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School Number and Name: 6251 Homestead Middle School

Telephone #: (305) 247-4221

Region: VI

High School Feeder Pattern: South Dade Senior

Board District #: 9

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 Janice Reineke

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 PLANHomestead Middle School-6251

EXECUTIVE SUMMARYHomestead Middle School

Given schoolwide emphasis on reading skills development, students in grade eight will improve their reading comprehension skills as evidenced by a minimum of 60 percent of the students scoring at or above FCAT Achievement Level 2 on the FCAT reading test administered in 2002.

Given an increase in schoolwide writing instruction through the use of Writing Across the Curriculum and increased practice responding to writing prompts, students in grades six, seven, and eight will demonstrate a ten percent increase in the average score as measured by a Writing Across the Curriculum pre-test administered in September 2001 compared to a post-test administered in May 2002.

Given instruction using the Competency-Based Curriculum, students in grade eight will increase their mathematics applications skills as evidenced by a minimum of 60 percent of the students scoring at or above FCAT Achievement Level 2 on the FCAT mathematics test administered in 2002.

Homestead Middle School is situated in the farming area of South Dade. The triethnic school population consists of 1375 students from a predominantly low-income community with 85 percent of the students on free or reduced priced meals. Additionally, Homestead Middle serves a large migrant population. After analyzing and evaluating pertinent data such as the School Demographic and Academic Profiles, the Florida Comprehensive Assessment Test results, and the 2000-2001 School Improvement Plan results, the school's goals and objectives have been developed. The identified goals and objectives are as follows:

Strategies to achieve these goals include a schoolwide focus on reading, interdisciplinary instruction, and facilitating the school's organizational design to enhance student learning. The continued expansion of technology is an integral element of the 2001-2002 Performance Excellence Plan. The Base.Net Magnet Program in aerospace, aviation, travel, and tourism will continue to provide increased success for all students to the latest technological advances. The Parent Outreach Program will continue to provide training to parents in techniques to improve children's academic performance. These strategies are designed for all students including Language Enriched Pupils (LEP) and Exceptional Education students (ESE).

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Homestead Middle School-6251

VISION

MISSION STATEMENT

Homestead Middle School enriches the community by providing an educational environment in which all students become healthy, productive citizens.

In order to meet the challenge of the twenty-first century, Homestead Middle School will seek to develop each student's academic, social, physical, and emotional potential in a safe, supportive learning environment in order to create successful and productive citizens in a multicultural and technologically oriented society.

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SCHOOL FOUNDATION1. ENVIRONMENT

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

Homestead Middle School provides services to its students using a variety of curricular offerings. These offerings include: Sunshine State Standards, Competency-Based Curriculum, and Urban Systemic Program, Comprehensive Reading Plan, Writing Across the Curriculum, Comprehensive Reading, Writing, and Thinking Across the Curriculum Initiative, and career based education in grades six through eight. The school-wide Aerospace, Aviation, Travel, and Tourism Magnet offers all students the opportunity to progress further in these areas than their peers in traditional settings. Additionally, Homestead Middle School has an extensive Exceptional Education Department, which includes a Bertha Abess program, Educable Mentally Handicapped, Varied Exceptionalities, and a gifted team. Instruction is provided in traditional classroom settings and is enhanced by our school-wide computer network. Acceleration of student competencies is enhanced with an array of advanced and honors classes for those students who meet the criteria and need further challenges. Students who successfully complete honors classes are provided with appropriate high school credits, thus fostering a positive articulation between middle school and high school.

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

Vision Statement: Homestead Middle School enriches the community by providing an educational environment in which all students become healthy, productive citizens. Mission Statement: In order to meet the challenge of the twenty-first century, Homestead Middle School will seek to develop each student’s academic, social, physical, and emotional potential in a safe, supportive learning environment in order to create successful and productive citizens in a multicultural and technologically oriented society. Core Values: Homestead Middle School believes that through the steadfast commitment found in the Vision Statement and Mission Statement, the children and the community will benefit from the goals that will promote realized potential in the overall student. The academic, social, physical, and emotional strength in the students will provide the community and society with a responsible well-rounded citizen.

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

Homestead Middle School employs a total of 102 fulltime staff members and 24 part-time staff members. Of this group, four are administrators, 72 are classroom teachers, six are counselors, four are paraprofessionals, seven are clerical employees, 12 are cafeteria workers, and eight are custodial service workers. Of the teaching staff, less than five percent are teachers new to this school, with an average length of time teaching in Florida of ten years. Thirty-four have advanced degrees.

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

Homestead Middle School, on 12.04 acres, is located at 650 NW 2nd Avenue in the city of Homestead. This was previously the site of Homestead High School, established in 1921, and designated as a junior high school in 1959. The campus has a unique style, with a courtyard surrounded by several freestanding buildings. Homestead Middle School has been retro wired to provide a modern communication network which includes media as well as internet access to more than 95% of its classrooms, media center, office, and auditorium. As the vocational education department is a crucial component for the magnet program, it has been remodeled and updated with current and modern state of the art technology.

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 Statues), which stipulate categorical preferences for employment. Additionally, the school is in compliance with 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.

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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.

Homestead Middle School serves a school population of over 1375 students. These students include 70 percent who participate in the regular, advanced, or gifted curriculum, 20 percent who participate in the Exceptional Education program, and 10 percent who are LEP and participate in our ESOL program. Of the entire population, 85 percent are considered to be economically disadvantaged students. The ethnic/racial makeup of the student population is: 26 percent black non-Hispanic, 56 percent Hispanic, 17 percent white non-Hispanic, and one percent multiracial. The mobility rate of the school is 46 percent. The relatively low-income bracket of the area surrounding the school, as well as the areas from which the students are bused, indicates that the students are in need of support to secure the basic resources that will enable them to participate fully in the life of the community.

Within the scope of the many needs of the students, Homestead Middle School offers many extracurricular activities that assist with the redirection of unproductive behaviors. These include: Florida International University’s GEAR-Up Program, tutors, mentors, counseling services, and other special interest activities to promote learning.

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

Homestead Middle School endeavors to link with the community in several ways. Each year before school actually begins, Homestead Middle School holds an orientation for new students. This provides new families with the opportunity to visit the school, meet the staff, and learn about the programs. The EESAC is a very important spoke in the Homestead Middle School wheel of continuous progress. This uniting of parents, community, teachers, and students in shared decision-making and recommendations make communication between stakeholders a viable asset to the workings of the school. Participation in the various community groups such as the Chamber of Commerce, Civitans, and others ensure that the school’s needs are present in the community. The school takes great pride in hosting a prominent community member as “Principal for a Day” every year. It also reaps benefits from the various community people that are honored each and every year during Black History and Hispanic Culture Awareness. These benefits include support given by the various Dade Partners. The community is well represented during the Career Fair, where many local business representatives speak to students about their futures in the work force. At Homestead Middle School, parents are honored through Parent Appreciation Week. Parents are invited to come to school, shadow their children, and enjoy lunch with their children and the staff. Many parents take advantage of this opportunity to visit and really get the feeling of middle school life. Homestead Middle School conducts very successful Family Curriculum Nights. Parents participate in hands-on learning experiences in each core area of the curriculum and celebrate their children’s success with award presentations. Communication occurs with the community through the regular program, the gifted team, the ESE program, and other groups. Homestead Middle School finds many ways in which to collaborate and plan with all the stakeholders.

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

Homestead Middle School offers opportunities for staff members to benefit from professional development programs. Staff members are kept abreast of modern techniques and trends. Staff members attend professional county workshops, IMPACT workshops, and technology workshops. Faculty members attend Best Practices inservices on Saturdays that provide TEC credits and stipends. Outstanding contributions to the progress of the school are acknowledged in various ways. Staff members present the eighth grade students with a Faculty Follies in celebration of their accomplishments at the end of the school year. Results of the School Climate Survey indicate that Homestead Middle School is a desirable place to work.

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.

Homestead Middle School enjoys a collaborative relationship with Florida International University and Miami Dade Community College. Through a partnership with FIU, the GEAR-Up program benefits students and faculty. This program is meeting the academic needs of a diverse population of students. This multi-million dollar grant provides classroom aides to assist teachers and students throughout the school day. In collaboration with universities in the Miami-Dade area, teachers provide clinical supervision for student interns. Homestead Middle School articulates with feeder pattern school staff, parents, and students in order to provide a smooth transition into middle and senior high school. Students from Homestead Middle School have been participating in a buddy

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program with a neighboring school that houses severely handicapped students. Homestead Middle School also has a branch of Civil Air Patrol, which gives the students experiences in leadership techniques and provides communication between the school and the Civil Air Patrol.

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 Homestead Middle School has increased at a steady pace over the last five years. Homestead Middle School was also awarded as a Magnet School of Merit. Homestead Middle School’s SECME Team has received national recognition. Students have consistently over the years gained recognition in the county Math Jeopardy Competition. Homestead Middle School received a Partners in Education Award from Centro Campesino and Ameri-Corps, and the Proud Award for peacekeeping from the Peace Foundation. Homestead Middle School competed against local middle schools to receive the Chamber of Commerce Brain Bowl trophy.

3.2 CompetitorsThis item explores the alternate schools available to students.

Surrounding Homestead Middle School are many private and charter schools. These schools, such as Rosa Parks Charter, ASPIRA Charter, St. John’s Episcopal, South Dade Colonial Christian, Florida City Christian, Redland Christian Academy, and Pathway Christian, are in constant competition with Homestead Middle School. There are several magnet programs as well, which draw students. These include: Southwood Fine Arts Magnet, Richmond Zoo Magnet, and Ammons International Language Magnet. There are also several students in the community who are receiving their education through home schooling.

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.

Homestead Middle School employs a collaborative system of leadership that includes representation from all stakeholder groups on its primary decision-making group, the Educational Excellence School Advisory Council. Leaders for the school provide the technical support and professional and personal growth opportunities that stakeholders need in order to make informed decisions. Innovation is encouraged and new ideas are recognized and implemented. Homestead Middle School extends its academic day through the GEAR-Up Program. This program assists in the enhancement of quality educational experiences. The GEAR-Up Program and many other activities, such as band, sports, and other activities offered at Homestead Middle School, have assisted in providing Homestead Middle School with a better image in the community. The success of the SECME program and the participating students bring out positive educational experiences. These special interest groups offer parents and students of Homestead Middle School, in addition to the regular curriculum, a foundation that fosters academic excellence.

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

Homestead Middle School has received federal funding to support the magnet program for the past three years. This funding, which is no longer available, provided additional opportunities for students. In addition, losses in Title I funds have suffered cutbacks, which have hampered the purchase of supplemental materials. Homestead Middle School is piloting the Pinnacle Gradebook System. The system requires training and commitment by the teachers to utilize this new technology effectively. Homestead Middle School has several new teachers who are in need of professional growth team assistance. These teachers, with the mentoring of veteran teachers, need time to become familiar with the many initiatives and programs of the school. The lack of parental involvement is an issue that continues to plague the school. A new collaboration between home and school through the PTSA and Title I will be promoted this year.

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

Homestead Middle School students are highly mobile (46 percent) and are frequently absent from school. Many students seem reluctant to spend the time outside the classroom that is necessary to master new skills and retain competence in skills already taught. Due to a low economic status in the student population, few have access to communication technologies outside of Homestead Middle School. Materials are not readily available to many students. Homes are not print rich, with books, magazines, and/or newspapers. Many students have never traveled beyond the Homestead community. They are not fully aware of cultural diversity and therefore lack tolerance. These intolerances cause inappropriate behaviors, not only in school, but in the community as well.

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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.

Homestead Middle School has identified several challenges in relationships with faculty. Among these are: Homestead Middle School has not been able to fill several ESE positions in due to a lack of appropriately certified candidates. Due to our location in the southern end of Dade County, it has been difficult to fill instructional vacancies. Results of the School Climate Survey indicate that the faculty believes that the overall environment for student learning needs improvement. Homestead Middle School has found difficulty in obtaining substitute teachers.

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

Homestead Middle School has identified several issues concerning challenges in relationships with internal and external forces. Among these are: The turnaround time in our communication with parents and the community, lack of skills on the part of parents in assisting children with academic needs, increased influx of LEP students, decrease in magnet funding, and a decrease in Title I funding.

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.

Homestead Middle School has identified several issues concerning challenges in process improvement. Among these are: Student scores on the FCAT reading subtest indicate that 63 percent of our eighth graders are scoring at FCAT achievement Level 1. In FCAT mathematics, 54 percent of our eighth graders are scoring at FCAT Achievement Level 1. The collection and analysis of data assist in making pertinent and useful changes in teaching and learning.

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.

Homestead Middle School students lack organizational and study skills. In order to address these needs, Student Agendas were purchased by the EESAC to assist students in these areas, as well as provide resources that may not be available in the home, i.e. math reference sheets, writing process directions, vocabulary, and maps. Homestead Middle School students have a need for reading materials to comply with the Comprehensive Reading Plan. Purchases will be made to ensure that students have books in the home. Many students at Homestead Middle School lack academic motivation. In order to meet this need, special care will be given to programs that will include mentoring and tutoring. The Media Center will provide a full service technological support base, including research materials, computers, word processing programs, and internet access.

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.

Homestead Middle School has identified several issues concerning improvement in the Educational Delivery Process. Among these are the results of the Enacted Curriculum Teacher Survey completed by all mathematics and science teachers. The results of this survey indicate that teachers requested additional training in the use of technology in their classrooms. The Science and Mathematics Instructional Improvement Team and the EESAC have supported the decision to provide for Saturday training sessions in Best Practices for all staff members who are interested. They also recommended that the Teacher Education Center representative provide information and opportunities for professional development to the faculty. Best Practices Self-Assessment Surveys indicated that teachers need and want additional strategies to address the Sunshine State Standards Benchmarks for Reading and Mathematics. In order to address these needs, the teachers will continue to meet for weekly curriculum training, facilitated by the curriculum specialists. During these training sessions, the Reading, Writing, and Thinking Across the Curriculum Initiative will continue to be reinforced.

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.

Homestead Middle School has identified several issues concerning challenges in improving relationships with internal operations and external forces. Among these are: the turnaround time in the communication with parents and the community. In order to address this need, Homestead Middle School is pursuing purchasing a voice mail system. This would allow parents to leave individual messages in a teacher’s voice mailbox. In addition, meetings and school functions will be placed on the marquee and advertised in the local newspapers. Another issue is the influx of Learning Enriched Pupils. In order to address this, the curriculum committee has endorsed the recommendation to hire a Home Language Specialist, who will provide reinforcement and assistance to LEP

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students in their home language. Finally, a decrease in magnet and Title I funds has placed financial constraints on the school budget. A grant committee will be established to secure additional funding for the school. Five curriculum nights will be organized and implemented to provide skills to parents in assisting children with their academic needs.

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.

Homestead Middle School has identified several issues concerning challenges in process improvement. Among these are student scores on the FCAT reading test indicating that 63 percent of students are scoring at FCAT Achievement Level 1. Student scores on the FCAT mathematics test indicated that 54 percent of Homestead’s students scored at FCAT Achievement Level 1. In order to address these needs, Homestead will partner with the Region and District to provide training to selected teachers in successful remedial strategies. All subject area teachers will receive training in cross-curricular pedagogy that supports reading, writing, and critical thinking instruction in all subject areas. Targeted students will be provided with before and after school tutorial opportunities. Data will be collected on students involved in these efforts and will be analyzed to determine the most effective method(s); these will be implemented on a larger scale. Homestead Middle School recognizes the need for collegiality in all phases of program instruction. In order to address this, interdisciplinary teams will be established, weekly curriculum inservices and networking will take place, and Best Practices workshops will be conducted throughout the year. The Professional Growth Team Cadre will be identified to assist teachers in professional development areas.

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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. 18 48 17 13 6 20 51 15 10 41.My child’s school is kept clean and in good condition. 15 36 18 20 11 20 47 13 14 62.My child’s school is overcrowded to the degree that it affects learning. 14 27 27 24 8 18 24 23 25 103.My child’s school maintains high academic standards. 13 41 27 15 4 16 44 26 10 34.My child’s school uses adequate disciplinary measures in dealing with disruptive students.

22 38 21 16 3 23 44 21 8 45.

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

22 43 13 12 10 29 49 9 10 46.

My child’s school serves lunches that are nutritious and taste good. 12 24 26 21 18 10 24 24 20 227.My child’s school keeps bathrooms clean and in good condition. 8 13 28 25 25 8 20 24 23 258.My child’s teachers are friendly and easy to talk to. 29 46 13 8 4 27 50 13 7 39.My child’s teachers make learning interesting and relevant. 23 48 18 6 5 21 50 18 9 310.My child’s teachers motivate students to learn. 30 42 18 5 5 23 48 17 9 311.My child’s teachers take an interest in students’ educational future. 27 44 17 6 6 24 45 20 8 312.My child’s teachers are knowledgeable and understand their subject matter. 23 55 16 4 3 23 53 18 5 213.My child’s teachers assign meaningful homework that helps students learn. 24 51 9 10 6 23 51 11 11 414.My child’s teachers do their best to include me in matters directly affecting my child’s progress in school.

26 43 10 13 8 23 43 14 13 715.

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

27 53 13 5 3 25 58 10 5 216.

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

26 55 11 5 3 26 58 8 6 217.

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

32 50 9 3 6 29 54 9 6 218.

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

25 52 16 6 2 23 53 16 7 219.

My child’s school is effectively teaching students to use computers. 32 45 13 5 4 22 42 17 12 720.My child’s school is effectively teaching students to think critically and reason out problems.

25 45 21 6 3 19 50 20 8 321.

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

29 46 14 8 3 21 49 16 11 322.

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

27 50 12 7 4 23 49 18 7 323.

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

25 41 14 10 11 29 41 15 9 624.

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

24 36 18 12 10 29 40 18 8 525.

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

23 36 22 9 10 29 40 19 7 526.

The principal does an effective job running my child’s school. 23 37 18 12 10 28 44 19 6 427.The principal is available and easy to talk to. 20 25 31 11 13 21 33 30 10 628.The assistant principals are effective administrators. 21 43 28 3 5 22 42 27 6 429.Guidance counselors are concerned about and try to help students with educational and personal problems.

28 39 22 8 4 28 41 21 6 430.

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

34 44 10 6 5 31 48 11 7 431.

School staff respond to my needs and concerns in a reasonable period of time. 24 44 18 10 4 23 47 16 9 532.My child is getting a good education at this school. 30 50 11 6 3 27 51 11 7 333.The overall climate or atmosphere at my child’s school is positive and helps my child learn.

21 50 18 4 6 22 49 16 9 434.

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. 22 48 10 13 7 39 44 5 10 31.At my school the school building is kept clean and in good condition. 7 52 7 28 7 25 43 5 20 82.At my school personnel work together as a team. 14 57 10 12 7 23 48 9 15 53.At my school administrators solve problems effectively. 2 47 17 20 14 21 41 12 17 84.At my school I feel that my ideas are listened to and considered. 7 49 19 14 12 22 43 16 12 75.At my school adequate disciplinary measures are used to deal with disruptive behavior.

7 20 17 41 15 19 36 10 22 136.

My principal is an effective administrator. 20 39 19 12 10 34 37 12 10 77.My principal represents the school in a positive manner. 28 42 13 8 8 43 38 10 5 48.My principal demonstrates good interpersonal skills. 22 35 15 13 15 36 35 10 11 89.My principal deals with conflict constructively. 18 47 20 7 8 33 33 18 10 610.My principal responds in a reasonable time to my concerns. 18 45 18 7 12 35 37 15 8 511.My principal treats me with respect. 38 35 10 12 5 49 35 7 5 412.My principal is receptive to constructive criticism. 15 20 39 15 10 28 28 29 9 713.My principal is supportive of teachers. 18 33 20 17 12 36 36 14 8 614.My ability to do the best possible job at this school is limited by too many students in each class.

39 29 10 19 3 39 30 6 18 715.

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

58 32 3 5 2 32 40 9 16 416.

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

41 46 5 5 3 25 37 9 23 617.

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

14 10 10 50 16 6 11 14 43 2718.

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

12 19 31 28 10 8 15 33 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.).

22 44 5 24 5 14 24 9 37 1620.

My ability to do the best possible job at this school is limited by school violence. 5 29 17 37 12 4 12 11 46 2821.My ability to do the best possible job at this school is limited by student gang activity.

3 21 19 41 16 2 6 16 41 3622.

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

4 18 22 47 9 2 7 21 40 3123.

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

4 11 21 37 28 5 28 15 35 1824.

I feel satisfied concerning how my career is progressing at this school. 10 53 14 12 10 19 46 15 13 725.I have a feeling of job security in my present position. 17 42 17 15 8 28 50 11 7 426.I like working at my school. 22 47 10 7 14 36 43 10 7 427.Staff morale is high at my school. 9 12 29 26 24 14 32 18 21 1528.I frequently feel overloaded and overwhelmed while working at my school. 26 33 14 26 2 18 33 10 31 729.Annual teacher evaluations are fair and reasonable. 11 54 30 2 4 27 51 17 3 230.Annual teacher evaluations are used to improve teacher performance. 7 31 44 11 7 19 43 25 9 431.Inservice programs keep me informed of the latest educational strategies. 21 50 14 9 7 24 52 11 9 432.I believe children attending my school are receiving a good education. 10 53 17 17 3 25 52 13 7 333.The overall climate or atmosphere at my school is positive and helps students learn.

3 52 19 14 12 24 48 13 11 534.

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.

170

SCHOOL CLIMATE SURVEY 2000-01 ADMINISTRATIONSTUDENT FORM


PERCENT RESPONDING IN EACH CATEGORYSAA

U/U

DSD



I feel safe at my school. 9 37 22 18 13 15 44 17 15 91.

My school building is kept clean and in good condition. 4 21 15 36 25 7 29 16 29 192.

Students in my school usually follow school rules. 3 12 16 39 30 3 15 21 35 263.

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

17 20 19 26 18 14 18 16 34 184.

My teachers require that I work very hard for the grades I get. 29 50 10 5 5 35 44 12 6 45.

My school has enough books and equipment to help me learn. 12 36 21 17 14 19 39 16 16 116.

Food served for lunch at my school looks good and tastes good. 5 21 20 24 30 4 13 16 23 447.

Bathrooms in my school are clean and in good condition. 2 12 11 33 43 3 9 11 27 518.

My teachers are friendly and easy to talk to. 20 36 18 16 10 17 38 22 15 99.

My teachers make learning fun and interesting. 18 35 21 15 10 13 36 22 18 1010.

My teachers make me want to learn. 17 41 19 12 10 17 38 21 16 911.

My teachers know a lot about the subjects they teach. 28 42 14 8 8 32 44 13 6 412.

My teachers give me meaningful homework that helps me learn. 18 41 17 14 10 18 40 19 13 913.

My teachers are interested in how I do in the future. 22 32 26 13 7 22 36 23 11 814.

My teachers let me know how I am doing on my school work. 29 45 11 9 6 25 47 12 10 615.

Violence is a problem at my school. 23 32 18 18 9 20 24 22 21 1316.

Gangs are a problem at my school. 15 18 20 28 18 12 14 23 28 2317.

Student drug and alcohol use are problems at my school. 17 22 21 20 21 11 14 25 25 2618.

My principal does a good job running the school. 10 25 26 14 25 20 33 22 12 1319.

The assistant principals are available when needed. 14 29 29 12 15 15 33 25 15 1220.

My guidance counselor helps me with school and personal problems. 22 27 31 10 11 24 32 26 10 921.

Adults at my school care about me as an individual. 11 27 33 16 13 11 29 30 17 1322.

Adults at my school help me when I need it. 15 39 22 9 15 13 37 25 14 1023.

I like coming to my school. 17 31 15 14 22 16 32 17 14 2124.

I am getting a good education at my school. 19 40 18 12 10 21 45 18 9 725.

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

13 27 32 16 13 13 35 29 13 1026.

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 C27.

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% of Instructional Staff 96

None 40.5-5 265.5-10 2410.5-15 815.5-20 620+ 1

New to M-DCPS 66

Mobility Index 47

% of Students 92

None 83

0.5-5 360

5.5-10 284

10.5-15 204

15.5-20 131

20+ 327

96.1

3

48 92.1

321451328980153

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

95.7

631311033

3232931

75

46 46

90.3

64339281189150332

1998-1999

94.1

3222817105

1999-2000

1999-2000

74

44

91.4

81381301198132339

172


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

51 7455 808256

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

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


45 6960 808668


Grade

SCHOOL GRADE DESIGNATION

4/5

8

10

98-99 99-00 00-01


49 2645 201844



55 3140 201432


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

15822

n/an/an/a

n/an/an/a

859278

n/an/an/a

n/a

D

n/a

n/a n/a

D D

n/a n/a

PERFORMANCE HISTORY

n/a

Grade

173


MAJOR PROGRAMSCOMPREHENSIVE NEEDS ASSESSMENT

Reading

Writing

Mathematics

PROGRAM DATE INITIATEDGRADE

LEVEL(S)6-8Competency-Based Curriculum Aug. '98

6-8Comprehensive Reading Plan Aug. '96

6-8CCC Aug. '98

6-8GEARUP Tutorial Oct. '99

6-8Soar to Success Aug. '00

6-8SECME Sep. '95

6-8Accelerated Reader Aug. '94



6-8Writing Across the Curriculum Aug. '95

6-8FCAT Preparation Program Sep. '99

6-8GEAR UP Oct. '99



6-8Countdown to FCAT Aug. '99

6-8GEAR UP Oct. '98

6-8S.E.C.M.E. Aug. '95

6-8Data on Enacted Curriculum Aug. '01

174


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

CRISS Training 15 Jun. 19, '00

Reading, Writing, and Thinking Across the Curriculum 6 Jun. 19, '00

Reading, Writing, and Thinking Across the Curriculum 65 Sep. 06, '00

Best Practices in Reading and Mathematics 30 Dec. 10, '00

Holistic Scoring in Reading and Mathematics 30 Mar. 22, '01

Brainchild 65 Apr. 26, '01



Best Practices in Writing Across the Curriculum 30 Jan. 06, '01

Writing Across the Curriculum 65 Jan. 11, '01


Reading, Writing, and Thinking Across the Curriculum 6 Jun. 19, '00


Best Practices in Reading and Mathematics 30 Mar. 17, '01

Best Practices in Reading and Mathematics 30 Mar. 22, '01

Brainchild 65 Apr. 26, '01

Math Phobia 65 Nov. 16, '00


Other Professional Development Provided or in Progress

Go Digital Multimedia 4 Jun. 19, '00

Academy of Travel and Tourism 5 Jun. 19, '00

Middle/High School Articulation 12 Jun. 19, '00

IEP Training 11 Mar. 22, '01

Discipline 20 Mar. 22, '01

Grant Writing 27 Feb. 22, '01

Alliance+ Technology Training 14 Jun. 18, '01

175

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 examined and recommended budget expenditures relative to all areas of the school, such as the purchase of student agendas, and the use of resource teachers in the content areas.

Training:The EESAC recommended staff development activities for FCAT preparation, especially the continued implementation of the Reading, Writing, and Thinking Across the Curriculum Initiative.

Instructional Materials:The EESAC made recommendations for the 2001-2002 budget that reflected the purchasing of instructional materials, such as new science textbooks and FCAT Coach materials for mathematics and language arts classes.

Technology:The EESAC Technology subcommittee made recommendations to purchase additional computers for use in mathematics and science classrooms.

Staffing:The EESAC made recommendations to the principal regarding staffing. Reading and mathematics specialists were hired to work with science and mathematics teachers to integrate reading strategies in the content area.

Student Support Services:The EESAC made recommendations to continue holding parent conferences, child study teams, and LEP committee meetings to support student achievement.

Benchmarking:The EESAC made recommendations to the principal regarding the continuation of benchmarking activities through the Reading, Writing, and Thinking Across the Curriculum Initiative.

Other Matters of Resource Allocation:The EESAC reviewed expenditures of Title I, EESAC, Magnet, and FCAT Enhancement funds.

School Safety and Discipline:The EESAC made recommendations to continue the middle school teaming concept, D-FY-IT, 5000 Role Model Program, and the Civil Air Patrol.

176

TITLE I ASSESSMENT ISSUES


COMPREHENSIVE NEEDS ASSESSMENT

Family Literacy

Parental Involvement

Health Services

School Climate

Due to a low number of Independent Reading Logs collected, a decision was made to provide additional reading materials in the homes of the students. Money from the Title I budget will be allocated to provide trade books for each student in the building. Prizes will also be generated for those students who complete their Independent Reading Logs. The school will also expand the family curriculum nights to encourage hands-on learning experiences in all core subjects areas and magnet classes.

There is a continued need to involve more parents in school activities as evidenced by the Sign-In Logs. Therefore, the Reading Leader will utilize various community contacts and media sources to advertise and encourage parental participation in workshops and school activities.

Counselor service logs have revealed a need to continue to promote health awareness at Homestead Middle School. Migrant Education Program, the Homestead Bridge, SOS (Start Off Smart), PAL (Police Athletic League), ASPIRA, Citrus Health Network, Inc., FIU’s GEAR Up of Homestead, The Children’s Psychiatric Center, Inc., the TRUST program, and the Non-Violence Project are some of the prevention and intervention programs that will continue to provide health services.

According to the percentage of discipline reports recorded on the Integrated Student Information System and the Student Assistance Profile, there is a continued need for an enhanced mentoring/counseling program. A target group of students has been identified who will receive additional counseling services this year. Additional conflict resolution training will be implemented this year for staff and students.

177

( ) ( ) ( )

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

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 schoolwide emphasis on reading skills development, students in grade eight will improve their reading comprehension skills as evidenced by a minimum of 60 percent of the students scoring at or above FCAT Achievement Level 2 on the FCAT reading test administered in 2002.

Goal 1

Goal 2

X

Goal 3

X

Goal 4

X

Goal 5

Goal 6

X

Goal 7

Goal 8

X

Goal I

X

Goal II

X

Goal III

X

Homestead Middle School-6251Objective 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

( )

7

X

178

STRATEGIES

Start Date

End Date

Timeline

STRATEGIESObjective Number: 1 Homestead Middle School-6251

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

one contact person.

. Incorporate the SCANS competencies utilizing reading strategies in interdisciplinary units involving School-To-Career curriculum.

Assistant Principal for Curriculum

Sep. '01 Jun. '021

. Continue to implement the Competency-Based Curriculum, Sunshine State Standards, and the Comprehensive Reading Plan.

Principal Sep. '01 Jun. '022

. Provide training in FCAT reading strategies for teachers and paraprofessionals to enhance instruction.


Sep. '01 Jun. '023

. Infuse technology into the teaching of reading and language arts.

Language Arts Department Chair*

Reading LeaderCurriculum Specialists

Sep. '01 Jun. '024

. Assign a reading specialist to assist science teachers in developing reading and writing strategies.

Principal Aug. '01 Jun. '025

. Provide training in FCAT reading strategies for parents to support instruction.

Assistant Principal for Curriculum*


Aug. '01 Jun. '026

. Continue to implement the Student, Parent/Guardian, and School Compact/Agreement.


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).

179

( ) ( ) ( )

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



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven an increase in schoolwide writing instruction through the use of Writing Across the Curriculum and increased practice responding to writing prompts, students in grades six, seven, and eight will demonstrate a ten percent increase in the average score as measured by a Writing Across the Curriculum pre-test administered in September 2001 compared to a post-test administered in May 2002.

Goal 1

Goal 2

X

Goal 3

X

Goal 4

Goal 5

Goal 6

X

Goal 7

Goal 8

X

Goal I

X

Goal II

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

( )

7

X

180

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Incorporate the SCANS competencies in interdisciplinary units involving School-To-Career curriculum to expand writing prompts in preparation for the FCAT.


Aug. '01 Jun. '011

. Continue to implement the Competency-Based Curriculum and Sunshine State Standards.


. Provide training in writing strategies for teachers and paraprofessionals to enhance instruction.

Language Arts Chair Aug. '01 Jun. '023

. Infuse technology into the teaching of writing. Language Arts Chair Aug. '01 Jun. '024

. Assign a reading specialist to assist science teachers teachers in developing reading and writing strategies.


. Provide training in writing strategies for parents to support instruction.

Language Arts Department Chair*


Aug. '01 Jun. '026

. Continue to implement the Student, Parent/Guardian, and School Compact/Agreement.



181

( ) ( ) ( )

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



Graduation Rate

Student Performance


School Safety

Teachers and Staff

Adult Literacy


MEASURABLE IMPROVEMENT OBJECTIVEGiven instruction using the Competency-Based Curriculum, students in grade eight will increase their mathematics applications skills as evidenced by a minimum of 60 percent of the students scoring at or above FCAT Achievement Level 2 on the FCAT mathematics test administered in 2002.

Goal 1

Goal 2

X

Goal 3

X

Goal 4

X

Goal 5

Goal 6

X

Goal 7

Goal 8

X

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

182

STRATEGIES

Start Date

End Date

Timeline



one contact person.

. Incorporate the SCANS competencies utilizing mathematics applications strategies in interdisciplinary units involving School-To-Career curriculum.


Aug. '01 Jun. '021

. Continue to implement the Competency-Based Curricululm and Sunshine State Standards.


. Continue to utilize a schoolwide motivational program that provides reinforcement of mathematics skills.

Mathematics Chair Aug. '01 Jun. '023

. Assign a mathematics specialist to assist mathematics teachers in developing math strategies.


. Provide training in mathematics strategies for teachers and paraprofessionals to enhance instruction.


Aug. '01 Jun. '025

. Infuse technology into the teaching of mathematics. Mathematics Chair Aug. '01 Jun. '026

. Provide training in FCAT mathematics strategies for parents to support instruction.


Aug. '01 Jun. '027

. Continue to implement Student, Parent/Guardian, and School Compact/Agreement.



183


WAIVERS

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

TITLE I BUDGETS

The Title I budget for this school may be found in Appendix B: Title I Budgets, at the back of this book.

184

SCHOOL PERFORMANCE EXCELLENCE PLANREVIEW AND ACCEPTANCE SIGNATURES

LOC. #: 6251 SCHOOL NAME: Homestead Middle 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.

185

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