Miami-Dade County School Board

Transcription

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Miami-Dade County School Board
Agustin J. Barrera, Chair
Dr. Martin Karp, Vice Chair
Renier Diaz de la Portilla
Evelyn Langlieb Greer
Perla Tabares Hantman
Dr. Robert B. Ingram
Ana Rivas Logan
Dr. Marta Perez
Dr. Solomon C. Stinson
Superintendent of Schools
Rudolph F. Crew, Ed.D.
Regional Center V Superintendent
Mrs. Janet S. Hupp
Regional Center V Directors
Mr. Carlos Fernandez
Dr. Melanie M. Fox
Dr. Kenneth Wheeler
Ms. Kristal Hickmon
G. Holmes Braddock Senior High School
Mr. Manuel S. Garcia, Principal
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SACS CASI Quality Assurance Review Team
Dr. Claudia Springer, Westminster Christian School
Dr. John Harris, Assistant Principal of Boone High School
Dr. Carmen Castello, Assistant Principal of St Brendan High School
Jose Blanco, Professor Miami-Dade College, Kendall Campus
Dr. Eveleen Lorton, Chairperson
Braddock Administrative Team
Mr. Manuel S. Garcia, Principal
Ms. Madeleine Chamizo, Assistant Principal
Mr. Aubrey Davis, Assistant Principal
Mr. Lucas J. De La Torre, Assistant Principal
Mr. Herbert Penton, Assistant Principal
Mr. Felix Zabala, Assistant Principal
Mr. Jose Fernandez, Dean of Students
Mrs. Jennifer Rodriguez-Ledesma, Dean of Students
Mrs. Monica Acosta, Activities Director
Mr. Eric Lape, Athletic Director
Facilitative Team
Vanessa Guilarte, Internal Facilitator
Caridad McCormick, Co-Facilitator
Lucas J. De La Torre, Assistant Principal
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SACS CASI Leadership Team
Acosta-Lape, Perla
Acosta, Monica
Agras, Miriam
Angel, Katherine
Avila, Ailyn
Bernabei, John
Caballero, Mildred
Carrion, Yvette
Cecil, Carol
Clouet, Judy
Contreras, Annliss
De La Torre, Lucas J.
Diaz, Clara
Farinas, Maryellen
Garcia, Manuel S.
Garcia, Anneli
Gonzalez, Jacquelyn
Greenberg, Mary
Herran, Soraya
Hoar, Phyllis
Horvath, Geraldine
Merino, Kristen
Mezzano, Jack
Odio, Nelly
Patton, Terry
Pereira, Adriana
Perez-Allende, Pablo
Rawle, Shelly-Ann
Reyes, Natalie
Rivera, America
Riveron, Betty
Sanchez-Reyes, Odalys
Solis, Claudia
Torrealba, Pablo
Torres, Angie
Valdes, Anisley
Velazquez, Sylvia
Webber, Vanessa
Zabala, Felix
Zwelling, Roxanne
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SPED Teacher
Activities Director
Secretary
English Teacher
Student Government
Social Studies Department Chairperson
Mathematics Teacher and Business Manager
Reading Coach
English Teacher
Career Specialist
English Teacher
Assistant Principal
Art History Teacher
Foreign Language Department Chairperson
Principal
Television Production Teacher
English Teacher
Media Specialist
Student Services Department Chairperson
Science Department Chairperson
Science Teacher
Social Studies Teacher
Drama Teacher
Information Technology Lead Teacher
Special Education Department
Photography Teacher
Physical Education Teacher
Guidance Counselor
Student Government
Mathematics Department Chairperson
Purchasing Secretary
Science Teacher
English Teacher
Science Teacher
Special Education Teacher
Student Government
ESOL Department Chairperson
Special Education Teacher
Assistant Principal
Special Education Department Chairperson
Committees
Citizenship
Acosta, Monica
Avila, Ailyn
Azor, Alexander
Davila, Kalina
Duque, Carlos
Flores, Sandy
Hernandez, Yamila
Hernandez, Karen
Howfield, Stephanie
Ibanez, Jessica
Jane, Alexa
Kelley, Porche
Lopes, Marcelo
Odio, David
Ortega, Ivett
Reyes, Natalie
Rodriguez, Liz
Saavedra, Melissa
Sanchez, Dayme
Sinno, Yasmin
Valdes, Anisley
Wong, Michele
Governance and Leadership Administration
Acosta, Monica
Chamizo, Madeleine
Davis, Aubrey
De La Torre, Lucas J.
Fernandez, Jose
Garcia, Manuel S.
Lape, Eric
Penton, Herbert
Rodriguez-Ledesma, Jennifer
Zabala, Felix
Financial and Physical Resources
Agras, Miriam
Pava, Liliana
Perez, Lauren
Riveron, Betty
Valdes, Teresita
Material Resources Media Specialists
Greenberg, Mary
Herzog, Karen
Lewis, Adrienne
Support Services
Bergnes, Ana
Clouet, Judy
Hoed de Beche, Carla
Escobar, Eli
Gomez, Tahimi
Herran, Soraya
Lastres, Ana
Mendoza, Maria
Moskowitz, Barbara
Perez, Julio
Rawle, Shelly-Ann
Regueiro, Rosa
Sanchez, Rosa
Suarez, Luisa
Zaragoza, Carlos
Beliefs and Mission-Period 1
Acevedo, Maria
Barberousse, Fritz
Buchillon, Lazaro
Camaraza, Rosa
Espinoza, Sandra
Farinas, Maryellen
Fernandez, Lorena
Fontaine, Karl
Hoar, Phyllis
Lenoble, Gail
Magnani, Mariella
Martinez, Maria
Mayoral, Omara
Rojas, Francisco
Salgado, Mayda
Torres, Angie
Vital-Valdes, Gloria
Wilcock, Emily
Wydler, John
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Curriculum-Period 2
Bernabei, John
Betancourt, Aracely
Carmenate, Shanel
Cepero, Sandel
Cielesz, Andrea
Contreras, Annliss
Diaz, Willie
Escobedo, Yadeh
Glass, Howard
Gonzalez, Dionisio
Lee, Juanita
Maley, Joseph
Monaco, Mary
Moore, Chris
Odio, Nelly
Owens, Jennifer
Tabares, Maria
Instruction-Period 3
Besterman, Daisy
Drummonds, Janis
Fernandez, Eric
Freeman, Michael
Garcia, Luis
Goiricelaya, Ileana
Herbig, Margarite
Jimenez, Reina
Kalinsky, Susan
Ley-Smith, Sarai
Llapur, Ileana
Martinez, Johnny
Matusow-Hirschkowitz, Alina
Menendez, Mario
Nagee, Jerry
Pascual, Manuel
Patton, Terry
Rios, Yasmina
Rojas, Ana
Ruskin, Sally
Torrence, Jessica
Treto, Vivian
Varela, Maite
Zwelling, Roxanne
Assessment and Evaluation-Period 4
Anderson, Charlie
Bernabei, Catharina
Borgono, Patricia
Burrows, Paul
Campo, Manuel
Carrion, Yvette
Castro, Sergio
Collado, Joe
Fernandez-Hermo, Cristy
Garcia, Anneli
Jorva, Beatriz
Krause, Faith
Losa, Rita
Madansky, Linda
Martin, Zabrina
Martinez, Dayanara
Mestre, Teresita
Milan, Mary
Rajarajeswari, Mangypudi
Reese, David
Risco, Rosa
Rodriguez, Gisellette
Siegmeister, William
Solis, laudia
Tejada, Saul
Walker, Christina
Human Resources-Period 5
Bales, Carol
Caballero, Millie
Cecil, Carol
Fazio, Rodolfo
Fenner, Sharon
Gonzalez, Peter
Gonzalez, Jacquelyn
Defina, Julie
Hernandez, Eileen
Holmes, Daniel
Iglesia, Mayte
Jebian, John-Paul
Lacayo, Casandra
Lamas, Joseph
Lazo, Xuan
Ortiz, Judy
Pallidine, Marta
Paterno, Mary
Perez, Ana
Pomareda, Jeanette
Server, Jorge
Vilchez, Manuel
Stakeholder Communications and Relationships-Period 6
Angel, Katherine
Brown, Linda
Chandler, Joan
Cobia, Mayra
Diaz, Clara
Fundora, Adriana
Garces, Lidia
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Garcia-Cruz, Ramon
Joyce, Manie
Marcote, Adanais
Miriki, Iyabode
Pedron, Melissa
Perez, Tracy
Rivera, America
Sanchez, Yimar
Seicentos, Eyre
Strauss, Cynthia
Tarafa, Rosa
Torras, Rafael
Ulman, Linda
Valls, Alicia
Continuous Process of Improvement-No Planning Period
Avila, Marilin
Barnes-Burton, Sherrol
Basquiat, Mavis
Berdote, Helena
Cano, Carlos
Cruz, Denise
Gonzalez, Tatiana
Hough, Mary
Kaufman, David
Lape, Perla
Manning, William
McKinney-Brown, Rita
Melendez, Santa
Muina, Lourdes
Ollarek, Christine
Ortiz, Janelle
Perez-Allende, Pablo
Puig, Aleyda
Ramirez, Mayada
Sheyn, Ingrid
Talavera, Ana
Tomas, Michael
Velazquez, Sylvia
Webber, Vanessa
2002 Commendations-No Planning Period
Beck, Patricia
Delgado, Ezequiel
Escariz, Francisco
Garcia, Manuel
Guzman, Alland
Horvath, Geraldine
Kotkin, David
Llano, Jesus
Lockwood, Laura
Lopez, Willie
Mezzano, Jack
Monaco, Tom
Noa, Joseph
Olivera, Felix
Owens, Jennifer
Pearcy, Phillip
Pereira, Adriana
Winthrop, Laura
Zayas, Anthony
2002 Recommendations-No Planning Period
Altman, Alan
Ballou, Vicki
Berry, Lee
Galvin, Jim
Greenberg, Jay
Hackworth, Tim
Hernandez, Alex
Jimenez, Rafael
Lawrence, Lemroy
Leclere, Ibis
Littman, Michael
Llano, Jesus
Martin, Graham
Merino, Kristen
Ocejo, Alberto
Pentzke, Gretchen
Sanchez, Luis
Sanchez-Reyes, Odalys
Torrealba, Pablo
Torres, Juan
Yaskin, Susan
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Students
“I am not young enough to know everything.”
Oscar Wilde (1854 - 1900)
Anisley Valdes
Christopher Diaz
Caterina Pette
Alberto Muñoz
Natalie Reyes
Cassandra Guilarte
Lisa Castro
Steven Othelot
Dayme Sanchez
Abraham Jean-Baptiste
Amanda Fernandez
Amanda Lubin
Sandy Florez
Jorge Gonzalez
Ovy Quintanal
David Odio
Jessica Ibañez
Jose Elosegui
Gregory McMillan
Marcelo Lopes
Karen Hernandez
Enrique Muñoz
Educational Excellence School Advisory Council (EESAC)
Manuel S. Garcia, Principal
Charles Anderson, Union Steward
Mary Monaco, Chairperson
Clara Diaz, Teacher
Beatriz Jorva, Teacher
Mary Greenberg, Media Specialist
Judy Ortiz, Teacher
Joseph Lamas, Magnet Lead Teacher
Casandra Lacayo, Teacher
Soraya Herran, Student Services
Miriam Agras, Clerical
Terry Gonzalez, Clerical
Jose Martinez, Parent
Ivette Hoyos, Parent
Miriam Leandro, Parent
Deborah Hernandez, Parent
Mario Hoyos, Parent
Milagros Trastoy, Parent
Anisley Valdes, Student
Carlos Duque, Student
Marcelo Lopes, Student
Teri Wong, Business Representative
Max Nieto, Business Representative
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Table of Contents
2002 Recommendations……………………Pages 10-11
2002 Commendations……………………….Pages 12-13
Process……………………………………………….Page 14
Vision, Mission and Beliefs .…………….Page 18
Profile………………………………………………..Page 23
School Improvement Plan………………..Page 49
Results……………………………………………….Page 70
Standards…………………………………………..Page 96
Appendices………………………………………..Page 128
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Recommendation
1. Even though student enrollment has
decreased, the indoor and outdoor
suspensions have increased. Particular
attention must be given to develop strategies
to monitor and reduce the suspension rates.
2. The Peer Review Team strongly urges the
administration to continue the STARS
program, if at all feasible. All stakeholders
indicated this is a very worthwhile program
for students considered at-risk.
3. Consideration must be given for developing
an on-going committee for the purpose of
collecting and analyzing school data for
students at all levels of academic
achievement and disaggregated in a variety of
ways, such as ethnicity, overage for grade
level, gender and socioeconomic status. In
addition, the information collected should be
readily available to faculty and administration
through either a central office or via their inhouse network.
4. The Peer Review Team recommends that
future updates or modifications of the
school’s beliefs and mission statement
continue to include and be communicated to
all stakeholders.
5. A focused plan for staff development
should be implemented to address the areas in
the action plan and to effectively allocate
teacher professional development time.
Response
In comparison to previous years, the
suspension rates have significantly decreased
by more than 50%. Alternative forms of
suspensions are used such after school
detentions and Saturday School.
Unfortunately, funding for this program is
non-existent thereby causing its cancellation.
At-risk students are mainstreamed in order to
provide them with opportunities to work with
students with academic prowess.
This recommendation has been addressed by
the district through the creation of Web
Student Performance Indicator (WSPI). This
system allows teachers and administration to
access test results, areas of weakness, and
history of testing so that decisions and
adjustments can be made to meet the
students’ needs. In addition, our departments
create tests that provide accurate results
when scanned through a program called
Edusoft.
Our school has undergone a change in
leadership since the last review. Hence, our
vision, mission, and belief statements have
changed to include the input of all
stakeholders.
The peer review team believes that staff is
populated with certified experts in areas of
teacher growth such as Cooperative Learning
(Jigsaw II), Multiple Intelligences, Portfolio
and Presentation (Alternative Assessment) and
Gifted Endorsement. A continual in-house, on
going instructional format is available for staff
certification and empowerment in improved
teaching and assessment techniques.
In addition to this plan for continual staff
development the early release days as well as
after school TEC credit for recertification and
the additional benefits for improved
standardized test scores will be an ancillary
benefit.
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6. Student assessment data should be
provided to teachers in all disciplines to make
instructional decisions at the classroom level.
Our Student Services team does an
outstanding job disseminating assessment data
to teachers in a timely manner. In addition,
the District’s website has been expanded and
improved to allow for easy access to this
information.
7. The timeline for the evaluation of the
strategies needs to be modified to include
shorter target dates.
Our School Improvement Plan is created at the
beginning of each year and reviewed midway
through the year. A period of reflection on
the goals and strategies is scheduled for spring
and any new programs are developed over the
summer to address our needs.
This recommendation has in fact been
satisfied through two data bases available to
all Braddock classroom teachers on the
district website. Web Student Performance
Indicator (WSPI) and Edusoft are two very
useful web based resources that teachers here
at Braddock received training for at an inhouse professional development workshop.
The sites provide critical information about
their individual students so the teacher can
make informed instructional decisions at the
classroom level and assist students in their
more challenging areas of need.
The administrative team meets on a weekly
basis to address concerns and create
strategies to resolve them. The analysis of
data and implementation of District and
school programs is on the agenda at these
meetings on a constant basis.
8. Student assessment data should be
provided to teachers in all disciplines to make
instructional decisions at the classroom level.
9. Disaggregating data is the key to planning
programs to meet the needs of students at
their individual performance level. The peer
review team strongly recommends that the
administration set aside time to analyze the
school’s data and to design programs that
meet the needs of all students.
10. Since the Desired Results for Student
Learning is an ongoing committee, the
administration should consider more
involvement from students performing at a
variety of academic levels.
Our students participate in after school
tutoring sessions and Saturday School sessions
to improve their performance in the
classroom. Some of our clubs and honor
societies offer tutoring during the week as
well. Finally, community involvement is very
important to our school, so we have a variety
of service clubs and projects all children can
participate in.
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Commendation
1. There were 14 applicants for National
Board Certification.
2. There are two National Board Certified
teachers.
3. The amount of scholarships offered to the
students increased from $3,426,833 in 1994-95
to $6,287,570 in 2000-2001.
4. The school is to be commended for their
commitment to the use of technology. There
are currently twenty-one computer labs, the
media center is well-equipped with
computers, and every classroom has access to
the internet.
5. The Braddock family is to be commended
for the implementation of grade level
beautification projects that function both as
learning experiences and service projects that
dramatically improve the climate of the
school and enhance the learning community.
6. The committee is commended for making
the mission and belief statement clear and
concise by using succinct language for better
understanding of school goals.
Response
There are 4 applicants for national board
certification.
There are 5 national board certified teachers
on the staff at BHS.
The amount of scholarships offered in 2005-06
increased to $6,985.623.
Mr. Davis reports that in 2006 there are about
20 computer labs. 95% of classroom has
internet access.
New Landscaping in the front of the school.
Bulldog Sculpture
Arts Murals
Gazebo
Fish Pond
Display Cases
2002:The vision statement is:
G. Holmes Braddock Senior High School is
engaged in a process that strives to design and
support a curriculum of academic, social, and
physical instruction that will educate all
Braddock students to be capable of
independent functioning throughout a lifetime
of living and learning as global citizens of the
21st century.
2002: The mission statement is:
The mission of G. Holmes Braddock Senior
High School is to nurture within its students
and faculty a deeper realization of the
essential core values of:
Integrity
Lifetime Learning
Pursuit of Excellence
Respect
Responsibility
Visionary Leadership
The vision statement is succinct and
thorough but the wording may be difficult
for the average stakeholder.
The wording chosen for the mission
statement, “nurturing a deeper realization”,
is way too ambiguous. It does not provide
concrete / observable outcomes.
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7. The administrative leadership has created
a shared vision to support the instructional
needs of the students and staff.
8. The improvement in FCAT reading and
math scores from 2000 to 2001 is to be
commended.
9. The action plan highlights a variety of
concerns.
10. The committee is to be commended for
their positive attitude and willingness to
readdress the needs of all students.
11. A review of the beliefs and mission was
conducted to identify key factors for
consideration in defining results for student
learning.
12. Worthwhile and meaningful learning goals
have been identified that are aligned to
school, district, and state goals for student
achievement.
13. The administration, faculty, staff and
student body are commended for the
cleanliness of the entire school plant.
The staff collectively created a vision
statement.
Because of changes to the grading scale for
overall performance, we went down from last
year (356 to 333). We have, however,
maintained a “C” rating since 2000 and
fluctuated in our yearly scores, but showed
improvement for the 2005-2006 reading test
(30+ points). A high achievement level in
reading (34%), math (59%), and writing (77%)
helped raise our overall score for the year
2005-2006.
Yes. The school improvement plan highlights
a variety of concerns. It can be viewed
online.
The students have completed surveys to state
their needs. The school improvement plan
addresses the needs of students. In the case
of improving student reading Dog Journals
were replaced with WRAP to readdress
student needs.
In 2006, the administration asked for teacher
input to create the mission statement. A
tentative statement was written and given to
the teachers for approval. It was finalized
with feedback from the faculty.
We continue to align school, district, and
state goals for student achievement using the
School Improvement plan.
In general, the school continues to be clean.
Teachers addressed the cleanliness of the
bathrooms. The cleansers used do not seem
to sanitize the bathrooms.
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“Though this be madness, yet there is method in't.”
Hamlet, 2. 2
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Leading up to our SACS review, the SACS facilitation team was assembled in order to
begin immersing ourselves in the process byway of information gathering, team
building and the revamping of our vision, mission and belief statements. This was
accomplished in the following ways: Next Generation of Accreditation Workshop;
Meeting with Ivette Covert, Internal Facilitator; Leadership Team Strategy Meeting;
Professional Development Workshops; Faculty Meetings; EESAC and PTA meetings;
Student Government Meetings; SACS CASI Summer Conference; and Summer Strategy
Sessions.
Preliminary
Activities
10/05-08/06
Information
Gathering
SACS
Facilitation
Team
Revamping
Vision,
Mission and
Beliefs
Team
Building
SACS
Facilitation
Team
Leadership
Team
Department
Heads /
Academy
Leaders
Faculty
Community
Stake
Holders
Student
Leaders
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Once the framework for the study was designed and implemented, we engaged in the
following tasks: Opinion Inventories; Survey of Goals; Survey of Organizational
Effectiveness; Student Opinion Inventories; Leadership Meetings; Reviews of Standards
and Anecdotal Responses; Parental and Community Opinion Inventory; Brainstorming
Activities via Standards Committees; NSSE Surveys; Leadership Team Meetings/Lunch;
Review of Survey Data and Analysis led by curriculum council.
Engagement
8/06-12/06
Surveys
And
Anecdotal
Responses
Faculty
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Community
Stakeholders
/ Parents
Standards
Review
Students
SACS
Facilitation
Team
Leadership
Team
Data
Analysis
Faculty
and Staff
Faculty by
Department
Curriculum
Council
SACS
Facilitation
Team
In the final stage of our process, we met several times with various team members,
assembled the portfolio, and disseminated the data acquired in the previous stages of
this endeavor, which was reflected in the following tasks: Reviewing all final drafts;
Document review; presentation of final document to faculty; Printing and assembling
of final document and the creation of corresponding CDs.
Culmination
12/06-3/07
Portfolio
Assembly
Meetings
Faculty
And
Staff
Leadership
Team/
Curriculum
Council
SACS
Facilitators
Dr.
Lorton
SACS
Facilitation
Team
Finalization
of Guided
Self Study
Faculty
SACS
Facilitation
Team
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“More matter, with less art.”
Hamlet, 2. 2
Committee Members:
Howard Glass
Mildred Caballero
Angie Torres
Eileen Hernandez
Lorena Fernandez
Carol Cecil
Manie Joyce
Nelly Odio
Miriam Agras
Phyllis Hoar
Julie Defina
George Kontzamanys
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After attending the October conference a SACS facilitation team was assembled in
order to begin investigating the new direction in which our school was about to
embark. The investigative process evolved into three distinct phases: Preliminary
discussion amongst the faculty; the process of re-imagining our school wide goals;
and, the finalization of our revamped vision, mission and beliefs amongst our faculty,
staff, community stakeholders and student representatives.
Vision, Mission
and Beliefs
Preliminary
Steps
January 2006
Read, discuss, and
evaluate former vision,
mission and beliefs
Revamping
Vision, Mission and
Beliefs
Process
Revision via
department
meetings
Gathering and
analysis of first
draft
Finalization amongst
faculty, staff, community
and student
representatives
First draft
presented to faculty
for vote
Streamlined draft
presented to faulty
for vote
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The G. Holmes Braddock learning community believes in:
Setting high expectations and helping students achieve them;
Strengthening higher level reasoning and problem solving skills;
Establishing a relationship between school and career
development;
Providing each student with individualized guidance;
Designing and supporting a tutorial program for the
acceleration of student learning
Using student assessment and program evaluation data to guide
curriculum and instruction;
Modeling high ethical standards and holding all students to
those standards;
Assisting students in attaining a lifetime of wellness by
promoting leisure activities and healthy lifestyle choices;
Molding students into effective citizens of a global community;
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Results for Vision, Mission, and Belief Statements In-service (Final Draft)
Thank you for your vote on February 16th, 2006. We have two possible visions for our school.
Please choose one of the following:
Empowerment through Academics
Today’s knowledge is the key to tomorrow’s success.
In an effort to streamline the process of revising our mission statement and beliefs, we have
perused all of your suggestions by department and have come up with the following:
_____
Mission Statement:
Our school’s mission is to facilitate and guide the
learning community in its quest for achievement.
_____
Core Values:
Integrity
Responsibility
Global Citizenship
Excellence
Fairness
_____
Belief Statements:
The G. Holmes Braddock learning community
believes in:
•
•
•
•
•
Setting high expectations and helping students achieve them;
Strengthening higher level reasoning and problem solving skills;
Establishing a relationship between school and career development;
Providing each student with individualized guidance;
Designing and supporting a tutorial program for the acceleration of
student learning
• Using student assessment and program evaluation data to guide
• Modeling high ethical standards and holding all students to those
standards;
• Assisting students in attaining a lifetime of wellness by promoting
leisure activities and healthy lifestyle choices.
• Molding students into effective citizens of a global community (added
after EESAC committee meeting on April 19th, 2006)
If you are in agreement, please initial in the spaces provided and sign and print your name
below. If you are not in agreement, please make any additions or deletions and explain your
adjustments on the back.
___________________________________________ Signature
___________________________________________ Print your name
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“Brevity is the soul of wit.”
Hamlet, 2. 2
Committee Members:
Ailyn Avila
Monica Acosta
Eric Lape
Mary Monaco
Mayra Cobia
Sherrol Barnes-Burton
Peter Clouet
Soraya Herran
Shelly-Ann Rawle
Yvette Carrion
Charlie Anderson
Barbara Moskowitz
Tahimi Gomez
Julio Perez
Maria Mendoza
Carlos Zaragoza
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As one of the largest high schools in the southeastern United States, G. Holmes
Braddock serves a population of approximately 4,000 students with diverse cultural
backgrounds. Built in 1988, the campus sprawls across 43 acres with a building square
footage of 367,225 and 32,059 square feet in portable space. In addition to the
building, which houses 164 classrooms and 4,374 student stations, there are 39
portables, a driving range, baseball fields, softball fields, basketball courts, a football
field and other fitness related facilities for its students to enjoy.
Braddock High School provides adolescents with a variety of exemplary academic
programs including a Professional Collegiate Career Program, a technical preparatory
initiative, an affiliated off-campus alternative education component, and a nationally
recognized Naval Junior Reserve Officer Training Corps Program. The school offers
173 Advanced Placement, honors, and honors gifted courses in English, Science,
Mathematics, Foreign Language, Music, Art, and Social Studies. Approximately 3,500
students are enrolled in these classes; in addition, many are involved in community
leadership, laboratory research and Advanced Academic internship programs.
Braddock also offers a magnet program in Information Technology as one of the ten
academy models comprising its Small Learning Communities (SLC). In addition,
students have an opportunity to be a part of the Cambridge Continuum, a rigorous
study magnet program which culminates in international exams much like the
International Baccalaureate program. As of the 2004-2005 school year, Braddock has
been making its transition into a SLC high school in order to personalize and enhance
its academic program for students.
The move to Small Learning Communities is a gradual process that began with the
Class of 2009. It will provide the school and the surrounding community with
opportunities to engage in the development of children from the time they are just
beginning their high school studies to the time of young adulthood. The academies are
comprised of interdisciplinary teams which assume responsibility for each student’s
progress, thereby providing the child with much needed individual attention. Through
this new design, there will be greater autonomy and flexibility, hence a notable
improvement in achievement on every level. Additionally, the student body is active
in extracurricular activities that focus on community service, competition, and
interest. School spirit is demonstrated throughout the year at sporting events,
courtyard festivals, after school and Saturday tutoring sessions, homecoming, class
field trips, pep rallies, dramatic performances, and lunchtime club events. Overall,
Braddock students are part of a large family with a variety of personalities and unique
perspectives. By the time senior year arrives, the Bulldogs are ready to graduate and
move toward a new horizon in their academic studies.
24
STUDENT DEMOGRAPHICS
October Membership
The following table provides information on the composition of the student population at the
school, district, and state levels.
Racial/Ethnic Group
School %
District %
State %
Female Male 2005-06 2004-05 2005-06 2004-05 2005-06 2004-05
WHITE
101 116
BLACK
49
HISPANIC
ASIAN
4.8
5.5
9.6
9.8
47.7
48.8
70
2.6
2.7
27.6
28.0
23.4
23.6
2033 2087
91.4
90.3
60.4
59.8
23.4
22.5
0.8
1.1
1.1
1.1
2.2
2.1
20
AM.INDIAN
4
MULTIRACIAL
3
17
0.1
0.1
0.1
0.1
0.3
0.3
9
0.3
0.2
1.2
1.1
3.0
2.7
DISABLED
206 417
13.8
12.6
11.8
11.8
14.9
15.1
ECONOMICALLY DISADVANTAGED
893 978
41.5
40.1
61.1
63.6
45.9
46.5
LEP
312 313
13.9
13.8
25.4
26.1
11.5
11.4
0.4
0.5
0.9
1.0
MIGRANT
1
FEMALE
2210
MALE
2299
TOTAL
4509
49.0
50.3
48.9
48.8
48.6
48.5
51.0
49.7
51.1
51.2
51.4
51.5
100.0
100.0
100.0
100.0
100.0
100.0
Graduation rate (with special diploma recipients counted as non-graduates)
The graduation rate shows the percentage of students who graduated within four years of initial entry into ninth
grade. Graduates include students who received a standard high school diploma, or a State of Florida diploma
earned through a GED Exit Option program. These results are used in the calculation of schools' Adequate Yearly
Progress (AYP).
Racial/Ethnic Group
ALL STUDENTS
WHITE
BLACK
HISPANIC
ASIAN
AM.INDIAN
MULTIRACIAL
DISABLED
ECONOMICALLY DISADVANTAGED
LEP
MIGRANT
School %
District %
State %
2004-05 2003-04 2004-05 2003-04 2004-05 2003-04
66.9
72.2
59.1
59.6
69.0
68.7
79.7
67.4
65.7
78.6
100.0
100.0
75.9
74.5
71.5
76.5
66.7
100.0
73.4
48.2
61.2
82.1
66.7
73.4
74.0
49.6
61.5
80.5
69.0
73.5
78.3
52.9
62.1
81.2
68.9
75.1
77.6
53.2
61.4
81.2
69.8
74.9
45.1
60.0
54.0
60.0
68.8
58.1
33.1
53.0
46.2
29.7
33.5
53.2
47.1
25.7
36.8
54.3
47.2
43.9
36.6
53.8
46.8
46.3
25
The College Board recognized G. Holmes Braddock Sr. High School in November
2005 for our work in expanding access to Advanced Placement (AP).
The Advanced Placement Report to the Nation 2005 cited Braddock for having
the largest number of Hispanics in the world to pass (made 3 or better) the
exam for AP Calculus AB
In February 2006, Braddock was one of a select group of schools in Florida
invited to apply for the Siemens AP High School Award in recognition of having
one of the strongest math and science AP programs in the state of Florida.
The Advanced Placement Report to the Nation 2006 cited Braddock for having
the largest number of Hispanics in the world to Pass (made 3 or better) the
exam for AP Calculus BC, Physics C: Mechanics, U.S. Government and Politics,
and U.S. History.
In November of 2006 the teachers of AP Calculus BC and AP Physics C:
Mechanics were invited by the College and University Enrollment Services to
apply for the prestigious Siemens AP Teacher Award (Only a select number of
high schools in Florida were invited to nominate teachers.) Those teachers
were Terri Lemus and Odalys Sanchez-Reyes.
The College Board awards students for their success on the AP exams as
follows:
AP Scholar—Granted to students who receive grades of 3 or higher on three or
more AP Exams on full-year courses (or equivalent).
AP Scholar with Honor—Granted to students who receive an average grade of at
least 3.25 on all AP Exams taken and grades of 3 or higher on four or more of
these exams on full-year courses (or equivalent).
AP Scholar with Distinction—Granted to students who receive an average grade
of at least 3.5 on all exams taken, and grades of 3 or higher on five or more of
these exams on full-year courses (or the equivalent).
National AP Scholar—Granted to students in the United States who receive an
average grade of at least 4 on all AP Exams taken, and grades of 4 or higher on
eight or more of these exams on full-year courses (or the equivalent).
05/06 (AP Exam Grades through May 2006)
o 37
Scholars
o 9
Scholars with Honors
o 17
Scholars with Distinction
o 5
National Scholars
o 63
Total Scholars
Scholars AP Grade Average: 3.37
26
04/05
o
o
o
o
o
(AP Exam Grades through May 2005)
43
Scholars
9
24
6
National Scholars
82
Total Scholars
03/04
o
o
o
o
o
35
Scholars
13
17
4
National Scholars
65
Total Scholars
02/03
o
o
o
o
30
Scholars
7
12
49
Total Scholars
01/02
o
o
o
o
25
Scholars
7
13
45
Total Scholars
27
Year
2004-2005
2005-2006
Number scoring
3 and above
531
470
Year
2003-2004
2004-2005
2005-2006
28
Total number tested
1073
957
Total monies
awarded
$6,313,764.00
$6,532,016.00
$6,985,623.00
Percentage
of Total
49.4%
49.1%
Percentage
of Increase
N/A
3.45%
6.94%
Racial Background
White (Non-Hispanic)
Black (Non-Hispanic)
Hispanic
Asian/American
Indian
Male
Female
Total Full-Time Staff
Degrees / Salaries
Masters
Specialist
Doctoral
Avg. Teacher Salary
2002-03
34%
13%
52%
1%
2003-04
33%
11%
55%
1%
2004-05
31%
13%
55%
1%
2006-07
37%
24%
37%
2%
40%
60%
273
40%
60%
274
40%
60%
294
41%
59%
213
2002-03
39%
10%
5%
$45,792.23
2003-04
41%
9%
4%
$44,150.71
2004-05
40%
9%
5%
$45,416.27
2006-07
36%
8%
4%
$48,155.00
29
Our departments are the backbone of the school. Each one is an integral part of the
continuous process of improvement. As the year progresses, the department leaders
along with teachers and administrators assess the needs of the students based on
district interim tests, teacher made tests, statewide tests, and student portfolios. As
the results became available, conversation between all stakeholders took place so
that planning for the immediate and distant future can be made. This dialogue is very
important to the school’s future endeavors.
On one of our early release days, as we worked through survey results provided by the
NSSE, a picture of each group was taken. In addition, each department provided
information dealing with accomplishments, activities, etc.
30
Creation of the Business Honor Society
FBLA membership: 274 members as of 11/17/06
FBLA Awards:
o Gold Seal Chapter Award
o 1st Place Scrapbook Competition (Fourth year in a row)
o 1st Place Brochure Competition
o Braddock FBLA is currently the home of 3 Braddock Business Knight Nominees
FBLA Publications:
o Monthly FBLA Newsletter
o One article published on the State FBLA Newsletter The Communicator
o FBLA has been published four times in The Miami Herald this school year 2006-2007
FBLA Events:
o Miami-Dade Officer’s Training
o Miami-Dade Fall Leadership Breakfast
o Miami-Dade Adviser’s Breakfast
o Ice Cream Social
o In-House officer training in partnership with Pinecrest Middle School
o Blow the Whistle on Asthma Walk
o American Heart Association Walk
o Shadow Day with Middle School
o Homecoming Parade (2 cars representing FBLA)
o Braddock FBLA Officer Halloween Party
o Adopt-A-Family (2 families for Thanksgiving and Christmas)
o Florida Fall Leadership Conference
o National Fall Leadership Conference
o Thanksgiving Luncheon
o Career Day
Two National Board Certified Teachers
31
Published writer of fiction, non-fiction, and poetry (titles available upon request)
Florida Individual Artist Fellowship Recipient, 2007.
Finalist Rita Dove Poetry Contest, Salem College Center for Women Writers National Literary
Competition, May 2006.
First Place Winner in Florida Center For the Literary Arts Short Story Contest, May 2004.
Featured poet. Write Out Loud: Miami Book Fair International. November 14th, 2006.
Featured performer, FSU Poetry Def Jam, October 20th, 2006.
Featured performer, SAVE DADE Phantasmagoria, May 12, 2006.
Featured speaker, Radio Mambi, June, 2006.
Reading from Tigertail: A South Florida Poetry Annual, Volume 4. April 20th, 2006.
Featured poet. Miami Dade College Annual Arts and Letters Day, April 5th, 2006.
Featured poet. Miami Book Fair International. November 19th, 2005.
Adjunct English Professor, September 1998 -Present
Rookie Teachers of the Year in 2005 and 2006
Teacher of the Year in 2005
Class sponsors since 2002
Four teachers coach athletic teams
Club Sponsors of :
o Media/Film
o Invictus
o Poetry
o National English Honor Society
o Pep Club
o German Club
o Hispanic Heritage
32
o Women of Tomorrow
o Silver Knight
o Building a Bulldog
o Newspaper Club
o Journalism/Newspaper
o Yearbook
Freelance writer for The Miami Herald
Sponsor of Renaissance Fair
Student winner of Governor’s writing contest
Student winner of School Board sponsored “Mother’s Day” contest
SACS CASI Internal Facilitator and Co-Facilitator
TV Production work with Univision
Speech and Debate accomplishments listed under school-wide achievements
Participation and achievements in the Annual F.I.U. Journalism News Writing Competition
o First Place
o Second Place
o Second Place
o First Place
Several teachers tutor remedial students after school and on Saturdays.
Three National Board Certified Teachers
33
Various technology grants awarded for computer lab.
Various programs to enhance ELL students in Reading, Language, and Writing.
Achieved 3000 TeenBiz, Josten, and ELLIS.
Our school was selected to represent Miami-Dade County Public Schools in a National
Conference for ESOL teachers (CCSSO Council of Chief State School Officers).
34
Braddock Senior High Teacher of the Year, Ms. Eileen Hernandez is an Algebra I teacher in our
department.
Ms. Wilcock is our sponsor for Becca’s Closet which provides dresses for prom and homecoming
to needy girls. The club’s officers are generally SPED students.
Ms. Wilcock has won the IDEA EXPO Award in 2004, 2005, and 2006, and she has used the
money for classroom supplies.
The DCT-H students in Mr. Burrows and Ms. Torres’ classes regularly get top marks in district
competitions.
Emilio Delgado, one of our TMH students, was elected Homecoming King for this school year.
Inclusion rates are rising and every year new inclusion classes are added.
Every other year the SPED department puts on a Handicapable Fair in which the general
education population learns about different disabilities and gets a glimpse of how one
copes/overcomes a disability (ex. Wheelchair obstacle course, painting without hands,
completing a shape puzzle with a blindfold on, etc)
Two National Board Certified Teachers
35
Visions Dance Troupe will be performing in the 2007 Super Bowl pre-game and half-time shows.
The Marching Band received straight superior ratings in the 2006 District-wide Marching Band
Evaluation.
The Marching Band placed fourth in the FMBC Class A State Marching Band Competition in
November of 2006.
The Marching Band was invited and performed in the Coral Gables Jr. Orange Bowl Parade
December 2006.
The Marching Band received straight superior ratings in the 2005 District-wide Marching Band
Evaluation.
FMBC (Florida Marching Band State Competition) Class A State Champions 2001.
Clara Diaz, Teacher of the Year 2005-2006.
Jack Mezzano, Teacher of the Year 2004-2005.
Drama instructor serves as the Florida Orchestra Association District 16 2nd Vice-President for
the past 9 years, during which time Braddock Sr. has hosted the annual district-wide Strings
Solo and Ensemble Festival. The festival is run with the assistance of the Braddock Tri-M Music
Honor Society Chapter 2401.
The Tri-M National Music Honor Society Chapter 2401 has been in existence at Braddock for the
past 10 consecutive years.
36
The number of Advanced Placement Spanish students has tripled.
An Advanced Placement Italian program has been instituted.
The department has joined the Global Studies Academy.
Teachers in the department are actively participating in creating the Education, Business and
Performing Arts Academies.
Several students have won awards in essay writing at the Hispanic Heritage Essay Contest, the
Ole! Writing contest and the Youth Fair.
The French and Spanish students continue to participate and place in the first four places in
the District competitions.
Inclusion classes are offered in Spanish.
One National Board Certified Teacher
37
Mu Alpha Theta
° After School Tutoring
° Community Service Opportunities
The Advanced Placement Report to the Nation 2005 cited Braddock for having the largest
number of Hispanics in the world to pass (made 3 or better) the exam for Advanced Placement
Calculus AB.
In November of 2006 the teachers of Advanced Placement Calculus BC and Advanced Placement
Physics C: Mechanics were invited by the College and University Enrollment Services to apply
for the prestigious Siemens Advanced Placement Teacher Award (Only a select number of high
schools in Florida were invited to nominate teachers.) Those teachers were Terri Lemus and
Odalys Sanchez-Reyes.
Four National Board Certified Teachers
2002
Regional Competition 5th Place in Calculus Team
State Convention 4th place in Calculus Team
2005
Regional Competition 5th Place in Calculus Team
State Convention 9th Place in Calculus Team
2006
Invitational Competition 3rd Place in the Inter School Test
State Convention 4th Place in Computer Programming
38
Overall Achievements
CNET Unit Award 2004-2005
Distinguished Unit Award 1999-2003
CNET Unit Award 1998-1999
Spirit Award Flanagan 2003-2004
Spirit Award Boca Raton 2000-2004
Lake Howell 2006-2007 Spirit Award
Special Olympics 2001,2002,2003,2004,2005
Adopt A Family (2001,2002,2003,2004)
Adopt A Highway
Over 40,000 Community Service Hours From 2000-2006
Yearly Achievements
2006-2007
Spirit Award Lake Howell
Lake Howell 3rd Place Unarmed Exhibition
September 11th, 2006 Honor Guard
TV Program Telemundo Quinceañera (2006)
2005-2006
Servicemen Letter (1st Overall In Country)
2nd Armed Exhibition Flanagan
2nd Place Armed Exhibition Boca Raton
2nd Place Unarmed Exhibition Varela
3rd Place Unarmed Platoon Boca Raton
2005-2006 Commanding Officer Stephanie Ruiz received a Scholarship from Governor Jeb Bush.
Raised over $2000 for Hurricane Katrina Victims.
Donated Clothes to War Victims
39
Miami Dade Pass In Review (1st Place Color Guard Marching, Overall Unit 4th Place, Unit in Rank
3rd Place.)
Push Ups 3rd Place Varela
Color Guard 4th Place Varela
Curl – Ups 4th Place
Oviedo Overall Drill 3rd Place
Armed Platoon 1st Place Oviedo
South Dade ROTC Competition Squad Exhibition 1st Place
South Dade Inspection 2nd Place
Dual Armed Exhibition 1st Place
2004-2005
Armed Exhibition Oviedo 1st Place
Armed Exhibition Boca Raton 3rd Place
Unarmed Exhibition 1st Place North Dade
Armed Platoon Boca 3rd Place
Armed Platoon Oviedo 2nd place
Martin Luther King Parade
1st Overall National and High School for Writing Servicemen Letters
2003 – 2004
Veterans Day Parade
Cadet Christian Montoya and Julio Sosa were accepted to the United States Naval Academy.
Servicemen Letter 1st Overall National High School
Armed Platoon Varela
Push – Ups 3rd Place Varela
Oviedo Overall Drill 1st Place
Unarmed Platoon 1st Place Oviedo
2001-2002
Unarmed Exhibition 4th Place Coral Park
Unarmed Platoon 2nd Place Coral Park
Female Individual 2nd Place Coral Park
40
Over 98% of the students were tested in the Physical Fitness Testing Program
62% of the students tested qualified for an award
22% received a Gold Award
78% received a Silver Award
Developed a full six periods of Adapted Physical Education which includes a complete Wellness
Center containing a variety of fitness machines worth over $100,000
Hosted and participated in the Special Olympics Track and Field County competition
Hosted and participated in the Special Olympics Basketball Tournament
Additional accomplishments are listed under Athletic Accomplishments
41
Department was created in 2006 to address students’ needs.
READ 180 software is used in our Intensive Reading Plus program.
Differentiated Instruction occurs in all of our classes.
Students are assessed on a biweekly basis.
Level 2 students are pulled out for tutoring a month before FCAT.
After school and Saturday tutorials for FCAT preparation.
Professional Development after school activities.
42
2001-2002
SECME – First Place Banner Competition and First Place Computer Competition
JETS/TEAMS VARSITY – Junior Varsity Team A, Placed 3rd at local competition
2002-2003
SECME – First Place Computer Competition; Second Place Math Competition
SECME – Third Place Bridge Competition and Third Place Bridge Water Bottle Rocket
2003-2004
SECME – First Place Bridge Water Bottle Rocket and First Place Unstructured Structure
Competition
SECME – Third Place Bridge Competition and Third Place Brain Bowl Competition
SECME - Access Center V – Champions
Alex Palma was selected as our Miami-Dade County Public School Sunshine State Scholar.
2004-2005
SECME – First Place Essay Competition and First Place Computer Competition
SECME – Second Place Poster, Banner, and Rocket competition
SECME – Second Place Bridge Competition
SECME – Third Place Brain Bowl Competition and Mousetrap Car Competition
SECME - Access Center V – Champions
2005-2006
SECME – Second Place Essay Competition
SECME – First Place Brain Bowl Competition
SECME – First Place Computer Competition
SECME – Second Place Poster Competition
JETS/TEAMS VARSITY – Junior Varsity Team A, Placed 3rd at local competition
43
In February of 2006, The College Board recognized G. Holmes Braddock Senior High and five
teachers from the Social Studies Department for having the most Hispanic students in the world
scoring 3 or higher on Advanced Placement exams on US History and US Government and
Politics.
As part of the Small Learning Communities initiative, the Social Studies department members
have conceptualized and developed two of the school’s academies:
o The Cambridge Global Studies Academy, an international center for the University of
Cambridge (UK) and the Cambridge International Exams.
o The Academy of Education.
The Social Studies Department has been responsible for either initiating or revitalizing the
following course offerings:
o Financial Literacy
o Community Service
o Honors Humanities I and II
o Global Studies
o Honors Geography
o Advanced Placement Human Geography
o Advanced Placement World History
Braddock Social Studies teachers successfully collaborate with SPED teachers in Inclusion
Sections within social studies classes.
Approximately 70% of the Social Studies Department has been CRISS trained in an attempt to
expand reading and literacy across the curriculum. Other department members will be trained
in the near future.
44
Social Studies Department teachers sustained and/or initiated active student participation in
the following clubs and honor societies:
o Key Club
o Humanities Club
o Social Studies Honor Society
o Model United Nations
o Law Club
o Florida Law Honor Society
o Junior Statesmen of America
o Amnesty International
Members of the Social Studies Department have participated on various professional panels, or
held professional positions related to social studies instruction including the following:
o Scope and Sequence Development, Social Studies K-12, M-DCPS Division of Social
Sciences.
o State of Florida, Department of Education, Instructional Materials Adoption Committee.
o M-DCPS, Division of Social Sciences, textbook adoption committees.
o Reader, Advanced Placement Psychology for the College Board.
o Published article on teaching about prejudice and discrimination, American
Psychological Association.
o Published supplementary materials for a text on World History.
o Adjunct Professor and Administrative Coordinator for Nova Southeastern University.
o Collaborated on panels for development of syllabi for Advanced Placement courses,
sponsored by Miami-Dade County Public Schools, Division of Advanced Academics.
o Promoted and sponsored students/teams in various activities, including
o Florida Stock Market Challenge (First Place in Miami-Dade County).
o Chamber South Miami-Dade Days Essay Contest (First and Second Place).
o Miami-Dade County Pan-African Essay Contest (Third Place).
45
Responsibilities
o Liaison for School Media promotes student well being
o Each counselor is assigned a group of students to assist with their needs as they
proceed through high school.
o School-wide testing
Sponsorships
o Women of Tomorrow
o Gay/Straight Alliance
o African-American Heritage
o Brain Bowl Team Competition
Programs
o TRUST Counseling Group
o Career Specialization
o College Assistance Program Advisor
o Master Scheduling
o SPED and ESOL Counselors
o Curriculum Bulletin
o Military Program offerings
o COPE-South
o TAPP
o George T. Baker Aviation School
o Taking Stock in Children
o Do The Right Thing
o Dual Enrollment
o Florida Online Reading for Professional Development
46
DCT Accomplishments
° Two times District Governor, Historian, Parliamentarian, and Lt. Governor
° 2006-2007 State Region V Vice President
° First place winners in district competition
° Six State CECF Winners qualify for National Competition
° This year we have 20 students placing in the top six in District Competitions
Mr. Siegmeister serves as Region V Regional Vice President CECF, District Advisor for District 18
for the last 8 years, and is seeking National Board Certification.
Teachers serve as judges at state competitions
Experts in their fields are invited to share knowledge with our students.
Educational behind the scenes trips to Epcot, Universal, Fairchild Gardens, Busch Gardens,
Metro Rail, Port of Miami and others.
Student participating in 2006-2007 Fairchild Challenge and solar car competition
For the past three years, students submit work to the Youth Fair exhibition
Curriculum planning and implementation of MET Academy
Participation in the Florida Online Reading Professional Development
Culinary Arts
° Feeding the Elderly Thanksgiving Luncheon
° Articulation Agreement with Johnson and Wales University and the Art Institute
° Prize winners in the “Calle Ocho” culinary arts contest
° Cooking demonstrations at the Dade County Youth Fair
° Creation of the Culinary Arts Academy
° Book Fair Cake Decorating Contest
African American Heritage Fashion Show
47
“Veni, vidi, vici.” [I came, I saw, I conquered]
Julius Caesar (100 BC - 44 BC), from Suetonius, Lives of the Caesars
Committee Members:
Carol Bales
America Rivera
Dr. Phyllis Hoar
Dr. John Bernabei
Dr. Mary Monaco
Eyre Seicentos
Soraya Herran
Manie Joyce
Mayra Cobia
Maryellen Fariñas
Frank Rojas
William Siegmeister
Roxanne Zwelling
Yvette Carrion
Herbert Penton
48
School Name:
7051 – G. Holmes Braddock Senior High School
Feeder Pattern:
G. Holmes Braddock Senior
Region:
Regional Center V
District:
13 – Miami-Dade
Principal:
Manuel S. Garcia
Superintendent:
Rudolph F. Crew, Ed.D
49
Executive Summary
(The profile portion of the summary has been omitted and can be found in the original
document.)
. . . After analyzing and evaluating pertinent data, the G. Holmes Braddock Senior
High School Educational Excellence School Advisory Council (EESAC) along with the
faculty identified the outlined goals as school-wide priorities for the 2006-2007 school
year.
Reading
Given instruction utilizing the Sunshine State Standards,
all students in grades 9 and 10 will increase their reading skills as evidenced by
at least 51% scoring at Level 3 or above on the 2007 administration of the FCAT
Reading Test.
students in grades 9 and 10 identified in the following subgroups in NCLB will
increase their reading skills as evidenced by 51% scoring at Level 3 or above on
the 2007 Reading Test.
° White
° Black
° Economically Disadvantaged
° Limited English Proficient
° Students with Disabilities
° Hispanics
Mathematics
Given instruction utilizing the Sunshine State Standards,
all students in grades 9 and 10 will increase their mathematics skills as
evidenced by at least 56% scoring at Level 3 or above on the 2007
administration of the FCAT Reading Test.
students in grades 9 and 10 identified in the following subgroups in NCLB will
increase their reading skills as evidenced by 56% scoring at Level 3 or above on
the 2007 Reading Test.
° Economically Disadvantaged
° Limited English Proficient
° Students with Disabilities
50
Writing
Given an emphasis on Sunshine State Standards, students in 10th grade will improve
their writing skills as evidenced by 90% scoring 3.5 or above on the 2007 FCAT Writing
Test.
Science
Given instruction utilizing Sunshine State Standards, students will increase their
science skills as measured by at least 48.22 percent of the students in 11th grade
scoring at achievement Level 3 or above on the 2007 FCAT Science Test.
School Operations
Given the importance of improving communication with parents directly
related to the academic achievement of students, Braddock Senior High will
put emphasis on the development of parent events at the school, specifically
focusing on academic achievement.
Given an emphasis in school discipline there will be an improvement on the
student suspension rate as evidenced by the school decreasing the number of
days that students spend on suspension by 3% in 2007 as compared to 2006, as
evidenced by District Suspension Rate Report and COGNOS Reports.
All teachers at G. Holmes Braddock Senior High will effectively implement the
electronic gradebook during the 2006-2007 school year.
Given an emphasis on the district FITNESSGRAM Physical Endurance assessment,
students will improve their health and fitness as evidenced with students
achieving an annual increase of 3% in the number of awards individually
received. This will be measured by comparing the 2007 results to those from
2006.
Given an emphasis on the importance of advanced and challenging course
work, G. Holmes Braddock Senior High will create the Global Studies /
University of Cambridge Magnet Program during the 2006-2007 school year.
G. Holmes Braddock Senior High School will improve its ranking on the State of
Florida ROI Index publication from the 81st percentile in 2005-2006 to the 84th
percentile in the next publication of the index.
Given instruction utilizing Sunshine State Standards and other support
strategies involving tutorial services, individualized and group monitoring, and
counseling strategies, G. Holmes Braddock Senior High School will increase the
overall graduation rate by 1% during 2006-2007.
Results from the Organizational Performance Improvement Snapshot (OPIS)
self-assessment survey tool indicated that the overall rankings in all categories
ranged from a 4.6 to a 3.0. The large majority of scores, however, rated above
the 4.0 range, while only one category rated below 3.5.
The survey revealed that the two areas for improvement are: 7c. “I know how
well my organization is doing financially”, and 7e. “My organization removes
things that get in the way of progress”. The listed areas will be improved
upon. First, the principal will continue to share budgetary and financial
51
information with the EESAC, PTSA, faculty and staff members. Second, the
principal along with the administrative staff will conduct surveys with the
faculty and staff to identify areas considered to hinder efficient progress at the
school. Once areas are identified, plans will be set forth with the help of the
curriculum council and pertinent departments to overcome the obstacles.
***School demographics section can be perused in the original document.
52
SCHOOL IMPROVEMENT PLAN GOALS
GOAL 1: Reading
School Goal
Improve the knowledge and skills of students in grades 9 and 10 to achieve mastery in
reading.
Objectives Stated in the Executive Summary Section
Needs Assessment
A review of FCAT Test data revealed that 34 % of 9th and 10th grade students are
reading at or above achievement level 3. Only 49 % of students in the school
demonstrated learning gains. Additional analysis reveals that only 48 % of the
students scoring in the lowest 25 % in reading demonstrated learning gains.
A closer look at the data shows that 9th grade students performed strongest in cluster
three (Comparisons), while demonstrating their greatest need for improvement in
cluster one (Words and Phrases in context).
10th graders performed strongest in cluster two (Main Idea, Plot and Author's Purpose)
and cluster three (Comparisons), while the area of greatest need for improvement
was cluster one (Words and Phrases in Context).
After examination of the disaggregated data on the Adequate Yearly Progress Report,
it is evident that all subgroups identified require close attention in reading. All
subgroups in the school failed to meet Adequate Yearly Progress. Only 40 % of the
White subgroup, 15 % of the Black subgroup, 25 % of the Economically Disadvantaged
subgroup, 7 % of the Limited English Proficient subgroup, 9 % of the Students with
Disabilities subgroup and 29 % of the Hispanic subgroup are reading at or above grade
level.
Research-based Program
The Language Arts Department utilizes Source books in its reading classes, McDougalLittell as its literature series, FCAT Explorer and Read 180 in Intensive Reading Plus
Classes.
53
Professional Development
CRISS Training
Departmental meetings to analyze and interpret data.
Edusoft training for assessment and data analysis.
District Mandated Reading Workshops for Read 180
Use of WSPI for effective data analysis.
Reciprocal Teaching
SPED and Inclusion Strategies
State adopted technology training
Literacy Plan
Evaluation
2007 FCAT Reading Test
School Developed Benchmark Assessments
DAR
District Interim Assessments
MAZE
Tutoring Attendance Logs
Strategies
Strategy
Develop curriculum
maps for the
Language Arts and
reading classes to
assure effective
instruction and
alignment with
mandated
standards.
Place students
scoring at FCAT
level 2 in
homogeneously
grouped Language
Arts classes to
effectively target
instruction.
54
Person
Responsible
Assistant
Principal for
Curriculum,
Department
Chairpersons
Principal,
Assistant
Principal for
Curriculum,
Department
Chairperson
Timeline
Start
End
District
Alignment
Budget Revenue
Amount Source
8/7/2006 5/30/2007
Continuous
Improvement $0.00
Model
General
Fund
8/7/2006 5/30/2007
District
$0.00
Strategic Plan
General
Fund
Strategy
Person
Responsible
Timeline
Start
End
Place students
performing at FCAT
level 1 in the 9th
and 10th grades in Principal,
Intensive Reading Assistant
9/7/2006 5/30/2007
courses to improve Principal for
Curriculum
reading skills
achievement on the
2007 FCAT Reading
Test.
Identify Students Principal,
with Disabilities to Assistant
be enrolled in
Principal for
inclusion classes
Curriculum,
and allow them to SPED and
8/7/2006 5/30/2007
receive grade level Language Arts
instruction as well Department
as individualized
Chairpersons,
instruction from an English and
SPED teacher.
SPED teachers.
Use the Plan Do
Study Act (PDSA) as Principal,
the school wide
Assistant
Continuous
principal for
8/14/2006 5/30/2007
Improvement Model Curriculum,
to enhance
Department
instruction in
Chairperson
reading.
Give teachers
access to Webbased Student
Performance
Principal and
Indicators (WSPI)to
Assistant
better individualize
Principal for
instruction
Curriculum
following the
school's Continuous
Improvement
Model.
District
Alignment
Budget Revenue
Amount Source
District
$0.00
Strategic Plan
General
Fund
Inclusion
$0.00
General
Fund
Continuous
Improvement $0.00
Model
General
Fund
Continuous
9/4/2006 10/27/2006 Improvement $0.00
Model
General
Fund
55
Strategy
Person
Responsible
Initiate a peer
tutoring program
for students scoring
Principal,
in the lowest 25
Assistant
percentile and
Principal for
monitor their
Curriculum,
progress using the
Teachers
Continuous
Improvement
Model.
Provide extended
learning
opportunities in
reading through
after school
tutoring and
Saturday Academy
classes targeting
students in the
lowest 25% as well
as students
identified in
subgroups not
meeting AYP.
Utilize the Edusoft
Assessment
Program to
effectively monitor
student progress as
well as address
opportunities for
improvement with
specific benchmark
clusters.
56
Timeline
Start
End
10/2/2006 4/27/2007
District
Alignment
Budget Revenue
Amount Source
District
$0.00
Strategic Plan
General
Fund
Principal,
Assistant
Principal for
Curriculum,
9/4/2006 4/27/2007
Language Arts
and Reading
teachers.
Continuous
General
Improvement $30000.00
Fund
Model
Principal,
Assistant
Principal for
Curriculum,
Department
Chairperson,
Teachers
Continuous
Improvement $0.00
Model
8/14/2006 5/30/2007
General
Fund
Strategy
Implement
continuous
improvement
practices as
outlined by the
High Schools That
Work reform
model.
Person
Responsible
Timeline
Start
End
Principal,
Assistant
Principal, SLC 8/14/2006 5/30/2007
Coordinator,
Teachers
District
Alignment
Budget Revenue
Amount Source
Continuous
Improvement $0.00
Model
General
Fund
SIP Review #1
Strengths
Through the use of the data available from Oral Reading Fluency Probe Test (ORF) and
the in-house pre-test, Braddock’s teachers have been able to use this information and
other sources, such as the Web-based Student Performance Indicators (WSPI) to adjust
instruction. Administrative classroom visitations have made students privy to their
respective reading scores and performance on the individual content cluster strands
of the FCAT. The strength in this particular case, comes from knowing where the
students are and where they need to improve. This gives students a better idea of
how far they need to advance to move up to the next level.
Another strength is the fact that teachers who teach the same level meet often to
assist each other. As students progress from one grade level to the other, there is
communication among teachers to better the curriculum in preparing our students. In
addition, the development and implementation of “Focus Calendars” has assisted
teachers in the use of Graphic Organizers and focusing on specific reading strategies.
Focus Calendars have been developed and are being implemented in all subject areas,
except physical education in order to further assist students with their writing skills.
Opportunities for Improvements (OFI’s)
Continue to make an effort to develop a closer collaboration among the SPED and LEP
Departments. G. Holmes Braddock Senior High School should make an effort to
develop a specific reading curriculum to be able to better assist our reading teachers.
Furthermore, additional training needs to be provided to our reading teachers, by
giving them the opportunity to visit other schools and to see those schools successes.
57
GOAL 2: Mathematics
School Goal
Improve the knowledge and skills of students in grades 9 and 10 to achieve mastery in
math.
Objectives stated in the Executive Summary Section
Needs Assessment
A review of FCAT test data revealed that 59 % of ninth and tenth grade students
scored above FCAT level 3 in mathematics, while 66 % made learning gains according
to the results of the 2006 FCAT Mathematics Test.
A closer look at the data shows that 9th grade students performed strongest in cluster
one (Number Sense) and cluster four (Algebraic Thinking) while demonstrating their
greatest need for improvement in cluster three (Geometry).
10th grade results demonstrated a different trend. Results showed the greatest need
for improvement in cluster two (Measurement), while performing best in cluster one
(Number Sense).
After examination of the disaggregated data on the Adequate Yearly Progress Report,
it is evident that while 69 % of the White subgroup and 51 % of the Hispanic subgroup
scored at or above grade level, the rest of the subgroups did not meet Adequate
Yearly Progress. Only 46 % of the Economically Disadvantaged subgroup, 25 % of the
Limited English Proficient subgroup, 20 % of the Students with Disabilities subgroup
are scoring at or above grade level.
RSPEDarch-based Program
The Mathematics department utilizes state-adopted series from Glencoe and
McDougal-Littell.
Use of WSPI (Web-Based Student Performance Indicators)
CRISS Strategies
Edusoft Training for assessment and data analysis
SPED and Inclusion strategies
58
State adopted series technology training
FCAT Explorer
Evaluation
2007 FCAT Mathematics Test
District Interim Assessments
School Developed Benchmark Assessments
Tutoring Attendance Logs
Strategies
Strategy
Person
Responsible
Place students
Principal,
scoring at FCAT
Assistant
level 1 in Intensive
Principal for
Mathematics
Curriculum,
Classes to improve
Student
mathematics skills
Services,
achievement on the
Department
2007 FCAT
Chairpersons
Mathematics Test.
Utilize district
interim
Principal,
mathematics
Assistant
assessment and
Principal for
school developed
Curriculum,
benchmark
Mathematics
assessments to
Chairperson,
monitor student
Mathematics
performance and
Teachers
target areas with
greatest needs.
Develop a
curriculum
Principal,
calendar for the
Assistant
mathematics
classes to assure
Principal for
effective
Curriculum,
Mathematics
instruction and
Chairperson
alignment with
mandated
standards.
Timeline
Start
End
District
Alignment
Budget Revenue
Amount Source
5/30/2007
District
$0.00
Strategic Plan
General
Fund
8/14/2006 5/30/2007
Continuous
Improvement $0.00
Model
General
Fund
8/7/2006
Continuous
Improvement $0.00
Model
General
Fund
8/7/2006
5/30/2007
59
Strategy
Person
Responsible
Timeline
Start
End
Develop and
implement
departmentalized
mid-term and final
exams that focus
on FCAT type
questions and
assessed
benchmarks.
Department
Chairperson,
Mathematics
Teachers
8/14/2006 5/30/2007
Continuous
Improvement $0.00
Model
General
Fund
8/14/2006 5/30/2007
Continuous
Improvement $0.00
Model
General
Fund
Continuous
10/27/2006 Improvement $0.00
Model
General
Fund
District
$0.00
Strategic Plan
General
Fund
Use the Plan Do
Assistant
the school wide
principal for
Continuous
to enhance
Department
instruction in
Chairperson
mathematics.
Give teachers
access to Webbased Student
Principal,
Performance
Assistant
Indicators (WSPI)to
Principal for
better individualize
Curriculum,
instruction
Mathematics
following the
Teachers
school's Continuous
Improvement
Model.
Initiate a peer
tutoring program
for students scoring
Principal,
in the lowest 25
Assistant
percentile and
Principal for
monitor their
Curriculum,
progress using the
Teachers
Continuous
Improvement
Model.
60
9/4/2006
10/2/2006 4/27/2007
District
Alignment
Budget Revenue
Amount Source
Strategy
Utilize the Edusoft
Assessment
Program to
effectively monitor
student progress as
well as address
opportunities for
improvement with
specific benchmark
clusters.
Provide extended
learning
opportunities in
mathematics
through after
school tutoring and
Saturday Academy
classes.
Implement
continuous
improvement
practices as
outlined by the
High Schools That
Work reform
model.
Person
Responsible
Timeline
Start
End
District
Alignment
Budget Revenue
Amount Source
Principal,
Assistant
Principal,
8/14/2006 5/30/2007
Department
Chairpersons,
Teachers
District
$0.00
Strategic Plan
Principal,
Assistant
Principal for
Curriculum,
Mathematics
Chairperson,
Mathematics
Teachers
District
General
$30000.00
Strategic Plan
Fund
9/4/2006
4/27/2007
Principal,
Assistant
Principal, SLC 8/14/2006 5/30/2007
Coordinator,
Teachers
Continuous
Improvement $0.00
Model
General
Fund
General
Fund
SIP Review #1
Strengths
The implementation of Curriculum Maps for Algebra I, Algebra I Honors, Geometry,
Geometry Honors, Algebra II, and Algebra II Honors, enable teachers to plan
collaboratively and to be on the same “page,” making it easier for students to keep
up whenever a schedule change is made. At the same time this allows teachers to
share information regarding students. The use of research based textbooks for the
regular program (Glencoe) and (McDougal Litell) for the Honors program provide
continuity as students progress from Algebra I to Calculus.
Focus Calendars for Algebra I, Algebra I Honors, Geometry, and Geometry Honors
incorporate all tested SSS benchmarks into the curriculum.
61
Even though some teachers in the math department are developing their mid-term
exams together, the rest of the department will continue to work on creating and
implementing departmental mid-term and final exams across the board.
GOAL 3: Writing
School Goal
Students will acquire the knowledge, skills, and competencies needed to master
writing.
Objective stated in the Executive Summary Section
Needs Assessment
Results of the 2006 Florida Writes test indicate a continued decline in writing
achievement. 2006 Writing Test data reveals that only 77 % of 10th graders met
required state standards in writing, representing a nine point drop when compared to
the prior year's Writing Test results. When specifically looking at the data identifying
the types of writing prompts, a 16 % drop in achievement on persuasive prompts is
revealed. While 81 % of students in 2005 scored at 3.5 or above on the persuasive
writing prompt, only 65 % scored at the same level in 2006.
When examining the disaggregated data on the Adequate Yearly Progress(AYP) report,
subgroups also showed a declining trend. All subgroups identified by AYP failed to
show increases in the number of students improving performance. While 87 % of
Hispanic students showed an increase in 2005, only 82 % demonstrated increase in
2006. While 82 % of Economically Disadvantaged students showed increases in 2005,
only 76 %t demonstrated increases in 2006. While 65 %t of Limited English Proficient
students showed increases in 2005, only 47 % demonstrated increases in 2006. And
although 67 % of Students with Disabilities showed increases in Writing in 2005, only
53 % demonstrated increases in 2006.
McDougal-Littel is used as the English department’s literature grammar series.
McDougal-Littel FCAT Practice is also used throughout the department.
62
District Writing Workshops
Writing And Reading Action Plan (WRAP)
Staff Development on Writing Rubric
Evaluation
2007 FCAT Writing Test
District Writing Pre and Posttest
School-wide Writing and Reading Action Plan
Strategies
Strategy
Develop curriculum
maps for the
Language Arts classes
to assure effective
instruction and
alignment with
mandated standards.
Person(s)
Responsible
Timeline
Start
End
Assistant
Principal for
Curriculum,
Language Arts 8/7/2006
Department
Chairperson,
Teachers
5/30/2007
Promote and
implement the
Assistant
Writing and Reading Principal for
Action Plan (WRAP) to Curriculum,
be conducted across Language Arts
the curriculum to
Department 8/7/2006 2/23/2007
improve essay writing Chairperson
and student
and Language
achievement on the Arts Teachers.
2007 FCAT Writing +
Test.
Conduct lessons in
Assistant
grades 9 and 10 on
Principal for
the FCAT rubric
Curriculum,
scoring process and Language Arts
develop peer revision Department
activities in the
Chairperson 8/14/2006 3/30/2007
Language Arts classes and Language
to ensure
Arts Teachers.
achievement on the
2007 FCAT Writing+
Test.
District
Alignment
Budget Revenue
Amount Source
Continuous
Improvement $0.00
Model
General
Fund
Continuous
Improvement $0.00
Model
General
Fund
District
Strategic Plan $0.00
General
Fund
63
Strategy
Person(s)
Responsible
Timeline
Start
End
District
Alignment
Budget Revenue
Amount Source
Develop Saturday
Writing
Academy
opportunities for
students in grade 10
to ensure success on
the 2007
administration of the
FCAT Writing + Test.
Assistant
Principal for
Curriculum,
Language Arts
Chairperson
and Language
Arts Teachers. 12/4/2006 2/28/2007
District
Strategic Plan $0.00
General
Fund
Design and promote
school sponsored
writing contests at
district, state and
national level to
enhance and promote
the writing process.
Assistant
Principal for
Curriculum,
Language Arts
Department 9/4/2006
Chairperson
Continuous
Improvement $0.00
Model
General
Fund
3/30/2007
SIP Review #1
Strengths
One of the school’s strengths in writing is the development and implementation of
writing prompts across the Language Arts classes. A written essay was given to 929
ninth graders on December 9, 2005 and the data showed that approximately 55.5%
would have passed the FCAT. Furthermore, the test given on the same day to 837
tenth graders showed that 70% of the tenth grade students would have passed the
FCAT.
Social Studies has implemented the requirement that no less than one substantive
writing assignment is given per month. SPED and Social Studies Department have
implemented inclusion classes in both World History and American History in which
regular social studies teachers team-teach with SPED social studies teachers to
implement SPED strategies in order to address the special needs of SPED students to
accelerate their writing skills.
64
Due to the decline in the writing scores for the past three years, the school is making
every effort to place more emphasis on expository writing. The Language Arts
teachers will continue to explore methods in which they can better assist our
students.
Teachers in content areas need additional training in writing rubrics that are aligned
with the Sunshine State Standards.
GOAL 4: Science
School Goal
Improve student performance in science with an emphasis on narrowing the
achievement gap.
Needs Assessment
Data analysis reveals that 23% of 11th grade students scored at Level 3 or above on
the 2006 FCAT Writing Exam. Data also revealed that students scored 50 % or less in
all content areas of the 2006 FCAT Science Test. This indicates a need for additional
intensive instruction in the areas of Physical and Chemical Science, Earth and Space
Science, Life and Environmental Science and Scientific Thinking.
The data revealed that scores increased in two areas; Physical Science scores
increased from 36% in 2005 to 38% in 2006. Scores also increased in Life and
Environmental Science from 36% to 47%. Nevertheless, scores remained the same in
Earth Space Science (45%) and in Scientific Thinking (50%).
Glencoe Earth Science Geology, Holt Rinehart and Winston Earth Science, Prentice
Hall Biology, Prentice Hall Biology Exploring Life, Prentice Hall Biology, Glencoe
Physical Science with Earth, Glencoe Chemistry Matter and Change, Holt, Rinehart
and Winston Modern Chemistry, Prentice Hall Chemistry the Central Science, Holt
Physics, Prentice Hall Physics 2nd ed., Thomson College Physics 7th ed., Thomson
Physics For Scientists and Engineers 6th ed., Pearson Essentials of Human Anatomy
and Physiology, Prentice Hall Fundamentals of Anatomy and Physiology.
65
Effective strategies on hands on activities and lab usage
District staff development for science content areas
Science Item Specifications training
CRISS strategies
District staff development on data analysis
Edusoft training for assessment and data analysis
State adopted technology training
Evaluation
2007 FCAT Science Test
School developed interim assessments
Strategies
Strategy
Utilize lab reports
in science classes
to incorporate
effective reading,
writing,
mathematics and
data interpretation
skills.
Continue emphasis
on utilizing
graphics, and data
tables to allow
students to analyze
and draw
conclusions in all
science classes.
Person
Responsible
Timeline
Start
End
District
Alignment
Budget Revenue
Amount Source
Assistant
Principal for
Curriculum,
9/4/2006
Science
Department
Chairperson,
Science Teachers
5/30/2007
District
$0.00
Strategic Plan
Assistant
Principal for
Curriculum,
Science
9/4/2006
Department
Chairperson,
Science Teachers
5/30/2007
District
$0.00
Strategic Plan
Assistant
Emphasize lab work Principal for
to strengthen lab Curriculum,
skills, independent Science
9/4/2006
thinking, and group Department
collaboration.
Chairperson,
Science Teachers
5/30/2007
District
$0.00
Strategic Plan
66
General
Fund
Timeline
Start
End
Strategy
Person
Responsible
Implement Science
Focus Calendars to
assure effective
instruction of
mandated
benchmarks.
Assistant
Principal for
curriculum,
Science
8/7/2006
Department
Chairperson,
Science Teachers
5/30/2007
District
Alignment
Budget Revenue
Amount Source
District
$0.00
Strategic Plan
Utilize the District
Scope and
Assistant
Sequence for
Principal for
science to ensure Curriculum,
District
effective
science
8/7/2006 5/30/2007
$0.00
Strategic Plan
department
instruction and
compliance with
Chairperson,
the Sunshine State Science Teachers
Standards.
Implement a
Assistant
Science FCAT
Principal for
tutoring program
Curriculum,
for 11th grade
District
Science
11/6/2006 3/5/2007
$0.00
students to
Strategic Plan
Department
adequately prepare
Chairperson,
for the 2007
Teachers.
Science FCAT Test.
Use the Plan Do
Assistant
the school wide
Continuous
principal for
Continuous
8/14/2006 5/30/2007 Improvement $0.00
Model
Department
to enhance
instruction in
Chairperson
science.
SIP Review #1
Strengths
One of the strengths is the incorporation of technology in the classroom by science
teachers. Teachers have incorporated Computer Base Learning (CBL's), TI Calculators,
Logger Pro, etc. Additional labs are being incorporated into their curriculum to
strengthen the scientific process skills. Reading Focus Calendars are being
67
incorporated into the science curriculum on a weekly basis to further assist students
with their reading skills.
Efforts should be made to further develop vertical teaming among same subject
matter teachers and for those teachers to work closer together sharing best practices.
Also, the use of Explorelearning should be increased in the science classes.
GOAL 5: Parental Involvement
School Goal
Increase parental involvement with an emphasis on better parent-school
communication focusing on academic achievement.
Needs Assessment
Due to the increasing demands on students and teachers the involvement of parents in
the academic life of their children becomes paramount. Not enough emphasis has
been placed on school events focusing on student academic achievement. Although
attendance at general school events and activities has remained consistent, more
meaningful activities must be conducted at the school site. In efforts to encourage
stronger parental involvement an increase in events focusing on academic
achievement are necessary.
National P.T.S.A.
Teacher in-service training on parental communication.
Connect-Ed Training
Evaluation
Parent Sign-In Logs at School Sponsored Events.
68
Strategy
Person
Responsible
Timeline
Start
End
Develop a PTSA
Principal,
web page linked
9/4/2006
Assistant
to Braddock’s
principal, PTSA
web site.
Utilize the
Connect-Ed
Principal,
phone service to
Assistant
apprise parents
8/14/2006
Principal,
of important
Activities Director
school dates and
activities.
Provide updates
and information
Principal,
to parents on the
Assistant
Parent Viewer
9/4/2006
Principal, Web
component of
Design Team
District Electronic
Grade book.
Principal,
Provide parent
Assistant
after school
Principal,
events focusing Department
9/4/2006
on student
Chairpersons,
academic
Teachers,
achievement.
Student Services,
CAP Advisor
District
Alignment
Budget Revenue
Amount Source
District
10/27/2006 Strategic
Plan
$0.00
General
Fund
5/30/2007
District
Strategic
Plan
$0.00
General
Fund
5/30/2007
District
Strategic
Plan
$0.00
General
Fund
5/30/2007
District
Strategic
Plan
$0.00
General
Fund
SIP Review #1
Strengths
We are currently making best efforts to tap into various parental groups to enlist their
participation in school activities, EESAC and PTSA membership, etc. One of the efforts
has been to re-design the school web page to make it more parent/user friendly.
Additional information such as school events, graduation requirements, students’
grades, e-mail addresses of teachers and administration is now easily available.
The school will continue to explore the possibility of updating the school web site on
a regular basis. The school will also continue to enlist the active participation of
additional parents and members of the business community in various aspects of
school life.
69
“Results! Why, man, I have gotten a lot of results. I know several
thousand things that won't work.”
Thomas A. Edison (1847 - 1931)
Committee Members:
Casandra Lacayo
Mary Hough
Clara Diaz
Sally Ruskin
Mary Paterno
Pablo Perez-Allende
Jennifer Owens
Emily Wilcock
Pablo Torrealba
Adriane Pereira
Carla Hoed de Beche
Ana Bergnes
Eyre Seicentos
Luisa Suarez
70
Thinking and Reasoning:
Students will utilize higher order thinking skills with regard to curriculum,
state/district assessments, and cognitive development.
Teachers will develop lessons that tap into higher order thinking skills such as
analysis, evaluation, and synthesis through unit plans that address crosscurricular concerns.
Administrators, parents, staff, and community partners will provide the
resources necessary for students and teachers to successfully implement higher
order thinking skills and cross-curricular planning.
Personal and Social Responsibility:
Students will take accountability for their actions, demonstrate ethical decision
making, take pride in their work, and make sound decisions within their social
groups and society at large.
Teachers will assist, model, and facilitate through the code of student conduct,
sponsorship of extracurricular activities, athletics, and mentoring programs.
Administrators, parents, staff, and community partners will reinforce
regulations set by the district and school, support teachers in their efforts, and
motivate students reach their goals through incentives and positive
reinforcement.
Interpersonal Skills:
Students will engage in goal setting, learn to cope with setbacks and obstacles,
demonstrate tolerance for diversity, and facilitate conflict resolution in their
personal lives.
Teachers will model for and monitor students in their efforts.
Administrators, parents, staff, and community partners will support and model
appropriate interpersonal skills for students so they may evolve from childhood
to young adulthood.
71
In order to address the survey results and the process of continuous
improvement, our faculty and administration engaged in an early release in-service.
Departments gathered together to answer specific questions addressing the
weaknesses apparent in the data. The questions appear below with the average score,
and the responses by department appear in the following pages.
Overall Average is 2.90
Exemplary
(4)
Fully Competent
(3)
Evidence of Progress
(2)
Low
(1)
How can we better evaluate our curriculum in order to renew and enhance the
quality of our instruction? 2.95
In what way can date be better utilized in order to aid in instructional decision
making?
2.92
How can we better clarify the purpose behind the assessments (both Statewide
and school wide) given to our students? 2.99
What is the most effective way of collecting comprehensive and representative
samples of student achievement? 2.95
In what way can the monitoring of the SIP be improved in order to promote
progress on a school wide level? 2.96
In what way can we foster community-building activities within the school?
2.84
How can collaborative networks be established across the community in order
to support student learning?
2.75
72
73
Mathematics Department
Work in committees by course, plan a pacing
guide, and tweak successful strategies currently
in operation.
Evaluate students based on curriculum
requirements, Edusoft assessments and analyze
data to enhance instruction based on results.
Supply students with post-graduation college and
career requirements so they may see the necessity of
these assessments and provide motivation for success.
Keep weekly assessments, writing samples, and
interim assessments in student folders in order to
document student achievement and progress.
Create student infused committees to monitor the
SIP to ensure that students, as well as teachers
take an active role in monitoring the SIP.
School organizations will organize clean-ups,
gatherings, and/or other related activities in order to
promote the community within the school.
Create tutoring programs, not only for FCAT, but
for SAT, ACT, and any other test provided, to
support and widen the parent academy.
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Language Arts Department
Utilize curriculum specialists, promote faculty
collaboration, develop best practices workshops
and websites, create collegial environment.
Make data readily available in a timely manner,
provide synopsis of pertinent data, and avoid
technical language when disseminating data.
Create committee to translate technical data into
simple terms, invite legislators to our school to
explain pertinence of test, collect feedback.
Keep weekly assessments, writing samples, and
interim assessments in portfolios in order to
document student achievement and progress.
Faculty must acquire working knowledge of the
SIP, provide a workshop to help understand the
SIP, peruse SIPs of area schools.
Require parents to attend community activities,
create community liaisons, and increase Dade
Partner participation at school-site.
Develop internships with businesses and higher
learning institutes, implement events that require
parental involvement, and foster community
outreach.
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Fine Arts Department
More student input through surveys to determine
what classes he/she would be interested in
taking.
Group students based on test scores within the
classroom.
Improve communication by informing the parents
about what the students are taking and what they
need to take.
Random Sampling through performance and
written assessments.
The SIP should be reviewed more frequently
instead of once a year through in-services and
departmental meetings.
Seek sponsorship from community businesses for
funding of extra-curricular activities.
Invite performance groups or guest speakers from
the community and encourage presentations
through private organizations.
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Tech Arts Department
Create department rubrics with consistency in
“like” classes. Provide additional opportunities
for professional development workshops.
Identify various learning levels within the
classroom and provide accommodations for
students with special needs.
Increase success rate by making the assessment
language (Spanish Creole) friendly. Consider all
student levels to make assessment equitable.
Accessing the district’s database – WSPI, Edusoft –
Student Personal Data
Present requirements for post-secondary education
inform and preparing students and parents for career
planning for the world of work.
Build mandate within all school sponsored clubs
to incorporate community service.
Have departmental collaboration district-wide to
address concerns and evaluate successes and
failures.
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ESOL Department
Create more differentiated instruction to renew
and enhance the quality of our instruction
based on student needs.
Teachers need to receive periodic updated data
regarding student performance to individualize
instruction.
Clarify the purpose behind the assessments.
Train teachers to better understand the data
derived from meaningful assessments.
t d
t
Ongoing periodic evaluations of students in
classes.
Monitor progress by departments.
More parental involvement.
Advertise the different networks that are
available.
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SPED Department
Use student gains gathered through formal and
informal assessments to re-evaluate the curriculum
emphasizing the Sunshine State Standards.
Tailor instruction according to areas of needs
pertaining to benchmarks. Use data to accurately
group students by strengths and weaknesses.
It can be used as a diagnostic tool for appropriate
academic placement.
Collect data from the internet and district
intranet; use portfolios.
Designate an SIP leader who would be in charge
of monitoring progress.
Posting school calendar with activities on
website; use outreach through media; adopt
online community project.
Encourage parent involvement by publishing a
parent newsletter. Hold a career day involving
local professionals.
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Foreign Language Department
Teachers should attend more workshops in
their subject area and immerse themselves
within the particular languages being taught.
Teachers need to identify strengths and
weaknesses in teaching practices and be
trained in the collection and utilization of data.
Teachers should explain the benefits of various
assessments in detail.
Teachers collect works in the five skills: speaking,
listening, writing, reading and culture on a daily
basis and store in student portfolios.
Administration implements review sessions and
increases teacher awareness of the importance
of the document.
Various school sponsors invite performers, artists,
and leaders within the community to present
programs during the school day and after school.
Teachers need to be trained on posting
practices, and the community needs to be
made aware of their availability.
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Science Department
Allow experienced teacher to conduct workshops;
articulate vertical planning progression and
improve multi-level collaboration.
Provide teachers with access to student
academic history; uphold course pre-requisites
at all times; use PSAT scores for placement.
Minimize assessments during instructional
time; tie the results of assessments to future
subject choices (electives or required classes).
Collect samples of student work and keep in
folders/portfolios; display student work; assign
short and long term projects.
Assign the responsibility of monitoring each
area of the SIP to a specific assistant principal;
improved monitoring of teacher evaluations.
Increase community service graduation
requirement; involve parents in the service; hold
educational and community fairs to increase
involvement.
Set up internet based projects or service projects
with community or world organizations; local
business internships; create an alumni association.
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Student Services Department
Conduct a 9th grade needs assessment and use
the results to implement services; meet with
classroom teachers to evaluate services.
Use FCAT scores and AP Potential report to
place students in courses; improve SCSI to
include specific instruction.
Counsel students and make them aware of
graduation options.
Monitor classroom teacher assessments; pass on
student portfolios to teachers each year.
Involve parents and teachers in the writing
process; publicize and post documents on the
school website which needs to be user-friendly.
Promote community service clubs available to
students; hold intramural events and field days;
improve mentoring programs.
Establish corporate sponsorships; promote
awareness of Braddock; create academy
advisory boards as liaisons to the community.
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Reading Department
Create scope and sequence at the end of the school
year for the following year; obtain needed
textbooks prior to the first day of school.
Testing results must be returned promptly and
excessive testing must be avoided.
Show students realistic relationship between
assessment and curriculum; make assessment
accessible and relevant.
Utilize the current bi-weekly assessment.
Teachers should read and review the SIP on a
periodic basis.
Auditorium is being renovated for general
playhouse; increase involvement of Dade
County Community Partners.
Strengthen further communication with feeder
pattern schools.
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Physical Education
Department
Compare and contrast our current curriculum
with that of other schools in our district.
Uupdate computer technology.
Identify areas of student weakness and address
these issues when working on curriculum
mapping in order to strengthen deficiencies.
Instructors will prepare our students to venture out
into the world as healthy and productive citizens by
promoting a healthy eating and diet regimen.
Students will have to perform based on Florida
Fitness guidelines.
Make all faculty stakeholders, by having them
vote on for implementation of any and all new
programs.
Encourage and promote participation in job,
college, and/or technical education fairs.
Enhance current programs and build
camaraderie between school and community
youth leagues.
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Business Education
Department
Create uniformity among courses, share ideas
and best practices amongst faculty, and create
a uniform course of study.
Teachers must know how to access students’ test scores,
modify instruction based on students’ needs, conduct
pre/post test to ascertain student mastery.
Provide student data to teachers to analyze
and make determinations as to the test validity
and overall effectiveness of assessment tools.
Maintain student work files in the classroom,
monitor testing and/or results.
Provide professional development time so teachers
may familiarize themselves with SIP. Utilize SIP in
order to target student weaknesses.
Encourage FBLA involvement to promote
community, offer community fairs where educators
and the private sector work together.
Academies and FBLA should create small
networks of parents, students, and teachers in
order to bolster student interests and abilities.
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Social Studies Department
Hold faculty meetings by subject; teacher
groups evaluate standards; teacher observations
of colleagues; keep school day academic.
Reading scores and levels used to place students;
WSPI website offers data; AP scores used for
placement; student evaluations.
Explain reasoning behind assessments; hold
academy orientations; use parent nights and
other events to disseminate information.
Maintain student folders and portfolios which
are accessible and meaningful.
Increase teacher input to foster a sense of
ownership; closer monitoring is needed; more
careful selections of program offerings.
Increase the PTSA membership; establish
communication between clubs and parents;
increase awareness of student needs.
Involve businesses proactively in school life;
strengthen networks between higher learning
institutions and the high school.
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In order to address the survey results and the process of continuous
improvement, our faculty and administration engaged in an early release in-service.
Departments gathered together to answer specific questions addressing the
weaknesses apparent in the data. The questions appear below with the average score,
and the responses by department appear in the following pages.
Overall Average is 2.90
Exemplary
(4)
Fully Competent
(3)
Evidence of Progress
(2)
Low
(1)
How can we motivate students to be responsible and proactive with regard to
their own learning? 2.43
How can we encourage students to communicate more effectively in terms of
lack of comprehension with regard to curriculum and home learning, and/or to
bolster their critical thinking skills? 2.38
How can we encourage students to apply the development of interpersonal
skills in a way that will promote respect, ethics, and community service? 2.44
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Mathematics Department
Use extensive praise with students who show progress, as well as provide
incentives that will really motivate them to excel even more. These incentives
will also serve as motivation to the students who are at a lower level.
Incentives will include certificates, various privileges and more!
Provide the students with a question box so that they can drop in
any question regarding curriculum (at the beginning of the class)
to be answered during class that day or soon thereafter.
Provide them with a classroom environment that fosters respect,
ethics and the feeling of community. We must also engage them
in cooperative group activities so that they can learn to work with
others. Teachers must also lead by example!
Language Arts Department
Develop an on-line homework/assignment system to promote student
responsibility for their assignments, develop school-wide reward system
implemented by all disciplines. Implement higher-interest materials for
lower achieving students and/or poorly motivated students.
Foster non-judgmental environment in classroom, promote
mentor/mentee relationships, faculty should make themselves
available for counseling with the students.
Develop peer groups to provide student mentoring and/or
motivational tactics, offer extra credit for community service (i.e.
assisted living, homeless shelters, etc.) provide motivational
speakers
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SPED Department
Have students involved in the I.E.P. process (planning, inviting team
members, implementation and follow-up). Student will self-evaluate
progress, i.e. self-evaluation checklist. Self-advocacy (be involved in
their assessments, psychological and be aware of their disability).
Link education to career goals; check for understanding of curriculum
more frequently; encourage parent involvement. Encourage e-mail as an
outside means of communication (example- If a student is too shy to ask
a question in class they can communicate through e-mail).
Engage students in community based learning to experience situations
which require interpersonal skills and help develop proper protocol
when dealing with the public. Some examples of these programs are
Shake-A-Leg and Fairchild Tropical Gardens interactive curriculum.
ESOL Department
Enforce rules and regulations across the board.
Teach students to meet cognition skills in order to teach them
what strategies may be used to address the problem. We
need to provide a sense of community and belonging to those
students who are new to our system.
Student planned and peer workshops.
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Fine Arts Department
Parents need to be informed of the importance of grades, tests
and school attendance. Students need to become stakeholders
in the decision making process with regard to classroom
curriculum, i.e. offer more group projects.
Provide a safe environment so that there is an active
interchange of questions and answers among students. Students
must have the desire to comprehend.
Group projects and community service offer opportunities for
leadership positions.
Tech Arts Department
It is imperative that we develop students who understand
what height the bar is set at, it will not be changed downward to
allow students to not take charge of their own learning.
Vocabulary in every discipline must be tied to a good understanding of
English. Students must be challenged to question when they do not
understand what the teacher is saying. Vocabulary building enhances the
skills to understand ...and interpret FCAT prompts.
Enforce the appropriate rules of common courtesy.
Civility starts with our adults modeling good behavior.
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Foreign Language Department
In order to motivate students to be responsible and proactive they
need to be given fewer opportunities for excuses, not so many
warnings, and eliminate summer school and night school.
Encourage students by enforcing leadership skills to 9th graders
regarding following rules and regulations.
9th graders should be made aware of how to adhere to the student
code of conduct to be able to follow district wide rules with a true
understanding of the consequences that come with a failure to
adhere to these standards.
Physical Education Department
Students should chart their own progress with regard to their
personal fitness level in order to determine strengths and
weaknesses and help attain personal fitness goals.
Students should develop self-evaluations to help ascertain and
bolster fitness goals and share them with their peers.
Encourage a positive working environment by modeling respect,
ethics and community service. The creation of a parent
involvement day would also be advantageous.
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Business Education
Department
Develop peer tutoring to empower students, promote
cooperative learning activities that promote student
knowledge as valuable and implement high-interest materials
into classroom instructions and materials.
Create a non-threatening environment where students feel
their feedback is valuable. Develop projects that encourage
independent research that involves problem-solving, analysis
and evaluation.
Teachers should participate with students in community-based
activities, invite community stakeholders into our school to
provide motivational workshops and speakers.
Social Studies Department
Alert students of rankings early to allow them to work towards a
goal; apprise students of possible future jobs in each course they
take (promotes relevance); promote civic education; reinforce
knowledge for knowledge’s sake.
Evaluate student feedback (teachers’ eyes only); online forms
adapted for students, parents and other interested stakeholders.
Provide opportunities for student growth in the areas of
responsibility and ethics; increase the communication between
club sponsors and interested students.
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Reading Department
Stop enabling incorrect student behavior. Indoor and outdoor
suspensions should not be be an excused absence. CSI policy should
also be revised in a radical manner.
Stop babying and spoon-feeding students. Make the entire school
participate in WRAP. The whole school should be on the same
page. No excuses!
Equal accountability must be enforced and students must be held
accountable for their behavior. Students need to know why policies
and rules are in effect. NO EXCEPTIONS.
Science Department
Require students to sign a contract that limits the number of
schedule changes they can make. Do not lower standards; make the
students meet high standards.
Have an anonymous “question box” and go over the questions in
class the next day. Assign regularly consistent home learning as
reinforcement. Encourage teacher-student online communication.
Offer an ethics course; hold students accountable for ethical
infractions; develop an academic council to handle infractions;
invite motivational speakers on different topics related to ethics,
respect and interpersonal relationships.
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Student Services Department
Enhance Freshman experience curriculum to encourage
appropriate and effective communication; offer school-wide
incentives to assist students in awareness of their responsibilities;
monitor student portfolios all four years.
The curriculum guide needs to be more user-friendly; increase
the number of visual aids in the classroom; provide extra help
when needed; establish consistency across the curriculum.
Increase student participation in extracurricular activities;
establish mentoring programs; coordinate anti-bullying
presentations; promote and establish a listeners program.
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“Suit the action to the word, the word to the action.”
Hamlet, 3. 2
Committee Members:
Katherine Rodriguez
John Bernabei
Mary Greenberg
Jacqueline Gonzalez
America Rivera
Carol Cecil
Sylvia Velazquez
Annliss Contreras
Maryellen Fariñas
Judy Clouet
In order to address each standard adequately, we immersed ourselves in the
understanding of each objective through our committees. Leadership team members
led the way and were given complete autonomy in how each group gathered the
information necessary to complete the daunting task. We truly worked cohesively and
productively. In approximately 8 weeks, we had the standards in its final form.
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Standard 1: Beliefs and Mission
The school communicates a vision, a statement of beliefs, and a mission
that provide a focus for improving the performance of both the students
and the school.
In fulfillment of this standard, the school:
1.1 Engages its stakeholders in a collaborative process;
The stakeholders meet regularly through our EESAC committee, early release
professional development days, and departmental teams to discuss issues related to
curriculum, recruitment, mentoring, assessment, and extra curricular activities. Our
instructional staff, counselors, and administrators communicate with parents and
students via emails, telephone calls (automated and personal), weekly progress
reports, and online grade book to apprise them of registration, upcoming events, and
information pertinent to their high school experience. We constantly engage the
stakeholders in a collaborative process through Back to School Night, parent-teacher
conferences, IEP meetings, and via the dadeschools.net website. In addition, our
school’s EESAC committee is continuously obtaining feedback from students and
parents, as well as staff, through informal and formal surveys.
1.2
Ensures its vision, mission, and beliefs define a compelling purpose and
direction that focus on improving student learning;
Administrative, instructional, and support staff maintain a sense of excellence and
high expectations for themselves and the students. In keeping with this vision of
providing academic excellence for all, we have tied our School Improvement Plan to
quantifiable criteria such as the improvement of FCAT test scores and improvement of
ranking on the State of Florida ROI index. Analysis of comparative test data such as
the Web-based Student Performance Indicators (WSPI) is accessible to all staff for
commendation and recommendation. We maintain our mission of providing the
highest quality of education by using other students, parent support strategies,
involving tutorial services, individualized and group monitoring, and counseling
services. We also maintain a challenging curriculum by offering honors and AP level
courses, and various career academies. Students are continuously encouraged to
strive for and maintain academic excellence through recognition of their successes,
empowering them to lead productive and fulfilling lives as lifelong learners and
responsible citizens.
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1.3
Uses its vision, mission, and beliefs as a guide to improving teaching and
learning and the operation of the school;
It is our mission to provide a challenging curriculum to our students, which will enable
them to perform to their potential, not only through their academic career but in life
as well. This influence will have a great impact on the student’s life as both
professional individuals and active members of our society. An important part of the
process is providing teachers with helpful workshops pertinent to their subject area.
Teachers are constantly encouraged to participate in district wide workshops in
education and in their subject areas. Workshops are also offered during early release
days, teacher workdays and after school in technology and in best practices. In order
to implement and encourage the learning process, incentives are offered to students.
these incentives include extra credit grades for attending after school tutoring,
participation in class activities and extra curricular activities on certain school days
for students who have achieved excellence on standardized tests. Special attention is
given to students who perform below their grade level by involving them in
remediation programs after school and during Saturday school. Such programs
include: after school peer tutoring, FCAT tutoring and SAT preparation courses.
Professional development for teachers and incentives for students encourage and
enhance the quality of teaching and learning.
1.4
Ensures its vision, mission, and beliefs reflect current research and
best practice;
Faculty and staff are afforded continuing opportunities for training based on new
research and best practices. The district website provides a link for professional
development for all Miami-Dade County Public School employees. The Professional
Development System provides for both online workshops and onsite classes throughout
the district. Creative and innovative teaching techniques and lesson plans are
available for educators to share through numerous online sites located as links within
the District’s website. Programs such as Atomic Learning, Riverdeep and Discussion
Boards are easily accessed through the Teacher’s Portal of the website. Current
topics involving instructional techniques and standardized assessment tools are
continually disseminated via email.
1.5
Ensures its vision, mission, and beliefs annually and revises them when
appropriate; and
G. Holmes Braddock conducts reviews twice a year to examine its vision, mission, and
beliefs. These examinations consist of reviewing the school’s climate report results
by the leadership team. Also, informal classroom evaluations and departmental
meetings are held to help develop each year’s School Improvement Plan (SIP). The
SIP is developed yearly by the leadership team and all teachers are invited to
participate in the process during the one day workshop. The SIP is reviewed by each
department prior to submission. It is reviewed in January to ascertain progress and in
May in order to determine the success of each teacher’s plan. In the past few years,
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the school’s SIP has included compliance with No Child Left Behind (NCLB), alignment
with the Sunshine State Standards and District goals, as well as the implementation of
learning communities in the school.
1.6
Builds understanding of the vision, mission, and beliefs among
stakeholders.
Through various means of communication, Braddock builds a clear and meaningful
understanding of the school’s vision, mission, and beliefs among its stakeholders. The
vision, mission, and beliefs are present in each classroom and throughout the office.
Print media such as the school’s newspaper, The Braddock Times, The Miami Herald’s
Neighbors section and school mailings are used to promote and support the school’s
vision, mission, and beliefs. Technology is also used in the form of the school’s
website and Connect Ed. to maintain a continuous exchange of information. Included
in the use of technology is the school’s computerized grade book and parent viewer,
which provides parents the ability to view their child’s grades. EESAC, P.T.A., and
Booster Club meetings are also used to build and reinforce the school’s vision,
mission, and beliefs.
Standard 2: Governance and Leadership
The school and governing board promote the capacity of stakeholders to improve
student learning by providing appropriate leadership, governance, and
organization.
Governance
In fulfillment of this standard, the school operates under a governing board that:
2.1 Adopts policies and procedures that provide for effective operation of the
school;
School-wide policies and procedures are adopted from District and State mandates. At
the school site, policies and procedures are modified to meet the needs of the school.
School-based teams were created to address policies that affect students and staff.
Policies are adapted to accommodate a wide range of specific school needs from
curriculum to daily operations. For example, the administrative team created the
school-wide discipline plan that is progressive in nature. This process allows the
administrative team to remain consistent in their decision-making. Teachers within
departments were also involved in changing applicable policies and procedures that
affected their content area.
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2.2 Recognizes and preserves the executive, administrative, and leadership
prerogatives of the administrative head of the school; and
It is the role of the principal to make sure that all stakeholders (students,
faculty/staff, parents, and community members) be involved in the process of
allowing the academic climate to permeate within our campus and further the cause
for student achievement throughout the year. The principal has the task of relaying
objectives, and initiatives that are dictated from the state and/or the district office.
The principal is also the educational leader at the school site; he has to make sure
that he models the proper behavior that is needed to be a successful educator on our
campus. As you can see the principal wears many hats at G. Holmes Braddock Senior
High School, he is unifier, a conduit, and an academician.
2.3 Permits the administrative team of the school to implement policies and
procedures without interference.
With the assistance of EESAC, the administrative team has put school policies into
practice that help the student body in meeting the goals set for the in the school
improvement plan. Policies and procedures have been implemented using district and
state mandates as guidelines. For example: A school wide uniform policy was
instituted with the assistance of all stakeholders; A specific school attendance policy
was established in order to improve school-wide attendance, address truancy and
student tardiness; An FCAT tutoring policy is in place for those students who did not
pass the FCAT. For example, they must attend tutoring in order to participate in
extra curricular activities. Furthermore, recently, the administrative team with the
assistance of select personnel, launched the Writing, Reading Action Plan (WRAP)
program to assist students in improving their writing skills. This program constitutes
providing students with an FCAT writing prompt, participation in a writing activity,
and receiving feedback from their peers and/or teachers. The school also has policies
with regard to the use of electronic devices on school grounds. These policies were
put into place without interference and with consideration given to all stakeholders
involved.
Leadership
In fulfillment of this standard, the school operates under a governing board that:
2.4 Maintains a vision, mission, and direction that focus on student learning;
During the SACS CASI process, all stakeholders were involved in staff/professional
development. With the input of staff members, professional development activities
were put into place to address the needs of our students, as well as teachers. Last
school year, upon faculty discussion and collaboration, the vision, mission, and belief
statements were revised and finalized by a faculty vote. Student involvement in
activities, academic competitions, and other school events are driven by the vision
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and mission of the school. Students strive to be empowered by excelling in academic
achievement and as a result, are recognized in events such as the Principal’s Honor
Roll and Bulldog Pride Pins. Students are also recognized by announcements over the
public announcement system, BTV, and the Miami Herald Neighbors.
2.5 Ensures that the curriculum is enacted, supported, and assessed;
Administrators work to assure that all state and district curriculum guidelines are
enacted by providing all faculty with the Florida Sunshine State Standards (SSS) and
the district’s Competency Based Curriculum (CBC). The use of these frameworks is
monitored through teacher lesson plans and formal and informal classroom
observations. Support and instruction on the use of the documents is provided
through school wide departmental meetings as well as meetings conducted at the
district level. Meetings are held with beginning teachers to assure understanding of
the implementation of the mandated curriculum. The administration also works
collaboratively with stakeholders to develop the School Improvement Plan (SIP). The
school’s curriculum objectives are agreed upon and strategies for accomplishing those
objectives are laid out.
2.6 Involves faculty and staff in decisions that affect the entire school;
The faculty and staff are involved in school wide decision making through monthly
EESAC meetings. During these meetings, critical school-wide decisions are made that
affect curriculum and school operations. The curriculum council meets on a weekly
basis to discuss particular department issues as well as the whole school. Periodically,
respective school support personnel meet to discuss issues related to their job. The
leadership literacy team meets to review, revise, and implement the school-wide
reading plan in conjunction with district and state requirements. The school
administrative team meets weekly to review individual calendars and discuss school
concerns/issues. Through department meetings, which take place twice a month,
teachers are available to discuss concerns and receive information related to their
subject matter. During the Principal’s focus group sessions, select teachers are
allowed to voice their concerns in a smaller setting. There are multiple methods to
discuss and collaborate in meetings that have an affect in school wide decisions.
2.7 Allocates and aligns the human, instructional, financial, and physical
resources to support student learning;
Monies are distributed to support learning and are predetermined by the district.
Monies are allocated to individual departments to purchase supplies and other needed
items to enhance learning. Every year textbooks are purchased when it is the
adoption year for that particular subject area. The Principal also purchases textbooks
on a need basis only. School-based monies are used to purchase part time personnel
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such as clerical. The Principal and Assistant Principal of Curriculum align instruction
by assigning teachers to teach courses that support student learning. The Principal
provides teachers with an extra teaching supplement that assists with lowering the
class size. The Principal sets aside monies for providing tutoring sessions and
transportation for students who participate in extra-curricular activities. The district
provides additional monies for field trips and school activities. The advanced
academics department also generates monies for the program allowing the respective
teachers to purchase resources for their advanced placement students. Outside
vendors provide financial support for the athletic and student organizations.
Resources are readily available to support student learning at the school site.
2.8 Foster ongoing professional development within the learning community;
Professional development is on-going allowing all stakeholders to enhance student
achievement at the school. The district as well as the school provides an array of
opportunities for faculty members to enhance their knowledge in their field of study.
At the beginning of the school year, procedures are put into place to ensure that
professional development topics are discussed and assigned accordingly. Teachers are
allowed to take courses throughout the school year. The Principal has provided the
teachers with an outside educational consultant to enhance student achievement
realigning the curriculum and providing feedback to teachers. Teacher focus groups
have created an opportunity for other teachers to collaborate strategies for classroom
management, rubrics, and other professional related topics. Teachers foster
professional development at department meetings that support the learning
community.
2.9 Implements a written security and crisis management plan that provides
appropriate training for staff and students; and
At the beginning of every school year, the school emergency procedures are discussed
and information is provided in a written format. The school site safety committee
puts into place a plan that will assist the school in addressing a crisis and/or
emergency. A crisis management team is assigned specific job responsibilities when
and if an emergency arises. The plan is geared for the school site but must follow the
general district guidelines. Select personnel are trained by the district to ensure that
awareness is given to new threats for which schools are faced with. Upon teachers
being trained, students are given instructions when emergency situations arise.
Throughout the school year, emergency fire drills are conducted on a monthly basis.
Two emergency lockdown drills are conducted within the school year. Periodic
reviews take place to ensure that emergency plans are effective and sound.
2.10 Controls all activities, including extra-curricular, that are
sponsored by the school.
All school activities must be pre-approved by the activities office and principal. When
an activity is requested, the sponsor must provide a plan of action and a list of
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resources needed for the activity to take place. The Principal must ensure that the
activity is secure and proper procedures are followed.
Standard 3: Curriculum
The school offers a research-based curriculum that supports best practices and
clearly defines expectations for student learning.
3.1 Offers a curriculum that is based on clearly defined expectations for student
learning;
Our high school offers a broad array of courses in the academic core and elective
subjects at the Advanced Placement, honors, and regular levels. It also makes
available a comprehensive selection of these offerings at the gifted, SPED,
SPED/Inclusion, and B.C.C. levels. Subject selection flow charts have been developed
by the major departments to ensure course selection based on sound prior learning
expectations. Extensive curriculum mapping has taken place in language arts,
mathematics and science; and curriculum mapping is in various stages of completion
in other departments as well. Syllabi for all Advanced Placement courses are now in
the process of submission to the College Board for final approval to ensure compliance
with national College Board expectations. The school also offers a wide range of
vocational electives in courses such as culinary arts, fashion design, auto mechanics,
and web design geared to practical requirements of real-world expectations.
Students are also able to enroll in a shared-time program with technical schools such
as Robert Morgan or George T. Baker. All teachers are held accountable to meet
state and district competency-based curriculum guidelines. The administrative team
monitors the implementation of the curriculum throughout the year to ensure
compliance with required learning standards. Additionally, the SPED and Gifted
departments develop Individual Educational Plans (IEPs) and Educational Plans (EPs)
respectively in order to clearly define the expectation and implementation of student
learning.
3.2 Ensures that each content area of the curriculum includes a set of essential
knowledge and skills;
All courses are compliant with Florida’s SSS and the CBC guidelines (correlated to the
SSS) imposed by the District. Advanced Placement courses are delivered in
accordance with the specifications imposed by the College Board. In addition,
offerings in courses corresponding to the Cambridge International Exams are currently
being developed as part of Braddock’s new Global Studies Academy and are
scrutinized by the CIE board for content-area coverage compliance.
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3.3 Aligns the expectations for student learning with the various subject areas
and grade levels;
The choices made available to students in both the required core courses as well as
elective courses rival the curriculum of any high school in the southeastern United
States. The on-going professional care of the Student Services counselors ensures
that appropriate subject and grade level choices are adhered to in the subject
selection process.
3.4 Offers a curriculum that challenges each student to excel and that reflects a
commitment to equity, an appreciation of diversity, and a recognition of
different ways of learning;
Students are encouraged to take challenging courses in high school. They are also
encouraged to pursue challenging courses of study in universities and technical
schools after high school graduation. The CAP advisor and occupational counselor
inform and offer the students numerous occasions for informational events designed
to promote and pave the road to challenging careers. The language arts and social
studies curricula mandate an exposure and appreciation of various cultures, and
ensure that the diverse perspectives and contributions of African Americans,
Hispanics, Jews, and women to our national culture are taught. Cultural heritage
events and the annual SPED fair support expanding awareness and appreciation of
diversity in the community. Teachers are afforded the technology as well as
opportunities to educate themselves about diverse learning styles. The
administration actively encourages teachers to engage in teaching styles that match
the differentiated learning styles of the diverse student population.
3.5 Uses curriculum guides and support materials as a basis for implementing the
curriculum;
In addition to the guidelines required by the CBC and those of the College Board and
the Cambridge International Exams, teachers are offered many text-level ancillary
materials geared to the implementation of the course objectives. Many of the
ancillary materials for the core courses offer consumable workbooks focused on
reading and study skills as well as FCAT preparation. The media center is also
storehouse to a vast array of support materials ranging from hardware to software to
print copy of ancillary materials capable of assisting the implementation of the
curriculum. Media specialists are always willing to arrange events to support course
curriculum objectives.
3.6 Ensures that the professional staff collaboratively gathers, analyzes, and uses
data and research to evaluate the curriculum;
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Results of standardized tests such as the FCAT, PSAT, SAT, Advanced Placement, as
well as school quarterly assessments in language arts, science, and mathematics are
made available to the Curriculum Council (a team of department chairpersons and
administration) and to members of the various departments via meetings, memos,
emails, etc. In response to the data collected and analyzed, specific strategies are
devised to guide the curriculum’s implementation along a desired path (e.g., this
year’s implementation of a school-wide interdisciplinary writing program.) The
administrative team and the curriculum council try to keep abreast of current
research and determine its applicable implementation within the school’s curriculum
framework.
3.7 Provides a balanced curriculum that is based on a knowledge of human growth
and development and sound learning principles;
Our school is engaged in a process that strives to design and support a curriculum of
academic, social, and physical instruction that will educate all Braddock students to
be capable of independent functioning throughout a lifetime of ongoing learning as
global citizens of the 21st century. Administrators, counselors, and teachers work to
create an environment that fulfills the school’s mission and goals.
3.8 Uses community resources to support and enhance the curriculum;
District, state, and national fieldtrips and competitions are used, whenever possible,
to enhance the objectives of the curriculum. Guest speakers are called upon as well
to add to the learning experiences of the students. The expertise of some of the
community’s members is also called upon to participate in the school’s EESAC council.
3.9 Offers a curriculum that includes interdisciplinary and cross-curricular
experiences;
Writing across the curriculum has been emphasized in the school’s W.R.A.P. program.
Small Learning Communities (such as the Global Studies Academy and the Education
Academy) have attempted to develop curricular programs that will infuse learning
across the disciplines and over the span of a student’s life at the school. Curriculum
Council interaction offers information and critiques that may assist the development
of interdisciplinary and cross-curricular development.
3.10
Offers a curriculum that includes study in fine and applied arts,
music, and physical education;
G. Holmes Braddock offers courses in art, art history, music, photography, drama, as
well as a number of practical arts. The school has made every effort possible to
supply these.
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3.11 Provides extra-curricular activities that are based on the beliefs and
mission of the school and that meet the needs and interests of the
students; and
Under the direction of a full-time activities director, numerous interest clubs, service
clubs, honors societies, and other student organizations meet and plan activities
generated by student interest and request. The activities director also works closely
with the student government and class sponsors to ensure that meaningful activities
are sponsored throughout the year.
3.12 Maintains and communicates to stakeholders a set of policies, procedures,
and guidelines that govern student participation in school-sponsored extracurricular activities.
Student handbooks, school announcements, parents’ Back-to-School Night, school
information conveyed via computerized telephone calls, the Braddock website, takehome permission forms, PTSA communications, etc., as well as face-to-face contact
with various stakeholders act as vehicles to communicate the school’s policies that
govern student participation in school-sponsored extra-curricular activities.
Standard 4: Instruction
The school employs instructional strategies and provides services that
facilitate learning for all students.
4.1 Aligns instruction with the school’s mission, expectations for student learning,
and action plans;
The school expects all students to work at their maximum level in order to achieve
their academic and personal potential. All departments develop a scope and
sequence to support this goal. Tutoring and remediation are offered to all
students. Tutoring is offered through honor societies; mandatory FCAT remediation
takes place after school and on Saturdays; and advanced placement night school
classes are offered to further prepare students for successful completion of the AP
exams. In addition to this, mentoring will be available to 9th graders through the
Global Studies Academy. The school also encourages membership in honor societies
to provide enrichment in both academic and vocational areas.
4.2 Ensures that student performance is frequently assessed and the results used
to improve instruction;
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The student's performance is an indicator of academic achievement. Therefore,
assessing each individual learner is essential. Each department in our school has been
assigned a testing day in order to allow the student to concentrate on the particular
subject to be tested. Teachers are constantly revising and improving their instruction
strategies and skills according to the results attained through these assessments.
“WRAP” (Writing Reading Action Plan) is a program our institution has developed to
monitor and prepare the student for a better performance on FCAT writing and
reading skills. Midterms and Final examinations are strictly enforced and required by
the administration to monitor students’ performance.
4.3 Employs instructional strategies and activities that are research-based and
reflective of best practice;
We meet as an instructional staff during early release days in order to discuss FCAT
strategies and revise the reading and writing of our new WRAP program. We have a
variety of organizations, such as Faculty Club and subject area associations that meet
the needs of each staff member. The faculty gathers by departments to share best
practices in order to challenge students and develop their own teaching methodology.
4.4 Allocates sufficient time for student learning and ensures that it is protected;
Students are expected to remain on task during the time allocated for learning. This
is done by ensuring that administrative announcements are kept to a minimum. The
school develops programs to address specific needs, such as FCAT tutorials and A.P.
tutorials. Teachers are provided with information and training during department
meetings on how to provide better assessments geared toward students’ special needs
so as to maximize the use of class time. Workshops are developed by Language Arts
teachers in order to address shortfalls shown in testing. Teachers are encouraged to
employ techniques such as pairing high performing students with low performers
during appropriate class exercises.
4.5 Sustains a climate that is conducive to teaching and learning;
Teachers and administrators are expected to provide a safe environment for all
students. Our SPED and LEP population have particular needs, and they make up a
great majority of our student body. Their teachers need to be aware of and skilled in
the special needs of these particular students across the curriculum. This awareness
is the basis for providing tutoring, intensive classes, Saturday-school, and other forms
of support. Consistent assessments further assist the students in their development.
A variety of seminars are conducted by teachers of these disciplines in order to
promote awareness; such seminars are normally held during early release days and
teacher planning days.
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4.6 Promotes the active involvement of students in the learning process, and
ensures that they have opportunities to acquire higher order thinking skills
and to apply the skills and their learning in diverse ways;
Our students are expected to acquire higher order thinking skills at every level of
academic achievement. The curriculum offerings include a range of academic courses
from hands on project-based courses to Advanced Academics to ensure the
achievement of said goals for all of our students. The school’s mission reflects that
we promote achievement and higher order thinking throughout the curriculum and
extra-curricular activities.
4.7 Employs a variety of instructional strategies, remediation, enrichment, and
learning activities that accommodate diverse learning styles;
Our total school program strives to reach every child by appealing to a variety of
learning styles. After school tutorials, remediation in Reading and Mathematics,
enrichment projects assigned in all of the subject areas, and extracurricular programs
are just a few examples of our efforts in this area. For instance, the SPED program for
trainable mentally handicapped students uses many approaches in order to enhance
each student's potential. We use role-play, hands-on activities, auditory/visual
approaches, and community based instruction. For the general population, we use a
variety of approaches like LEP strategies, KRISS strategies, and other strategies that
will meet individual students’ needs. Teachers attend professional development
workshops to keep current on recent studies/techniques that will help promote
student learning. Finally, our administrators are visible in the classrooms and are
supportive of different methodologies that maximize learning.
4.8 Uses a variety of human, natural, technological, and material resources to
enhance instruction and learning;
Our course offerings along with programs such as Information Technology Magnet and
the Cambridge Continuum enhance the instruction and learning of our students.
Counseling during the selection process provides them with different career paths.
The advent of SLCs complements the variety already in existence. Numerous
resources exist in our extracurricular programs as well. For instance, school
beautification projects, toy drives, canned food drives, collections for natural
disasters, United Way collections, Health and Renaissance Fairs, Academy Fairs, and
Media Center Book Exchanges provide community service opportunities and life
lessons for our students outside of the classroom as well as inside. Finally, our
district renovates areas of our facilities to improve instruction and learning.
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4.9 Provides instructional technology, materials, and resources supportive of
The school provides computer-based instruction which includes reading and language
laboratories, power point presentations with guided notes, electronic texts, and webbased instruction. In addition, supplementary workbooks and text books, Advanced
Placement released exams, and Vocational Education resources are available to
students. Guest speakers, who are experts in their respective fields, are available to
students in order to apply knowledge gained to real world situations. Field trips
afford students hands-on experience to reinforce classroom instruction.
4.10 Grants credit based on defined performance criteria and minimum of 130
clock hours on instruction (at the secondary level);
Students are granted credits towards graduation upon completing a minimum of 145
clock hours of instruction per class, exceeding the State's minimum requirement of
130 clock hours. The students, for example, have to complete three years of
Science. The students take Earth/Space Science in their freshman year followed by
Biology and Chemistry or Physical Science. Afterwards, they can elect to take Marine
Biology, Anatomy and Physiology and a myriad of AP courses. Similar sequences are
followed in the other academic departments. This meets the requirements for
Sunshine State Standards and Course Competencies.
4.11 Provides a school year of at least 175 days during which students and
teachers engage in teaching and learning activities; and
Our school allocates sufficient time for student learning. The calendar consists of 180
instructional days per year. In 2006 the state granted an exception during tropical
storm Ernesto. Our students are actively engaged in highly varied, challenging
instructional activities 32.5 hours each week. Our school meets and often exceeds the
state and district attendance standards.
4.12 Requires a minimum of 25 hours of planned learning activities per week.
Miami-Dade County requires that students receive 30 hours of planned learning
activities per week, which exceeds the minimum of 25 hours stated above.
Standard 5: Assessment and Evaluation
The school uses a comprehensive assessment system to monitor and
evaluate student learning and to improve curriculum and instruction.
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5.1 Employs key indicators and performance expectations for student learning;
Braddock employs progress reports to monitor student performance. Parent-teacher
conferences are utilized on a regular basis. Instruction is built around a framework
dictated by SSS, CBC, College Board guidelines, and National Council of Teachers of
Mathematics Standards. Teachers administer AP, SAT, and FCAT tests in satisfactory
conditions. Each specific program at Braddock such as LEP, SPED, including TMH, PMH
employs appropriate, specific assessment scales, teacher made tests in compliance
with district, Sunshine State, and National standards.
5.2 Collects and disaggregates data continuously to monitor and evaluate student
learning;
Braddock constantly monitors and evaluates student learning through progress
reports, report cards and quarterly assessments. Level 1 students take the GatesMcGinnitie Test for placement into intensive reading courses. Additionally, lower
performing students take courses in which their English, Reading and Mathematics
skills are assessed bi-weekly. This data is then used to drive class instruction.
Additionally, PSAT, SAT, ACT, FCAT, AP and ESOL testing results are regularly
compared to identify student needs.
5.3 Maintains a current, comprehensive profile of student performance data,
community characteristics, school characteristics, and stakeholder
perceptions of the school;
Student Performance data is generated through FCAT testing and teachers can access
the results through WSPI. Teachers and administrators are able to access information
in order to analyze student performance. Community and school characteristics are
available through the district and the school’s website. Administrators are able to
evaluate information and use it to cross reference the information with similar
schools in order to improve student performance.
5.4 Uses data in making decisions for continuous improvement;
Braddock uses the results of the FCAT to make adjustments to their schedules to
include intensive math or reading. WSPI is used to obtain vital information about
students' academic progress. Diagnostic Testing assesses students at the beginning of
the school year in order to place the students at the appropriate level. ESOL students
are also tested in Math and English and are placed in the proper English level and in
BCC classes. Honor Roll students receive a letter of commendation with their report
card. In addition, students get an award assembly at the end of the year and an
academic letter is awarded to outstanding students. Each month teachers receive a
Focus Calendar that detail activities and curriculum mandates that are then posted in
the classroom. Senior students receive information from the CAP Advisor on a
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monthly basis regarding available scholarships. Report cards are issued every nine
week, but, a progress report is issued every four weeks in order for the student to see
how he/she is progressing in the class and have an opportunity to achieve a better
grade before report cards are issued.
5.5 Conducts a periodic analysis of instructional and organizational effectiveness
and uses the results to improve student learning;
In order to construct and implement a School Improvement Plan (SIP), a periodic
analysis of instructional and organizational effectiveness through the use of teacher
and student surveys, as well as faculty and departmental meetings are necessary. In
turn, the observations, findings, and comments from the meetings and surveys will be
used to construct and implement the most effective changes in curriculum and/or
testing procedures which will make up the School Improvement Plan (SIP).
5.6 Communicates assessment results in a timely manner to all stakeholders; and
At Braddock, all standardized assessment reports are immediately communicated to
individual students first and then to all other community stakeholders. All other
assessment results are now available through the district's worldwide website,
www.dadeschools.net. These technological enhancements not only assist the
students directly, but also provide an additional source of instant communication
between student(s), parent(s), teacher(s), administrator(s), and other local
stakeholders. More recently, after a careful analysis of assessment results and review
of the school improvement plan, we implemented school-wide initiatives such as
W.R.A.P and an after-school tutoring program.
5.7 Identifies in its improvement plans measurable performance standards that
take into account student learning needs, state and local student performance
requirements, and the goals of the curriculum.
Braddock follows the SIP template mandated by the district and crafts its contents to
fit the special needs of our students. Most notable is our use of AP scores as a
touchstone for quantitative measurement of improvement. Although our SAT and AP
results generally exceed district, state and national levels, our improvement plan
outlines strategies to maintain the highest results and elevate scores in areas that
lend themselves to improvement. We use feeder pattern analysis to determine
student learning needs and place them in appropriate courses in addition to providing
individualized guidance.
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Standard 6: Resources
The school has sufficient human, financial, physical, and material resources
to support its vision, mission, and goals.
Human Resources
6.1 Employs an administrative head and administrative or supervisory assistants
who have an earned graduate degree with 18 semester hours in
administration or supervision (as a part of, or in addition to the degree) from
an institution recognized by a U.S. regional accrediting agency;
Miami-Dade County Public Schools requires that all administrators hold a Florida
Department of Education Certificate in Educational Leadership and/or Administration
and Supervision with course work completed at an accredited university or college.
The following administrators hold graduate degrees in Educational Leadership and/or
Administration and Supervision: Mr. Manuel S. Garcia, Principal; Mr. Lucas J. De La
Torre, Assistant Principal; Ms. Madeleine Chamizo, Assistant Principal; Mr. Felix
Zabala, Assistant Principal; Mr. Aubrey Davis, Assistant Principal; Mr. Herbert Penton,
Assistant Principal and Mrs. Jennifer Rodriguez-ledesma, Dean of Students.
6.2 Provides and assigns staff that is sufficient to meet the vision, mission, and
goals of the school:
The faculty and staff is composed of one principal, one vice principal, four assistant
principals,14 guidance counselors, 182 classroom teachers, five curriculum specialists,
three media specialists, two technology specialists, one student activities director,
one athletic director and assorted clerical staff to support instruction. The staffing
model is developed in accordance with Miami-Dade County Public Schools and the
state of Florida. This model satisfactorily meets the minimum accreditation
requirements.
6.3 Employs instructional personnel who have an earned bachelor’s degree that
includes 12 semester hours of professional education (as part of, or in
addition to the degree) from an institution recognized by a U.S. regional
accrediting agency;
The level of education of instructional personnel indicates that 51% of the faculty has
earned a master’s degree, 3% of the faculty has earned a specialist degree, and 5% of
the faculty has a doctoral degree. There are seven teachers who hold National Board
Certification. Three teachers also have alternate certification (vocational). During
the certificate validity period, and prior to expiration, instructional personnel are
required to either complete 120 Master Plan points of professional development
activities through the Teacher Education Center (TEC), three semester hours of
college courses, or a combination of both to renew their certification.
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6.4 Employs instructional personnel who have a college major (at least 24
semester hours) in their assigned field;
All instructional personnel are required to hold a bachelor’s degree from an
accredited college or university. Currently there are 207 faculty members on our
staff. Of these 207 members, eleven are not teaching within their assigned field under
the auspices of district waivers.
6.5 Employs counselors and media specialists who have an earned graduate
degree in their assigned field from an institution recognized by a U.S. regional
accrediting agency;
Counselors are required to have a master’s degree in guidance and counseling from an
institution recognized by a US regional accrediting agency. The three media
specialists hold advanced degrees from a school accredited by the American Library
Association (ALA).
6.6 Requires all professional personnel to earn at least six semester hours of
credit or the equivalent during each five years of employment;
Renewal requirements must be completed during the most recent validity period of
the professional certificate prior to its expiration. Instructional personnel are
required to complete either 120 Master Plan Points of professional development
activities through TEC, six semester hours of college courses, or a combination of
both, to renew certificates.
6.7 Implements a system of employee evaluation that protects the privacy of the
individual and uses the results to improve performance;
Professional Assessment and Comprehensive Evaluation System (PACES) is an
evaluation system for instructors that include assessment of the objectives taught.
The PACES evaluation tool offers opportunities for improvement through the
Professional Growth Team (PGT) that is comprised of classroom teachers that are able
to provide direction and support with all components of PACES. The Evaluation of
Office Personnel is used for non-instructional personnel. These evaluation tools
protect the privacy of the individual and allow the individual to use the results to
improve performance.
6.8 Ensures that paraprofessionals are under the supervision of professional
personnel and are qualified and trained perform in their area of their
responsibility;
Miami-Dade County Public Schools requires that a paraprofessional have a high school
diploma and specialized education, training, and/or experience in their respective
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area or category. At our school, paraprofessionals are under the supervision of an
assistant principal.
6.9 Maintains and observes written policies relating to the qualifications,
selection, training, and assignment of substitute teachers;
Faculty at G. Holmes Braddock are required to maintain and observe written policies
in order to earn master plan points for various qualifications, selection, training and
assignment of substitute teachers.
Miami-Dade County Public Schools’ Department of Human Resources has clearly
defined guidelines for the assignment of temporary instructors. Upon arrival to the
school, a substitute teacher is given a copy of the guidelines, a bell schedule, and the
classroom’s teacher schedule. In addition, they receive specific class information
such as seating charts and lesson plans. In the event that the teacher’s absence is
unplanned, the department head is responsible for providing emergency lesson plans.
6.10 Ensures that all personnel are allocated time and resources for
professional development activities;
Teachers are given a minimum of one uninterrupted hour of planning/preparation
time. Temporary duty is encouraged as well permitted to those individuals who are
seeking to grow professionally through various methods of professional development.
Professional development activities are also infused into early-release days and other
teacher work days. Teachers are given ample conditions and tools (internet ready
computers, quiet work areas) to facilitate in the completion of their
planning/preparation activities.
6.11 Includes in the master schedule planning time unencumbered by
instructional or supervisory responsibilities for each classroom teacher;
Braddock is on a traditional six period day. All teaching personnel will have an
allotted one hour planning period daily that is free from instructional or supervisory
responsibilities. During this period, teachers, for example, utilize their planning time
for creating lesson plans, mentoring, and/or accessing required materials.
6.12 Maintains class sizes that are consistent with state or federal
guidelines and that support the learning process.
The State Constitution (Section 1 of Article IX) was amended in November 2002. It
established that by the beginning of the 2010-2011 school year, the number of
students in the core curricular courses (grades 9-12) will not exceed a maximum of 25
students per class. Any class that exceeds this number is required to lower the
average class size by two students every year until the required average has been
met. The District's class size is established in accordance with the units allocation
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formulas indicated in the "Handbook for Computing Unit Allocations to School". The
maximum teaching load for each teacher is determined by the SACS CASI standards.
According to our latest available data, our average class sizes are in compliance with
SACS requirements in all core subject areas, except Social Studies. We are striving to
decrease the average class size of Social Studies teachers in order to meet the State
Constitutional requirements by the 2010-2011 school year.
Financial Resources
In fulfillment of the standard, the school:
6.13 Budgets sufficient resources to support its vision, mission,
beliefs, educational programs and action plans for improvement.
Utilizing the on-line computer network, our school is linked to the Bureau of Financial
Affairs, which follows the MSAF System. Budget allocations are established by
categories: the 2001 Budget Structure is for Salaries, the 2002 Budget Structure is for
instructional personnel, the 2003 Budget Structure is for individualized programs, and
the 2004 Budget Structure is for Federal/Grant monies. The Internal Funds Budget is
monies generated by the school such as clubs and trust accounts. These funds roll
over from year to year if monies go unused. All budgets are geared towards improving
instruction and maximizing resources.
6.14
Monitors all financial transactions through a recognized
regularly audited accounting system;
All Internal Funds transactions are processed by the school’s treasurer and approved
by the school’s Principal. All of M-DCPS financial rules are followed because we are
subject to audit by the M-DCPS Auditing Department.
6.15 Controls all funds raised in the name of the school;
The school’s Activities Director implements and follows the M-DCPS Sponsors’ Internal
Funds Handbook. Once fundraisers are approved by the Activities Director, the
Principal finalizes the required documents. The school’s treasurer then uses a check
and balance audit system to make sure that all rules and procedures are followed.
6.16 Implements a remuneration plan for all members of the staff
that recognizes the administrative head as the highest paid
employee.
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The district’s remuneration plan allows one to meet the guideline set forth by SACS
CASI. It is important to realize, however, that it is possible for a teacher with many
years of teaching, multiple degrees, and supplemental duties to be paid considerably
higher than the administrative leader of the school.
Physical Resources
6.17 Complies with applicable local, state, and federal laws, standards, and
regulations;
G. Holmes Braddock Senior High, like all other Miami-Dade County Public
Schools, receives yearly safety, public health, and fire inspections. All of our recent
inspections have passed in compliance with all applicable local, state, and federal
regulatory laws and standards.
6.18 Maintains the site, facilities, and equipment to provide an environment that
is healthy and safe for all occupants;
Along with the help of our zone mechanic, custodial staff and district
maintenance personnel, the school site is monitored on a daily basis to ensure that
school complies with all safety and health guidelines set forth by the district and the
State of Florida. Schedules are put into place at the school site to ensure that the
physical facility is in compliance at all times. Any non-compliant issues that may
arise are promptly forwarded to the appropriate channel within the district.
6.19 Possesses and implements a plan for maintaining and improving the site,
facilities, and equipment; and
Under the supervision of the administrative team a plan is put into place at the
beginning of each school year, coupled with periodic reviews that allow for any
adjustments that may be needed in order to maintain and/or improve the site,
facilities and equipment standards set forth by the district. A written plan is in place
and revamped on a yearly basis in order to comply with the needs of the school.
6.20 Provides facilities, equipment, and a site necessary for effective
implementation of the instructional and extracurricular programs.
The school community is provided with opportunities to utilize school facilities in
order to maximize student engagement and involvement both in instructional and
extracurricular programs. For example: the media center is available to students
from 6:45 am to 3:30 pm on a daily basis; the auditorium is available to students,
faculty and the community for a variety of gatherings including faculty meetings, PTA
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meetings, community outreach programs, and student driven activities; computer and
technology labs are consistently available to students, faculty and staff.
Material Resources
6.21 Maintains a comprehensive materials collection consisting of current media,
books, reference sources, and periodicals in print and electronic formats
that support student learning, the curriculum, and the instructional program;
Braddock Senior High School has a centrally located media center. This facility
includes resources and services in support of classroom instruction and student
research. The center has three media specialists who conduct training for students
and teachers. It houses a large collection of print and non-print resources. The media
center has 60 computer workstations, 30 of which are housed in an on-site computer
lab. Additionally, the media center provides printing and photocopying services. The
media center also offers an extensive collection of reference materials, periodicals,
films, audio books, and electronic databases.
6.22 Provides a balanced collection of a minimum of 10 books per student;
(Secondary schools with enrollment in excess of 1,500 students must provide
at least 15,000 usable volumes. Books available in electronic format may be
counted for up to 25% of the number of books required for the school. The
same title should be counted only once.)
As a secondary school with over 4,000 students enrolled, our library collection has in
excess of 36,671 volumes. Ordering of new volumes is done an annual basis based on
available district and state funding.
6.23 Ensures that all students and staff members have regular, ready access to
media services, materials, and equipment;
G. Holmes Braddock High School operates a library and a Media Center that ensures
that all staff and students have regular, ready access to media services, materials,
and equipment. All students are issued a photo ID card that permits them full use of
the Media Center. The library is open daily from 6:45 A.M. until 3:30 P.M.
6.24 Employs a currently accepted circulation system for materials;
The media center at Braddock uses Follett’s Destiny as its circulation system.
Interlibrary loans are possible through Destiny and SUNLINK.
6.25 Provides training on effective use of media resources for students and
members of the professional staff;
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G. Holmes Braddock Senior High’s media staff provides training for students and
faculty in how to utilize Destiny (online catalog) and databases provided by MDCPS
and the Public Library.
6.26 Ensures that the media staff collaborates with other professional staff
members to attain maximum benefit from the resources; Possesses a policy
and procedure for responding to challenged materials;
The media center at G. Holmes Braddock High School ensures collaboration with other
faculty members to accomplish maximum benefit from the media center’s resources.
The media center conducts tours of the media center to all grades during the school
year. The media center staff is always available at the front desk to assist students
and faculty. The media specialists collaborate with teachers to develop effective
lessons to involve students and all of their styles of learning.
6.27 Possesses a policy and procedure for responding to challenged materials;
The media center at Braddock adheres to the policies mandated by Miami-Dade
County Public Schools Library Media Policies and Procedures.
6.28 Budgets sufficient funds for library media services and resources, Possesses
and communicates a policy on use of the Internet.
The media center at Braddock adheres to the policies mandated by Miami-Dade
County Public Schools Library Media Policies and Procedures.
6.29 including equipment, to support the curricular and instructional programs;
The media center at G. Holmes Braddock Senior High School possesses and
communicates a policy on the use of Internet block X-Stop. Also, the Miami-Dade
County Public Schools also block Internet sites which are not conducive to curriculum
and instruction at the school.
118
Standard 7: Support Services for Student Learning
The school has a comprehensive program of guidance and other services
that supports the development and well being of all students.
7.1 Provides students guidance services that include, but are not limited to,
counseling, appraisal, staff consulting, referral, and educational and career
planning;
Braddock High School provides students with services that are preventative and
interventional through consultations with parents, teachers and other educators and
by allowing them access to their counselors throughout the day and after school.
Teachers provide students with the opportunity to see them after class and after
school for extra help in their classes. Information regarding mentor/men tee
relationships, after school tutoring and counseling services are disseminated to
parents and students through parent night, Back to School night and grade level
presentations. The activities office supplies students with organizations that are
involved in academic achievement and mentoring by providing a club fair at the
beginning of school and a list of all organizations to be posted on school campus. The
College Assistance Program (CAP) holds presentations for students regarding college,
financial aid and scholarships. Student services promotes student learning with the
aide of the different websites that are available pertaining to career, vocational and
college programs, and websites such as, www.facts.org and www.discovery.com.
Finally, with the various arms of the military through a liaison with their many
branches, and by helping students choose the best path for their personal success, our
school makes every effort to support and enhance their high school experience.
7.2 Ensures that each student has access to an adult advisor, mentor, or
counselor;
Braddock ensures that students have access to advisors, mentors, and guidance
counselors through several means. During orientation by each grade level, students
are introduced to their counselors and provided with information on appointment
procedures. Students may make appointments on an as needed basis. In addition,
students are able to access their counselors during classroom visitations, college and
scholarship presentations, administrative/faculty referrals, and throughout the
subject selection process. Students are also able to make appointments to meet with
the college advisor, career specialist, and TRUST counselor. The students have
opportunities through various clubs (i.e. Women of Tomorrow, 5000 Role Model etc…)
to meet with mentors from the community.
119
7.3 Provides student services in the areas of health, nutrition, safety, and
transportation;
Our school’s Guidance Curriculum is designed to offer all students the opportunity to
acquire appropriate skills and knowledge in the areas of health, nutrition and safety.
We address these issues in many ways. In the area of health and nutrition, our
Student Services department closely collaborates with other departments i.e., Special
Education Dept. and Physical Education. Through this collaboration, Student Services
addresses topics that includes but are not limited to: sexually transmitted diseases,
eating disorders, stress management, emotional/behavioral disability awareness,
suicide prevention, and anti-bullying techniques. As part of a comprehensive school
counseling program we coordinate and sponsor the following programs: TAP (Teenage
Parents), Red Ribbon Week as an anti-alcohol and anti-drug campaign, G/SA
(Gay/Straight Alliance), HIV/AIDS Peer Educator Club, etc. In this way, we are
addressing the needs of our student population by offering prevention and
intervention through literature and through direct contact with our student
population and their families. Additionally, there are two counselors at Braddock who
provide specialized counseling services. One of these counselors is the TRUST
counselor (To Reach Ultimate Success Together) who collaborates with Student
Services by educating students in the area of substance abuse as a health risk factor.
He addresses large groups of students through classroom presentations in which
substance abuse is linked with safety issues affecting teen drivers who choose to drive
under the influence of any type of chemical substances. In addition, this counselor
provides crisis intervention, referral and counseling to students who are involved in
drug and/or alcohol use. The second is the counselor for the Emotionally Handicapped
and Severely Emotionally Disturbed students. She provides disabled students with an
array of services, i.e., prevention through regular sessions, crisis intervention,
behavior management sessions, etc. This counselor’s emphasis is to promote equity
and access opportunities to emotionally disabled students who are experiencing
educational and emotional challenges within a very large high school setting.
7.4 Provides appropriate support for students with special needs;
SPED Program provides screening and/or assessment prior to allocating alternative
communication and adaptive assessments for students who have physical challenges
and/or learning difficulties, which limit their ability to access their educational
program. IEP outlines related services or assistance beyond that which is normally
provided to all students such as, counseling occupational therapy, physical therapy,
and consultation/collaboration which is allocated based on students’ needs. The IEP
team meets annually to evaluate current measurable goals and benchmarks and/or
individual transition plan to determine eligibility. Determination is based on
educational needs taken from present levels of educational performance, behavioral
factors, and any other pertinent information. If such need is identified, goals are
developed to enable the student to be involved in and/or progress in the general
curriculum, and address other educational needs resulting from the disability. In
accordance with IDEA, students with disabilities may receive services through the
120
public school system through age 21 or until they graduate with a standard diploma or
special diploma, whichever occurs first.
7.5 Facilitates securing the assistance of other agencies for students whose needs
cannot be met by the school;
Braddock students are provided with programs and services that allow them free or
reduced lunch, fee waivers for the ACT/SAT and college application fees, and eye
glasses and a free eye examination offered through the Dr. Bruce Heiken Memorial
Fund. Other services include on campus community agencies from the Children’s
Psychiatric Center and Miami Behavior center and lists of resources that offer various
types of services for the entire family, including but not limited to: drug abuse and
addiction, runaway and homeless services, anxiety and phobia therapy, the Teenage
Parent program for pregnant girls and assistance with physical and sexual abuse.
7.6 Maintains secure, accurate, and complete student record systems in
accordance with state and federal law and regulations; and
The counseling staff provides guidelines for the maintenance of student records. In
addition, the Student Services staff ensures that the cumulative records, grade books
and attendance reports are secured and accessible to authorized personnel only.
Regarding student educational records and release of directory information, the
Student Services department follows and enforces the guidelines of the Family
Educational Rights and Privacy Act (FERPA). The counseling staff assists parents and
eligible students with the interpretation of the students’ educational
records/transcripts. The counselors carefully monitor the student credit histories to
ensure satisfactory completion of all graduation requirements.
7.7 Provides educational opportunities to help parents and teachers understand
the various stages of student development.
The Student Services Department facilitates parent-teacher-student conferences and
other meetings between the student and the community. Counselors provide
information to teachers about programs and opportunities for students’ development
during faculty meetings and early release workshops. Also, parents receive
information during orientation, Open House Resource Fair and Parent College Night
with the CAP advisor in regard to opportunities available for the students’ success
during high school and beyond. In addition, the school’s website is a comprehensive,
user friendly resource with up-to-date information, links to access student and parent
relevant information and email contacts for teachers and administrators.
121
Standard 8: Stakeholder Communications and Relationships
The school fosters effective communications and relationships with and
among its stakeholders.
8.1 Fosters partnerships through collaboration with community stakeholders to
support student learning;
G. Holmes Braddock Senior High School strives hard to improve two-way
communication with all stakeholders. While numerous methods are in place, we are
always open to more effective means. The school fosters partnerships with
community stakeholders by bringing in qualified guest speakers who support and
expand information taught in the classroom. Our EESAC committee regularly meets to
provide guidance and monies to individuals or groups who stand to positively impact
student achievement. Cultural events such as the Florida Grand Opera Association
present short operas to provide a different creative medium and spark interest in the
fine arts. Advertisements placed in the local and school newspapers, found in the
yearbook, and aired on BTV, all extend the "connecting arm" between community and
school. Coupon incentives from local businesses, such as "Winners' Circle," are
distributed to deserving students. A number of our senior students pursue internships
with local lawyers, politicians and doctors. A vibrant school-to-work program has
been long in place. Additionally, our physical plant is utilized frequently on weekends
by various faith groups. Lastly, G. Holmes Braddock Senior High has several generous
business partners and individual teachers have made connections with foreign
consulates.
8.2 Ensures clear and effective communications among and between all
stakeholders;
Clear and effective communications among and between stakeholders is ensured by
the Braddock Senior High School website, which is accessible by all stakeholders. The
website includes links to activities within the school, Information Technology Magnet,
Pre-AICE Magnet, Excelsior Gradebook, Media Center, and Florida Virtual School.
Additional items on the website menu include: Student, Parents, School Info,
Departments, Administration, Faculty, Activities and Sports, and Academies. Braddock
Senior High School has a diverse student population and as such, parent communiqués
are provided in English, Spanish, and Creole. Braddock and EESAC have established a
positive working relationship that guarantees stakeholder involvement in student
learning. Furthermore, the school sends automated telephone messages to parents
regarding student absences, Back to School Night, FCAT and other critical information
concerning students and the school.
122
8.3 Solicits the knowledge and skills of parents to enhance the work of the school;
G. Holmes Braddock Senior High School promotes parent involvement in their
children’s education. Parents are encouraged to join EESAC, PTSA, and booster clubs;
they are also encourages to participate as chaperones on field trips, attend "Back to
School Night," and/or become school volunteers. EESAC and PTSA meetings are held
monthly and are open to all parents and community members.
8.4 Monitors school climate and takes appropriate steps to ensure that it is
conducive to student learning; and
All stakeholders are involved in monitoring school climate and ensuring that it is
conducive to student learning. Parents can complete school climate surveys in
addition to surveys given out on Open House. Students are given the opportunity to
evaluate teachers at the end of the school year through student evaluation surveys.
Instructional staff is required to complete multiple surveys, such as School Climate
Survey and OPIS Assessment. Administrators are required to complete formal
instructional evaluations bi-annually (i.e. PACES). Tutoring is available for students
through honor societies, Math, Science, and Language Arts Departments; in addition,
FCAT tutoring is mandatory for all low performing students.
8.5 Communicates to all stakeholders the expectations for student learning and
the results of school improvement efforts.
Parents are involved in the initial registration process in which they are given
paperwork explaining dress code, attendance and school regulations. During the first
week of school, the students are given several different documents that require
parent and student signatures, such as Computer Use Contracts, Code of Student
Conduct, Attendance Agreements, Dress Code Agreements, and individual course
overviews/syllabi. In addition, the school also utilizes automated telephone messages
made to student homes to communicate any school-based information. Moreover, the
school Website provides a variety of information regarding expectations for student
learning and school improvement efforts.
Standard 9: Citizenship
The school helps students develop civic, social, and personal responsibility.
123
9.1 Fosters and maintains a safe and orderly environment that promotes honesty,
integrity, trustworthiness, responsibility, citizenship, self-discipline, and
respect;
Braddock promotes the values mentioned above primarily through the Code of Student
Conduct, which is distributed through homerooms on a yearly basis. In addition, any
pressing issues such as, the use of Ipods, cellular phones, and dress code are
addressed through Connect Education (an automated telephone system). Teachers
require students to behave appropriately in and out of the classroom; consequences
are in place for inappropriate conduct such as, indoor and outdoor suspension, loss of
privileges, work detail, detention, exclusion, and any other teacher made program
within county guidelines. Activities and Athletics also observe regulations for student
participation in their programs. Our climate surveys reflect the perception that our
school is a safe and secure place for students to learn. Overall, high expectations are
set for a safe and orderly environment.
9.2 Provides students opportunities to develop and demonstrate leadership,
responsibility, independence, and decision-making skills;
Constantly reminded of the importance of joining clubs and getting involved in school
activities, students at Braddock don’t think twice about participating in
extracurricular endeavors. Diversity allows students to choose from a wide array of
interests. Membership in clubs provides students with the opportunity to develop
their leadership skills and become more responsible. In addition, being part of clubs
allows student to expand their social skills through interactions with their peers.
Conflict resolution strategies as well as the elimination of bias, promoting
independence, and rational decision making lay the foundation for extracurricular
participation and provide opportunities for growth.
9.3 Communicates written guidelines for conduct to students, parents, and staff;
and
A copy of the Miami-Dade County Code of Student Conduct is distributed to every
student at the beginning of each school year. Within this booklet is a descriptive,
comprehensive outline of expectations and procedures followed by all faculty
members when disciplinary action is warranted. Teachers review this booklet with
their homeroom classes, and the guidelines are also available online for parents and
students. Students accept responsibility by signing and returning a document that
states they have read and agree to comply with the conduct standards.
9.4 Monitors student attendance and conduct.
The principal appoints an assistant principal to oversee the attendance program and
other assistant principals to monitor conduct by grade level. During the opening of
school, teachers are given a flowchart of administrative duties to promote clarity and
efficiency in school operations. Students are aware of attendance policies set forth
124
by the district; appeal procedures are in place for students who are in violation of the
policies. The attendance office bulletin boards are filled with information for the
students to read and observe. In addition, the Code of Student Conduct also contains
this information. Students are made aware of all policies so that if they choose to
ignore them or decide to remain ignorant, there are repercussions in place to deal
their lack of adherence to policies.
Standard 10: Continuous Process of School Improvement
The school establishes, implements, and monitors a continuous process of
improvement that focuses on student performance.
10.1 Employs an active school improvement team composed of the administrative
head, representative school staff, and community stakeholders;
Braddock’s SIP is a working document. The Administrative Team invites all
stakeholders (Curriculum Council, Faculty and Staff, PTSA, Student Government, and
Community Partners) to carefully analyze and give input regarding our school’s
improvement plan or to recommend modifications for the current year. The
document is later presented to the EESAC for careful analysis and ratification. The
EESAC committee consists of: the principal, an assistant principal, a union steward,
parents, students, teachers, and business and community representatives.
10.2 Provides opportunities for stakeholders to contribute to the development
and implementation of school improvement plan;
The ultimate goal of school improvement is to improve the quality of learning and
teaching in addition to raising the level of student achievement. The contribution of
all stakeholders to the management of school improvement is crucial. At G. Holmes
Braddock Senior High School we have an open-door policy for all our stakeholders;
they are welcomed at our meetings. We also have very active EESAC and PTSA
groups. During regular meetings, all stakeholders work together with the
administration to develop diverse input in collaborative school improvement
activities, which are presented to EESAC for final decision.
10.3 Engages in a continuous process of improvement that:
articulates the direction and purpose the school is pursuing for its future
(vision)
G. Holmes Braddock Senior High School has clearly defined its Vision Statement
stating, “Empowerment Through Academics”. There are banners on display in the
courtyards with the Core Values and the vision, mission, and belief statements are
posted in every classroom to further motivate our faculty, staff, and students.
125
provides a rich description of the current conditions with a focus on student
learning (profile)
The school’s website provides a wealth of information for parents, students, and
teachers. The district website contains a thorough description of the facilities,
student membership, staff demographics and credentials, FCAT scores, College Board
examinations, and any other profile information a person may need. In addition, the
website includes descriptions dating back five years in order to attain a
comprehensive portrait of any school in the county.
identifies what actions school personnel will take to improve student
learning (plan); and
Our school personnel has incorporated a plentiful variety of effective actions to
improve the student learning plan. We are currently implementing the WRAP to
improve student writing skills. We provide after school tutoring, Saturday school
tutoring, lunch-time tutoring and ESOL pull out tutoring to help improve student
learning and achievement. The school has implemented a school wide reading
program to help improve reading skills to our most needy students. We have a school
site reading specialist who provides teachers with the necessary data to provide
teachers and students the support needed in the improvement of reading skills. Due
to the high numbers of students who need, the school created a Reading Department
as a separate entity.
documents what has been accomplished and uses the results to inform what
happens next (results).
The SIP is a document in transition; it displays what has been accomplished and
describes what is desired for the future. The district website and Florida DOE
websites provide links to assessment results for particular schools as well as NCLB
standards. The data obtained from these sources is used to create and modify the SIP
as needed.
10.4 Provides professional development for school personnel to help them
implement school improvement plan;
M-DCPS requires that a professional development plan be completed by each
instructional staff member. G. Holmes Braddock Senior High School surveys the
faculty as to their interests and needs for professional development and offers
teachers a variety of workshops on early release days that correlate to the goals and
objectives of our SIP and to the needs and interests of the faculty. Furthermore,
teachers are encouraged to participate in additional seminars, workshops,
conferences, etc. related to their subject area and/or field of interest.
126
10.5 Monitors and demonstrates progress in meeting school improvement goals;
and
M-DCPS requires that schools attend mid-year and end-of-year reviews to analyze the
SIP by monitoring its progress. The current Administration has implemented various
initiatives to assist the faculty, staff and students in achieving progress. The current
programs are inclusive of:
• a reading coordinator working across the curriculum;
• a five by five administration plan, which drives FCAT tutoring for all
students available during the school week and during weekends;
• intensive reading classes for students scoring levels 1 or 2 on the previous
year’s FCAT;
• intensive math classes for students scoring level 1 on last year’s FCAT;
• curriculum mapping;
• differentiated reading instruction for LEP students via the use of
technology; and
• WRAP.
10.6 Communicates the results of improvement efforts to stakeholders
The school’s website provides all necessary and required information to stakeholders.
The resources section provides information about transportation, a school calendar,
and the lunch menu. The school profile contains all pertinent academic reports and a
listing of personnel and how to contact them. The principal acknowledges and
stresses the importance of communicating with parents, staff, and members of the
community in general.
127
“Although the last, not least.”
King Lear, 1.1
A. Interest and Service Clubs
B. School Accomplishments
C. Dade Partners
D. Florida School Grades
E. FCAT Reading, Mathematics, and Writing Results
F. State and District FCAT Comparisons and Graduation
Rate
G. Faculty and Staff Anecdotal Responses
H. Surveys
I.
128
Bibliography
Art History Honor Society
National Science Honor Society
B.C.E.
5000 Role Models
Best Buddies
Bible Club (Equal Access Club)
Becca's Closet
Build-a-Bulldog
Florida Law Honor Society
Bulldog Sports Medicine
Ebony
Class of ‘07
Drill Team
Class of ‘08
Ecology Club
Class of ‘09
JV Cheerleading
Class of ‘10
Close-up: Washington
Student's Against Destructive
Decisions (SADD)
Junior Statesmen
Debate
Photography Club
E.B.C.
Chess Club
English Honor
Newspaper
FCCLA Occupational and
Comprehensive
French Honor
NHS
Key Club
Hispanic Heritage
Amnesty International
HOSA
Drama
HOSA
Art Honor Society
Interact
Invictus (Political Club)
Pep Club
FEA
Media Club
Gay Straight Alliance
Psychology Club
National-Vocational Technical Honor
Quill and Scroll
HIV/AIDS Peer Group
Science Honor
Seniors 4 Seniors
Anime Club
Computer Club
Silver Knights
NJROTC Drill Team
Skills USA
Math Club
Social Studies Honor
Salsa Club
Spanish Honor
SECME
Student Government
Humanities
FCCLA
The Right Stuff
Tri-M: Music Honor
TSA (Tech. Student Association)
OAD (formerly African American
Heritage Club)
Yearbook
Varsity Cheerleading
Thespians
Women of Tomorrow
FBLA
Writer’s Block
Mu Alpha Theta (Math Honor)
129
2002-2003
SECME
Co-Curricular Accomplishments
1st and 2nd place in MIT Alumni Award
Olympians finish among top 3
1st place finishes for 4 students
Work featured in Miami- Dade County Annual Student Art Show
4 Students honored at Italian Consulate
2nd place in Florida Scholastic Press Association Contest
Ranked among top 11 in state competitions.
Speech and Debate
Photography
Italian
Television
Junior Engineering
Technological Society
2003-2004
Vocal Ensembles
Superior ratings in both district and state evaluations
SECME
High school champions for access center five
Varsity “A” Team: Ranked 3rd in state, Ranked 15th Nationally
Varsity “B” Team: Ranked 4th in state
FBLA
Students won Gold Key Award and Gold Seal Award at the State
Leadership Conference 28 District Winners
Speech and Debate
1st Place winners at county competitions, state champion, 7th
place nationally for dramatic performance
2004-2005
Mu Alpha Theta
Calculus Team placed 5th at Regional Competition placed 9th at
state competition
SECME
Placed in 8 out of 10 Categories
Region 5 Champions for 2nd year in a row
Two 1st place winners, 1 entered in SECME Olympiad. Three 2nd
Place winners and three 3 rd place winners for our district
FBLA
Chapter of the Year in Miami-Dade County
Largest FBLA Chapter in the state of Florida
Ms. Mary Hough (Advisor): Named FBLA Advisor of the year
Speech and Debate
Accomplishments from 1st place winners at county competitions
to having 3 state qualifiers and 3 National qualifiers
FEA
1st place winners in state and county competitions
Economic Teams
Region champions in the Florida Stock market Challenge
3rd Place with another team in same challenge
NJROTC
Distinguished unit for 7th year in a row 11,791 letters to service men
and women making US the #1 High school and #1 JROTC unit in the
whole nation
2005-2006
Mu Alpha Theta
Calculus Team:
14th place in state competition out of 77 schools with 1200 students
SECME
Junior Varsity: Placed 3rd in Jets/Teams Engineering Competition
Two 1st place winner, two 2nd place winners in SECME Olympiad
FBLA
Recognized 19 times state leadership conference
Chapter of the Year
Gold Seal Chapter
Highest Membership in Florida 2nd year in a row
Eight 1st place winners going to National
State Parliamentarian
1st place National Champion in Impromptu Speaking
Speech and Debate
1st place county competitions
130
17 state qualifiers
Two state Champions: Oral Interpretation, Humorous Interpretation
Four members qualify for nationals in Chicago, Illinois
Five members qualify for nationals in Dallas, Texas
Silver Medalist winner in “Chapter Service”
7000 Hours
#1 in the nation for writing 15,980 letters to our troops overseas.
Sent 9 students to leadership academy most in State of Florida.
1 Honorable Mention in Business
FCCLA
NJROTC
Silver Knight
Athletic Accomplishments
2002-2003
Special Olympics
Wrestling
Girls Cross Country
Softball
Girls Volleyball
Baseball Team
2003-2004
Girls Bowling
Girls Volleyball
Wrestling
Athletes
Cross Country
Girls Basketball
2004-2005
Girls Bowling
Girls Volleyball
Girls Tennis
Wrestling
Badminton
Bowling Team
Track
Wrestling
Ribbons in Golf, Bowling, Swimming, Track and Field, Baseball
State runners-up, two regional championships, three district
championships and overall 55-2 and 3 record
GMAC and District Championships
District Championship
District Champions and State Runners-up
First District Championship
District Champs
District Champs
District Champs
10 All-Dade Athletes
Running Back led the county in rushing the last two years with a
total of 3981 yards for his career
One Regional Champ
Made it further than ever in the state playoffs
District Champs
District Champs
District Champs
District Champs
Division Champs with two individual division champs
State qualifiers
3 Regional qualifiers
2 State Champs, 2 placed at state, 4 Region Champs and 5
District Champs, 4 Straight District Championships
Golf Team
2nd place Regional Champion
2 time All-Dade First Team Selection
2005-2006
Girls Bowling
District Champions
Girls Volleyball
District Champions
Baseball
District Champions
Wrestling
District Champions
Athletes
6 First Team All-Dade Athletes
6 Second Team All-Dade Athletes
3 Third Team All-Dade Athletes
28 Honorable Mentions
Badminton Team
Division Champions
6 GMAC Qualifiers
Girls Bowling
State qualifiers 3rd year in a row District Champions
131
Wrestling
Girls Volleyball
Baseball
2002-2003
Scholarships
ESOL
Higher
Learning
SAT
Scholars
Financial
Rewards
2003-2004
Higher
Learning
SAT
Scholars
Financial
Rewards
2004-2005
SAT
Scholars
Financial
Rewards
132
4 Consecutive District Championships
1 State Champion
1 State Runner-up
4 Consecutive District Championship
4 Consecutive Regional Championship
District Champions Regional Finalist
Two nominees to the US Service Academies
First year out of ESOL student gets straight A’s and wins Mother’s
Day Essay Contest
Represented in all 11 state colleges and universities
Four students who scored 1400 or above on their SAT I
Reasoning Test
1 National Hispanic Scholar
117 Florida Medallion Scholars
12 Florida Academic Scholars
3 Gold Seal Scholars
110 receiving superintendent diplomas of distinction
Received almost five million dollars in scholarship money
Represented in all state colleges and universities
Two scored 1500 points on their SATs
Commended in the 2004 National Merit Scholarship Program
Two national Hispanic scholars
One Florida SECME/Exxon Mobil Foundation Scholar
3
Gold Seal Scholars
103 Students receiving Superintendent Diplomas of Distinction
Received over 6.3 million dollars in scholarships
One student who scored 1500 points
Six students who scored 1400 points or higher
3
National Hispanic Scholars
1
National Merit Scholar
1
National Merit Commended Student
3
Vocational Gold Seal Scholars
Received 6.5 million dollars in scholarships
2005-2006
Scholars
Financial
Rewards
7
1
1
19
119
6
4
1
2
8
1
National Hispanic Scholars
National Merit Scholar
National Merit commented student
Florida Academic Scholars
Florida Medallion Scholars
Vocational Gold Seal Scholars
Ford Salute to Education Scholars
Gates Millennium Scholar
Dell Scholars
5000 Role Model Scholars
National Honor Society Scholar
Over 7 million dollars in scholarships towards higher
education
133
Starbucks Coffee
Quizno’s
Vicky Bakery
Winn Dixie
McDonald’s
K-Mart
Bottega Grill
The Dade Partners Program seeks to formalize relationships between schools and
businesses/organizations to bring resources together to support educational success in
our schools. Our mission is:
•
•
•
•
•
134
To mobilize and channel resources into the school system, based on targeted
strategic goals;
To engage stakeholders by serving as the vehicle to foster a greater
understanding of the school system and its programs;
To provide role models for students;
To enhance communication between Miami-Dade County Public Schools and the
community; and
To promote a positive environment for education and business.
Appendix D
Grade
(Includes
Learning
Gains)
more info
%
%
%
%
%
Meeting
Meeting
Meeting
Making
Making
High
High
High
Learning Learning
Standards
Standards Standards Gains in Gains in
in
in Math
in Writing Reading
Math
Reading
% of
Lowest
25%
Making
Learning
Gains in
Reading
Points
Earned
(Sum of
Percent
Previous
Tested
6
Columns)
more info
%
Level
3 and
Above
FCAT
Math
%3
and
Above
on
FCAT
Writing
School
Level
G. HOLMES
BRADDOCK
SENIOR
HIGH
High
2005-2006
C
34
59
77
49
66
48
333
97
42
95
High
2004-2005
C
31
59
86
50
72
58
356
98
41
94
High
2003-2004
C
29
52
92
46
66
45
330
96
39
94
High
2002-2003
C
29
51
93
47
68
50
338
97
40
93
High
2001-2002
C
28
50
91
56
63
62
350
98
High
2000-2001
C
94
30
70
28
85
61+
92+
High
1999-2000
C
95
34
66
24
78
48
89+
High
1998-1999
C
% Free
and
Reduced
Lunch
Minority
Rate
% In
Lowest
Reading
Level(s)
%
% Level % Level
Level
2 and
3 and
2 and
Above
Above
Above
FCAT
FCAT
FCAT
Reading Reading
Math
School Year
(Click on year
to see detailed
report)
135
Appendix E
Grade 09 FCAT READING and MATHEMATICS Results
Year
2005-2006
2004-2005
2003-2004
2002-2003
2001-2002
2000-2001
Grade
09
09
09
09
09
09
Number of
students Mean Score
tested
1128
294
1159
292
1279
283
1485
278
1438
280
1342
273
READING
Percent of Students in Each Level
1
2
3
4
5
36
40
47
51
48
n/a
30
29
28
28
31
n/a
22
20
17
13
15
n/a
8
8
5
5
4
n/a
3
3
2
2
2
n/a
MATHEMATICS
Number of
students Mean Score
1
2
3
4
5
tested
1118
287
25
27
28
16
4
1160
287
26
24
31
15
4
1266
277
31
30
24
11
4
1469
275
33
30
25
9
2
1420
273
34
28
26
9
2
1313
273
n/a
n/a
n/a
n/a
n/a
Grade 10 FCAT READING and MATHEMATICS Results
Year
2005-2006
2004-2005
2003-2004
2002-2003
2001-2002
2000-2001
1999-2000
1998-1999
136
Grade
10
10
10
10
10
10
10
10
Number of
students Mean Score
tested
1011
290
1018
289
1111
291
1148
295
1026
296
1059
292
1291
291
1058
296
READING
1
2
3
4
5
43
43
43
37
37
39
41
35
31
33
32
34
36
37
39
44
16
15
14
18
17
15
16
15
5
5
4
7
5
5
3
3
5
4
6
5
5
4
1
3
MATHEMATICS
Number of
students Mean Score
1
2
3
4
5
tested
989
314
21
23
27
26
4
1008
314
20
24
31
21
4
1101
314
20
26
29
21
4
1093
316
18
25
27
25
5
1010
313
23
26
25
23
3
1053
314
21
25
28
22
5
1282
303
30
28
27
13
2
1068
301
30
33
25
10
2
Appendix E
FCAT WRITING (combined) Results
ALL CURRICULUM GROUPS (not for accountability)
Year
Grade
Number
of
students
tested
Mean
Score
Percent of Students in Each Score Rubric
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
5.5
6.0
2005-2006
10
1096
3.6
5
2
5
6
14
15
27
14
7
3
1
2004-2005
10
1191
3.7
2
1
5
4
10
16
38
15
7
1
1
2003-2004
10
1162
3.8
2
1
3
4
10
15
43
14
6
1
0
2002-2003
10
1100
3.8
1
1
3
3
9
15
47
13
6
1
0
2001-2002
10
1057
3.9
1
1
3
3
13
14
39
12
12
2
1
2000-2001
10
1043
3.7
2
1
5
5
17
13
31
12
9
2
2
1999-2000
10
1293
3.7
2
2
5
5
16
12
23
13
14
3
3
1998-1999
10
1097
3.4
2
1
8
8
26
17
25
8
3
1
0
137
Appendix F
100
80
Braddock
District
Florida
60
40
20
0
20022003
20032004
20042005
20052006
60
50
40
Braddock
District
Florida
30
20
10
0
20022003
138
20032004
20042005
20052006
Appendix F
100
80
Braddock
District
Florida
60
40
20
0
20022003
20032004
20042005
20052006
100
80
Braddock
District
Florida
60
40
20
0
20022003
20032004
20042005
139
Appendix G
At the beginning of the 2006-2007 school year, the faculty and staff was given
the NSSE opinion survey which provides a section for comments concerning what an
individual likes best and least about a school. It was noted that most individuals did
not make comments; consequently, the internal facilitators along with an assistant
principal thought it might be productive to have all faculty and staff members
respond to those questions at the next faculty meeting. Hence, on September 12th
the anecdotal response surveys were handed out and collected in order to improve
working conditions at the school.
What follows here are the by period committee charts containing all of the
responses gathered on that day. Overall, certain ideas recurred as we made a perusal
of the documents and found that many of the dislikes were already being addressed,
others were district oriented, and some observations were cited in both the best and
least liked columns. Notable, recurring observations fell into 7 categories: students,
faculty, administration, staff, building, operations, and climate.
Students
Involved in Activities
Respectful and Polite
Attitude towards excellence
Positive spirit
140
Lack of spirit
Lack of motivation
Need more academic focus
Faculty
Team work oriented and
dedicated
High quality professionals
Like a family despite the
school’s size
Too much complaining
Resistance to change
Teacher morale
Administration
Friendly, supportive, energetic
Accessible to teachers
Positive change agents
Involve teachers in decision
making
Long meetings
Too many meetings
141
Staff
Zone mechanics
Security personnel
Lack of professionalism on the
part of some clerical personnel
Turn around time for supplies
Security response time
More custodial personnel
needed
Building
Cleanliness
School beautification projects
Landscaping
142
Roofed walkway needed
Campus is too large
Odor from the restrooms
Portable area
Parking lot traffic and drainage
Operations
Resources for Special Programs
Curriculum maps
Planning period meetings
Curriculum offerings
Activities and Athletic
departments
Lack of time for teacher
interaction and training
Schedule changes
Classroom disruptions
Inconsistencies in discipline
Excessive paperwork
Climate
Positive spirit
Academic focus
New IPOD and Cell phone policy
Mandatory uniforms
Safety of the environment
Lack of parental involvement
Excessive FCAT Preparation Time
Resistance to change
Lack of spirit and motivation
Low teacher morale
Lack of tradition and unity
143
Appendix H
This survey was taken during a faculty meeting prior to working on the Standards
section of this document. The results appear in Appendix G.
Name ________________________
Directions: Please complete the following statements.
The things I like best about Braddock are:
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
The things I like the least about Braddock are:
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
If I could change one thing about Braddock, it would be:
144
Appendix I
Bibliography
Ainscow, Mel and Mel West. Improving Urban Schools: Leadership and
Collaboration. Education in an Urbanised Society (2006).
New York: Open University Press.
Beers, Kylene. (2003). When Kids Can’t Read: What Teachers Can Do.
Portsmouth: Heinemann.
Center for Comprehensive School Reform and Improvement. ( 2006) When the
Plan Becomes Part of the Problem. Washington, D.C.
Center for Comprehensive School Reform and Improvement. (2006) Practices
That Support Data Use in Urban High Schools. Washington, D.C.
Center for Comprehensive School Reform and Improvement. (2006)
Characteristics of Improved School Districts. Washington, D.C.
Center for Comprehensive School Reform and Improvement. (2006) Don’ts of
School Improvement and Their Solutions. Washington, D.C.:
Hugh Burkett.
Center for Comprehensive School Reform and Improvement. (2006) School
Culture: “The Hidden Curriculum.” Washington, D.C.: Craig D.
Jerald.
Center for Comprehensive School Reform and Improvement. (2006) Are High
Schools Failing Their Students? Strengthening Academic Rigor in
the High School Curriculum. Washington, D.C.
Center for Comprehensive School Reform and Improvement. (2006) What
Schools Want Parents to Know. Washington, D.C.
Center for the Study of Teaching and Policy. (2006) Data-Informed Leadership
In Education. Washington, D.C.: Michael S. Knapp, Juli A.
Swinnerton, Michael A. Copland, and Jack Monpas-Huber.
Center for the Study of Teaching and Policy. (2006) Redefining Roles,
Responsibilities, and Authority of School Leaders. Washington,
D.C.: Bradley S. Portin, Christopher R. Alejano, Michael Knapp,
and Elizabeth Marzolf.
145
Copland, Michael and Michael Knapp. (2007) Connecting Leadership with
Learning: A Framework for Reflection. Washington, D.C.:
Association for Supervision and Curriculum Development.
Davenport, Patricia and Gerald Anderson, Ed.D. (2002) Closing the
Achievement Gap: No excuses. Houston: APQC Publications.
Dering, Ann, Steve Cunningham, and Keith Whitby. (2006) Developing
Leadership Teams within an EAZ Network: What Makes for
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Ferrero, David J. (2005) Does “Research Based” Mean “Value Neutral”?
Phi Delta Kappan, 86(6), 424.
Jobs for the Future. (2004) Big Buildings, Small Schools: Using a Small
Schools Strategy for High School Reform. Boston: Lili Allen
And Adria Steinberg.
Kostin, Mark and Jean Haeger. (2006) Coaching Schools to Sustain
Improvement. Education Digest: Essential Reading Condensed
For Quick Review, 71(9), 29-33.
Ross, John A. and Catherine D. Bruce. (2007) Teacher Self-Assessment: A
Mechanism for Facilitating Professional Growth. Teaching and
Teacher Education: An International Journal of Research and
Studies, 23(2), 146-159.
Supovitz, Jonathan A. and Jolley Bruce Christman. (2005) Small Learning
Communities that Actually Learn: Lessons for School Leaders.
Phi Delta Kappan, 86(9), 649.
Wiebe Berry, Ruth A. (2006) Inclusion, Power, and Community: Teachers and
Students Interpret the Language of Community in an Inclusion
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489-529.
Wong, Ovid K. and Ming-Long Lam. ( 2006) Using Data Analysis to Improve
Student Learning: Toward 100% Proficiency. San Diego:
Rowman and Littlefield Education.
146

Miami-Dade County School Board

Transcription

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