PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA

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

School Grades Trend Data
Florida Comprehensive Assessment Test (FCAT)/Statewide Assessment Trend Data
High School Feedback Report
K-12 Comprehensive Research Based Reading Plan

ADMINISTRATORS

List your school’s administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT/Statewide assessment performance (percentage data for achievement levels, learning gains, Lowest 25%), and Ambitious but achievable annual measurable objective (AMO) progress.

Position Name Degree(s)/ Certification(s) # of Years at Current School # of Years as an Administrator Prior Performance Record (include prior School Grades, FCAT/Statewide Assessment Achievement Levels, Learning Gains, Lowest 25%), and AMO Progress along with the associated school year)
Principal Adolfo Costa B.S. – English,
Florida International
University;

Master of Science in ESOL, Florida International University;

Educational Leadership
Certification-
State of Florida
4 14 12 11 10 09 08
School Grade: X B A D C
High Standards
Reading 54 48 54 35 35

High Standards
Math 35 82 77 35 36
Lrng Gains Rdg 65 52 60 57 54
Lrng Gains Math 51 81 79 59 65
Gains R-25% 67 47 55 69 61
Gains M-25% 54 78 73 65 69
AMO Reading 57 53 X X X
AMO Mathematics 28 21 X X X

Assis Principal Dr. Nestor Diaz Bachelor of
Science –Biological
Science, Florida
International University

Master of
Science –Computer
Education, Nova
Southeastern University

Doctor of
Education –Computing
Technology in Education,
Nova Southeastern
University

Biology (6-12)
Chemistry (6-12)
Computer Science (K-12)
Educational Leadership (all Levels) Mathematics (6-12)
26 5 12 11 10 09 08
School Grade: X B A C C

High Standards
Reading 54 48 54 45 42
High Standards
Math 35 82 77 69 66
Lrng Gains Rdg 65 52 60 52 53
Lrng Gains Math 51 81 79 67 72
Gains R-25% 67 47 55 43 54
Gains M-25% 54 78 73 59 71
AMO Reading 57 53 X X X
AMO Mathematics 28 21 X X X


Assis Principal Jean Rachelle L. Baril Bachelor of Health Services Administration,
Florida University

Master of Science -
Mathematics Education, Nova Southeastern
University
Educational Specialist
Leadership
Nova Southeastern University

Educational Leadership (K-12), Nova Southeastern University

Mathematics (5-9)
French (K-12)
Educational Leadership (K-12)
4 6 12 11 10 09 08
School Grade: X B A F F


High Standards
Reading 54 48 54 12 14
High Standards
Math 35 82 77 38 41
Lrng Gains Rdg 65 52 60 45 35
Lrng Gains Math 51 81 79 64 71
Gains R-25% 67 47 55 61 36
Gains M-25% 54 78 73 71 79
AMO Reading 57 53 X X X
AMO Mathematics 28 21 X X X

Assis Principal Joseph Evans Bachelor Degree in History, Alabama State University
Masters of Science- History, Texas Southern University

Masters of Science-Educational Leadership, Nova Southeastern University (K-12)

History (6-12)
Educational Leadership
(K-12)
3 6 12 11 10 09 08
School Grade: X B A A A

High Standards
Reading 54 48 71 74 70
High Standards
Math 35 82 77 71 71
Lrng Gains Rdg 65 52 65 69 67
Lrng Gains Math 51 81 69 66 75
Gains R-25% 67 47 65 76 66
Gains M-25% 54 78 69 68 75
AMO Reading 57 53 X X X
AMO Mathematics 28 21 X X X
Assis Principal Aida Diaz Bachelor of Science: Exceptional Student Education, Florida International University

Master in Education: Exceptional Student Education and English for Speakers of Other Languages, Florida International University

Certification In Educational Leadership (K-12)
3 7 12 11 10 09 08
School Grade: X B C C B

High Standards
Reading 54 48 54 50 54
High Standards
Math 35 82 63 61 66
Lrng Gains Rdg 65 52 60 60 38
Lrng Gains Math 51 81 68 58 63
Gains R-25% 67 47 48 56 60
Gains M-25% 54 78 80 72 75
AMO Reading 57 53 X X X
AMO Mathematics 28 21 X X X



INSTRUCTIONAL COACHES

List your school’s instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT/Statewide assessment performance (Percentage data for achievement levels, learning gains, Lowest 25%), and AMO progress. Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.

Subject Area Name Degree(s)/ Certification(s) # of Years at Current School # of Years as an Instructional Coach Prior Performance Record (include prior School Grades, FCAT/Statewide Assessment Achievement Levels, Learning Gains, Lowest 25%), and AMO progress along with the associated school year)


EFFECTIVE AND HIGHLY EFFECTIVE TEACHERS

Describe the school-based strategies that will be used to recruit and retain high quality, effective teachers to the school.

  Description of Strategy Person Responsible Projected Completion Date Not Applicable (If not, please explain why)
1 Provide highly qualified teachers with opportunities for professional growth Principal On-going
2 Review applicant’s resumes for appropriate certification for open positions Principal On-going
3 College Campus Job Fairs and e-recruiting at Universities Guidance Counselor On-going
4 Partnering new teachers with veteran staff Principal On-going
5 Give highly qualified teachers opportunities to apply for leadership roles within the school Principal On-going
6 Regular meeting of new teachers with Principal/APC Principal On-going
7 Recognizing accomplishments and accolades of teachers through morning announcements, school newspaper, etc. Principal On-going


Non-Highly Effective Instructors

Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who received less than an effective rating (instructional staff only).
*When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]).

Number of staff and paraprofessional that are teaching out-of-field/ and who are not highly effective. Provide the strategies that are being implemented to support the staff in becoming highly effective


3- Out Of Area
. The Department Chair provides support and feedback.
• They also assist with instruction and strategies as needed.
• The teachers attend the regularly scheduled departmental meetings and professional development activities.
• The teachers are scheduled to complete the subject area certification test.



Staff Demographics

Please complete the following demographic information about the instructional staff in the school.

*When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)).

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Effective Teachers % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed Teachers
156 1.3%(2) 16.7%(26) 43.6%(68) 38.5%(60) 43.6%(68) 100.0%(156) 9.6%(15) 3.8%(6) 17.3%(27)


Teacher Mentoring Program/Plan

Please describe the school’s teacher mentoring program/plan by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring activities.

Mentor Name Mentee Assigned Rationale for Pairing Planned Mentoring Activities
Sherry Furnari Kelly Fraga A veteran teacher who has been MINT trained and certified. • Collaborative planning.
• Weekly meeting to discuss and share best teaching practices.



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.


Title I, Part A


Title I, Part C- Migrant


Title I, Part D


Title II


Title III


Title X- Homeless

n/a


Supplemental Academic Instruction (SAI)


Violence Prevention Programs


Nutrition Programs


Housing Programs

n/a


Head Start

n/a


Adult Education


Career and Technical Education


Job Training


Other


Multi-Tiered System of Supports (MTSS)/Response to Instruction/Intervention (RtI)


School-based MTSS/RtI Team

Identify the school-based MTSS leadership team.

-Principal
-Assistant Principals
-Curriculum Council (Department Chairs and Academy Leaders)
-Reading Coaches
-Selected General Education Teachers
-Special Education Teachers (SPED)
-Student Services Personnel (Trust Counselor, Psychologist)
-Professional Development Liaison


Describe how the school-based MTSS Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate MTSS efforts?

The team meets every other week to review data and to make instructional decisions, review progress monitoring data at the grade level and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting benchmarks. Based on the above information, the team will identify professional development activities and resources to be implemented. The team will also collaborate regularly, problem solve, share effective practices, evaluate implementation of the programs, make decisions to take corrective actions as needed. The team will also facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation by meeting regularly with the department chairs and the curriculum council.


Describe the role of the school-based MTSS Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem-solving process is used in developing and implementing the SIP?


The MTSS / RtI Leadership Team meets with the Educational Excellence School Advisory Council (EESAC) and principal to help develop the SIP. The team provides data on academic and social/emotional areas that need to be addressed; helps set clear expectations for instruction (Rigor, Relevance, Relationship), facilitates the development of a systemic approach to teaching and aligns processes and procedures.




MTSS Implementation

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.

• Reading baseline data and progress monitoring is managed through the Progress Monitoring and Reporting Network (PMRN), FAIR, Hampton Brown-The Edge, Achieve 3000 (for ELL) and the Jamestown Reading Navigator.
• Mathematics baseline data for End of Course Algebra I and Geometry and progress monitoring is managed through Edusoft.
• Science baseline for Biology End of Course data and progress monitoring is managed through Edusoft.
• Writing baseline data and progress monitoring is managed through Write Score.
• Mid-Year data: FAIR assessment, Achieve 3000, District Interim Assessment.
• The daily attendance reports are managed through PLASCO.
• End-of-Year data: FAIR assessment, Achieve 3000, District Interim Assessment, Comprehensive English Language Learning Assessment (CELLA), and 2013 End of Course Results for Algebra I, Geometry and Biology.
• Attendance and Suspension Reports from COGNOS.


Describe the plan to train staff on MTSS.

Selected members of the MTSS / RtI team will be trained during Summer and early Fall sessions. Professional development sessions will be provided during teachers’ common planning time, department meetings and faculty meetings throughout the year. The MTSS/RtI team will also evaluate additional professional development needs during the bi-weekly MTSS/RtI Leadership Team meetings.



Describe the plan to support MTSS.

The team will meet monthly to ensure and monitor that a multi-tiered system of reading support is present and effective. The leadership team will provide ongoing efficient facilitation and accurate use of a problem solving process to support planning, implementing and the evaluation of the effectiveness of the MTSS/RtI. Professional development opportunities will be designed to promote an on-going data driven instruction that are aligned to students’ learning goals. Students who are low performing are scheduled in the Intensive Reading and Intensive Mathematics classes. Supplemental programs are implemented to assist the low performing students throughout the year such as afterschool tutoring.



Literacy Leadership Team (LLT)


School-Based Literacy Leadership Team

Identify the school-based Literacy Leadership Team (LLT).

Identify the school-based Literacy Leadership Team (LLT).
Adolfo Costa - Principal
Dr. Nestor Diaz - Assistant Principal
Victoria Jackson - Reading Teacher / Chair
Eric Molina - Science Representative
Ailyn Monzon - Voc Representative
Rebecca Reinoso - Math Representative
Tracy Barrow - Fine Arts Representative
Jenny Lopez-Ponce - Language Arts Representative
Julie Sarmiento - SPED Representative
Robert Reisert - Business Representative
Yvette Camacho - Reading Representative
Patricia Lauter - World Languages Representative
Lili Sorondo - ELL Representative
Daniel Blackmon - Social Studies Representative
Tracy Watkins - Physical Education


Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).

Teachers from each department, and across the curriculum, are invited to join the LLT meetings where conversations are based on how literacy can best be promoted throughout the school in all classrooms. Meetings are focused around a central literacy idea that the team decides is important to implement during the school year. Teachers discuss the best approaches, and/or strategies, of how to implement the literacy theme. The teachers take these ideas back to their departments and share them with their colleagues, and gather any input for the next meeting. Each department’s representative then shares their knowledge with the LLT and a plan of action is formulated for school wide implementation


What will be the major initiatives of the LLT this year?

The major initiative of the LLT this year will be to focus on one area of concern across the school which is Reading application.




Public School Choice

  • Supplemental Educational Services (SES) Notification
    No Attachment


*Elementary Title I Schools Only: Pre-School Transition

Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable.


*Grades 6-12 Only

Sec. 1003.413(b) F.S.

For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.

Teachers participate in professional development activities in differentiated instruction, reading strategies and how to interpret FCAT and Interim Assessment Data. Individual students’ test scores are made available to the teachers. Every department adopts a reading benchmark and incorporates it in their lesson plans and instruction according to the school wide Reading Focus Calendar. With the implementation of reading across the curriculum initiative, the teachers develop classroom assessment within their content area that will address the reporting categories of the FCAT 2.0 reading assessment.



*High Schools Only

Note: Required for High School - Sec. 1003.413(g)(j) F.S.

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

Coral Gables Senior High applies and integrates courses to help students see the relationships between subjects and relevance to their future by:
• incorporating the Academy and Small Learning Community (SLC) Model
• selection of academy by students in grade 9
• incorporating more academic content in vocational courses
• vocational and core teachers plan together to enhance academic competencies in vocational programs
• making the academic curriculum more career oriented and vocationally relevant
• Industry Certification available throughout the Academies for the students completing the 4 year track


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

Coral Gables Senior High School encourages students to be active participants in their own learning so that their course of study is personally meaningful and relevant. This is encouraged through:
• selection of a 4 year course of study in an academy
• meeting with counselor to assist in course selection
• placing students in internships with our business partners
• increased use of technology to research careers
• “Career Fairs”
• College Fair
• Guest speakers
• E-Pep
• Academy Awareness Day

The ACT Online Prep Program, funded by the district, will be made available to all students. This will allow students the opportunity to receive individualized feedback and instruction in preparation for the ACT and post-secondary academia. Every student will receive an individual password to access the ACT Online Prep Program from home and/ or school.

Coral Gables Senior High School will continue to administer the PSAT free of charge to tenth grade students. The test will be paid for with district funds.

Coral Gables Senior High School’s percentage of graduates completing a college prep curriculum is 81%; enrolled in Algebra I course before 9th grade is 27%; completed at least one level 3 high school math course is 42%; and completed a Dual Enrollment (DE) math course is 4%.

The Sunshine State Standards is focused on creating a greater emphasis on math preparedness. We will continue to encourage students to take AP, IB, or DE classes by promoting more teacher discussion on these courses and having each student speak with a guidance counselor regarding their postsecondary plans. This will include sharing information and requirements to become eligible for Bright Futures Scholarship Program.

Throughout the school year; numerous colleges visit the school and meet with students to provide information about entrance requirements, scholarships, and specific areas of study. In addition, we invite recent Coral Gables alumni to be part of a college panel for our seniors to ask questions and get real-life understanding of college life and responsibilities.



Coral Gables has a high percentage of graduates in Florida’s public postsecondary institutions 68% and state community and/or state universities 62%. This is due in part by the continuous awareness program established in school by our College Assistance Program (CAP). The school CAP counselors create and distribute a monthly newsletter to the students to keep them abreast of the upcoming college visitation information, the scholarships available and deadlines to submit applications, and the names of the colleges/universities who have accepted our students.


Postsecondary Transition

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

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report

Students in grade 10 will participate in the October administration of the PSAT. The summary of the skills report will be reviewed and analyzed to identify the deficiencies and to provide interventions. Students in grade 11 will participate in the PERT administration and the students who are not College ready will be provided with remediation and additional opportunities to the PERT exam. Seniors who are not College ready are enrolled in a Florida College Prep class for reading writing and mathematics in order to assist them in transitioning to College.



 

PART II: EXPECTED IMPROVEMENTS

 
 

Additional Goal(s)

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance







No Attachment (Uploaded on 10/11/2012)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school. Please verify the statement above by selecting "Yes" or "No" below.

Yes. Agree with the above statement.



Projected use of SAC Funds Amount
Incentive for the students attendance $2,999.00
Ressources for the students in various classrooms $13,901.00



Describe the activities of the School Advisory Council for the upcoming year


For the 2012-2013 school year, the SAC will review and monitor the implementation of the School Improvement Plan (SIP). They will review and make recommendation for the use of budget. They will also participate in the code of student conduct committee.


 

AYP DATA


SCHOOL GRADE DATA

No Data Found
Dade School District
CORAL GABLES SENIOR HIGH SCHOOL
2010-2011
  Reading
  
Math
  
Writing
  
Science
  
Grade
Points
Earned
 
% Meeting High Standards (FCAT Level 3 and Above) 48%  82%  82%  41%  253   Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 52%  81%      133  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
  • Adequate Progress of Lowest 25% in the School? 47% (NO)  78% (YES)      125  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    FCAT Points Earned         511   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade*         B  Grade based on total points, adequate progress, and % of students tested


    Dade School District
    CORAL GABLES SENIOR HIGH SCHOOL
    2009-2010
      Reading
      
    Math
      
    Writing
      
    Science
      
    Grade
    Points
    Earned
     
    % Meeting High Standards (FCAT Level 3 and Above) 54%  77%  90%  40%  261   Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 60%  79%      139  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
  • Adequate Progress of Lowest 25% in the School? 55% (YES)  73% (YES)      128  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    FCAT Points Earned         538   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade*         A  Grade based on total points, adequate progress, and % of students tested