Mentor Name
Mentee Assigned
Rationale for Pairing
Planned Mentoring =
Activities
N/A ADDITIONAL REQUIREMENTS
Coordination and Integration Note: For Title I schools only
Please describe how federal, state, and local services and programs =
will be=20
coordinated and integrated in the school. Include other Title programs, =
Migrant=20
and Homeless, Supplemental Academic Instruction funds, as well as =
violence=20
prevention programs, nutrition programs, housing programs, Head Start, =
adult=20
education, career and technical education, and/or job training, as=20
applicable.
Title I, Part A The focus of the Title I program at Miami Lakes =
Educational=20
Center is to provide services to ensure students requiring additional=20
remediation are assisted through after-school or summer school programs. =
The=20
district coordinates with Title II and Title III in ensuring staff =
development=20
needs are provided. Support services are provided to secondary students =
to aid=20
in mastering the materials in the State academic content standards. =
Miami Lakes=20
Educational Center provides instructional literacy assistance to =
students while=20
also providing technical assistance to teachers in implementing the =
reading plan=20
at the school level. A high-quality and comprehensive educational =
program is in=20
place to meet the rigorous and challenging State academic standards. =
Title I=20
coordinated programs ensure the effective utilization and fidelity of=20
research-based reading materials, the effective implementation of =
differentiated=20
instruction, and the analysis and utilization of student assessment data =
to=20
drive instruction for the lower-achieving students. Other components =
that are=20
integrated into the school-wide program includes a Parental Program and =
special=20
support services to special needs populations such as homeless, migrant, =
and=20
neglected and delinquent students.
Title I, Part C- Migrant N/A
Title I, Part D District receives funds to support the educational =
Alternative=20
Outreach Program. Services are coordinated with district Drop-out =
Prevention=20
programs.
Title II We=20
are a Title I district that uses supplemental funds for improving basic=20
education as follows:
Title III N/A
Title X- Homeless Miami Lakes Educational Center will provide: =
Supplemental Academic Instruction (SAI)
Violence Prevention Programs Miami Lakes Educational Center has partnered with the =
Jewish=20
Community Services / Dating and Violence Program and the Miami Coalition =
for=20
Christian and Jews (MCCJ) Heritage Panel to teach students how to =
improve their=20
communication skills and prevent violence. The MCCJ Heritage Panel is a =
human=20
relations program designed to explore diversity among Americans of =
different=20
races, ethnicities and religions. MCCJ Heritage Panel teaches a process =
as well=20
as a program to foster those values which support the importance of=20
understanding and appreciating individual differences. Select staff =
members were=20
trained on how to facilitate student panelists. These panelists act as =
student=20
advocates to eliminate discrimination.
Nutrition Programs =E2=80=A2Miami Lakes Educational Center adheres to =
and implements the=20
nutrition requirements stated in the District Wellness policy. =
Housing Programs N/A
Head Start N/A
Adult Education High School completion courses are available to all =
eligible=20
Miami Lakes Educational Center students in the evening based on the =
senior high=20
school=E2=80=99s recommendation. Courses are taken for credit recovery, =
promotion,=20
remediation, or grade forgiveness purposes.
Career and Technical Education By promoting career pathways and programs of study =
students may=20
earn Occupational Completion Points (OCPs) and have a better =
understanding and=20
appreciation of the postsecondary opportunities available and a plan for =
how to=20
acquire the skills necessary to take advantage of those opportunities.=20
Articulation agreements allow students to earn university, college and=20
postsecondary technical credits in high school, providing more =
opportunities for=20
students to complete 2 and 4 year postsecondary degrees. Students will =
gain=20
expertise by participating in career and technical curriculum that =
enables them=20
to obtain industry-recognized credentials (CAPE). Readiness for =
postsecondary=20
will continue to strengthen with the integration of academic and career=20
technical components and a coherent sequence of courses.
Job Training By promoting Career Pathways and Programs of Study =
students are=20
eligible to receive Occupational Completion Points (OCP) and have a =
better=20
understanding and appreciation of the postsecondary opportunities =
available and=20
a plan for how to acquire the skills necessary to take advantage of =
those=20
opportunities.
Other Parental Involvement Program Description =
Multi-Tiered System of Supports (MTSS)/Response to =
Instruction/Intervention=20
(RtI) School-based =
MTSS/RtI=20
TeamIdentify the school-based MTSS leadership team.
=E2=80=A2=20
Administrators
Describe how the school-based MTSS Leadership Team functions (e.g., =
meeting=20
processes and roles/functions). How does it work with other school teams =
to=20
organize/coordinate MTSS efforts?
Monthly meetings are held to discuss instructional =
decisions=20
necessary based on input from the monthly Academy and Department data=20
discussions. Progress is monitored through various student achievement=20
indicators. The team identifies professional development and resources =
necessary=20
in order to meet identified goals. The MTSS/RtI Leadership Team =
recognizes=20
needed implementations. Therefore, the MTSS/RtI Leadership team, in =
turn, meets=20
as necessary to carry out these functions.
Describe the role of the school-based MTSS Leadership Team in the =
development=20
and implementation of the school improvement plan. Describe how the RtI=20
Problem-solving process is used in developing and implementing the =
SIP?
The MTSS/RtI Leadership Team makes recommendations to =
the=20
School Advisory Council for the development and implementation of the =
School=20
Improvement Plan. Members of the RtI Leadership Team met with the School =
Advisory Council and principal to help develop the SIP. The team =
provided data=20
on: Tier 1, 2, and 3 goals; academic and social areas that need to be =
addressed,=20
and set clear goals for instruction as evidenced on the School =
Improvement Plan.=20
MTSS=20
Implementation Describe the data source(s) and the data management system(s) used to =
summarize data at each tier for reading, mathematics, science, writing, =
and=20
behavior.
Academic
Describe the plan to train staff on MTSS.
The district professional development and support =
will=20
include:
Describe the plan to support MTSS.
The district professional development and support =
will=20
include:
Literacy Leadership Team (LLT) School-Based =
Literacy=20
Leadership TeamIdentify the school-based Literacy Leadership Team (LLT).
James V. Parker, Principal Site-based =
administrator
Describe how the school-based LLT functions (e.g., meeting processes =
and=20
roles/functions).
1. Monitor academic and behavior data evaluating =
progress by=20
addressing the following important questions:
What will be the major initiatives of the LLT this year?
Mathematics Initiatives
Public School Choice
*Elementary Title I Schools Only: Pre-School Transition
Describe plans for assisting preschool children in transition from =
early=20
childhood programs to local elementary school programs as =
applicable.
N/A
*Grades 6-12 Only
Sec. 1003.413(b) F.S.
For schools with Grades 6-12, describe the plan to ensure that =
teaching=20
reading strategies is the responsibility of every teacher.
The Literacy Leadership Team (LLT) is based on a =
cross section=20
of the faculty and administrative team that represents highly qualified=20
professionals who are interested in serving to improve literacy =
instruction=20
across the curriculum. Reading strategies will be implemented in all =
academic=20
and CTE classrooms with the assistance of the Literacy Leadership Team =
(LLT).=20
Common reading strategies will be supported throughout the school. =
Progress=20
monitoring will occur quarterly through the Interim Assessments. =
*High Schools Only
Note: Required for High School - Sec. =
1003.413(g)(j)=20
F.S.
How does the school incorporate applied and integrated courses to =
help=20
students see the relationships between subjects and relevance to their=20
future?
Miami Lakes Educational Center (MLEC) has a unique =
history in=20
Miami-Dade County Public Schools; it was designed to house academies and =
career=20
based technical programs. Students apply to MLEC, indicating their =
technical=20
pathway of choice. Upon admission to MLEC students are placed into their =
selected Career Technical Academy. To support students=E2=80=99 efforts, =
Career=20
Technical Educators (CTE) and core academic teachers provide an=20
interdisciplinary curriculum within the academy holding the students =
greatest=20
interest, resulting in core academic instruction related to their grade =
level=20
class with an emphasis on their future careers. MLEC has six =
career-technical=20
academies: Cambridge, Entrepreneurship, =
Health,Communications/Entertainment,=20
Trade/Industry and Information Technology. This model will create a =
highly=20
qualified future workforce by offering state-of-the-art academic, =
career, and=20
technical education to all our students.
How does the school incorporate students=E2=80=99 academic and career =
planning, as=20
well as promote student course selections, so that students=E2=80=99 =
course of study is=20
personally meaningful?
The ACT Online Prep Program allowed students the =
opportunity to=20
receive individualized preparation and feedback in preparation for the =
ACT and=20
post secondary endeavors. Every student received an individual password =
and=20
instructions to access the ACT Online Prep Program from home and /or =
school.=20
Postsecondary Transition
Note: Required for High School - Sec. =
1008.37(4), F.S.
Describe strategies for improving student readiness for the public=20
postsecondary level based on annual analysis of the High School =
Feedback=20
Report
Analysis of college readiness is based on the latest =
data=20
available =E2=80=93 from the High School Feedback Report. The percent of =
graduates who=20
were eligible for the FL Gold Seal Vocational award exceeds both the =
district=20
and state percentage (2.48%) The percent of graduates who completed at =
least one=20
AP, AICE or Dual Enrollment course is 42.9% which is above both district =
and=20
state averages. The percent of graduates with standard high school =
diploma who=20
took the SAT/ ACT / CPT and scored at or above college-level cut scores =
is 60.6%=20
in math, 81.8% in reading, and 85.5% in writing. The reading and writing =
scores=20
exceed both district and state averages. Finally the percent of =
graduates=20
enrolled in a Florida public postsecondary institution was 56.7% which =
exceeds=20
both district and state averages. Miami Lakes Educational Center has =
identified=20
the following as school-wide priorities. As new federal and state =
guidelines are=20
introduced under the Elementary and Secondary Education Act (ESEA), =
secondary=20
students and staff must adapt to an increasing rigorous curriculum that =
stresses=20
career- and college-readiness.
PART II: EXPECTED IMPROVEMENTS
Reading Goals
* When using =
percentages,=20
include the number of students the percentage represents (e.g., =
70%=20
(35)).
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following group:
1a. FCAT2.0: =
Students=20
scoring at Achievement Level 3 in reading.
Reading Goal =
#1a:
The results =
of the=20
2012 FCAT 2.0 Reading Test indicate that 29% of students =
achieved=20
Level 3 proficiency.
2012 Current =
Level of=20
Performance: 2013 Expected =
Level of=20
Performance:
29% (222) =
33% (249) =
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
The =
area of=20
deficiency as noted on the 2012 administration of the FCAT =
2.0=20
Reading Test was Reporting Category 4- Informational =
Text/Research=20
Process. The=20
following instructional strategies will be utilized to =
support=20
Report Category 4: The =
Literacy=20
Leadership Team (LLT) along with administrators will be =
responsible=20
for the monitoring of the implementation of the identified=20
strategies. Review=20
formative biweekly Assessment Data reports to ensure =
progress is=20
being made and adjust instruction as needed. Formative:=20
2
The =
area of=20
deficiency as noted on the 2012 administration of the FCAT =
2.0=20
Reading Test was Reporting Category 2- Reading=20
Application. The=20
following instructional strategies will be utilized to =
support=20
Report Category 2: Administration,=20
LLT Review=20
formative biweekly Assessment Data reports to ensure =
progress is=20
being made and adjust instruction as needed. Formative:=20
3
4
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following group:
1b. Florida =
Alternate=20
Assessment:
Reading Goal =
#1b:
N/A =
2012 Current =
Level of=20
Performance: 2013 Expected =
Level of=20
Performance:
N/A N/A =
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
N/A=20
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following group:
2a. FCAT 2.0: =
Students=20
scoring at or above Achievement Level 4 in reading. =
Reading Goal =
#2a:
The results =
of the=20
2012 FCAT 2.0 Reading Test indicate that 38% of students =
achieved=20
Levels 4 and 5 proficiency.
2012 Current =
Level of=20
Performance: 2013 Expected =
Level of=20
Performance:
38% (284) =
39% (295) =
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
The =
area that=20
showed minimal growth and would require students to maintain =
or=20
improve as noted on the 2011 administration of the FCAT 2.0 =
Reading=20
test was Reporting Category 4 =E2=80=93 Informational =
text/Research=20
Process. The=20
following instructional strategies will be utilized to =
support=20
Report Category 4: Provide high-order reasoning strategies =
that=20
include activities to synthesize and evaluate the validity =
and=20
reliability of information from multiple sources to draw =
conclusions=20
about a variety of text structures and explain their impact =
on=20
meaning in text. Principal,=20
Assistant Principal, Department Chairperson, LLT =
Review=20
formative assessment data reports ensure progress is being =
made and=20
adjust intervention as needed. Formative:=20
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following group:
2b. Florida =
Alternate=20
Assessment:
Reading Goal =
#2b:
N/A =
2012 Current =
Level of=20
Performance: 2013 Expected =
Level of=20
Performance:
N/A N/A =
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
N/A=20
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following group:
3a. FCAT 2.0: =
Percentage=20
of students making learning gains in reading.
Reading Goal =
#3a:
The results =
of the=20
2012 FCAT 2.0 Reading Test indicate that 75% of students =
made=20
learning gains.
2012 Current =
Level of=20
Performance: 2013 Expected =
Level of=20
Performance:
75% (555) =
80% (592) =
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
The =
area of=20
deficiency as noted on the 2012 administration of the FCAT =
Reading=20
2.0 was Reporting Category 4- Informational Text/Research=20
Process. The=20
following instructional strategies will be utilized to =
support=20
Report Category 4: Provide high-order reasoning strategies =
that=20
include activities to synthesize and evaluate the validity =
and=20
reliability of information from multiple sources to draw =
conclusions=20
about a variety of text structures and explain their impact =
on=20
meaning in text. Principal,=20
Assistant Principal, Department Chairperson, LLT =
Review=20
formative assessment data reports ensure progress is being =
made and=20
adjust intervention as needed. Formative:=20
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following group:
3b. Florida =
Alternate=20
Assessment:
Reading Goal =
#3b:
N/A =
2012 Current =
Level of=20
Performance: 2013 Expected =
Level of=20
Performance:
N/A N/A =
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
N/A=20
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following group:
4. FCAT 2.0: =
Percentage=20
of students in Lowest 25% making learning gains in =
reading.=20
Reading Goal =
#4:
The results =
of the=20
2012 FCAT Reading 2.0 Test indicate that 78% of students in =
the=20
Lowest 25% subgroup made learning gains.
2012 Current =
Level of=20
Performance: 2013 Expected =
Level of=20
Performance:
78% (155) =
83%(165) =
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
The =
area of=20
deficiency as noted on the 2012 administration of the FCAT =
Reading=20
2.0 was Reporting Category 2- Reading =
Application. The=20
following instructional strategies will be utilized to =
support=20
Report Category 2: Provide opportunities for students to =
identify=20
and interpret stated and implied main idea. Use graphic =
organizers=20
to identify cause-effect relationships to interpret=20
information. Principal,=20
Assistant Principal, Department Chairperson, LLT =
Review=20
formative assessment data reports ensure progress is being =
made and=20
adjust intervention as needed. Formative:=20
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following subgroup:
5B. Student =
subgroups=20
by ethnicity (White, Black, Hispanic, Asian, American =
Indian) not=20
making satisfactory progress in reading.
Reading Goal =
#5B:
Our goal =
is to=20
increase the proficiency of the White subgroup to 83%, Black =
subgroup to 67%, Hispanic subgroup to 72% and Asian subgoup =
to 100%=20
points.
2012 Current =
Level of=20
Performance: 2013 =
Expected Level of=20
Performance:
White: 72% (21)=20
White: 83%(24)=20
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
The area of=20
deficiency as noted on the 2012 administration of the FCAT =
Reading=20
2.0 was Reporting Category 2- Reading =
Application. The=20
following instructional strategies will be utilized to =
support=20
Report Category 2: Provide opportunities for students to =
identify=20
and interpret stated and implied main idea. Use graphic =
organizers=20
to identify cause-effect relationships to interpret=20
information. Principal,=20
Assistant Principal, Department Chairperson, LLT =
Review=20
formative assessment data reports ensure progress is being =
made and=20
adjust intervention as needed. Formative:=20
2
The area of=20
deficiency as noted on the 2012 administration of the FCAT =
Reading=20
2.0 Test was Reporting Category1: Vocabulary =E2=80=93 =
Identify and=20
understands the meaning of conceptually advanced prefixes, =
suffixes,=20
and root words.
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following subgroup:
5C. English =
Language=20
Learners (ELL) not making satisfactory progress in =
reading.=20
Reading Goal =
#5C:
Our goal =
for the=20
2012-2013 school year is to increase proficiency to 41%.=20
2012 Current =
Level of=20
Performance: 2013 =
Expected Level of=20
Performance:
24% (7) =
41% (11) =
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
The area of=20
deficiency as noted on the 2012 administration of the FCAT =
Reading=20
2.0 Test was Reporting Category1: Vocabulary =E2=80=93 =
Identify and=20
understands the meaning of conceptually advanced prefixes, =
suffixes,=20
and root words. Provide=20
students with need more practice with prefixes, suffixes, =
root=20
words, synonyms, and antonyms, Principal,=20
Assistant Principal, Department Chairperson, LLT =
Review=20
formative assessment data reports ensure progress is being =
made and=20
adjust intervention as needed. Formative:=20
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following subgroup:
5D. Students =
with=20
Disabilities (SWD) not making satisfactory progress in=20
reading.
Reading Goal =
#5D:
The =
results of the=20
FCAT Reading 2.0 test indicate that the SWD subgroup is =
making=20
satisfactory progress.
2012 Current =
Level of=20
Performance: 2013 =
Expected Level of=20
Performance:
37% (24) =
38% (24) =
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
The area of=20
deficiency as noted on the 2012 administration of the FCAT =
Reading=20
2.0 was Reporting Category 2- Reading =
Application. The=20
following instructional strategies will be utilized to =
support=20
Report Category 2: Provide opportunities for students to =
identify=20
and interpret stated and implied main idea. Use graphic =
organizers=20
to identify cause-effect relationships to interpret=20
information. Principal,=20
Assistant Principal, Department Chairperson, LLT =
Review=20
formative assessment data reports ensure progress is being =
made and=20
adjust intervention as needed. Formative:=20
2
N/A=20
N/A=20
N/A=20
N/A=20
N/A=20
Based on=20
the analysis of student achievement data, and reference to =
"Guiding=20
Questions", identify and define areas in need of improvement =
for the=20
following subgroup:
5E. =
Economically=20
Disadvantaged students not making satisfactory progress in=20
reading.
Reading Goal =
#5E:
The =
results of the=20
FCAT Reading 2.0 test indicate that the ED subgroup is =
making=20
satisfactory progress.
2012 Current =
Level of=20
Performance: 2013 =
Expected Level of=20
Performance:
65% (364) =
68% (381) =
Problem-Solving=20
Process to Increase Student =
Achievement
Anticipated=20
Barrier
Strategy
Person =
or=20
Position Responsible for Monitoring
Process Used to=20
Determine Effectiveness of Strategy
Evaluation=20
Tool
1
The area of=20
deficiency as noted on the 2012 administration of the FCAT =
Reading=20
2.0 was Reporting Category 2- Reading =
Application. The=20
following instructional strategies will be utilized to =
support=20
Report Category 2: Provide opportunities for students to =
identify=20
and interpret stated and implied main idea. Use graphic =
organizers=20
to identify cause-effect relationships to interpret=20
information. Principal,=20
Assistant Principal, Department Chairperson, LLT =
Review=20
formative assessment data reports ensure progress is being =
made and=20
adjust intervention as needed. Formative:=20
Professional Development (PD) =
aligned with=20
Strategies through Professional Learning Community (PLC) or PD=20
Activity
Please note that each Strategy does =
not require=20
a professional development or PLC activity.
PD Content /Topic and/or PLC Focus
Grade Level/Subject
PD Facilitator and/or PLC Leader
PD Participants (e.g. , PLC, subject, grade =
level, or=20
school-wide)
Target Dates (e.g., early release) and =
Schedules=20
(e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for =
Monitoring
Reading=20
Across the Curriculum 9-12=20
DeVry=20
University 9-12=20
Instructors November=20
6, 2012 Student=20
work folder, classroom walkthroughs Administration=20
Reading Budget:
Evidence-based=20
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data No Data No Data $0.00
Subtotal:=20
$0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data No Data No Data $0.00
Subtotal:=20
$0.00
Professional =
Development
Strategy
Description of Resources
Funding Source
Available Amount
No Data No Data No Data $0.00
Subtotal:=20
$0.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
Tutoring
Part-time hourly funding
Small Learning Community Grant
$1,000.00
Subtotal:=20
$1,000.00
Grand=20
Total: =
$1,000.00