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School Number and Name: 7011 American Senior High School

Telephone #: (305) 557-3770

Region: I

High School Feeder Pattern: American Senior

Board District #: 4

S c h o o l P e r f o r m a n c e E x c e l l e n c e P l a n

Miami-Dade County Public Schools

Principal Alberto Rodriguez

The Miami-Dade County Public Schools School Performance Excellence Plan meets all of the requirements of the Florida Department of Education regarding School Improvement Plans as set forth in statute and State Board of Education Administrative Rules.

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SCHOOL PERFORMANCE EXCELLENCE PLANAmerican Senior High School-7011

EXECUTIVE SUMMARYAmerican Senior High School

Given instruction in the Competency-Based Curriculum, students in grade 10 will increase their reading skills as evidenced by a minimum of 50 percent of students scoring at or above FCAT Achievement Level 3 on the 2002 administration of the FCAT.

Given instruction in the Competency-Based Curriculum, ninth (9th) grade students in Earth Space Science classes will demonstrate an improvement in critical thinking skills as evidenced by a minimum of a four (4) percentage point gain on the total average score on a school prepared pretest-posttest. The pretest will be administered in September 2001, and the posttest will be administered in May 2002.

Given school-wide attention to student accessibility to technology, the number of technology tools available to students in June 2002 will increase when compared to August 2001.

American High School is located in unincorporated Miami-Dade County west of Carol City and north of Miami Lakes. A residential community, two major thoroughfares, and several retail shopping establishments border the school. The student population is approximately 2,800 students, of which 54% are Hispanic, 37% are Black Non-Hispanic, 7% are White Non-Hispanic, and 2% are Asian/Indian Multiracial. The grade configuration is 9th – 12th with a mobility rate exceeding 30%.

American High School strives to improve student achievement and involve community and parents, while maintaining a healthy workplace where staff, students, and parents feel welcomed.

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American Senior High School-7011

VISION

MISSION STATEMENT

American: A model for success.

The mission of American High School/American Adult and Community Education Center is to provide an academic, technological, and career oriented environment that will support student achievement and encourage community involvement. Through the process of restructuring and our continued improvement in technology, we will facilitate student achievement in reading, writing, mathematics, science, and School-to-Career choices.

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SCHOOL FOUNDATION1. ENVIRONMENT

1.1 PedagogyThis item explores the teaching process at the school, including programs, services, and delivery systems.

American Senior High School provides services to standard curriculum students in grades nine through twelve. It currently has three existing academies (Business and Finance, Family and Consumer Sciences, and Health Occupations), along with another new academy (Information Technology with Web Publishing and Cisco strands), to complement the distinction of being the Region I Computer Programming Center. The school participates in the District’s Dual Enrollment Program with the local public and private universities (Florida International University, Miami-Dade Community College, Saint Thomas University and University of Miami). Additionally, we have two other agreements with two other institutions. Our Honors Anatomy and Physiology students have the opportunity to acquire dual enrollment credits with Barry University and our Graphic Arts students also have the same opportunity with the Fort Lauderdale Art Institute. These programs allow our students to accrue college credits from these institutions while they complete their requirements for high school graduation.

The faculty infuses in their lessons the Sunshine State Standards and Competency-Based Curriculum. The entire faculty adheres to the District’s Comprehensive Reading Plan. The mathematics and science departments also comply with the District’s Comprehensive Math and Science Plan. The entire faculty has received CRISS training in order to infuse reading strategies across the curriculum. Additionally, there is a core team of language arts teachers that will train the entire faculty in large and small group settings, stressing the concept of reading across the curriculum.

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

Vision – American; a model for success.

Mission – The mission of American High School/Adult and Community Education Center is to provide an academic, technological, and career oriented environment that will support student achievement and encourage community involvement. Through the process of restructuring and our continued improvement in technology, we will facilitate student achievement in reading, writing, mathematics, science, and School-to-Career choices.

Core Values – American High School holds the following beliefs as the motivation for all endeavors undertaken by the school: We are dedicated to quality: Quality of service, of relationships, and of communications; We believe that we should be, for all who are involved, a place of realized potential; and we believe that our responsibility is to our students, to our employees, to the community and to the society that we serve.

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

Using the Miami-Dade County Public Schools’ District and School Profile 2000-2001 as a source, this school employs a total of 191 full-time staff members and 37 part-time staff members. Of this group, four are administrators, 102 are classroom teachers, 24 are exceptional student teachers, 10 are guidance counselors, two are librarians/media specialists, nine are paraprofessionals, 13 are clerical employees, 22 are custodians/service workers and five are other. Of the teaching staff, the average length of time teaching in Florida is 15 years. Seventy-two faculty members have advanced degrees. The percent of teachers new to the school is 13.8%.

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

American Senior High School is located at 18350 N.W. 67 Avenue in unincorporated Miami-Dade County, west of Carol City and north of Miami Lakes. A residential community, two major thoroughfares, and several retail shopping establishments border the school. The school rests on 30 acres and was first opened in 1976. The school is operating at 128% capacity. It currently has two portables and another portable scheduled to arrive before November 15, 2001. The school is either undergoing or will undergo the following construction/renovation projects:

• Six additional classrooms built on the south side of the building. This would provide an additional 180 student stations.• A covered terrace in the rear west side of the building to expand our closed campus lunch program.• Complete renovation of science labs.• Overhaul of public address (P.A.) system.• Overhaul of fire alarm system.

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• Construction of new stairwell on the northwest side of the building.• Replacement of gymnasium bleachers• Redesign of drop off zone in the front and rear of the building.

American Senior over the last four years has either purchased or acquired through grants 423 computers.

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

The school adheres to a policy of nondiscrimination in educational programs/activities and employment and strives affirmatively to provide equal opportunity for all. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment. Additionally, the school is in compliance with all OSHA and Environmental requirements.

The school adheres to the policies and procedures that assure equal access in employment, educational programs, and activities as stated in the School Board rules.

Hostile treatment or violence against a student, teacher, or other employee because of his/her gender, race color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, or disability will not be tolerated.

The school is subject to the requirements of the Florida Department of Education and Florida’s High Quality Education System, including the implementation of programs addressing the requirements of the Sunshine State Standards. In addition, the school implements the District’s Competency-Based Curriculum.

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

American Senior High School serves approximately 2,800 students from the surrounding neighborhood, including standard curriculum students (78.8%), ESE students (12.6%), and ESOL students (8.6%). We have 105 ESE students attending our school residing outside of our boundaries. Our Free/Reduced population accounts for 21.8% of our overall student population. The ethnic/racial makeup of the student population is 54% Hispanic, 37% Black Non-Hispanic, 7% White Non-Hispanic, and 2% Asian/Indian Multiracial. A large number of students (918) are transported to our school by MDCPS.

Our mobility rate exceeds 30%. Because of the transient nature of our student body, we provide them with after school tutoring to provide academic assistance and activity buses to transport them home, a credentialed and highly experienced counseling staff, a first rate athletic program and an extensive work experience program.

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

American Senior High School endeavors to link with the community in several ways. American Senior High has captured the last four years (1997 – 2001) the Golden School Award for volunteerism. We have monthly Educational Excellence School Advisory Council (EESAC) meetings the first Wednesday of every month where all the stakeholders are represented and given an opportunity to voice their opinions and have their concerns addressed. Many of our students and parents are registered in our evening classes, including Adult Basic Education (A.B.E) and English for Speakers of Other Languages (ESOL). The community schedules their events through our activities director for the use of the building. Day and night school keep a master calendar to track the wide array of community functions held at American Senior/American Adult. These organizations range from monthly Community Council meetings to the YMCA’s Summer Program.

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

The Union and the School Board negotiate the benefits package enjoyed by employees of American Senior High School. The package includes a comprehensive health component as well as standard insurances and other selected benefits.

The faculty and staff at American are provided with generic professional development (i.e. PACES, SACS, CRISS, etc…) and specialized professional development (i.e. graphing calculator training, Advanced Placement, etc…). The option always exists for either the EESAC or the principal’s discretionary account to pay for fee-paid trainings, conferences, and workshops that are in alignment with the goals of the school.

Outstanding contributions to the progress of the school are acknowledged over the public address system and at

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faculty and parent meetings as the occasions arise. At the end of each year, the employees gather for an awards lunch/roast at which deserving and/or retiring employees are recognized, in a humorous vein, for their unique contributions to the school. On the 2000-2001 School Climate Survey – Staff Form – 73% of the staff either “strongly agreed” or “agreed” on the item “I like working at my school”.

2.4 Supplier and PartnerThis item explores the unique requirements, expectations, and needs of the key supplier groups, including providers of goods and services such as social services, food, transportation, and key partners such as other schools, workforce connections, and community connections.

American Senior High enjoys a good working relationship with its surrounding business community. The cafeteria, through the Food and Nutrition Department, provides to our students many of the food items from the local businesses during lunchtime. Some of those business partners include McDonalds, Little Caesar, and Papa Johns pizzas. Many of our business partners buy advertisement on the football program to help support our football program and get local advertisement. One such example is J.D.’s Pizza and Subs who not only buys space on the program, but also gives our faculty, staff and students a discount when they order or eat at their establishment. Another solid partner is Washington Mutual who hires our Business and Finance Academy students every summer at higher than normal hourly wages as they prepare our students for the world of work. Some of our students continue working there after their summer internship on a part-time basis. Additionally, every summer, the YMCA uses our school as a summer camp for toddlers and provides camp counselor jobs to youths from our community. American Senior is also a member of the North Dade and Miami Lakes Business Chamber of Commerce. The President of the North Dade Chamber of Commerce, Ms. Aletha Player, was one of our EESAC parents until her daughter graduated from American Senior in June, 2001. Our career specialist, Ms. Donna Valls, has forged strong ties with our Miami Lakes Chamber of Commerce and often schedules speakers to come to our school to talk about a variety of subjects and topics of interest to our students.

3. COMPETITION3.1 Position: This item explores the competitive position and explores the factors which strongly influence students to enroll at this school instead of a competing school.

Enrollment at American Senior High School has remained somewhat steady the past three to four years. The Florida Department of Education grades American as a “C” school. However, the scores have steadily increased over the past three years. Even though, during the 2000-2001 school year, American was graded a “C”, it met and surpassed the “B” criteria on two of the three state benchmarks. Management Analysis and Planning, Inc. (MAP) awarded American as the model high school in the state of Florida for meeting the needs of all of its students. This consulting company was hired by the Task Force on Funding Public Education (created by the Florida Legislature) to look for schools that with strong test scores in spite of low socioeconomic indicators. American was hailed as a true success story that should be modeled throughout Florida. American Senior has also been awarded for the past four consecutive years (1997-2001) The Golden School Award, for outstanding volunteerism.

3.2 CompetitorsThis item explores the alternate schools available to students.

Several public high schools are within close proximity to American Senior. They include Miami Carol City Senior to the east, Hialeah Senior and Hialeah-Miami Lakes Senior to the south, and Barbara Goleman Senior to the west. Besides American and Barbara Goleman, all have magnet programs in order to help balance their student ethnic demographics. A strong private competitor is Dade Christian School, which is located approximately one mile south of American Senior. For the 2000-2001 school year, American, Barbara Goleman and Hialeah-Miami Lakes were graded “C” by the Florida Department of Education. However, during the 1999-2000 school year, only American was graded a “C” in Region I.

3.3 ModeThis item explores the Critical Success Factors for the areas identified by the school as being essential to the achievement of the vision/mission of the school.

In facilitating this collaborative leadership approach, input form all stakeholders is considered an essential part of program involvement. An example of this is our modified block schedule. Certain departments were in favor of straight block schedule because this offered them the opportunity to work on labs (i.e. science department) and other extended activities not possible in a 60-minute period. Other departments wanted the traditional six period day, five days a week (i.e. mathematics department) in order to see their students everyday. Therefore, a compromise was drawn up and voted on by the entire faculty resulting in our modified block (Traditional schedule on Monday, Tuesday and Friday; Block A on Wednesday, and Block B on Thursday). The school has operated on this schedule for the past six years supported through annual faculty elections.

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

Enrollment at American Senior has been steady the past three to four years. However, our main feeder middle school’s enrollment (Lawton Chiles Middle School) is skyrocketing, possibly affecting us within the next three

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years. Additionally, there has been expansive building and housing construction around the school’s perimeter and within its boundaries, which will have a profound impact on American and its capacity to serve students in the immediate future.

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

American Senior High School has identified several issues concerning challenges in learning. Among these are:

American students are highly mobile and frequently miss days of school. Many students are either unable or unwilling to stay for after school tutoring, in spite of the school paying for activity buses to transport them home. Many of our students have to work after school to help support themselves or their families. It seems like a large number of parents are uninvolved with their children’s education. Home visits frequently indicate students living with relatives and not with their parents. Also, many students fail to see the connection between the activities done at school and the skills specific careers require.

4.2 FacultyThis item explores the challenges the school faces in ensuring the quality of teachers, providing for the satisfaction of the faculty, and the challenges the school faces in the delivery of educational programs.

American Senior High School has not been able to fill the following positions: a science position and a mathematics position. Results of the 2000-2001 School Climate Survey indicate three concerns: (1) Too many students in each class, (2) Student deficiencies in basic academic skills, and (3) Lack of concern/support from parents. Based on an analysis of PACES evaluations done at American reveal an overall weakness in Domain V: Enabling Thinking.

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

American Senior High School has identified several issues concerning challenges in relationships with internal operations and external forces. Among these are:• High turn-over rate within the next three years due to projected retirements and Deferred Retirement Option Plan (DROP);• Difficulty in finding teachers, particularly mathematics, science and computer science teachers;• Increased influx of immigrant students;• Lack of classrooms;• Increased housing around and within the school’s boundaries;• Parent apathy.

4.4 Process ImprovementThis item explores the challenges the school faces in improving educational program design, student support services, operational and strategic planning processes, cycle time, data usage, and organizational learning.

American Senior High School has identified several issues concerning challenges in process improvement. Among these are: Student FCAT reading tests indicate that only 23% of students are scoring at FCAT Achievement Level 3; Language arts teachers are not trained reading teachers; Data on whether reading is being taught across the curriculum is not available; Teachers are functioning in isolation, with little opportunity for collaboration; Test item analysis on FCAT is not available.

5. IMPROVEMENT5.1 Education Design and Support ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.1 Learning.

American Senior High School has identified several issues concerning improvement in education design and support process improvement. Among these are:• American High students are highly mobile and frequently miss days of school.• In order to address this need, American will make students more accountable for their attendance and provide incentives to motivate better student attendance.• Many students, particularly those needing to pass the FCAT for graduation, seem reluctant to spend the time outside of the classroom (i.e. after school tutoring, home learning activities, etc…) that is needed to master new skills and to retain competence in skills already instructed.• In order to address this need, American will attempt to involved parents regarding the importance of their children’s education. The school will also launch a massive public relations campaign to convince the student body of the necessity to focus on their education and spend the necessary time, in and outside of school.• Many teachers do not see teaching reading through their subject areas as part of their job.• In order to address this need, American will create a Quality Improvement Team of language arts teachers that will train and perform staff development for the entire faculty in large and small group settings. The purpose is to convince, as well as, train subject area teachers that their particular subject areas can be taught effectively using

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reading strategies and techniques.

5.2 Education Delivery ProcessThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.2 Faculty.

American Senior High School has identified several issues concerning improvement in the Education Delivery process. Among these are the results of the 2000-2001 School Climate Survey, particularly questions 15-17. In order to address these needs, American will undertake several initiatives:• Lower class size;• Motivate students to benefit from tutoring and other educational activities outside and after school;• Train teachers to infuse reading strategies across the curriculum;• Involve and challenge parents to become active participants in their children’s education.The same School Climate Survey will be reissued to the faculty in October 2001 to see if the same concerns resurface. Additionally, analysis of the PACES evaluations for the past three years indicates that teachers need to improve their proficiency in enabling student thinking (Domain V). Continued PACES training for the faculty will be provided on professional development days.

5.3 Operational and External Forces ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.3 Operational and External Forces.

American Senior High School has identified several issues concerning challenges in improving relationships with internal operations and external forces. Among these are an anticipated faculty turnover rate within the next three years due to projected retirements and the Deferred Retirement Option Plan (DROP). These needs cannot be addressed due to many of our “baby boomers” retiring at the same time. Compounding this problem are additional retirement incentives being offered by DROP.

Another issue is finding teachers, particularly mathematics, science and computer teachers. One method of addressing this need is to work closely with the personnel staff from the District and Region offices to staff our instructional positions.

We are also facing increased influx of immigrant students. We can somewhat address this issue by utilizing a District allocated position to assist with classroom language instruction problems for students in Bilingual Curriculum Content (BCC) classes.

We continue to have a lack of classrooms. Our building is undergoing construction and the creation of six additional classrooms (180 student stations). However, with the increased housing around and within the school’s boundaries, 180 additional student stations are insufficient.

The last issue is lack of parental involvement or parental apathy. We intend to address this by launching an aggressive school wide parental involvement campaign in order to eliminate this longstanding problem.

5.4 Organizational ProcessesThis item explores the methods the school is using to address the Opportunities For Improvement that were identified in item 4. CHALLENGES, 4.4 Process Improvement.

American Senior High School has identified several issues concerning challenges in process improvement. Among these are student scores on the FCAT reading test indicating that only 23% of students are scoring at FCAT Achievement Level 3. In order to address this need, the school has identified a core or Quality Improvement Team of language arts teachers designed to provide staff development in small and large group settings in order to train the faculty to infuse reading strategies across the curriculum. Because language arts teachers are not trained in reading, these language arts teachers who are part of the Quality Improvement Team received intensive training in CRISS and other training from Ms. Kit Granat, Language Arts Supervisor.

We have encountered obtaining data that assesses whether reading is being taught across the curriculum. It is possible that data may not be obtainable. However, we will be asking teachers as part of their staff development, to submit a sample lesson plan in their subject area as an activity demonstrating the infusion of reading strategies, as well as, proof of having acquired this knowledge from the staff development.

Another concern is teachers functioning in isolation, with little opportunity for collaboration. We intend to address this issue through the Southern Association of Colleges and Schools (SACS) accreditation process as well as the Sterling Challenge process. Teachers from different departments will work together and share with each other their concerns and ideas/solutions to common challenges.

The last issue is not having available a test item analysis on the FCAT. The only way we can address this problem is by requesting a test item analysis on how each student in every school performs on each question of the FCAT. However the request must be made to the State through the District. This instrument would facilitate

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and assist instruction designed to meet the specific deficiencies identified in this test item analysis.

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SCHOOL PERFORMANCESELF-ASSESSMENT

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONPARENT FORM

SA A U/U D SD SA A U/U D SDYOUR SCHOOL ALL SIMILAR SCHOOLS

% RESPONDING IN EACH CATEGORYSAA

U/UDSD

= Strongly Agree= Agree= Undecided/Unknown

= Disagree= Strongly Disagree

My child’s school is safe and secure. 12 52 22 8 5 18 51 17 10 41.My child’s school is kept clean and in good condition. 12 50 18 16 5 17 43 18 15 72.My child’s school is overcrowded to the degree that it affects learning. 16 27 28 24 4 19 26 24 23 83.My child’s school maintains high academic standards. 11 50 28 9 2 16 43 27 11 34.My child’s school uses adequate disciplinary measures in dealing with disruptive students.

10 45 34 7 4 18 43 26 10 45.

My child’s school makes available textbooks, equipment, and supplies needed for learning.

18 55 15 10 1 22 48 14 12 56.

My child’s school serves lunches that are nutritious and taste good. 5 19 35 25 17 9 27 35 16 137.My child’s school keeps bathrooms clean and in good condition. 2 24 34 20 20 7 21 27 21 248.My child’s teachers are friendly and easy to talk to. 20 57 16 6 1 20 48 20 8 49.My child’s teachers make learning interesting and relevant. 13 46 27 11 2 15 45 26 11 410.My child’s teachers motivate students to learn. 13 48 23 13 3 16 45 23 12 411.My child’s teachers take an interest in students’ educational future. 17 47 25 9 2 18 44 25 10 412.My child’s teachers are knowledgeable and understand their subject matter. 18 58 20 4 1 18 50 22 7 213.My child’s teachers assign meaningful homework that helps students learn. 16 49 17 13 5 18 48 17 13 514.My child’s teachers do their best to include me in matters directly affecting my child’s progress in school.

12 43 20 14 10 17 38 20 17 815.

My child’s school is effectively teaching students the basic academic skills in reading.

15 67 13 4 1 22 58 13 6 216.

My child’s school is effectively teaching students the basic academic skills in mathematics.

14 65 11 9 1 21 57 12 7 317.

My child’s school is effectively teaching students to speak and write correctly in English.

22 57 11 6 4 25 54 12 6 318.

My child’s school is effectively teaching students to investigate problems in science.

10 56 23 9 1 18 50 21 8 319.

My child’s school is effectively teaching students to use computers. 22 49 15 10 4 22 47 18 9 420.My child’s school is effectively teaching students to think critically and reason out problems.

12 52 27 7 2 17 50 23 8 321.

My child’s school is effectively teaching students to develop good study and work habits.

15 56 20 7 2 17 47 21 12 322.

My child’s school is effectively teaching students to get along with different kinds of people.

18 52 20 8 2 20 47 21 8 423.

The school and law enforcement authorities work together to keep my child’s school free of violence.

20 44 15 12 9 24 43 18 10 524.

The school and law enforcement authorities work together to keep my child’s school free of gang activity.

16 41 27 10 5 24 40 22 10 525.

The school and law enforcement authorities work together to keep my child’s school free of substance abuse.

16 35 29 13 8 21 36 23 12 826.

The principal does an effective job running my child’s school. 14 44 31 5 6 24 40 23 8 527.The principal is available and easy to talk to. 10 29 41 12 8 16 29 34 12 928.The assistant principals are effective administrators. 14 39 40 5 3 16 40 31 8 529.Guidance counselors are concerned about and try to help students with educational and personal problems.

25 43 22 6 3 24 40 20 10 630.

Staff in the principal’s office treat me with respect when I contact my child’s school.

19 51 16 12 2 22 46 17 9 531.

School staff respond to my needs and concerns in a reasonable period of time. 15 46 27 10 3 16 42 23 13 632.My child is getting a good education at this school. 18 60 17 3 2 24 51 14 8 333.The overall climate or atmosphere at my child’s school is positive and helps my child learn.

14 49 21 11 4 19 47 20 10 434.

Students get grades A, B, C, D, and F for the quality of their school work. What overall grade would you give your child’s school?

C+ B-35.

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SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTAFF FORM


% RESPONDING IN EACH CATEGORYSAA

U/UDSD



At my school I feel safe and secure. 25 48 6 16 4 41 44 5 8 21.At my school the school building is kept clean and in good condition. 15 63 4 12 5 24 43 5 21 72.At my school personnel work together as a team. 11 54 7 20 7 20 49 11 16 43.At my school administrators solve problems effectively. 12 49 11 17 12 24 45 11 14 64.At my school I feel that my ideas are listened to and considered. 16 42 15 15 13 23 42 17 12 65.At my school adequate disciplinary measures are used to deal with disruptive behavior.

10 43 9 21 16 23 43 9 18 76.

My principal is an effective administrator. 33 43 7 9 7 42 38 9 7 57.My principal represents the school in a positive manner. 34 43 10 5 7 52 35 6 4 38.My principal demonstrates good interpersonal skills. 28 45 3 15 9 43 33 8 9 69.My principal deals with conflict constructively. 24 47 5 16 8 38 33 17 8 510.My principal responds in a reasonable time to my concerns. 36 36 16 7 4 40 33 16 7 411.My principal treats me with respect. 54 28 5 3 9 55 32 6 4 312.My principal is receptive to constructive criticism. 26 26 23 11 14 32 26 28 8 613.My principal is supportive of teachers. 28 41 6 16 9 43 34 11 8 514.My ability to do the best possible job at this school is limited by too many students in each class.

42 32 3 19 4 32 29 7 24 815.

My ability to do the best possible job at this school is limited by student deficiencies in basic academic skills.

38 38 10 11 3 31 40 8 17 316.

My ability to do the best possible job at this school is limited by lack of concern/support from parents.

35 40 9 14 2 22 36 14 23 517.

My ability to do the best possible job at this school is limited by lack of concern/support from the principal.

11 12 15 41 22 4 9 11 44 3118.

My ability to do the best possible job at this school is limited by lack of concern/support from the district administration.

11 15 39 25 10 8 15 32 32 1319.

My ability to do the best possible job at this school is limited by insufficient resources (e.g., funds, books, equipment, supplies, etc.).

7 27 11 39 16 16 28 9 34 1320.

My ability to do the best possible job at this school is limited by school violence. 5 14 22 44 16 2 9 12 48 2921.My ability to do the best possible job at this school is limited by student gang activity.

1 7 29 43 19 1 6 17 44 3322.

My ability to do the best possible job at this school is limited by student substance abuse.

2 15 31 39 13 3 14 24 40 2023.

Students generally come to my class at the beginning of the term prepared for the grade level or courses I teach.

4 21 14 37 23 6 30 13 37 1424.

I feel satisfied concerning how my career is progressing at this school. 12 53 15 13 7 20 50 14 11 525.I have a feeling of job security in my present position. 20 52 13 6 9 26 53 10 7 326.I like working at my school. 28 45 9 8 8 43 43 6 5 227.Staff morale is high at my school. 8 34 23 18 17 16 36 20 19 928.I frequently feel overloaded and overwhelmed while working at my school. 15 32 12 31 12 14 34 11 33 729.Annual teacher evaluations are fair and reasonable. 16 46 20 11 6 24 52 18 4 230.Annual teacher evaluations are used to improve teacher performance. 7 35 31 17 10 15 41 27 12 531.Inservice programs keep me informed of the latest educational strategies. 16 54 17 8 5 20 51 13 11 432.I believe children attending my school are receiving a good education. 15 57 10 10 7 23 56 11 8 233.The overall climate or atmosphere at my school is positive and helps students learn.

11 59 10 15 6 25 53 10 9 334.

Students get grades A, B, C, D, and F for the quality of their school work. What overall grade would you give your child’s school?

C+ B-35.

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SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTUDENT FORM


PERCENT RESPONDING IN EACH CATEGORYSAA

U/U

DSD



I feel safe at my school. 15 48 18 15 4 19 49 15 11 61.

My school building is kept clean and in good condition. 6 43 22 24 5 11 37 15 25 122.

Students in my school usually follow school rules. 2 14 24 47 14 4 23 25 32 173.

There are too many students in my classroom and that affects how much I learn.

10 22 19 42 8 16 22 16 34 134.

My teachers require that I work very hard for the grades I get. 24 55 12 7 2 29 48 13 7 35.

My school has enough books and equipment to help me learn. 12 43 20 20 5 14 38 17 20 116.

Food served for lunch at my school looks good and tastes good. 6 17 26 25 26 8 23 28 18 237.

Bathrooms in my school are clean and in good condition. 2 19 11 34 33 4 15 12 27 438.

My teachers are friendly and easy to talk to. 9 45 25 14 8 13 45 20 15 79.

My teachers make learning fun and interesting. 6 35 26 25 9 9 36 24 23 910.

My teachers make me want to learn. 7 34 31 21 8 10 37 25 21 811.

My teachers know a lot about the subjects they teach. 18 52 21 6 3 20 50 17 8 412.

My teachers give me meaningful homework that helps me learn. 7 45 24 15 9 11 41 21 19 913.

My teachers are interested in how I do in the future. 14 40 28 12 7 14 37 25 15 914.

My teachers let me know how I am doing on my school work. 15 56 12 10 7 17 49 14 13 615.

Violence is a problem at my school. 9 26 27 29 9 9 17 24 35 1616.

Gangs are a problem at my school. 5 13 30 30 21 7 11 23 35 2417.

Student drug and alcohol use are problems at my school. 14 19 33 23 11 13 20 27 26 1418.

My principal does a good job running the school. 8 32 32 16 12 20 36 25 10 919.

The assistant principals are available when needed. 11 29 35 15 10 10 30 32 16 1120.

My guidance counselor helps me with school and personal problems. 26 42 18 10 5 20 33 23 13 1121.

Adults at my school care about me as an individual. 7 30 35 19 10 7 27 34 20 1222.

Adults at my school help me when I need it. 7 41 29 17 5 8 36 29 17 923.

I like coming to my school. 10 39 21 18 13 14 38 18 15 1524.

I am getting a good education at my school. 9 58 23 7 3 15 50 19 10 625.

The overall climate or feeling at my school is positive and helps me learn.

6 38 34 16 5 11 41 27 14 826.

Students get grades A, B, C, D, or F for the quality of their school work. What overall grade would you give to your school?

C C+27.

260


% of Instructional Staff 96.6

None 160.5-5 605.5-10 3410.5-15 2015.5-20 520+ 4

New to M-DCPS 139

Mobility Index 35

% of Students 90.6

None 59

0.5-5 548

5.5-10 642

10.5-15 474

15.5-20 360

20+ 722

96.5

15

153 89.9

31260304245184455

Staff Characteristics

1996-1997

Number of Days Abs.

Student Characteristics

Mobility/Stability

Number of Days Abs.

COMPREHENSIVE NEEDS ASSESSMENTDEMOGRAPHIC PROFILE

1997-1998

1998-1999

Attendance

Attendance 1996-1997

1997-1998

1998-1999

1996-1997

1997-1998

1998-1999

96.6

1256421524

60351444

128

38 31

91

30539724579321694

1998-1999

95.5

1443333369

1999-2000

1999-2000

156

33

90.1

52515639496398873

261


COMPREHENSIVE NEEDS ASSESSMENTDATA FOR ACCOUNTABILITY

Grade

FCAT Reading

Percent of Students Scoring FCAT Achievement Level 2-5


98-99

4

8

10

Percent of Students Scoring FCAT Achievement Level 1

Percent of Students Scoring FCAT Achievement Level 1 and 2

99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01

n/a n/an/a n/an/an/a


38 7738 7980

Grade

FCAT Mathematics



98-99

5

8

10

Percent of Students Scoring FCAT Achievement Level 1

Percent of Students Scoring FCAT Achievement Level 1 and 2

99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01 98-99 99-00 00-01



20 4233 616943

Grade

SCHOOL GRADE DESIGNATION

4/5

8

10

98-99 99-00 00-01



62 2362 212055



80 5867 393157

FCAT Writing

Percent of Students Scoring 3 or more

98-99

4

8

10

Percent of Students Scoring less than 3

99-00 00-01 98-99 99-00 00-01

n/an/an/a

n/an/an/a

91020

n/an/an/a

n/an/an/a

919080

n/a

n/a

D

n/a n/a

n/a n/a

C C

PERFORMANCE HISTORY

45

Grade

262


MAJOR PROGRAMSCOMPREHENSIVE NEEDS ASSESSMENT

Reading

Writing

Mathematics

PROGRAM DATE INITIATEDGRADE

LEVEL(S)9-12Comprehensive Reading Plan Aug. '99

9-12Competency-Based Curriculum Sep. '99

12Recap Aug. '99

12Pacesetter Aug. '99

9-12Student Services Laboratory Aug. '98

10-12Advanced Placement Aug. '99

9-12FCAT Reading Strategies Across the Curriculum Sep. '01

9-12CRISS Strategies Jun. '00

9-12Classroom Libraries May '00

9-12National Honor Society Tutoring Aug. '98

9-12Summer reading Requirement Jun. '01

10-12SAT Preparation Aug. '99


LEVEL(S)9-12Student Services Laboratory Aug. '98

9-12Competency-Based Curriculum Aug. '99

12RECAP Aug. '99

12Pacesetter Aug. '99


9-12CRISS Jun. '00

9-12FCAT Across the Curriculum Sep. '01



LEVEL(S)9-12Competency-Based Curriculum Aug. '99

12Recap Aug. '99


9-12Comprehensive Math/Science Plan Aug. '99

9-12Mu Alpha Theta Tutoring Aug. '99

9-12Bridges to Careers Aug. '00

9-12Urban Systemic Programs & Mathematics and Science Improvement Aug. '98


9-12SAT Preparation Aug. '99

10FCAT Preparation Aug. '98

9-12SUS Partners for Excellence in Education Mathematics Pilot Jan. '01

263

PROGRAMGRADE

LEVEL(S) DATE INITIATED

Other Areas

9-12Tech Prep Aug. '00

9-12Feeder-Pattern Linking Curriculum Project Aug. '00

9-10Business and Finance Academy Aug. '00

9Information Technology Academy Aug. '01

11-12Health Occupations Academy Aug. '00

10Family and Consumer Sciences Academy Aug. '00

9-12Department Chairperson Elections May '90

264


PROFESSIONAL DEVELOPMENTCOMPREHENSIVE NEEDS ASSESSMENT

Provided or in Progress in the Area of Reading Instruction

Provided or in Progress in the Area of Writing Instruction

Provided or in Progress in the Area of Mathematics Instruction

TRAININGNUMBER TRAINED DATE

FCAT Reading Strategies Across the Curriculum 126 Nov. 15, '01

Association for Supervision of Curriculum Development (ASCD) 2 Apr. 01, '00

Florida Education Technology Conference (FETC) 5 Feb. 01, '00

CrISS Training 30 Jun. 17, '00


Future Net 8 May 01, '00



Bridges-To-Careers 3 Jan. 18, '00




Bridges-To-Careers 4 Jan. 18, '00

Graphing Calculators Applications 4 Jun. 17, '00

Calculator Based Laboratories 3 May 25, '00

Urban Systemic Programs & Mathematics and Science Improvement 10 Nov. 18, '00

FCAT Pacesetter 10 Jun. 19, '00

SUS Partners for Excellence in Education 3 Jan. 01, '01


Other Professional Development Provided or in Progress

Bridges-To-Careers Plan 4 Jan. 18, '00

Cisco 2 May 15, '00

Florida Association of Career and Technical Education 1 Jul. 22, '01

Florida Tech Prep Network Symposium 4 Sep. 17, '00

Web Design 1 Aug. 06, '01

Paces Training 6 Jul. 25, '01

National Child Development Association Credential Training 1 Jul. 16, '01

School Improvement through Instruction 1 Apr. 27, '00

Computer Education Professional Workshop 1 Aug. 23, '00

265

OVERALL ANALYSIS OF ASSISTANCE PROVIDED BY EESAC


COMPREHENSIVE NEEDS ASSESSMENT

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

The EESAC has worked closely with the principal in the execution of our technology plan. The EESAC has set aside money in conjunction with the principal to continually improve and increase the number of technology tools available to students at our school.

Training:The EESAC has not made any suggestions to date in this area.

Instructional Materials:The EESAC has worked in conjunction with the mathematics department to acquire graphing calculators for student use.

Technology:The EESAC has worked in conjunction with the mathematics department to acquire graphing calculators for student use. The EESAC has also worked closely with the principal in the execution of our technology plan. The EESAC has set aside money in conjunction with the principal to continually improve and increase the number of technology tools available to students at our school.

Staffing:The EESAC has not made any suggestions to date in this area.

Student Support Services:The EESAC has addressed Student Support Services through our technology plan which we have supported and partially funded. The EESAC has been instrumental in providing funding through the PTSA for the purchase of computers and printers for student service personnel.

Benchmarking:The EESAC has not made any suggestions to date in this area.

Other Matters of Resource Allocation:The EESAC has not made any suggestions to date in this area.

School Safety and Discipline:The EESAC has made numerous recommendations in this area, including school morale, parking safety, dress code, tardy policy, and attendance policy.

266

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )

Miami-Dade County Public Schools Strategic Planning Goals

Readiness to Start School

Graduation Rate

Student Performance

Learning Environment

School Safety

Teachers and Staff

Adult Literacy

Parental, Family, and Community Involvement

MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction in the Competency-Based Curriculum, students in grade 10 will increase their reading skills as evidenced by a minimum of 50 percent of students scoring at or above FCAT Achievement Level 3 on the 2002 administration of the FCAT.

Goal 1

Goal 2

X

Goal 3

X

Goal 4

X

Goal 5

Goal 6

X

Goal 7

X

Goal 8

Goal I

X

Goal II

X

Goal III

X

American Senior High School-7011Objective Number: 1

MEASURABLE OBJECTIVE

Florida's System of SchoolImprovement and Education Accountability (229.591 F.S.)

Education Goals

School to Career Effective Learning Environment Efficient Management Practices

School Leadership

Strategic Planning for

School Improvement

Student and Stakeholder Relationships

Data-Driven Decision-Making

Human Resource

Focus

Educational Design,

Services, and Support

Performance Results

Principles of School Performance Excellence Categories

( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X

267

STRATEGIES

Start Date

End Date

Timeline

STRATEGIESObjective Number: 1 American Senior High School-7011

List Persons Responsible (by position) for this Strategy. Place an asterisk in front of

one contact person.

. Maintain the career academies in Business and Finance, Family and Consumer Sciences, and Health Occupations to improve student School-to-Career choices.

*Assistant Principal, selected English

teachers, Career Specialist,

selected Department Chairpersons

Aug. '01 Jun. '021

. Maintain the Tech Prep program to improve School-to-Career transition.

Assistant Principal, Student Services staff, *

Career Specialist

Aug. '01 Jun. '022

. Implement a career assessment process through the use of Discover software to improve School-to-Career choices.

Assistant Principal, *Career Specialist, English Department

Chairperson, English teachers

Aug. '01 Jun. '023

. Initiate the Information Technology Academy. *Assistant Principal, selected Department

Chairpersons, selected teachers

Aug. '01 Jun. '024

. Utilize CRISS strategies to improve student reading skills in all subject areas.

*Assistant Principal, Department

Chairpersons, teachers

Aug. '01 Jun. '025

. Implement the District’s Comprehensive Reading Plan to improve student reading skills.



Aug. '01 Jun. '026

. Provide students with direct instruction and practice in a variety of test-taking skills.


Chairpersons, teachers, Test Chairperson

Aug. '01 Jun. '027

. Maintain classroom libraries to promote student reading.

Assistant Principal, *English Department Chairperson, English

teachers

Aug. '01 Jun. '028

. Maintain Feeder-Pattern Linking Curriculum Project to align instructional tools and increase student achievement.



Aug. '01 Jun. '029

. Maintain and support after school peer tutoring programs.

*Assistant Principal, selected Department

Chairpersons, selected teachers

Aug. '01 Jun. '0210

. Maintain availability and use of the FCAT simulation software.

Principal, *Assistant Principal, Department

Chairpersons, Technology Specialist

Aug. '01 Jun. '0211

. Model professionalization and democracy, and maintain stability in curricular leadership through the annual election of department chairpersons.

*Principal, Assistant Principal, Department Chairpersons, teachers

Aug. '01 Jun. '0212

268

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Create and implement a teacher-developed FCAT benchmark in-service program to present to the entire faculty.

Principal, *Assistant Principal, FCAT Across the Curriculum Team,

teachers

Aug. '01 Jun. '0213

All staff members will participate in the implementation of this plan.Strategies are designed for all students including Limited English Proficient (LEP) and Exceptional Education students (ESE).

269

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction in the Competency-Based Curriculum, ninth (9th) grade students in Earth Space Science classes will demonstrate an improvement in critical thinking skills as evidenced by a minimum of a four (4) percentage point gain on the total average score on a school prepared pretest-posttest. The pretest will be administered in September 2001, and the posttest will be administered in May 2002.

Goal 1

Goal 2

X

Goal 3

X

Goal 4

X

Goal 5

Goal 6

X

Goal 7

X

Goal 8

Goal I

X

Goal II

X

Goal III

X




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

X( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

X

270

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Students will participate in an exposition demonstrating career pathways in science and mathematics.

Principal, *Assistant Principal, Activities

Director, Science and Mathematics Department Chairpersons, teachers

Aug. '01 Jun. '021

. Transform the curriculum of mathematics and science education by implementing the M-DCPS Bridges-To-Careers Plan.

Principal, *Assistant Principal, Science and

Mathematics Department Chairpersons, science

and mathematics teachers

Aug. '01 Jun. '022

. Maintain a cooperative team of science and mathematics instructors to facilitate faculty use of the goals and objectives set forth by the M-DCPS Bridges-To-Careers Plan.



and mathematics Teachers

Aug. '01 Jun. '023

. Maintain a technology team to train and support science and mathematics teachers in the use of technology tools.

Principal, Assistant Principal, *Science and



Aug. '01 Jun. '024

. Students will participate in science laboratory activities designed to increase critical thinking skills.

Principal, *Assistant Principal, Science

Department Chairperson, science teachers

Aug. '01 Jun. '025

. Science and mathematics teachers will participate in professional development activities designed to facilitate the writing of critical thinking prompts.




Aug. '01 Jun. '026

. Create and implement a teacher-developed FCAT benchmark in-service program to present to the entire faculty.

Principal, *Assistant Principal, FCAT Across the Curriculum Team,

teachers

Aug. '01 Jun. '027


271

( ) ( ) ( )

( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven school-wide attention to student accessibility to technology, the number of technology tools available to students in June 2002 will increase when compared to August 2001.

Goal 1

Goal 2

X

Goal 3

X

Goal 4

X

Goal 5

Goal 6

X

Goal 7

Goal 8

Goal I

X

Goal II

X

Goal III

X




Education Goals


School Leadership


School Improvement



Human Resource

Focus

Educational Design,


Performance Results


( )

4

( )

3

X( )

2

X( )

1

( )

5

X ( )

6

X ( )

7

272

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Increase student access to Discover software to promote School-to-Career exploration.

*Assistant Principal, Career Specialist,

Department Chairpersons,

Technology Specialist

Aug. '01 Jun. '021

. Increase student access to the Student Services Computer Laboratory.

Principal, *Career Specialist, Assistant Principal, Student

Services Department Chairperson, Technology

Specialist

Aug. '01 Jun. '022

. Increase student access to the FCAT simulation software.

Principal, *Assistant Principal, Department


Aug. '01 Jun. '023

. Increase the number of technology tools available for student use in core curriculum classrooms.

*Principal, Assistant Principal, Department


Aug. '01 Jun. '024

. Provide staff development opportunities to improve staff proficiency in the use of technology tools.

*Principal, Assistant Principal, Department

Chairpersons

Aug. '01 Jun. '025

. Allocate and/or acquire funds for the purchase of new technology tools.

*Principal, Assistant Principals, EESAC

Aug. '01 Jun. '026


273


WAIVERS

Any waivers submitted for this school may be found in Appendix A: Waivers, at the back of this book.

274

SCHOOL PERFORMANCE EXCELLENCE PLANREVIEW AND ACCEPTANCE SIGNATURES

LOC. #: 7011 SCHOOL NAME: American Senior High School

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

The original signature page, including signatures of all persons listed below, is on file at the Region Office.

Required Signatures:

Principal;EESAC Chair;UTD Steward;EESAC Parent Representative;EESAC Business/Community Representative; andEESAC Student Representative, as applicable.

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

275

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