessments, Diagnostic Assessment of Reading(DAR), FCAT Explorer, Florida Oral Reading Fluency (F-ORF), Placement Test forthe Intervention Program, Language! (Sopris West), Placement Test for theIntervention Program, Voyager Passport Journeys (Voyager Learning Company),Progress Monitoring Assessments, Teacher-Generated Assessments



*Evidence-basedProgram(s):

FCAT Explorer, Riverdeep, Brain Pop, Language of Literature (McDougal Littell),Language! (Sopris West), Voyager Passport Journeys (Voyager LearningCompany)

*ProfessionalDevelopment:

• August- School-wide 2008 FCAT Data Analysis and Debriefing • September- Differentiated Instruction/Project CrISS • October-Creating and Interpreting Data utilizing Edusoft/Best practices inReading • November- Interim Assessment Data Analysis and Debriefing/Utilization of datato drive instruction • December-Question Task Cards/Fluency practice • January- Preparing Students for the 2009 FCAT • February-Florida Continuous Improvement Model (FCIM) • March- Small Learning Communities • April-Alternative Assessment

Budget:

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

Description of Resources Funding Source AvailableAmount

Language of Literature District Funds $20,562.30

Voyager District Funds $40,095.00

Language! District Funds $16,488.16

Total: $77,145.46

Technology


Accelerated Reader District Funds $8,339.00

FCAT Explorer District Funds $0.00

Riverdeep District Funds $0.00

Brain Pop District Funds $1,000.00

Total: $9,339.00



Accelerated Reader District Funds $1,300.00

Total: $1,300.00

Other


No Data No Data $0.00

Total: $0.00

Final Total: $87,784.46

*Non-Highly QualifiedInstructors:

Mario Olaciregui (282721) – This teacher has signed an out-of-field waiver and iscurrently registered in a required course to fulfill this requirement. Furthermore,he will attend professional development inservices in the area of readingthroughout the school year. Mr. Olaciregui has been paired with a reading-endorsed teacher, Yesenia Ruiz (275415), who is mentoring him and assistinghim in implementing the district-mandated assessments for reading students.

End of Reading Goal



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

*Needs Assessment: Scores on the 2008 FCAT-Mathematics indicate that fifty-four percent (54%) ofstudents in sixth and seventh grade scored at or above FCAT Level 3.

Data from the 2008 FCAT-Mathematics demonstrate that measurement anddata analysis were the areas of greatest weakness among sixth grade studentsas evidenced by the number of students who responded correctly to less thanfifty percent (50%) of the questions on those strands.

Data from the 2008 FCAT-Mathematics demonstrate that geometry and dataanalysis were the areas of greatest weakness among seventh grade students asevidenced by the number of students who responded correctly to less than fiftypercent (50%) of the questions on those strands.

*Objective: Given instruction using the Sunshine State Standards, sixty-eight percent (68%)of students will score at Level 3 or above on the 2009 administration of theFCAT-Mathematics, which is an increase of fourteen percent (14%) whencompared to the results of the 2008 FCAT-Reading.

*Strategies: 1) Utilize the Florida Continuous Improvement Model (CIM) by applying the datacollected to assist classroom teachers in providing differentiated instruction andmonitoring student progress. Teachers will utilize the Instructional FocusCalendars with alignment to the District Pacing Guides to address school-widemathematics strengths and deficiencies. Skills will be assessed and datadisaggregated. 2) Administer bi-weekly assessments as well as district interim assessmentsaligned to the Sunshine State Standard’s tested benchmarks and implement adata management system to score assessments and generate disaggregateddata reports to monitor school-wide efforts and trends; data will be shared withstaff members at faculty, grade level, team, departmental, leadership team andEESAC meetings. 3) Involve teachers in data-driven decision-making by providing teachers with allavailable data; utilize data to differentiate instruction based on information fromthe results of various formative and summative assessments such as bi-weeklybenchmark assessments and district interim assessments. 4) Identify and schedule students who scored a Level 1 or Level 2 on the 2008FCAT-Mathematics into an Intensive Mathematics course 5) Meet with mathematics teachers on an on-going basis to discuss strategiesand determine pacing to provide school-wide compliance 6) Use Explore Learning’s GIZMO to target higher-order thinking skills and lastingconceptual understanding by the use of technology that simulates actualexperiments and can be manipulated through programmed variables includingassessment and real-time reporting correlated to state and national standards 7) Register students who scored a Level 1, Level 2, or Level 3 into an after-school tutorial program targeted at strengthening the content clusters that eachstudent demonstrated weakness in as evidenced by the results of the 2008FCAT-Mathematics; register students who scored a Level 4 or Level 5 in aScholar Academy designed to reinforce their strong areas and provide strategiesfor making learning gains on the 2009 FCAT-Mathematics; offer all students anopportunity to participate in Saturday Academy as well - courses offered duringthis tutoring program will include reading and mathematics. 8) Utilize Small Learning Communities to share best practices, reflect on lessonslearned, successes and failures and, through such collaborations, foster asuccessful environment for both teachers and students

*Evaluation: Summative: 2009 FCAT-Mathematics

Formative: Baseline Benchmark Assessments Mathematics, District InterimAssessment Tests Mathematics, Florida Alternative Assessment (FAA),Benchmark Assessment Item Bank, Progress Monitoring Assessments, Teacher-



Generated Assessments *Evidence-basedProgram(s):

FCAT Explorer, Riverdeep, Brain Pop, FL Pre-Algebra Mathematics (Glencoe); FLAlgebra I (Glencoe); Amsco Preparing for FCAT Mathematics; FL MathApplications and Concepts (Glencoe); GIZMO


• August- School-wide 2008 FCAT Data Analysis and Debriefing • September- Differentiated Instruction/CrISS • October-Creating and Interpreting Data utilizing Edusoft/Best practices inMathematics • November- GIZMO (Explorer Learning)/Riverdeep/Implementing readingstrategies in mathematics • December-Utilizing Brain Pop/SMART Boards in Classroom Instruction • January- Preparing Students for the 2009 FCAT • February-Florida Continuous Improvement Model (FCIM) • March- Small Learning Communities • April-Alternative Assessment

Budget:



FL Pre-Algebra (Glencoe) District Funds $6,887.40

FL Algebra I (Glencoe) District Funds $4,399.20

FL Math Applications & Concepts(Glencoe) District Funds $48,735.00

Preparing for FCAT Mathematics(Amsco) District Funds $2,620.00

Total: $62,641.60

Technology


GIZMO (Math/Science) District Funds $2,966.00



Brain Pop (Math/Science) District Funds $1,000.00

Total: $3,966.00



GIZMO (Math/Science) District Funds $500.00

Total: $500.00

Other



Total: $0.00



Zoraida Sanchez (242960) – This teacher has signed an out-of-field waiver formiddle grades mathematics and is currently registered in a required course tofulfill this requirement. She will also attend professional development inservices inthe area of mathematics throughout the school year. Ms. Sanchez has beenpaired with a certified mathematics teacher, Arelys Rodriguez (148007), who ismentoring her and assisting her in implementing the district-mandated



assessments for mathematic students.

End of Mathematics Goal

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

*Needs Assessment: Previous FCAT Writing + data is not available given that this is the opening yearfor Hialeah Gardens Middle School. However, results from the 4th gradeadministration of the FCAT-Writing+ (2006 and 2007 FCAT-Writing+) indicatethat narrative writing was the area of greatest weakness. Additionally, data fromthe 2006 and 2007 administration of the FCAT-Writing+ also indicate thatstudents achieved a mean score of sixty-three percent (63%) in Focus, sixty-three percent (63%) in Organization, fifty-eight percent (58%) in Support, andsixty-seven percent (67%) in Conventions.

*Objective: Given instruction based on the Sunshine State Standards, students in grade sixand seven will demonstrate their skill proficiency in writing, as evidenced by anincrease of 5 percentage points in the number of students achieving highstandards on the District Writing Posttest when compared to the District WritingPretest.

*Strategies: 1) Design a grade level Instructional Focus Calendar aligned with the DistrictPacing Guide for the school-wide implementation of writing across the curriculumthat incorporates an array of writing opportunities 2) Implement the Plan-Do-Study-Act model to ensure alignment of data analysis,assessment, and remediation of skills not mastered to improve studentachievement 3) Administer district pre, progress, and post writing assessments. 4) Infuse CrISS, reciprocal teaching strategies, and differentiated instructionstrategies 5) Reinforce the Six Traits of Writing (ideas, organization, voice, word choice,sentence fluency, conventions) through various writing techniques 6) Promote literacy events such as the Author’s Tea and Reading Club 7) Create school-wide monthly writing activities to reinforce writing skills 8) Provide teachers with professional development including the "Six Traits toEffective Writing"

*Evaluation: Summative: District’s Writing Posttest.

Formative: Writing+ Assessments (pre, progress, post), school-wide writingsimulations, Instructional Focus Calendar Assessments.


Focus on Grammar (Pearson Education), Florida Writing and Grammar (PrenticeHall), Writing Item Specifications


• August- School-wide 2008 FCAT Data Analysis and Debriefing • September- Differentiated Instruction/CrISS • October-Creating and Interpreting Data utilizing Edusoft/Best practices inWriting • November- Interim Assessment Data Analysis and Debriefing/Utilization of datato drive instruction/ Writing Process/Six Traits of Writing • December- Holistic Scoring/ Writing across the Curriculum • January- Preparing Students for the 2009 FCAT/ Best Practices Presentations • February-Florida Continuous Improvement Model (FCIM) • March- Small Learning Communities/ • April-Alternative Assessment

Budget:


Available




Focus on Grammar District Funds $2,236.00

Total: $2,236.00

Technology



Total: $0.00




Total: $0.00

Other



Total: $0.00


End of Writing Goal

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

*Needs Assessment: Hialeah Gardens Middle School is a new school and currently has no eighth gradestudents. However, data obtained from the 2007 and 2008 FCAT-Science forstudents who were in fifth grade during those years demonstrated that Earth andSpace Science is the area of greatest weakness amongst all current sixth andseventh graders followed by Physical and Chemical Science.

*Objective: One hundred percent (100%) of sixth and seventh grade students will completea science project to demonstrate knowledge of the scientific method in order toprepare them for the eighth grade administration of the FCAT-Science.

*Strategies: 1) Utilize the Florida Continuous Improvement Model (CIM), apply the datacollected to assist classroom teachers in providing differentiated instruction andmonitoring student progress. Teachers will utilize the Instructional FocusCalendars with alignment to the District Pacing Guides to address school-widescience strengths and deficiencies. Skills will be assessed and data disaggregated.2) Administer assessments aligned to the Sunshine State Standards testedbenchmarks and implement a data management system to score assessmentsand generate disaggregated data reports to monitor school-wide efforts andtrends. Data will be shared with staff members at faculty, team, departmental,leadership team and EESAC meetings. 3) Involve teachers in data-driven decision-making by providing teachers with allavailable data. Utilize data to differentiate instruction based on information fromthe results of various formative and summative assessments such as bi-weeklybenchmark assessments and district interim assessments. 4) Refine Instructional Focus Talks in order to identify student’s strengths andareas of concern by improving student understanding of FCAT Science test itemsthat are based on applied science, comprehension and proper response to:gridded response questions (GR), performance tasks, short and extended-response questions (SR & ER)



5) Meet on an on-going basis to discuss strategies and determine pacing toprovide school-wide compliance. 6) Use Explore Learning’s GIZMO to target higher-order thinking skills and lastingconceptual understanding by: use of technology that simulates actualexperiments and can be manipulated through programmed variables includingassessment and real-time reporting correlated to state and national standards 7) Provide a specific science intervention targeted at students specific needs asdetermined by diagnostic assessment data. Resources include tutorial programsfor science that include: in school, pull-out sessions, after school sessions,Saturday school, and Limited English Proficient sessions. 8) Utilize Small Learning Communities (SLC) to share best practices, reflect onlessons learned, successes and failures and through such collaborations foster asuccessful environment for both teachers and students.

*Evaluation: Summative: Not Applicable

Formative: Baseline Benchmark Assessments Science, District InterimAssessments, Florida Alternative Assessment (FAA), Progress MonitoringAssessments, Teacher-Generated Assessments, Student Projects on theScientific Method (100% completion by all students)


FCAT Explorer, Riverdeep, Florida Science (Glencoe), GIZMO


• August- School-wide 2008 FCAT Data Analysis and Debriefing • September- Differentiated Instruction/CrISS • October-Creating and Interpreting Data utilizing Edusoft/Best practices inScience • November- Gizmos (Explorer Learning)/Riverdeep/Implementing readingstrategies in Science • December-Utilizing Brain Pop/SMART Boards in Classroom Instruction • January- Preparing Students for the 2009 FCAT • February-Florida Continuous Improvement Model (FCIM) • March- Small Learning Communities/ Co-Teaching models and strategies • April-Alternative Assessment

Budget:



Florida Science (Glencoe) District Funds $56,463.78

Total: $56,463.78

Technology




Total: $0.00




Total: $0.00

Other



Total: $0.00





Cindy Casero (183197) – This teacher has signed an out-of-field waiver formiddle grades science and is currently registered in a required course to fulfill thisrequirement. She will also be participating in professional development inservicesin science throughout the school year. Ms. Casero has been paired with acertified science teacher, Karen Nelthropp (289070), who is mentoring her andassisting her in implementing the district-mandated assessments for sciencestudents.

End of Science Goal

Goal: Parental Involvement*Note: Required for Title I

*Needs Assessment: As a new and established school, data was collected from the main feederpattern schools which demonstrated that there is a strong interest in havingparents participate in school related activities.

*Objective: Given the school-wide emphasis on parental and community involvement, theschool will build an active Parent/Teacher/Student Association (PTSA) andEducational Excellence School Advisory Council (EESAC) as evidenced by the2008-2009 sign-in sheets and logs.

*Strategies: 1) Publicize and encourage attendance at classes offered by the District’s ParentAcademy. 2) Host PTSA meetings to allow parents a forum to discuss school issues. 3) Host regularly scheduled EESAC meetings to provide updates and allow inputfrom parent and business representatives regarding the school improvementprocess. 4) Conduct a Math and Science Family Night, Resource Fair, and Curriculum Fairto inform parents of the strategies they can use at home to increase studentachievement. 5) Use Connect Ed to inform parents about events and activities taking place atthe school. 6) Post and update a monthly calendar of school events and a quarterlyinformational newsletter to parents on the school website. 7) Hold team/parent conferences where students’ strengths and weaknesses arediscussed and goals for each child are collaboratively set. 8) Invite parents to the school on Report Card Nights to personally pick-up theirson/daughter's report card and encourage parent conferences.

*Evaluation: This will be evidenced by the 2008-2009 rosters/sign-in sheets obtained at PTSAand EESAC meetings, workshops, and other school-sponsored events.


Parent-Teacher-Student Association (PTSA)


Parent Academy Workshops

Budget:




Total: $0.00

Technology





Total: $0.00




Total: $0.00

Other



Total: $0.00

Final Total: $0.00

End of Parental Involvement Goal

Goal: Return on Investment

Needs Assessment: As a new school, Hialeah Gardens Middle School has no previous data. However,the Return on Investment (ROI) from the feeder pattern schools was analyzedto determine the school’s goal.

Objective: Hialeah Gardens Middle School will rank at or above the 60th percentile statewideon the Return on Investment (ROI) index of value and cost effectiveness of itsprograms.

Strategies: 1) Collaborate with the district on resource allocations 2) Consider shared use of facilities, partnering with community agencies 3) Become more informed about the use of financial resources in relation toschool programs 4) Continue to educate the faculty and staff regarding the Florida Department ofEducation Return on Investment

Evaluation: On the next State of Florida ROI index publication, Hialeah Gardens Middle Schoolwill rank at or above the 60th percentile statewide in the Return of Investment(ROI) index of value and cost effectiveness of its programs.

End of Return on Investment Goal

ADDITIONAL GOALSNo Additional Goals were submitted for this school

FINAL BUDGET


Goal Description of Resources Funding Source AvailableAmount

Reading Language of Literature District Funds $20,562.30

Reading Voyager District Funds $40,095.00

Reading Language! District Funds $16,488.16



Mathematics FL Pre-Algebra (Glencoe) District Funds $6,887.40

Mathematics FL Algebra I (Glencoe) District Funds $4,399.20

Mathematics FL Math Applications &Concepts (Glencoe) District Funds $48,735.00

Mathematics Preparing for FCATMathematics (Amsco) District Funds $2,620.00

Writing Focus on Grammar District Funds $2,236.00

Science Florida Science (Glencoe) District Funds $56,463.78

Total: $198,486.84

Technology


Reading Accelerated Reader District Funds $8,339.00

Reading FCAT Explorer District Funds $0.00

Reading Riverdeep District Funds $0.00

Reading Brain Pop District Funds $1,000.00

Mathematics GIZMO (Math/Science) District Funds $2,966.00

Mathematics FCAT Explorer District Funds $0.00

Mathematics Riverdeep District Funds $0.00

Mathematics Brain Pop (Math/Science) District Funds $1,000.00

Science FCAT Explorer District Funds $0.00

Science Riverdeep District Funds $0.00

Total: $13,305.00



Reading Accelerated Reader District Funds $1,300.00

Mathematics GIZMO (Math/Science) District Funds $500.00

Total: $1,800.00

Other


No Data No Data No Data $0.00

Total: $0.00


SCHOOL ADVISORY COUNCIL

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

SAC Involvement

The EESAC meets the last Friday of each month which amounts to 10 meetings throughout the school



y g gyear. The EESAC makes recommendations and assists in the preparation and implementation of the SchoolImprovement Plan and is the sole governing decision-making body for this plan. The EESAC discussesissues and concerns brought forth by the stakeholders.

SAC Members

Members

1) Martha Montiel, Principal

2) Leticia Figueroa, SAC Chair

3) Francesca Garcia, Student

4) Dylan Frye, Student

5) Briana Hernandez, Student

6) Joselyn Pozo, Student

7) Xose Alvarino, Teacher

8) Jackie Viana, Teacher

9) Oreali Almeida, Teacher

10) Kerri Navarro, Teacher

11) Barbara Frye, Teacher

12) Eddy Barea, Business Member

13) Alicia Hernandez, Parent

14) Olga Garcia, Parent

15) Ileana Marrero, Parent

16) Eldrys Fernandez, Parent

17) Marlene Iglesias, Parent

18) Maira Perez, Parent

19) Gladys Caravella, Parent

20) Teresa Vercher, Parent

21) Yohana Lopez, School Support Personnel

22) Maria Zabala, School Support Personnel



23) Michael Tamburrino, Union Steward

IMPLEMENTATION EVALUATION

The School Improvement Plan (SIP) will be discussed at all EESAC meetings. Stakeholders will have theopportunity to evaluate whether or not the components are being implemented. Data from both formal and informal assessments will be shared in order to determine if the components ofthe SIP are being effective or if changes are needed. Student growth will be monitored via monthly and quarterly assessments. Small Learning Communities willmeet regularly to discuss instructional strategies and to ensure that the student’s needs are beingaddressed.

REPORTING

Baseline Data Report

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

FCAT Assessed Grade Level: 3

ReadingBaseline

Data

MathematicsBaseline Data

WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0

Name ofAssessmentUsed


ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

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



Mastery Mastery Mastery Mastery Mastery Mastery Mastery Mastery Mastery Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0





ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0



ReadingBaseline

Data


WritingBaseline

Data

ScienceBaseline

Data

BaselineData

%

Mastery%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

%Mastery

%Non-Mastery

0 0 0 0 0 0 0 0 0 0


Baseline data aggregated at school level

Reading Baseline Data

Mathematics Baseline Data

Writing Baseline Data

Science Baseline Data

Baseline Data

No data submitted

End of Baseline Data Report

AYP DATA

SCHOOL GRADE DATA



School District

2007-2008

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

0% 0% % %

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

% of StudentsMaking LearningGains

0% 0%

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

Adequate Progressof Lowest 25% inthe School?

% (0) % (0) 0 Adequate Progress based on gains of lowest 25% of students inreading and math. Yes, if 50% or more make gains in bothreading and math.

Points Earned 0 Percent Tested = 0% Percent of eligible students tested

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

School District

2006-2007

Reading

Math

Writing

Science

GradePointsEarned

% Meeting HighStandards (FCATLevel 3 and Above)

0% 0% % %

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

% of StudentsMaking LearningGains

0% 0%


Adequate Progressof Lowest 25% inthe School?

% (0) % (0) 0 Adequate Progress based on gains of lowest 25% of students inreading and math. Yes, if 50% or more make gains in bothreading and math.

Points Earned 0 Percent Tested = 0% Percent of eligible students tested


School District

2005-2006

Reading

Math

Writing

GradePointsEarned

% Meeting High Standards(FCAT Level 3 and Above) 0% 0% %

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

% of Students MakingLearning Gains 0% 0%


Adequate Progress of Lowest25% in the School? % (0) 0 Adequate Progress based on gains of lowest 25% of students .

Yes, if 50% or more make gains .Points Earned 0 Percent Tested = 0% Percent of eligible students tested




2008-2009 florida school improvement plan...

Documents