2012school improvement plan part i: school information

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2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


1

Rule 6A
-
1.099811

Revised April 29, 2011




F
LORIDA
D
EPARTMENT OF
E
DUCATION
















School Improvement Plan (SIP)

Form SIP
-
1


Proposed for
2011
-
2012




2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


2

Rule 6A
-
1.099811

Revised April 29, 2011



2011



2012
SCHOOL IMPROVEMENT PLAN



PART I: SCHOOL INFORMATION



School Na
me:
HOLLYWOOD HILLS HIGH SCHOOL

District Name:

Broward

Principal:

Chip Osborn

Superintendent:

SAC Chair:

Beth Winterholler

Date of School Board Approval:


Student Achievement Data:


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


School Grades Trend Data

(
Use th
is data to complete Sections 1
-
4

of the reading and math
ematics

goals and Section
s
1

and 2
of the writing and s
cience goals.
)

Adequate Yearly Progress (AYP) Trend Data
(Use
this data to complete Section
s

5
A
-
5D

of the
reading and

mathematics goals and Section 3
A
-
3D
of the writing goals.)

Florida Comprehensive Assessment Test (FCAT) Trend Data
(Use this data to
inform the
problem
-
solving

process when writing goals.)



Highly Qualified Administrators


List your school’s highly qualified administrators and briefly describe
their certification(s),
number of years at the
current
school
, number of years

as an administrator
,

and their
prior performance record

with increasi
ng
student

achievement

at each schoo
l
. I
nclude

history of school grades, FCAT performance

(Pe
rcentage data for Proficiency
, Learning
Gains, Lowest 25%)
, and Adequate Yearly Progress (AYP).


Position

Name

Degree
(
s
)
/

Certification(s)

Number of
Years at
Current School

Number of Years
as an
Administrator

Prior Performance Record (include prior School Grades
, FCAT
(Proficiency
, Learning Gains, Lowest 25%),

and AYP
information
along with the associated school year)

Principal


Mr. Harold “Chip” Osborn

MS Counseling

Educational Leadership

BA
Psychology

Certification in
Guidance/Counseling (K
-
12)

4

12

2010
-
2011 Hollywood Hills High School, Grade TBA/
READING
-
High Standards 36%/Learning Gains 40%/Lowest Quartile 38%;
MATH
-
High Standards 67%/Learning Gains 67%/Lowest Quartile
53%;
WRITING
-
High Standards 81%
;
SCIENCE
-
High Standards
41% ; Did not make AYP

2009
-
10 Hollywood Hi
lls High School, Grade C/
READING
-

High
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


3

Rule 6A
-
1.099811

Revised April 29, 2011


Psychology (6
-
12)

School Principal

(All Levels)

Standards 39
%
/Learning Gains 48
%/Lowest Quartile 43%;
MATH
-

High

Standards 6
9%/Learning Gains 75%/Lowest Quartile
64%;
WRITING
-

High Standards 91%;
S
CIENCE
-

High Standards
36%
; Did not make AYP

2008
-
09 Holly
wood Hills H.S., Grade D/
READING
-

High Standards
36%/Learnin
g Gains 46%/Lowest Quartile 48%;
MATH
-

High
Standards
70%/Learning G
ains 72%/Lowest Quartile 59%;
WRITING
-
High Standards 81%/
SCIENCE
-
High Standards
31%;Did not

m
ake AYP

2007
-
08 Grade C
-

READING
-

High Standards 37
%/Learning Gains
50%/Lowest Quartile 49%

MATH
-

High Standards 6
5%/Learning Gains 70%/Lowest
QUARTI
LE

64
%
;
WRITING
-

High Standards 86%
;
SCIENCE
-

High
Standards 27%
;
Did not make AYP


Assistant
Principal

Ms. Lora Boltz

MS Educational
Leadership

BS Biology

Certification in

Biology (6
-
12)

Chemistry (6
-
12)

School Principals

(All Levels)

ESOL Endorsement

1

11

2010
-
2011 Hollywood Hills High School, Grade TBA
-

READING
-
High Standards 36%, Learning Gains 40%, Lowest Quartile 38%;
MATH
-

High Standards 67%/ Learnin
g Gains 67%/Lowest Quartile
53%;
WRITING
-

High Standards 81%;
SCIENCE
-

High Standards

41%; Did not ma
ke AYP

20
09
-
10 Nova High School, Grade A,
READING
-

High Standards
5
8%/Learning Gains 61%/Lowest Quartile

61%

MATH
-

High Standards 92%/Learning
Gains 87%/Lowest Quartile
85%
;
WRITING

-

High Standards 95%
;
SCIENCE

-

High Standards
50%
;
Did not make AYP

2008
-
09
N
ova High School, Grade A
READING
-

High Standards
59%/Learni
ng Gains 59%/Lowest Quartile 51%

MATH
-

High Standards 88%/Lear
ning Gains 81%/Lowest Quartile
75%
;
WRITING

-

High Standards 94%
;
SCIENCE

-

High Standards
49%
;
Did not make AYP

2007
-
08 N
ova High School Grade A
-

READING

-

High Standards
60%/Learni
ng Gains 66%/Lowest Quartile 59%

MATH

-

High Standards 90%/Learning
Gains 85%/Lowest Quartile
86%
;
WRITING

-

High Standards 97%
;
SCIENCE
-

High Standards
47%
;
Did not make AYP

Assistant
Principal

Dr.

Maureen P. Lue

Ed.D Education

MS. Mental Health
Counseling

BS. Business

Certification in

Educational Leadership

1

9


2010
-
2011 Hollywood Hills High School, Grade TBA
-

READING
-
High Standards 36%, Learning Gains 40%, Lowest Quartile 38%;
MATH
-

High Standards 67%/ Learning Gains 67%/Lowest Quartile
53%;
WRITING
-

High Standards 81%;
SCIENCE
-

High Standards
41%; Did not make AYP

2009
-
10 Hallandale High School, Grade C/
R
EADING
-

High
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


4

Rule 6A
-
1.099811

Revised April 29, 2011


Guidance

ESOL

Endorsement

Standards 28%/Learning Gains 42%/ Lowest Quartile 46%;
MATH

-

High Standa
rds 60%/Learning Gains 70%/Lowest Quartile 67%
WRITING
-

High standards 85%;
SCIENCE

-

High standards 24
%;
Did not make AYP

2008
-
09 Flanagan High School
, Grade B


READING
-

Hig
h
Standards 53% /Learning Gains 59%/Lowest Quartile 53%

M
ATH



High Standards78%/Learning Gains 76%/Lowest Quartile
67%
;

WRITING



High Standards 88%
;
SCIENCE



High
Standards 37%
;

Did not make AYP

Assistant

Principal

Ms. Jacqueline Smith

MS Elementary
Education

BS Business and
Humanities

Certification in
Educational Leadership

ESOL Endorsement

Reading Endorse
ment

0

4


2010
-
11 Hallandale High School, Grade TBA,
READING



High
Standards 25%/Learning Gains 42%/Lowest Quartile 53%;
MATH



High Standards 64%
/Learning Gains 69%/Lowest Quartile 56%;
WRITING



High Standards 78%;
SCIENCE



High Standards
29%; Did not make AYP

2009
-
10, Grade C

READING



High Standards 28%/Learning Gains
42%/Lowest Quartile 46%;

MATH



High Standards
60%/Learning
Gains 70%/Lowest Quartile67%;
WRITING



High Standards 85%;
SCIENCE



High Standards 24%; Did not make AYP

Assistant

Principal

Mr. Anthony

Valachovic

MS Educational

Leadership

BA Sociology

Certification in

Sociology (6
-
12)

School Principal (
All

Levels)

ESOL Endorsement

1

8

2010
-
2011 Hollywood Hills High School, Grade TBA
-

READING
-
High Standards 36%, Learning Gains 40%, Lowest Quartile 38%;
MATH
-

High Standards 67%/ Learning Gains 67%/Lowest Quartile
53%;
WRITING
-

High Standards 81%;
SCIENCE
-

High Standards
41%; Did not make AYP

2009
-
10 C
ooper City High School, Grade A

READING
-

High
Standards 7
0%/Learning Gains 64%/Lowest Quartile

54%
;

MATH
-

High Standar
ds 93%/Learning Gains Lowest Quartile 77%
;

WRITING
-

High Standards 95%
;
SCIENCE

-

High Standards 5
0%

Did not make AYP

2008
-
09 Cooper City, Grade B

READING

-

High Standards
6
3%/Learning Gains 58%/Lowest Quartile

4
2%
;
MATH



High
Standards 90%/Learning Gains 79%/Lowest Quartile 70%;
WRITING



High Standards 92%;
SCIENCE



High Standard
s
50%; Did not make AYP

2007
-
08 Cooper Ci
ty High School, Grade A/
READING
-

High
Standards 69%/Learni
ng
Gains 69%/Lowest Quartile

56%
;

MATH
-

High Standards 93%/Learning
Gains 83%/Lowest Quartile

78%
;
WRITING

-

High Standards 94%
;
SCIENCE

-

High Standards
46%
;Did not m
ake AYP



2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


5

Rule 6A
-
1.099811

Revised April 29, 2011


Highly Qualified Instructional Coaches


List your school’s highly
qualified
instructional coaches and
briefly describe
their certification(s), number of years at the current school, number of years as a
n
instructional

coach
,
and their prior performance record

with increasing
student

achievement at each school
. Include

history of
school grades, FCAT performance
(Pe
rcentage data for Proficiency
,
Learning Gains, Lowest 25%),
and Adequate Yearly Progress (AYP).

Instructional coaches
described in this section are only those who are
fully released or part
-
time
teachers

in
reading, mathematics, or science

and work only at the school site
.


Subject

Area

Name

Degree(s)/

Certification(s)

Number of
Years at
Current
School

Number of Years as
an

InstructionalCoach

Prior Performance Record (include prior School Grades,
FCAT
(Proficiency
, Learning Gains, Lowest 25%), and AYP
information along with the associated school year)


Reading

LaGaylia
Brown

MS Reading (K
-
12)

BS
Elementary Education

ESOL Endorsement


7

0

2010
-
2011 Hollywood Hills High School, Grade TBA
-

READING
-
High Standards 36%, Learning Gains 40%, Lowest
Quartile 38%;
MATH
-

High Standards 67%/ Learning Gains
67%/Lowest Quartile 53%;
WRITING
-

High Standards 81%
;
SCIENCE
-

High Standards 41%; Did not make AYP

2009
-
1
0 Hollywood Hills H.S., Grade C,
READING

-

High
Standards 39
%
/Learning Gains 48
%/Lowest Quartile

43
%
;
M
ATH

-

High Standards 69
%
/Learning Gains 75
%/Lowest
Quartile

64
%
;
W
RITING
-

High Standards 91
%/
S
CIENCE

-

High Standards 36
%; Did not make AYP


2008
-
0
9 Hollywood Hills H.S., Grade D,

READING

-


High
Standards 36
%
/Learning Gains 46
%/Lowest Quartile

48
%;
MATH

-

High Standards 70
%
/Learning Gains 72
%/Lowest
Quartile

59
%;
WRITING

-
High Standards 81
%
/
S
CIENCE
-
High

Standards 31
%;Did not
make AYP

2007
-
08 Grade C
-

R
EADING
-

High Standards 37
%/Learning
Gains 50%/Lowest Quartile

49
%;
M
ATH

-

High Standards
65
%
/Learning Gains 70
%
/Lowest

Quartile
64
%;
WRITING

-

High Standards 86
%;
SCIENCE

-

High Standards 27
%;
Did not
m
ake AYP

Reading

Mareka Lovett

ED.S. Educational
Leadership

MS Reading (K
-
12)

BS

Elementary Education

ESOL Endorsement

6

0

2010
-
2011 Hollywood Hills High School, Grade TBA
-

READING
-
High Standards 36%, Learning Gains 40%, Lowest
Quartile 38%;
MATH
-

High Standards 67%/ Learning Gains
67%/Lowest Quartile 53%;
WRITING
-

High Standards 81%;
SCIENCE
-

High Standards 41%; Did not make AYP

2009
-
1
0 Hollywood Hills H.S., Grade C,
READING

-

High
Standards 39
%
/Lear
ning Gains 48
%
/Low
est Quartile

43
%
;
MATH

-

High
Standards 69
%
/Learni
ng Gains 75
%/Lowest
Quartile

64
%
;
WRITING
-

High Standards 91
%;
SCIENCE

-

High Standards 36
%; Did not make AYP


2008
-
09 Holly
wood Hills

H.S., Grade D,
READING

-

High
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


6

Rule 6A
-
1.099811

Revised April 29, 2011


Standards 36
%
/Learn
ing Gains 46
%/Lowest Quartile

48
%
;
MATH

-

High Standa
rds 70
%
/Learning

Gains 72
%
/
Lowest
Quartile

59
%
;
WRITING

-
High Standards 81
%
/
SCIENCE

-
High Standards 31
%;Did not
ma
ke AYP

2007
-
08 Grade C
-

READING

-

High Standards 37
%
/Learn
ing
Gains 50%/Lowest Quartile 49%;

MATH
-

High Standards
65
%
/Learning

Gains 70%/Low
est Quartile 64%;
WRITING

-

High Standards 86%;
SCIENCE

-

High Standards 27
%;


Did not make AYP


Highly Qualified Teachers


Describe
the
school
-
based
strate
gies
that will be used
to recruit and retain high
quality
, highly
qualified

teachers to
the
school.


Description of Strategy


Person Responsible

Projected Completion Date

Not Applicable

(If not, please explain why)

1.

Staff Devel
opment will be scheduled during pre
-

planning
week, planning periods, and Employee Planning Days.

Ms. Lora Boltz

June
2012


2.

Teachers new to Hollywood Hills High School will be provided
a NESS coach.

Ms. Jacqueline Smith

June 2012


3.

Teachers in need of improvement will be assigned an
instructional coach based on his/her area of deficiency.

All Administrators

June 2012




Non
-
Highly Qualified Instructors

List all instructional staff and paraprofessionals who are teaching out
-
of
-
field and/or
who
are NOT highly qualified.


Nam
e

Certification

Teaching Assignment

Professional Development/Support to Become Highly Qualified

No

data submitted





Staff
Demographics


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


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


2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


7

Rule 6A
-
1.099811

Revised April 29, 2011


Total Number
of Instructional
Staff

% of First
-
Year
Teachers

% of Teachers
with 1
-
5
Years of
Experience

% of Teachers
with 6
-
1
4

Years of
Experience

% of Teachers
with 15+ Years

of

Experience

% of Teachers
with Advanced
Degrees

%Highly
Qualified

Teachers

% Reading
Endorsed
Teachers

% National
Board Certified
Teachers

%

ESOL Endorsed

Teachers

103

04% (
4
)

16% (
17
)

49% (
50
)

31% (
32
)

37%(
38
)

100% (
103
)

03% (
3
)

09% (9)

98% (
101
)


Teacher Mentoring Program


Please describe the schoo
l’s teacher mentoring program by
including

the names of mentors
, the

name(s) of mentees,

rationale for the pairing, and

the planned
mentoring activities.


Mentor Name

Mentee Assigned

Rationale for Pairing

Planned Mentoring Activities

No data submitted






Additional Requirements

Coordination and Integration
-
Title I Schools Only

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


Title I, Part A


Title I, Part C
-

Migrant


Title I, Part D


Title II


Title III


Title X
-

Homeless


2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


8

Rule 6A
-
1.099811

Revised April 29, 2011


Supplemental Academic Instruction (SAI)


Violence Prevention Programs


Nutrition Programs


Housing Programs


Head Start


Adult Education

Career and Technical Education

Job Training

Other


Response to

Instruction/
Intervention

(RtI)


School
-
B
ased RtI Team

Identify the school
-
based RtI Leadership Team.


Hollywood Hills H.S. RtI Team will consist of Administrators: Harold "Chip" Osborn, Principal, Ms. Lora Boltz,

Asst. Principal,
Dr. Maureen Lue, Asst. Principal,
Ms.

Jacqueline
Smith
, Asst. Principal, Mr. Anthony Valachovic, Asst. Principal, Dr. Diane Kallman, Guidance Director, Ms. Kathy Behl
-
Whiting, Guidance Counselor, Miss Patrice Fletcher,
Guidance Counselor, Mrs. Alvildia
Williams, Guidance Counselor, Ms. Ellen A
dler, ESE Specialist,
and

Kathleen Perez, School Psychologist
.

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


Hollyw
ood Hills H.S. RtI Leadership team will function synonymously with the Collaborat
ive Problem Solving Team
. Each administrator will identify and initiate the RtI process for
selected students and the team w
ill meet twice a month.The team will collect data,

development interventions, make decisions, and share effective practices.
Student cases that move
to Tier 2 and 3 will be managed by that student's administrator. Student infor
mation will be tracked in
a central data base.

Students identified to meet the
criteria for Tier 2 and Tier 3
will have on
-
going monitoring and more individualized interventions.

Describe the role of the school
-
based RtI Leadership Team in the develop
ment and implementation of the School Improvement P
lan. Describe how the RtI Proble
m
-
solving process is used in developing and implementing the SIP?


The RtI Leadership Team will
work with the SAC committee to
develo
p and infuse strategies in the School Improvement Plan
. Each member of the team will provide direct
leadership for an A++ a
ccountability area (Reading, Math, Science and Writing
). S
tudents will be serviced at the Tier 1 intervention level and students in the lower 25% will be
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


9

Rule 6A
-
1.099811

Revised April 29, 2011


serviced at the Tier 2 level
. The
RtI Leadership team will decide what professional development should

be provided to assist teachers to implement interventions to increase student
achievement.

RtI Implementation

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

The data sources used for RtI are: B
roward Assessment Test

1 & 2
for reading and math, Florida Comp
rehension Assessment Test, Florida Assessment for Instruction
in Reading
, D
iagnostic Assessment of Reading
, and
Florida Writing Assessment.

The data management systems used for RtI are: PMRN, Virtual Counselor, Data Warehouse, and TERMS.

Describe the plan

to train staff on RtI.


All staff will be trained on RtI during the pre
-
planning period August 15
-
August 19, 2012
.



Literacy Leadership
Team (LLT
)



School
-
Based Literacy Leadership Team

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


Hollywood Hills High School's Literacy Leadership Team (LLT) will include: Harold "Chip" Osborn
(Principal), Tammy Albury ( Reading Teacher
), Patricia Bolinger
(Reading
Teacher)
, Jacqueline Smith

(
Assistant Principal
), Kathy Sorrell ( Math Department Chairp
erson), Iris Payan (Science Department Chairperson),
LaGaylia Brown ( Reading Coach),
Mareka

Lovett (Reading

Coach and
Department Chairperson), Fernando Mora (ELL Department Chairperson), Beth Winterholler (ESE Department Chairperson), Cindy Po
uca
-
Marcelin

(Social Studies Department Chairperson), Judy Dennis (Fine Arts Department Chairperson), Angela Dickenson (Vocational Departm
ent Chairperson), Maria Hin
el
y
(English Department Chairperson), Stacey

Farmer (Media Specialist), Francisco Diaz (9
-
12 JROTC teac
her).

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

The LLT will serve as a vehicle through which the school's literacy needs will be identified and addressed. The LLT will meet

on a monthly basis.


The Literac
y Leadership Team will:

-

Engage in monthly ongoing literacy professional development

-

Use data to analyze the effectiveness of instruction

-

Redesign instruction and resources to meet the student's instructional needs

-

Participate in ongoing literacy
as

it relates to Intensive Reading and content area teachers

-

Create and share activities designed to promote literacy

-

Work with media specialist to address and build students research strategies

-

Recommend, design and assist in the implementation of act
ivities to address school trends and promote literacy

-

Reflect on practice to
improve the delivery of all content area curriculum

-

Collaborate all content area teachers to promote the use of reading strategies

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


1. The LLT will
support NGCAR
-
PD training for content area teachers.

2. The LLT will

recommend and disseminate research
-
based resources to educate staff on learning and literacy Best Practices.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


10

Rule 6A
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1.099811

Revised April 29, 2011


3. The LLT will
create and maintain a literacy

bulletin board that is visible to teachers, parents and students to share school and community events.




NCLB Public School Choice




Notification of School in Need of Improvement (SINI) Status

Upload
a copy of the Notification of SINI Status to Parents

i
n the designated upload link on the “Upload” page
.




Public School Choice with Transportation (CWT) Notification

Upload
a

copy of the CWT Notification to Parents
in the designated upload link on the “Upload” page
.




Supplemental Educational Services (SES)
Notification

Upload
a copy of the SES Notification to Parents
in the designated upload link on the “Upload” page
.



*Elementary Title I Schools Only: Pre
-
School Transition

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






*Grades 6
-
12 Only
Sec. 1003.413(b)

F.S

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


-

Development of IFC's with infused reading strategies

-

Align FCIM and IFC's with

assessment
s

-
Teachers will receive professional development to support reading initiatives

-
School wide vocabulary words will be infuse
d in all subject areas.

-
Teachers wi
ll share best practices during department meetings and common planning

-
Implement model classroom for teachers to observe effective strategies




2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


11

Rule 6A
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1.099811

Revised April 29, 2011


*High Schools Only


Note: Required for Hig
h School
-

Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.

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

Interdisciplinary units and project
-
based learning concepts will be integrated through a
ll content area courses.
Teachers will connect

le
ssons to real
-
world application
s.

Master
schedule incorporates courses (Adobe PhotoShop/DreamWeaver and Nursing Assistant) that afford the opportunity to earn industr
y certification.


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

Guidance will promote exploration of students' career fields and how to narrow educational choices. They will of
fer career
planning workshops throughout the year.


Counselors and the BRACE advisor will implement the AGP, which focuses on post
-
secondary planning.

Vocational teachers will teach and remediate students to rece
ive passing scores on Industry C
ertification tests.

Al
l tenth grade students will be given the opportunity to take the PSAT.

PERT will be administered to 11
th

and 12
th

grade students.

Teachers, guidance counselors and administrators will strive for all students to be college ready.

Guidance

counselors
and administrators will use the PSAT data to encourage
enrollment into
Advanced Placement Courses.

School counselors will promote a greater awareness and selection of advanced placement and dual enrollment classes.


Postsecondary Transition


Note: Require
d for High School
-

Sec. 1008.37(4), F.S.

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

Students will
receive SAT/ACT preparation through in
tegration in course instruction and Saturday Spartan Academy.


College dual
-
enrollment course will be available to students
both on and off campus.


We will maximize
the use of fee waivers for SAT/ACT/
PSAT/college adm
issions for qualified students.

Students in grades 9
-
12 will be introduced to the Brace Advisor. The Brace advisor will assist them in exploration of post
-
secondary schools, application requirements, and
financial aid opportunities.

Students participatin
g in the Academics for College Excellence Academy will be provided college visitation through the Brace Advisor.




PART II: EXPECTED IMPROVEMENTS

Reading

Goal
s


* When using percentages, include the number of students the percentage represents (e.g.
,

70% (35))
.



READING

GOALS

Problem
-
Solving
Process to
Increase Student Achievement


2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


12

Rule 6A
-
1.099811

Revised April 29, 2011


Based on the analysis of student achievement data, and
reference

to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strateg
y

Person or Position
Responsible for
M
onitoring

Process Used to Determine
E
ffectiveness of

Strateg
y

Evaluation Tool

1. Students achieving proficiency (FCAT Level 3) in
reading


Reading Goal #1:

1.1

Teachers’

lack of
knowledge and
application of the
NGSSS into the
curriculum.



















1.1
Teachers in the content
areas will be trained in the
NGSSS.


Content area teachers will
collaboratively develop
lessons for the various
reporting categories.


Provide

more
opportunities for common
planning and sharing best
practices.


Teachers will continue to
differentiate instruction in
all content areas.


Teachers will attend and
participate in school
-
wide
instructional reading
strategies during planning
periods ali
gned with
content focus for the
NGSSS test.

1.1
Assistant
Principal,
Reading
Coach

and Reading
Department Chair.

1.1
Review of lessons
created coll
aboratively.


Reading coach logs,
department chair logs, and
administrative logs will
document co
-
planning
among the content area
teachers.


Weekly CWT’s with
feedback and teacher
-
student data chats, one per
quarter.


Identify specific trends
during CWT’s (i.e.
objectives, Do Nows,
agenda,
and level of student
engagement).


Sharing best p
ractices
during
trainings and
department meetings.

1.1Lesson plans will
reflect infusion of
reading benchmarks
i
n all content areas.


Data reports from
CWT’s will be
analyzed and
disaggregated to
determine effective
use of NGSSS in
assessing student
knowledge of the
bench
marks taught.


Teacher
-
made tests,
Mini
-
Benchmark
Assessments,
Benchmark
Assessment Tests,
FAIR, student work
samples and CWT

Data Reports.




To improve student
academic success through
all content areas by
implementing a school
-
wide initiative to support
reading strategies based on
secondary Instructional
Focus Calendars (IFC’s).




2011 Current
Level of
Performance:
*

2012
Expected
Level of
P
erformance:
*

22% (159
)
of
students
achieved
level 3
proficiency
on the
NGSSS
Performance
test.

27
% (

) of
students will
achieve level
3 proficiency
on the Next
Generatio
n
Sunshine
State
Standard
Test(
NGSSS)


1.2.
Teachers need
training and
support in
the use of direct and
explicit instruction for
content area vocabulary


1.2.
Provide explicit
v
ocabulary strategies

dur
ing planning periods
.


Teachers will participate
in a book study using
“Explicit

Instruction
Effective and Efficient
Teaching”

by Anita L.
Archer and Charles A.
Hughes


Collaborative modeling
1.2.
Assistant
Principal, R
eading
Coach, Reading
Department Chair

1.2.

Coaches logs, lesson
plans, and student work
samples.


Teachers will complete a
questionnaire on the
effectiveness of the
strategies about the book’s
content.


Sign
-
in sheet from training


Weekly CWT’s with focus
1.2. BAT results,
Mini
-
Benchmark
results, CWT’s
Data
reports, FAIR results.


Observation reports
will be used
to
analyze data trends in
the classroom.


Teacher/student data
chats and student
work samples

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


13

Rule 6A
-
1.099811

Revised April 29, 2011


and providing feedback
during and after lessons


Teacher/student data chats


Sharing Best Practices
of
effective teaching


Sharing Best Practices
during training and
department meetings

on content area word wall,
vocabulary journals, and
student portfolios.


Identify specific trends
during CWT’s ( i.e.
objectives, Do Now’s,
agenda,
and level of student
engagement).




Weekly CWT’s with
focus on content area
word wall,
vocabulary journals,
and student
portfolios.

1.3. Students are not
motivated about
attending extended
learning opportunities
.


1.3.Students

will be
offered incentives

to
participate in ELO’s

i.e.,

movie ticket
s, iPods and
gift cards.


1.3.Assistant
Principal, Reading
Coach
, Reading
Department Chair
,
and teachers

1.3. Attendance records and
monitoring student
participation

1.3.
BAT results,
Mini
-
Benchmark
results,
Next
Generation Sunshine
State Standard Test
,
CWT Data reports.


Observation reports
will be used to
analyze data trends in
the classroom.

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to D
etermine
Effectiveness of

Strategy

Evaluation Tool

2. Students achieving above proficiency

(FCAT Levels 4 and 5) in reading


Reading Goal #2:

2.1. Teachers
lack the
skills needed to develop
higher order questions
for the NGSSS test.













2.1.
Provide in
-
school
professional development
during all planning
periods on creating
“higher order” questions
for the NGSSS test.


Teachers will
collaboratively plan and
model
, provide feedback
during and after lessons.

2
.
1
. Assistant
Principal, Reading
Coach

and Reading
Department Chair.

2.1.

Weekly CWT’s, student
engagement think alouds,
and review of lessons.


2.1. Mini
-
Benchmark
assessments, NGSSS
test
, BAT results,
CWT Data reports.


Observation reports
will be used t
o
analyze data trends in
the classroom and
student work
samples.


Teacher/student data
chats



Provide accommodations
to support student success
in rigorous and higher level
courses.


2011 Current
Level of
Performance:
*

2012
Expected
Level of
Performance:
*

15% (108
) of
students
achieved
level 4 and 5
proficiency
on the Next
Generation
20
%

of
students will
achieve level
4 and 5
proficiency
on the Next
Generation
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


14

Rule 6A
-
1.099811

Revised April 29, 2011


Sunshine
State
Standard
Test.


Sunshine
State
Standard
Test.



2.2.

Teachers

minimally utilize media
center resources
needed
to develop students’
higher level complexity
thinking
skills for the
development of
research papers and the
development of critical
thinking skills.


2.2.
The school’s media
specialist will conduct
p
rofessional development
trainings on how to
incorporate rigor through
use of media services and
resources such as:
Grolier,
Destiny, Broward
Enterprise Educational
Portal (B.E.E.P.), World
Book, Testing and
Educational Reference
center websites needed to
e
quip

students to develop
the necessary critical
thinking and problem
solving skills
to develop
research
project.


Teachers will
collaboratively plan
interdisciplinary units of
study and develop
research questions for
units of study.

2.2.
Assistant
Princi
pal, Reading

Coach, Reading
Department Chair.


2.2.

Week
ly CWT’s,
Infusion of school wide
thematic study (i.e., class
objectives, lesson plans).




2.2.Teacher
-
made
tests, Project
-
based
learning assessments
,

BAT results, CWT
Data reports, and
student work
samples.

2.3High
-
Y
ield
strategies are not
utilized consistently
across all curriculum
areas.


2.3Teachers will

continue
to

p
ractice and implement
High Yield Strategies in
classroom settings.

2.3 Assistant
Principal, Reading
Coach,

Reading
Department Chair.

2.3
Weekly CWT’s, Co
-
planning, Co
-
teaching,
modeling and providing
feedback during and after
lessons
.




2.3

BAT results,


Mini
-
Benchmark
Assessments
,

NGSSS
test

and CWT Data
reports.


Observation reports
will be used to
analyze data
trends in
classroom.


2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


15

Rule 6A
-
1.099811

Revised April 29, 2011




Teacher/student data
chats


Student work samples

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

3. Percentage of students making Learning Gains in
reading


Reading Goal #3:

3.1. Students’ learning
gains are deficient due

to poor attendance,
particularly

during
Early Release Days and
prior to Holidays.

















3.1.Inform parents and
students the importance of
regular attendance
through:

1. Parent Involvement
activities

2. Reading
-
focused data
chats.

3. Continue

to monitor
students’ attendance
through

bi
-
weekly
tracking system from the
beginning of the school
year.

Students incentives will
be provided to students,
(
i.e., extra credit,
drawings) on a

semi
-

quarterly basis.

3.1
Administrators,
Parent Involvement
Coordinator and
Classroom teachers.

3.1. Student/parent surveys,
monitor attendance referrals,
and data chats.

3.1
Attendance
records, Benchmark
Assessments and
NGSSS test.



The learning gains for the
2012 Next Generation
Sunshine State S
tandard
Test will increase by 8
%.


2011 Current
Level of
Performance:
*

2012Expecte
d Level of
Performance:
*

4
0
% (322
) of
students
made
learning gains
on the Next
Generation
Sunshine
State
Standards
Test.


45
% of
students will
make
learning gains
on the Next
Generation
Sunshine
State
Standards
Test.


2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


16

Rule 6A
-
1.099811

Revised April 29, 2011


Based on the analysis of student achievement data, and
reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

4. Percentage of students in Lowest 25% making
learning gains in reading


Reading Goal #4:

4.1.

Teacher
s lack the skills
necessary to
incorporate

center
based instructions
within the classroom
setting to meet the
needs of our lowest
quartile students.

















4.1.

T
eachers will p
articipat
e
in training to utilize center
based instruction.

4.1.

Assistant Principal,
Reading
Department Chair,
Reading Coach.

4.1.

CWT’s

will focus
identifying classroom with
center based instruction.

4.1

Mini Benchmar
k
assessments, FAIR,

CWT’s

and NGSSS
test.


Observation reports
will be used to
analyze data trends in
the classroom.



18
% of our school’s lowest
quartile will show learning
gains in Reading.





2011 Current
Level of
Performance:
*

2012
Expected
Level
of
Performance:
*

38

% (
77

) of
students
made
learning
gains on the
Next
Generation
Sunshine
State
Standards
Test.

43
% ( ) of
students will
make
learning
gains on the
Next
Generation
Sunshine
State
Standards
Test.


4.2

Students need
additional support
beyond regular
scheduled reading
class.


4.2

Provide extended learning
opportunities in the form
of pull
-
out tutoring to the
lowest quartile students
using the Read
-
On
software program.

4.2. Assistant
Principal, Reading
Department Chair,
Reading Coach.

4.2
Data chats, Read
-
On
reports, attendance report
from pull
-
out sessions.

4.2.

BAT results,

Mini Benchmark
Assessments, NGSSS
test
, FAIR results.

4.3

Students lack
motivation about
attending extended
learning opportunities.


4.3. All students in
Reading will
receive
recognition at an awards
assembly.


4.3. Assistant
Principal, Reading
Department Chair,
Reading Coach.



4.3

Attendance reports and
Read
-
On reports,
Weekly
CWT’s.

4.3.

BAT results,


Mini Benchmark
Assessments, NGSSS
Test
, CWT Data
reports, FAIR
Results.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


17

Rule 6A
-
1.099811

Revised April 29, 2011



Observation reports
will used to analyze
data trends in the
classroom.

Based on the analysis of student achievement data, and reference

to
“Guiding Questions”, identify and define areas in need of
improvement for the applicable subgroup(s):

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5A. Student subgroups
not making Adequate
Yearly Progress (AYP) in
reading


Reading Goal #5A:


Reading Goal #5A:

Ethnicity

(White, Black, Hispanic, Asian,

American Indian)



5A.1.

Parents lack the
knowledge of how to
navigate Virtual
Counselor and Pinnacle
to access their child’s
grades, progress, etc.


Lack of teacher
awareness of student
needs, cultural
backgrounds, socio
-
economic status

that
may affect student
success










5A.1

Establish informative
workshops to increase
parental awareness of high
school graduation
requirements, Vir
tual
Counselor and the
Pinnacle

Grading System
in their native language.


Teachers will participate
in training given on the
book “Understandi
ng
Poverty” by Ruby Payne.

5A.1.

Community
Partnership Lia
i
son,
PLC, Assistant
Principal

5A.1.

Performance and attendance
rate.

5A.1.

Attendance Log,
Mini Benchmark
assessments
, BAT
results, FAIR

results

and NGSSS test.



Each AYP Ethnicity Sub
Group will improve
their
performance by at least
5
%



2011 Current
Level of
Performance:
*

2012
Expected
Level of
Performance:
*

White:

43% (129

)

Black:

16% ( 30
)

Hispanic:
34% (108

)

Asian:

35 % ( 8
)

American
Indian:

0% (0

)

White:
49

%


Black:
25

%


Hispanic:
41%



Asian: 42
%


American
Ind
ian: 15
%


5A.2.

Suspensions among
AYP subgroups result
in excessive
absenteeism which
negatively impacts
student performance.



5A.2.

Peer Counseling, School
wide Behavior
contracts,
Mentoring programs and
Implementation of Anger
Management

5A.2.

Assistant Principal,
Guidance, Guidance
Director, Peer
Counseling
Coordinator.

5A.2.

Suspension and attendance

Rate.

5A.2.

BAT results,

Mini
-
Benchmark
assessments
, FAIR
and NGSSS

test.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


18

Rule 6A
-
1.099811

Revised April 29, 2011



Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5B. Student subgroups
not making Adequate
Yearly Progress (AYP) in
reading


Reading Goal #5B:


Reading Goal #5B:

English Language
Learners (ELL)



5B.1.

Language acquisition



5B.1.

Provide comprehensive
language support through
the curriculum.

5B.1.

Assistant Principal

5B.1.

Review of master schedule
and lesson plans.

5B.1.

IPT and CELLA

The percent of students i
n
the ELL sub
-
group in
Reading

will improve by
5
% as measured by the
2012 administration of the
NGSSS test.



2011 Current
Level of
Performance:
*

2012
Expected
Level of
Performance:
*

14
% (
10

)





23
% ( )


5B.2.

Teachers minimally
utilize technology to
support the
various
learning styles of the
ELL students.



5B.2

Professional

school
-
wide
s
taff development for
teachers with ELL
students
on how
to utilize:

B.E.E.P

United Streaming

FCAT Explorer

Read
-
On


5B.2.

Assistant Principal
and Department
Chair Persons

5B.2.

Weekly CWT’s, Co
-
planning, Co
-
teaching,
modeling and providing
feedback during and after
lessons
.



5B.2


BAT results,
Mini
Benchmark
assessments
,
FAIR,
NG
SSS test

and CWT Data
reports.


Observation reports
will be used to
analyze data trends in
the classroom.


Teacher/student data
chats.


Student work
samples.

5B.3.

5B.3.

5B.3.

5B.3.

5B.3.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


19

Rule 6A
-
1.099811

Revised April 29, 2011


Based on the analysis of student achievement data, and reference

to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5C. Student subgroups
not making Adequate
Yearly Progress (AYP) in
reading


Reading Goal #5C:


Reading Goal #5C:

Students with Disabilities
(SWD)



5C.1.

Staff knowledge of how
to use diagnostic
assessment data to
determine appropriate
interventions.

















5C.1.

Professional
development/trainings on

levels of intervention

and
differentiated instruction
.

5C.1.

Administration
,
Reading Coach and
Reading
Department Chair

ESE Department

5C.1.
Weekly CWT’s, Co
-
planning, Co
-
teaching,
modeling and providing
feedback during and after
lessons.



.

5C.1.

BAT results,

Mini
-
Benchmark
Assessments,
NGSSS, F
AIR and
CWT Data reports.


Observation reports
will be used to
analyze data trends in
the
classroom.


Teacher/student data
chats.


Student work
samples.



The percent of students in
the SWD s
ub
-
group
proficient in Reading
will
increase by
5
% as measured
by the 2012 administration
of the NGSSS test.




2011 Current
Level of
Performance:
*

2012

Expected
Level of
Performance:
*


13% ( 13

)

22
% ( 22

)


5C.2.


Addressing the impact
of a student’s
disabilities on specific
areas of reading.




5C.2.

Increase and continue
collaboration of C
ommon
planning

periods between
ESE

and general
education teachers.


Professional
development/trainings on
accommodations and
differentiated instruction

5C.2.

ES
E Teachers

Reading
Department Chair,
Reading Coach and
Reading Teachers.

5C.2.

CWT’
s
, Common planning
sign in sheets.

5C.2.

Mas
tery Check
Assessments, Mini
-
Benchmark
Assessments,
NGSSS, FAIR


Data chats

5C.3.


5C.3.

5C.3.

5C.3.

5C.3.

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the

following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


20

Rule 6A
-
1.099811

Revised April 29, 2011








5D. Student subgroups
not making Adequate
Yearly Progress (AYP) in
reading


Reading Goal

#5D:


Reading Goal #5D:

Economically
Disadvantaged



5D.1.

Students lack access to
technology.
















5D.1.

Teachers will have equal
access to computer carts.

5D.1.

Assistant Principal

5D.1.

Lesson plans and weekly
CWT’s focused on student
technology use

5D.1.

FCAT Explorer
reports
, CWT Data
trends and reports.


Observation reports
will be used to
analyze data trends in
the classroom.


The percent of students in
the Economically
Disadvantaged sub
-
group
profi
cient in Reading

will
improve by
5
%
as measured
by the 2012 administration
of the NGSSS test.

2011 Current
Level of
Performance:
*

2012
Expected
Level of
Performance:
*


29

% (
171

)

37
% (
200

)


5D.2.Teachers lack
skills to effectively
meet the needs of
economically
disadvantaged students.


5D.2.Teachers will
participate in
training
given on the book
“Understanding Poverty”

by Ruby Payne.

5D.2
Assistant
Principal
,
Reading
Coach, and Reading
Dep
artment Chair
.

5D.2
Weekly CWT’s, Co
-
planning, Co
-
teaching,
modeling and providing
feedback during and after
lessons.



5D.2.

BAT results,


M
ini Benchmark
Assessments,
NGSSS
,
FAIR
and
CWT Data reports.


Observation reports
will be used to
analyze data tre
nds in
the classroom.


Teacher/student data
chats.


Student work
samples.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


21

Rule 6A
-
1.099811

Revised April 29, 2011


Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require 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
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring


NGSSS Training


9
-
12


HRD


Reading,
English
, ESE
, and
Electives

Teachers.

August 18
, 2011



CWT

Assistant Principal, Reading
Coach


Mastery Check Staff
Development


9
-
10


Reading Coach
and
Department
Chair



School
-
wide

August 15, 201



April 5, 2012


Submission of Mastery Check
Tests


Assistant Principal, Reading
Coach, Reading Department
Chairperson










Reading Budget
(Insert

rows as needed)

Include only school
-
based funded activities/materials and exclude district funded activities/materials.

Evidence
-
based Program(s)/Materials(s)

Strategy

Description of Resources

Funding Source

Amount

Train teachers to use effective strategies
for the NGSSS test.








Subtotal:

$4, 000

Technology

Strategy

Description of Resources

Funding Source

Amount

Framework of Poverty

Professional
Development

Substitutes

Accountability Funds

$4,000.00





Subtotal:
$4,000

Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


22

Rule 6A
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1.099811

Revised April 29, 2011


Strategy

Description of Resources

Funding Source

Amount





Subtotal:

Total:
$4,000

End of Reading Goals

Mathematics Goals


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


MATHEMATICS

GOALS

Problem
-
Solving
Process to Increase Student Achievement


Based on the analysis of student achievement data, and reference to
“Guiding
Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1. Studen
ts achieving
proficiency (
Level 3) in
mathematics


Mathematics Goal #1:

1.1.


Lack of teacher
familiarity with the
Mathematics Next
Generation Sunshine
State Standards
(NGSSS)














1.1


Teachers in their Content
Area Professional
Learning Communities
(PLCs) will review and
discuss the
Test Item
Specification for

Algebra

I and Geometry EOCs.


Teachers will share Best
P
ractices and Instructional


Pacing Guides by writing
Secondary Instruct
ional
Focus Calendars

(IFCs)


1.1.

Assistant Principal
and Department
Chair

1.1.

Weekly c
lassroo
m visits.
Specific areas of the
Classroom Walk Through

(CWTs) such as: objectives,
instructional practices
,
instructional strategies
,
and
instructional
materials

will
be used
.

The results will be
shared
in the Content Area
PLC meeting.
Based on
results action plans and
Secondary IFCs will be
generated.


Lessons Plan

Review


Data chats


1.1.

Results of common
assessments


CWT (Section I
-

Focus on
Curriculum;
Section 3
-
Focus on
Instruction; section 4
-
Focus on Learner;
and section 5
-
Focus
on Classroom
Environment)


BAT


Algebra EOC


Geometry EOC

At Least one

third

of
students taking
the Algebra
and Geometry End of
C
ourse exam for the first
time will

achieve a level 3.








2011 Current
L
evel of
Performance:*

2012Expected
L
evel of
Performance:*

31% (114
) of
students
achieved a
level 3 on the
2011 FCAT
Math Test

At least36%
(300
) of
students
taking the
Algebra End
of Course
exam (EOC)
and the
Geometry
(EOC)will
achieve a
level 3.


1.2.

Students are challenged
by limited decoding
and comprehension
skills for solving word
problems

1.2.


Sharing best practices in
the PLCs.



Instructions for Solving
Word Problems will
1.2.

Assistant Principal
and Department
Chair

1.2.

Weekly classroom visits
.
Spe
cific areas of the CWT’s
such a
s
: objectives,
instructional practices
,
instructional strategies
, and
1.2.

Journal Entries


Results of
chapter
test


2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


23

Rule 6A
-
1.099811

Revised April 29, 2011



include weekly
Reading
Strategies.


Interactive Word Walls
will be established.



CRISS trained teachers
will continue the
implementation

of the strategies.

instructional materials

will
be used. The results will be
shared in the Content Area
PLC meetings.


Minutes from Content Area
PLC meetings


Data chats



CWT (Section I
-
Focus on Curriculum,
Section 3
-
Focus on
Instruction, Section
4
-
Focus on Learner,
and Section 5
-
Focus
on Classroom
Environment)


BAT

Algebra EOC


Geometry EOC

1.3.

Student’s lack of
adequate foundational
concepts


1.3.

Differentiated Instruction
(D.I.)


Pull
-
out program


Daily Skills Practice of
weakest benchmarks


Create/monitor student
progress daily on the
EOCs

1.3.

Assistant Principal
and Department
Chair

1.3.

Review
Student Work


Student Data Chats

1.3.

Mini and Me
ga
BATS

BAT I, BAT II and
Mock
BAT III


Review of student
data chat logs


Algebra EOC


Geometry EOC

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following

group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

2. Students achieving above proficiency

(
Levels 4 and 5) in mathematics


Mathematics Goal #2:

2.1.

Lack of teacher
familiarity with the
Next Generation
Sunshine State
Standards (NGSSS)








2.1.

Professional Development

as scheduled


Professional Learning
Community (PLC)



S
haring of Best Practices
in the Mathematics
Department

2.1.

Assistant Principal
and Department
Chair

2.1.

Weekly classroom visits
.
Specific areas

such as:
objectives,
instructional
practices
s,
instructional
strategies
, and
instructional
materials

will be used. The
results will be shared in the
Content Area

PLC mee
tings.
Based on results, action
plans and Secondary
IFC’s
will be generated.


2.1

Quarterly Data Chats
with Administrator
and Department
Cha
ir


CWT (Section 1
-
Focus on Curriculum;

Section 3
-
Focus on
Instruction; Section
4
-
Focus on the
Learner and section
5
-
Focus on

.

At Least 35% of students
taking the Algebra and
Geometry End
of course
exam for the first time will
achieve a level 4 or 5



2011 Current
Level of
Performance:
*

2012
Expected
Level of
Performance:
*

36% (132
) of
students
achieved a
level 4 or 5
At least 41%
(341
) of
students
taking the
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


24

Rule 6A
-
1.099811

Revised April 29, 2011





on the 2011
FCAT Math
Test

Algebra End
of Course
exam (EOC)
and the
Geometry

(EOC)will
achieve a
level 4 or
5


















Review of
PLC Logs


Lesson Plan reviews


Collaboration with content
area teacher during
Common Planning meetings

Classroom
Environment).


PLC Logs

Lesson Plans


Secondary IFC’s


2.2.

Lack of familiarity with
the Next Generation
Sunshine State
Stand
ards ((NGSSS)
and supplemental
resources


2.2.

Staff
Development on
implementation of the
NGSSS and ancillary/on
-
line resources


Professional Learning
Communities (PLC) and
Sharing of Best Practices
during common planning

2.2.

Assistant Principal
and Department
Chair

2.2.

Weekly classroom visits
.
Specific ar
eas of the CWT
such as : objectives,
instructional practices
,
instructional strategies
, and
instructional materials

will
be used. The results will be
shared in the Content Area

PLC meetings. Based on
results, action plan and
Secondary IFC’s will be
generat
ed.


Lesson Plans reviews


PLC meeting logs


Peer observation and
collaboration within the
department during common
planning

2.2.

In
-
service Reports


Quarterly Data Chats


CWT ( Section 1
-
Focus on Curriculum,
Section 3
-
Focus on
Instruction, Section
4
-
Foc
us on Learner
and Section 5
-
Focus
on Classroom
Environment).


Lesson Plans


PLC Logs

2.3

Inconsistent
implementation of
higher order thinking
2.3

Intensify the use of
reading and problem
solving strategies.

2.3.

Assistant Principal
and Department
Chair

2.3
Mini
-
Assessment skill of
the week school
-
wide
activities


2.3 Mini Assessments

BAT I, BAT II and
Mock
BAT III


2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


25

Rule 6A
-
1.099811

Revised April 29, 2011


strategies.



Increased vocabulary
acquisitions through
student created word walls
and the integration of
CRISS strategies for
mathematics.


Staff Development

on
Differentiated Instruction

(D.I.) and high order
question
ing techniques.

Weekly classroom visits
.
Specific areas of the CWT’s
such as : objectives,
instructional practices
,
instructional strategies
, and
instructional materials

will
be used. The results will be
shared in

the Content Area
PLC meetings. Based on
results, action plan and
Secondary IFC’s will be
generated.



Skill of the week


CWT (Section 1
-
Focus on Curriculum,
Section 3
-
Focus on
Instruction, Section
4
-
Foc
us on Learner,
and Section 5
-
Focus
on Classroom
Environment)

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

3. Percentage of students making
learning g
ains in
mathematics
(excluding 9
th

grade; learning gains will
not be available for this grade)


Mathematics Goal #3:

3.1


Inconsistent
implementation of the
Instructional Focus
Calendar (IFC)
















3.1.

Teacher will work in
Professional Learning
C
ommunities (PLCs) to
develop a secondary
Instructional Focus
Calendar (IFC) that will
be aligned to the Next
Generation Sunshine State
Standards
(NGSSS)
and
current student needs.


Teachers will develop
unified test and exams

3.1.

Assistant Principal
and
Department
Chair

3.1.

Classroom Observations


Lesson Plan Reviews


Content area PLCs will
revise the secondary IFC s
to reflect pacing concerns
and the Test Item
Specification.

3.1.

Lesson Plans


PLC Meeting form


PLC minutes



At least 75% of the
students taking the Algebra
and Geometry EOC will
show learning Gains.





2011 Current
Level of
Performance:
*

2012
Expected
Level of
Performance:
*

67% (272
) of
students
achieved
Learning
Gains on the
2011 FCAT
Math Test

At least 72%
(599
) of
students
taking the
Algebra End
of Course
exam (EOC)
and the
Geometry
(EOC)will
achieve
learning
gains


3.2.

3.2.

3.2.

3.2.

3
.2.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


26

Rule 6A
-
1.099811

Revised April 29, 2011


Whole Group
instruction as the only
instructional method

Math Coach/teachers in
PLC’s will model lessons
using Differentiated
Instruction. Math Coach
and District Support
personnel will provide
training/support on
Differentiated Instruction
during PLC meetings.

Assistant Principal
and Department
Chair

Classroom Observations


Lesson Plan reviews


Review of PLC Logs



Lesson Plans


PLC Logs

3.3.


Students are not
motivated about
attending extended
learning opportunities


3.3.


All Math students will be
offered incentives e.g.
movie tickets, free
parking passes if they
regularly attended Spartan
Academy held on
Saturdays and after school
tutoring

3.3.

Assistant Principal
and Department
Chair

3..3.

School
-
wide Mastery
Checks
(mini assessments)
will be reviewed for
identified students.


School Attendance Data
base will be check
ed every
four (4)
weeks

to evaluate
attendance at Extended
Learning Opportunities




3.3.

School database and
attendance report


Mastery Check

Based on
the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
E
ffectiveness of

Strategy

Evaluation Tool

4. Percentage of students in Lowest 25% making
learning gains in mathematics


Mathematics Goal #4:

4.1.


Teachers are
unfamiliar with
Differentiated
Instruction (D.I.)







4.1.

Teachers will be provided
with Professional
Development on
Differentiated Instruction
(D.I.)
. The Math Coach
and PLC content area
teachers will model D.I. in
classrooms.

4.1.

Assistant Principal
and Department
Chair

4.1.


Weekly classroom visits
.
Spec
ific areas of the CWT’s
such a
s
: objectives,
instructional practices,
instructional strategies
, and
instructional materials

will
be used.

Action plan and
IFC will be generated

.


Mastery Check (Mini
Assessments)

Lesson Plans

4.1.

CWT
(Section 1
-
Focus on Curriculum;
Section 3
-
Focus on
Instruction; Section
4
-
Focus on Learner;
and Section 5
-
Focus
on Classroom
Environment)


BAT I, BAT II and
Mock
BATIII



At least 65% of the
students taking the Algebra
and Geometry EOC will
show learning Gains.







2011 Current
Level of
Performance:
*

53% (54
) of
the Lowest
25% students
making
learning
gains
students on
2012
Expected
Level of
Performance


At least 58%
(121
) of the
lowest 25%
students
taking the
Algebra End
of Course
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


27

Rule 6A
-
1.099811

Revised April 29, 2011


the 2011
FCAT Math
Test

exam (EOC)
and the
Geometry
(EOC)will
achieve

learning
gains




4.2.

Students have
m
inimum
foundation
al

skills in mathematical
concepts.


4.2.

Pull
-
out or push
-
in
programs


After school tutorials


Saturday Spartan
Academy


Differentiated
Instruction
(D.I.)

4.2
.

Assistant Principal
and
Department
Chair

4.2.


Review of
Mastery
Checks (Mini
Assessments)


Daily ‘Do Nows’


Lesson Plan Reviews

4.2.

Results from
a
ssessments

and “Do
Nows”



4.3.

Difficulty infusing
higher order questions
during instruction and
assignments


4.3.

Teachers will be provided
with
assistance on
infusing higher order
questions through sharing
best practices in PLC
content area meetings and
modeling by Math Coach
and peers

4.3.

Assistant
Principal and
Department Chair

4.3

Weekly c
lassroom
visits
.
Specific areas of CWT
includes: objectives,
instructional practices
,
instructional strategies
, and
instructional materials
.
Results will be shared at
PLC meetings and an action
plan and IFC will be
generated .


Display of student work


Review of common
a
ssessments: unit test,
chapter test, mid
-
terms, and
finals for evidence of higher
order questions.

4.3.

CWT

(Section 1
-
Focus on Curriculum;
Section 3
-
Focus on
Instruction; Section
4
-
Focus on Learner
and Section5
-
Focus
on Classroom
Environment)


Assessment
s(Unit
tests, Chapter tests,
Mid
-
terms and
Finals)


2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


28

Rule 6A
-
1.099811

Revised April 29, 2011


Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the applicable subgroup(s):

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5A. Student subgroups
notmaking Adequate
Yearly Progress (AYP) in
mathematics


Mathematics Goal #5A:

Mathematics Goal #5A:

Ethnicity

(White, Black, Hispanic, Asian,

American Indian)



5A.1.

Students are challenged
with insufficient basic
knowledge of Math
comprehension skills
necessary for solving
word problems













5A.1.

Pull
-
out or push
-
ins using
BEEP math lessons


Math
Manipulative

Word Walls


Teacher will increase the
use of technology as
support in the classroom
by utilizing

Elmo’s, BEE
P Tutorials,
Interactive White B
oards ,
and laptop computers.

5A.1.

Assistant Principal
and Department
Chair

5A.1.

Weekly c
lassr
oom
visits
.
Specific areas of CWT
will
include: objectives,
instructional practices
,
instructional strategies
, and
instructional materials
.
Results will be shared with
PLC and an action and IFC
will be generated.


Review of Mastery Checks
(mini
-
assessment
perf
ormance)



5A.1.

BATI, BAT II and
Mock
BAT III


Mastery Checks
(Mini Assessments)


CWT (Section 1
-
Focus on Curriculum;
Section 3
-
Focus on
Instruction; Section
4
-
Focus on the
Learner, and Section
5
-
Focus on
Classroom
Environment)







Progress in
Mathematics will
improve as follows


5% Whites; 8% Blacks; 5%
Hispanics ; 3% Asian and 5%
American Indian




2011 Current
L
evel of
Performance:*

201
2Expected
L
evel of
Performance:*


38% (34) Blacks;
69% (96)
Whites; 67%
(114) Hispanics;
91% (10)
Asians’; and
20% (1
)
American Indian

45% (40) Blacks;
73% (102)
Whites; 71%
(121) Hispanics
91% (10
) Asians
and 28
% (2
)
America Indian


5A.2.

Teacher understanding
of the Next Generation
Sunshine state
Standards (NGSSS) for
Algebra and Geometry
End of Course (EOC)
exam

5A.2.

Establishment of Algebra
and Geometry
Professional Learning
Community (PLC)

5A.2.
Department
Chair

5A.2.

Review of PLC minutes


Student data chats


Review of lesson plans


Review of Mastery Check
(mini
-
assessment
performance)

5A.2.


Lesson Plan


Data chats logs


PLC minutes


Mastery Check (Mini
assessments)

5A.3.

5A.3.

5A.3.

5A.3.

5A.3.

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need
of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5B. Student subgroups
not making Adequate
Yearly Progress (AYP) in
Mathematics Goal #5B:

English Language
Learners (ELL)



5B.1

Inadequate
foundational skills of
5B.1.

Differentiated Instruction
(D.I.)

5B.1.
Assistant
Principal and
Department Chair

5B.1.

Lesson Plan Reviews


5B.1.

Mastery Check (Mini
Assessments)

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


29

Rule 6A
-
1.099811

Revised April 29, 2011


mathematics


Mathematics Goal #5B:


mathematical concepts



Pull
-
out and Push
-
in
Program


Daily ‘Do Nows’


CWTs



BAT I and BAT II



N/A








2010 Current
Level of
Performance:
*

2011
Expected
Level of
Performance:
*


47% (15
) of
students
achieved
Learning
Gains on the
2011 FCAT
Math Test


At least
53
% (17
) of
ELL students
taking the
Algebra End
of Course
exam (EOC)
and the
Geometry
(EOC)will
achieve
learning
gains





5B.2.


5B.2.

5B.2.

5B.2.

5B.2.

5B.3



5B.3.

5B.3.

5B.3.

5B.3.

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5C. Student subgroups
not making Adequate
Yearly Progress (AYP) in
mathematics


Mathematics Goal #5C:

Mathematics Goal #5C:

Students with Disabilities
(SWD)



5C.1.

Cognitive barriers
based upon learning
disabilities










5C.1.

Professional
development/training
provided

on
accommodations and
differentiated instruction


Students will receive
additional in class
and
pullout support

5C.1.
Administration,
ESE teachers, Math
Chair and Math
Teachers


5C.1. PLC Logs and
minutes


Lesson Plan Reviews


CWTs


Common planning meetings
with
general education and
ESE teachers



5C.1. Support Logs

BAT I and BAT II

Mastery Check (Mini
Assessments)

Data chats

Student
work samples










2011Current
Level of
Performance:
*

2012
Expected
Level of
Performance:
*

27% (15
) of
students

At least 35
%
(19
) of
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


30

Rule 6A
-
1.099811

Revised April 29, 2011



achieved
Learning
Gains on the
2011 FCAT
Math Test

students
taking the
Algebra End
of Course
exam (EOC)
and the
Geometry
(EOC)will
achieve
learning
gains









Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

5D. Student subgroups
not making Adequate
Yearly Progress (AYP) in
mathematics


Mathematics Goal #5D:

Mathematics Goal #5D:

Economically
Disadvantaged



5D.1.

Lack of teacher
understanding of the
needs of economically
disadvantaged students
















5D.1.

Professional Development

for teachers on
Understanding Poverty


Teachers will have print
rich classrooms which
will
reinforce the NGSSS
tips and positive student
work


Stud
ents w
ill receive
Daily Do Nows which
align to the NGSSS


Teachers will modify the
lessons to meet the needs
of the Economically
Disadvantaged students.
Modifications may
include but are not limited
to
extended time, provide
more access to technology
in the media center, and
modify assignments.


Pull
-
out program

5D.1.

Classroom teachers
and Department
Chair

5D.1.

Data Chats


Maintain a portfolio of the
Daily Do Nows


Lesson plan reviews


5D.1.

CWT reports


Data Chats


Portfolio review








2010 Current
Level of
Performance:
*

2011
Expected
Level of
Performance:
*

57% (167
) of
students
achieved
Learning
Gains on the
2011 FCAT
Math Test

At least 62%
(
182
) of
students
taking the
Algebra end
of course
exam (EOC)
and the
Geometry
EOC will
achieve
learning
gains

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


31

Rule 6A
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1.099811

Revised April 29, 2011





Professional Development
(PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require 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
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitor
ing

Differentiated
Instruction



9
th

and 10th


District
Personnel


Math Teachers


Planning Period Training


Develop lesson plan/CWT 3.0


Assistant Principal and
Department Chair

EOC Technology
training for
administering the EOC


9
th

and 10
th

grade


District
Personnel


Algebra I and Geometry
Teachers



Planning Period Training

Sample objectives/CWT


Assistant Principal and
Department Chair


EOC Test Item Spec
Training Incorporating
the NGSSS


9
th

and 10
th

grade


District
Personnel


All Math Teachers


August 18, 2011

Develop lesson plans/Secondary
IFC Calendar


Assistant Principal and
Department Chair



Mathematics Budget
(Insert rows as needed)

Include only school
-
based funded activities/materials and exclude district funded activities /materials.

Evidence
-
based Program(s)/Materials(s)

Strategy

Description of Resources

Funding Source

Amount

No Data

No Data

No Data

$0.00





Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount

Next Generation Math Standards

Substitutes
for 12 teachers @ $115

In
-
service Funds

$1,334.00





Subtotal:

$$1,345

Professional Development

Strategy

Description of Resources

Funding Source

Amount

EOC Item Specification/Technology
Training

Substitutes for 12 teachers @ $115

In
-
Service Funds

$1,150.00





2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


32

Rule 6A
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Revised April 29, 2011


Subtotal:

$1,345

Other

Strategy

Description of Resources

Funding Source

Amount





Subtotal:

Total:
$3,690.
00

End of Mathematics Goals


Science Goals


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


SCIENCE

GOALS

Problem
-
Solving
Process to Increase Student Achievement


Based on the analysis of student achievement data, and
reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1.

Students achieving proficiency (FCAT Level 3) in
science


Science Goal #1:

1.1.

Lack of
thorough
understanding of
New Generation
Standard Sunshine
State

(NGSSS)
in
Biology
and new
available resources.













1.1.

Professional
Development on
unwrapping
the

NGSSS

standards
,
new textbooks

and
resources.


Biology teachers will
work collaboratively
during common
planning to enhance
curriculum with
research
-
based
strategies in the
classroom. They will
meet at least twice
monthly to
unwrap
Bio benchmarks of
upco
ming lessons.



Examples of
strategies to
1.1.

Assistant
Principal and
Department Chair

1.1.
Quarterly review of
lesson plans to ensure
implementation of NGSSS
standards and new
resources.


Informal quarterly
observations or classroom
walk throughs, focusing on
stra
tegies used to implement
NGSSS.

1.1.

Benchmark
Assessment Test
#1 and Test #2


Sample of
graded
student work, such as
laboratory reports and
project presentations.


Teachers will use the
District NGSSS
Science Mini
Assessment, when
they become
available, to
determine student
mastery of concepts.



At least one quarter of
students taking the Biology
End of Course exam for the
first time will achieve a
level 3.





2011

Current
L
evel of
Performance:*

201
2
Expected
L
evel of
Performance:*

36% (106
) of
students
achieved a
level 3on the
2011 FCAT
Science Test

At
least 30%
(105
) of
students
taking the
2011
-
12
Biology End
of Course
exam will
achieve a
level 3.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


33

Rule 6A
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Revised April 29, 2011


implement include
hands
-
on laboratory
activities, modeling,
video clips, and real
-
life experiences.


A school calendar
will track the meeting
dates, objectives, and
final products. The
school calendar will
also tra
ck the Science
Mini
-
assessments.


1.2.

Students are
challenged by
limited decoding
and comprehension
when reading
scientific
material
and word problems


1.2

Science teachers will
support school
-
wide
reading initiative by
infusi
ng weekly
reading strategies in
the science classes.


Graphic organizers
will be used to
facilitate reading
comprehension.


Vocabulary skills will
be enhance
d by using
organizers and non
-
linguistic
representation.


Strategies to support
word problem solving
include modeling,
demonstrations, and
kinesthetic activities
such as laboratory
experiments
, aligned
with the standards.

1.2.
Assistant
Principal

1.2.
Quarte
rly review of
lesson plans to ensure
implementation of school
-
wide reading initiatives.


Informal quarterly
observations or classroom
walk throughs, focusing on
reading strategies within the
Science curriculum.

1.2
Sample of graded
student work, such as
laboratory reports and
project presentations.


Teacher generated
assessments.

1.3.

Biology teachers
are not familiar
1.3

Professional
Development on
1.3.
Assistant
Principal

1.3.
Informal quarterly
observations or CWT’s.

1.3

Benchmark
Assessment Test
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


34

Rule 6A
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Revised April 29, 2011


with content limits
and test item
specifications of
the Biology End of
Course exam.


unwrapping

the
NGSSS standards.


Biology teachers will use
the NGSSS Instructional
Focus Calendar provided
by District.


Biology teachers will
participate in a
Professional Learning
Community (PLC) to
review Test Item
Specifications and
Content Limits, when
available, and will share
Best Practices. PLC
meetings will occur on
planning days.


A school calendar will
track the meeting dates,
objectives, and final
products. The school
calendar will also track
the Science Mini
assessments.


9
th

grade teachers will
incorporate benchmarks
that are not covered in the
10
th

grade Biology
curriculum to better
prepare students taking
the Biology EOC.







Common unit assessments
with multiple cognitive
complexity levels aligned to
End of Course format as
advised by Core
Curriculum.


Inquiry laboratory activities
with high order questioning
and reasoning will be
incorporated in all Biology
classes.

#1 and Test #2.


Sample of
assessed
student work, such as
laboratory reports and
project presentations.


Teacher generated
assessment tools.


Teachers will use the
District NGSSS
Science Mini
Assessment, when
they become
available, to
determine student
mastery of concept.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


35

Rule 6A
-
1.099811

Revised April 29, 2011


Based on
the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
E
ffectiveness of

Strategy

Evaluation Tool

2.

Students achieving above proficiency

(FCAT Levels 4 and 5) in science


Science

Goal #2:

2.
1
.
Students do not see
the connection between
what they are learning
and real life
application.
















2.1
Teachers will provide
“real world” applications
to concepts covered in
class. This can be done by
providing field trips or
bringing guest speakers
into the classroom.


The Science department
will coordinate at least
one of these activities
each semester.


Biology teachers will use
the inquiry approach to
laboratory activities.

2.1.
Assistant
Principal

2.1
Informal quarterly
observations or CWT’s.


Inquiry laboratory activities
with high
order questioning
and reasoning will be used
in all Biology classes.

2.1.
Teacher generated
assessments



At least four

percent of
students taking the Biology
End of Course exam for the
first time will achieve a
level 4 or 5.





2011

Current
L
evel of
Performance:*

201
2
Expected
L
evel of
Performance:*

5
% (14
) of
students
achieved a
level 3 on the
2011 FCAT
Science Test

At least 4%
(14
) of
students
taking the
2011
-
12
Biology End
of Course
exam will
achieve a
level 4 or 5


2.2.
Students lack
motivation to perform.

2.2.
Students

will be given
opportunities for project
-
based learning and higher
order tasks such as class
debates and competitions.


Teachers will conduct
data chats with students to
communicate current
progress and promote
reflection.

2.2.
Assistant
Principal

2.2.
Informal quarterly
observation or CWT’s.

2.2.
Teacher generated
assessments.

2.3
Lack of
thorough
understanding of New
Generation Sunshine
State Standards
(NGSSS) in Biology
and new available
resources.

2.3
Professional
Development on
unwrapping
the NGSSS

standards
, new textbooks
and resources.


Biology teachers will
work collaboratively
during common planning
to enhance curriculum
2.3
Assistant
Principal

2.3
Informal quarterly
observations or CWT’s,
focusing on strategies used
to implement NGSSS.

2.3
BAT #1 and BAT
#2


Sample of
graded
student work, such as
laboratory reports and
project present
ation.


Teacher
s will use the
District NGSSS
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


36

Rule 6A
-
1.099811

Revised April 29, 2011



Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require 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
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

Training on
Unwrapping the
Standards to be applied
to
NGSSS

in Biology

9
th

and 10
th

grade teachers

District
Facilitators

Earth and Space Science and
Biology teachers

Completed by August 19,
2011

Quarterly review of lesson plans to
ensure implementation of strategies
in support of the NGSSS and
assessing tools aligned with the
Biology
End of Course exam.


Informal quarterly observations or
CWT’s.

Assistant Principal

Biology EOC
-

PLC

9
th

and 10
th

grade Biology
teachers

To be
determined

9
th

and 10
th

grade teachers

A minimum of 2 hours
during early release days

Common unit assessments
and/or
District Mini assessment results
.

Assistant Principal


Science Budget
(Insert rows as needed)

Include only school
-
based funded activities/materials and exc
lude district funded activities
/materials.

with research
-
based
strategies in the
classroom. They will meet
at least twice monthly to
review best strategies to
facilitate
implementation
of NGSSS. Examples of
strategies to implement
include hands
-
on
laboratory activities,
modeling, video clips, and
real
-
life experiences.


A school calendar will
track the meeting dates,
objectives, and final
projects. A school
calendar will
also track
the Science Mini
assessments.

Science Mini
assessment, when
they become
available, to
determine student
mastery of concepts.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


37

Rule 6A
-
1.099811

Revised April 29, 2011


Evidence
-
based Program(s)/Materials(s)

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:
#1,300

Other

Strategy

Description of Resources

Funding Source

Amount





Subtotal:

Total

End of Science Goals


Writing Goals


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

WRITING

GOALS

Problem
-
Solving
Process to Increase Student Achievement


Based on the analysis of student achievement data, and
reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1.

Students achieving
Adequate Yearly Progress

(FCAT Level
4
.0 and higher
) in writing


Writing Goal #1:

1.1.

Students not
understanding
elaboration

1.1.

Teacher models
elaboration
techniques

1.1.
Assistant
Principal and
Department Chair

1.1.
Examination of writing
portfolios two times in a
marking period

1.1.

Rubrics and
revised essays

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


38

Rule 6A
-
1.099811

Revised April 29, 2011



Increase the number
of
students earning

a
4.0 or higher in
writing by 5
%






2011

Current L
evel
of Performance:*

201
2
Expected
L
evel of
Performance:*











Students will work in
groups to improve
elaboration in
revision


Data chats with 10
th

grade
teachers to review strategies
and/or problems

81% (303
)
students
achieved a 4.0

86% (401)


1.2.

Lack of a highly
developed vocabulary

1.2.
Teacher

models
improvement of
vocabulary using
sample
passages.

1.2.
Assistant
Principal and
Department Chair

1.2.
Writing portfolios
examined two times in a
marking period

1.2.
Revised essays

1.3.

1.3.
Teacher

will provide
lessons on word choices.
Students will revise for
more effective word
choice

1.3.
Assistant
Principal and
Department Chair

1.3.
Writing portfolios
examined two times in a
marking period.


Review revisions

1.2.

Revised essays

Based on the analysis
of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness
of

Strategy

Evaluation Tool

2
A
. Student
subgroups not
making
Adequate
Yearly Progress
(AYP) in writing


Writing Goal #
2
A:

Writing Goal #
2
A:

Ethnicity

(White, Black, Hispanic, Asian,

American Indian)


2
A.1.

White:
elaboration and
vocabulary

Black:
elaboration and
vocabulary

Hispanic:

elaboration and
vocabulary

Asian:

elaboration and
vocabulary

American Indian:

elaboration and
vocabulary








2
A.1.
Teacher models
elaboration techniques

2
A.1.
Assistant
Principal and
Department Chair

2
A.1.
Examine
writing
portfolios

2
A.1.

Revised essays



Enter narrative for the
goal in this box.





2011

Current L
evel
of Performance:*

201
2
Expected L
evel
of Performance:*

Enter numerical data
for current level of
performance in this
box.

White:
97% (139)

Black:
87% (79)

Hispanic:
95% (166)

Asian:
83% (10)

AmericanIndian:
100
% (5)

Enter
numerical data
for expected level

of
performance in this
box.

White:

Black:

Hispanic:

Asian:

American Indian:


2
A.2.

2
A.2.
Teacher models
improvement of
vocabulary using
passages
from student writing

2
A.2.
Assistant
Principal and
Department Chair

2
A.2.
Teachers will evaluate
student prompt response and
collect data to review in data
chats.

2
A.2.
Revised essay


Instructional essays
will be revised based
2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


39

Rule 6A
-
1.099811

Revised April 29, 2011


on results.

2
A.3.

2
A.3.

2
A.3.

2
A.3.

2
A.3.

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

2
B
. Student subgroups
not
making
Adequate
Yearly Progress (AYP) in
writing


Writing Goal #
2
B:

Writing Goal #
2
B:

English Language
Learners (ELL)



2
B.1.
Students need

language support in
vocabulary and work on
sentence structure.
















3B.1.
Use ESOL strategies
and ESOL support staff to
support and scaffold
student achievement

2
B.1.
Assistant
Principal and
Department Chair

2
B.1.
Lesson planning using
ESOL
strategies
.

2
B.1.
Student samples
of writing prompts.


Data chats to review
student prompts.



Enter narrative for the goal in
this box.





2011

Current
L
evel of
Performance:*

201
2
Expected
L
evel of
Performance:*

77% (30)



2
B.2.


2
B.2.

2
B.2.

2
B.2.

2
B.2.

2
B.3.


2
B.3.

2
B.3.

2
B.3.

2
B.3.

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or
Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

2
C
. Student subgroups
not
making
Adequate
Yearly Progress (AYP) in
writing


Writing Goal #
2
C:

Writing Goal #
2
C:

Students with Disabilities
(SWD)



2
C.1.
Cognitive barriers
based upon specific
learning disabilities














2
C.1.
Use ESE strategies
and ESE support staff to
support achievement

2
C.1.
Assistant
Principal and
Department Chair

2
C.1.
Lesson planning which
incorporates ESE strategies

2
C.1.
Student samples


Data chats



Enter narrative for the goal in
this box.





2011

Current
L
evel of
Performance:*

201
2
Expected
L
evel of
Performance:*

77% (44)

Enter
numerical
data for
expected level

of
performance in
this box.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


40

Rule 6A
-
1.099811

Revised April 29, 2011



Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each
Strategy does not require 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
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

9
th
& 10
th

grade writing
PLC


9
th
& 10
th

grade


To be
determined


9
th
& 10
th

grade English
teachers


Early
release days


Review reflection logs from PLC
meetings

Administrator attends meeting


Assistant Principal and
Department Chair




10
th

grade common
planning meetings

Focus on planning
lessons and sharing
best practices

10
th

grade


To be
determined


10
th

grade English teachers


Weekly


during common
planning


Review common planning meeting
minutes and lesson plans


Assistant Principal and
Department Chair






2
C.2.


2
C.2.

2
C.2.

2
C.2.

2
C.2.

2
C.3.


2
C.3.

2
C.3.

2
C.3.

2
C.3.

Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

2
D
. Student subgroups
not
making
Adequate
Yearly Progress (AYP) in
writing


Writing Goal #
2
D:

Writing Goal #
2
D:

Economically
Disadvantaged



2
D.1.
Lack of developed
vocabu
l
a
ry












2
D.1.
Teacher models
improvement of
vocabulary in student
essays


Emphasis on vocabulary
development through a
variety of instructional
tools

2
D.1.
Assistant
Principal and
Department
Chair

2
D.1.
Vocabulary review and
varied assessments

2
D.1.
Observation and
revised essays



Enter narrative for the goal in
this box.





2011

Current
L
evel of
Performance:*

201
2
Expected
L
evel of
Performance:*

93% (280)

Enter
numerical
data for
expected level

of
performance in
this box.


2
D.2.


2
D.2.

2
D.2.

2
D.2.

2
D.2.

2
D.3.


2
D.3.

2
D.3.

2
D.3.

2
D.3.

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


41

Rule 6A
-
1.099811

Revised April 29, 2011



Title I High School
Summer Writing
Institute (PD)

9


12
th

grade


Diane Fettrow


Team of 8
teachers
representing each grade level


June 22,23,27,&28


Teachers will develop the school’s
writing plan for grades 9
-
12. The
plan will be reviewed by writing
coach. Effectiveness will be
monitored through evaluations of
monthly writing assignments.


Assistant Principal and
Department Chair










Writing Budget
(Insert rows as needed)

Include only school
-
based funded activities/materials and exc
lude district funded activities
/materials.

Evidence
-
based Program(s)/Materials(s)

Strategy

Description
of Resources

Funding Source

Amount

TDA for teachers to grade essays

$100 per day per teacher for substitutes

In
-
service

$4,000


8 teachers x 2 days x $100



Subtotal:
$4,000

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


42

Rule 6A
-
1.099811

Revised April 29, 2011






Subtotal:

Total:
$4,000

End of Writing Goals









Attendance Goal
(
s
)


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


ATTENDANCE

GOAL(S)

Problem
-
solving

Process to Increase
Attendance


Based on
the analysis of attendance
data, and reference to
“Guiding
Questions”, identify and define areas in need of improvement:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1. Attendance

Attendance Goal #1:
Improve Daily Attendance
Rate
from 89%(1515) to 94% (1600
)

1.1
.

Low performing
students have low
motivation for
attending school
.

1.1.

U
se incentives for
perfect attendance and
improved attendance.
Students will be entered in
a monthly drawing
.

1.1.
Adminis
tration

1.1.
Daily school
-
wide
attendance report

Daily class attendance
report

1.1.

Data Warehouse
Reports

1
.1 Average Daily
Attendance Rate for
students in grades 9
-
12 is 89% (1513)


By June, 2012 the
attendance rate will
improve by 5%
(1598)


1.2 45% of students
in grades 9
-
12 had 10
or more absences
2011

Current
Attendance Rate
:*


2012

Expected
Attendance Rate
:*

89% (1515)

94%
(1600
)

2011 Current
Number of Students
with Excessive
Absences


(10 or more)


2012 Expected
Number of Students
with Excessive
Absences

(10 or more)

45% (765)

40% (681
)

2011 Current
Number of
Students with
Excessive Tardies
2012

Expected

Number of

Students with
Excessive Tardies

2011
-
201
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Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


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Professional Development (PD) aligned with Strategies through
Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require 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
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

Framework of
Understanding
9
-
12


Ms. Smith


Selected Staff Members


Early Release Days


Daily attendance summary review


Administration


during the 2010
-
11
school year (765)


By June, 2012 the
number of excessive
absences will
decrease by 5%
(680)


1.3 80% of students
in grades 9
-
12 had 10
or more tardiesduring

the 2010
-
11 school
year (1520)


By June 2012, the
number of students
with excessive
tardies will decrease
by 5% (1275)



Enter narrative for the
goal in this box.





(10 or

more)



(10 or more)

80% (1360)

75% (1277
)


1.2
.

Low performing
students have low
motivation for
attending school
.



1.2.

Low performing
students have low
motivation for
attending school
.


1.3.

Administration


1.2.
Daily school
-
wide
attendance report

Daily class attendance
report

1.2.
Data Warehouse
Reports

1.3.
Students don’t
recognize the
importance of starting
class on time and the
amount of instructional
time los
t


1.4.

Daily Hall
-
Sweeps


Do
Now assignments


Internal Suspension for
excessive tardies

1.3
.
Administration

1.3.
Daily school
-
wide
attendance report

Daily class attendance
report

1.3.
Data Warehouse
Reports

2011
-
201
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Form SIP
-
1

April 2011


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Poverty
























Attendance Budget
(Insert rows as needed)

Include only school
-
based funded activities/materials and exclude
district funded activities /materials.

Evidence
-
based Program(s)/Materials(s)

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount





Subtotal:

Total:

End of Attendance Goals



Suspension Goal
(
s
)


2011
-
201
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Improvement Plan (SIP)
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Form SIP
-
1

April 2011


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


SUSPENSION

GOAL(S)

Problem
-
solving

Process to
Decrease Suspension


Based on
the analysis of suspension
data, and reference to
“Guiding
Questions”, identify and define areas in need of improvement:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1. Suspension

Suspension Goal #1:

1.1.
Teachers


inability
to desist anti
-
social
behavior.




1.1.

Professional
Development
training:
Differentiated Instruction,
CRISS
, CHAMPS


Lesson Planning
Templates


Teacher Mentoring/NESS
Progra
m






1.1.
Team Leaders


NESS Coaches


Peer Mentors


Leadership Team

1.1.
Suspension Report
-

DMS


Referral Data

1.1.

Administrative
Data Chats


Staff Development
Report



Enter narrative for the
goal in this box.





2011
Total N
umber of

In

School
Suspensions

2012

Expected
N
umber of

In
-

School
Suspensions

5
73

544

2011Total Number of
Students Suspended

In
-
School

2012 Expected
Number of Students
Suspended

In
-
School

307

292

2011Number of Out
-
of
-
School
Suspensions

2012 Expected
Number of

Out
-
of
-
School
Suspensions

397

377

2011Total Number of
Students Suspended

Out
-

of
-

School

2012 Expected
Number of Students
Suspended

Out
-

of
-
School


264

251


1.2.
Students lack of
mastery of the character
traits.

1.2.
Peer Counseling


RtI Interventions


Child Study
Review


Promote Extra
-
curricular
Involvement

1.2.
Administrators

1.2.
Referral Data


Suspension Data

1.1.

Pre
-
and post
review of
suspension and
referral data


1.3. Parents lack of
familiarity with the
district’s Code of
Student Conduct

1.3. Work on website


Presentation at Open
House, Freshman
Orientation, Keys to
Success Dinner,
ParentLink

1.3. Administrators

1.3. Referral data


Suspension data

1.3.Pre
-

and Post
review of suspension
and referral data

2011
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201
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Form SIP
-
1

April 2011


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Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require 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
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

CHAMPS
(Effective
behavior management
in the classroom

All teachers

Maureen Lue

Teachers not trained in
CHAMPS

Early Release

In
-
service report; CWT’s

Maureen Lue
















Suspension Budget
(Insert rows as needed)

Include only school
-
based funded
activities/materials and exclude district funded activities /materials.

Evidence
-
based Program(s)/Materials(s)

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount





2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


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Subtotal:

Total:

End of Suspension Goals


Dropout
Prevention

Goal
(
s
)

Note: Required for High School
-

F.S., Sec.
1003.53


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


DROPOUT PREVENTION

GOAL(S)

Problem
-
solving Process to
Dropout Prevention


Based on the analysis of parent involvement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1.
Dropout Prevention


Dropout Prevention

Goal #1:
To decrease rate by 1%
(118 students), by monitoring student progress, adjusting
schedules, using APEX for credit recovery, and
challenging students to meet all graduation requirements
in four years.



1.1.

Students
withdrawing
without identifying
the next
school/coding in
TERMS


1.1.

Exit interview completed
by counselor and student
entered into TERMS by
Information Management
Technicians

1.1.

Assistant Principal

1.1.

Review of withdrawal
reports

1.1.

Report generated
from TERMS



Enter narrative for the goal
in this box.





2011

Current
Dropout Rate
:*

2012

Expected
Dropout Rate
:*


Less than 1%

2011

Current
Graduation Rate
:*

2012

Expected
Graduation Rate
:*


94%


1.2.

Students with deficits
in credits and low
GPA’s

1.2.

Students participate in
APEX classes


Tutoring sessions after
school and Saturdays


Parent/teacher/student
conferences

1.2.

Counselors

1.2.

Review report cards and
academic history to
determine credits earned

1.2.

Final grades and
credits earned

1.3.

Poor attendance

1.3.

Refer students with
1.3.

Teachers, Guidance
1.3.

Review of attendance
1.3.

Attendance reports

2011
-
201
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Improvement Plan (SIP)
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Form SIP
-
1

April 2011


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Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD
Activity

Please note that each Strategy does not require 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
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring

College Placement Test
Training

11
th

and 12
th

grade students

Diane.Kallman

College ready 11
th

and 12
th

grade students with over level
3 in Reading and Math on
FCAT

October 2011

Check schedule for eligible
students and testing roster

Anthony Valachovic

















Dropout Prevention
Budget
(Insert rows as
needed)

Include only school
-
based funded activities/materials and exclude district funded activities /materials.

Evidence
-
based Program(s)/Materials(s)

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

chronic absences to (over
10) Guidance Counselor;
(over 15) Social Worker;
(over 20)

Assistant
Principal

Counselors,
Assistant Principals

reports



1.4
Students with
deficits in graduation
requirements

1.4.
Raise awareness of
deficits by means of
individuals chats
using
graduation status sheets

1.4.

Counselors,
Assistant Principals,
Principal

1.4.
Decrease in identified
deficits

1.4.
Graduation status
sheets

2011
-
201
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Improvement Plan (SIP)
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Form SIP
-
1

April 2011


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Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount





Subtotal:

Total:

End of
Dropout Prevention

Goa
l(s)









Parent Involvement Goal
(
s
)


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


PARENT INVOLVEMENT

GOAL(S)

Problem
-
solving

Process to Parent Involvement


Based on the analysis of parent involvement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1. Parent Involvement


Parent Involvement Goal #1: Parent Involvement Goal
#1:

By June 2012 ,

our parent volunteers will increase by
20% (26) as measured by the school STAR system sign
in and manual volunteer forms.



1.1.

Parents not aware of the
need for school
volunteers.




1.1.


To create awareness by
advertising the need for
parent volunteers via the
school newsletter to
parents, Open House
program, active parent
1.1.

Assistant Principal
over Parent
Involvement

1.1.

The mo
nitoring of the
school STAR system and a
review of parent sign in
forms.

1.1

Active sign in forms.

2011
-
201
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Form SIP
-
1

April 2011


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Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require 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
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up
/Monitoring

Person or Position Responsible for
Monitoring

Parent Involvement
PLC


9
-
12 / all
subject areas


Angela
Dickenson


Will be open to school
-
wide
participation.


The Parent Involvement
PLC will meet an average
of once a month.

All Parent Involvement activities
will use a standard sign in form to
assist with the monitoring of
participation.

Angela Dickenson



















Parent Involvement Budget


* Please ensure that items included in the Parental Involvement Policy/Plan

(PIP) are outlined in the following budget section.

Include only school
-
based funded activities/materials and exclude district funded activities /materials.

Evidence
-
based Program(s)/Materials(s)

Strategy

Description of Resources

Funding Source

Amount

HHHS will host an ELL Parent Night.
Volunteer teachers will present the








2011

Current
level of Parent
Involvement:*

2012

Expected
level of Parent
Involvement:*


speaker at Open House,
Parent Link, and school
marquee.

7% (130)

27 % (156)


1.2.

Parents are not able
to
actively participate in
the school community
due to work, family and
other commitments


1.2.

Schedule activities at
various times and within
the school community

1.2.

Assistant Principal

1.2

Review attendance sign in
roster.

1.2.

Activity sign in forms

1.3.


1.3.

1.3.

1.3.

1.3.

2011
-
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Form SIP
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1

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This event will target parents of students
enrolled in the ELL program. This event
will address strategies in Literacy, Social
Services, student discipline, and
graduation requirements.


information.

The available translators and materials
written in multiple languages will be
secured from the district.


Math Extravaganza Parent Night. This
event will introduce parents to
mathematics EOC testing, ma
thematic
s

standards, and
strategies

that will aid in
assisting students with homework.



College Night
-

This event will target
college bound students and their parents
to discuss the process of applying for
college entrance, resources available to
student
s, Financial Aid, college
admission, and student life issues.




Advanced Placement Potential Parent
Night
-

This event will expose parents of
potential AP student to the keys to
success. Panel discussion lead by AP
teachers will address parents’ questions

and concerns. A review of the benefits of
AP coursework will be explained to
parents during this evening activity.


Volunteer teachers will develop the
presentation.






Volunteer teachers and guidance counselors
will develop the presentation.








Volunteer teachers will develop the
presentation. Student academic data will
also be used.



Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount

HHHS will host Keys to Success Dinner.
This event will share strategies in reading
and numeracy literacy. Parents will be
exposed and trained to use the pinnacle
program and virtual counselor.


Volunteer teachers will develop the
presentation. Student
academic data will
also be used.

The dinner will be donated by a Business
and Community Partner.


2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


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Subtotal:

Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of
Resources

Funding Source

Amount





Subtotal:

Total:

End of Parent Involvement
Goa
l(s)







Additional Goal
(
s
)


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


ADDITIONAL
GOAL
(
S
)

Problem
-
Solving
Process to Increase Student Achievement


Based on the analysis of
school

data, identify and define


areas in need of improvement:

Anticipated Barrier

Strategy

Person or Position
Responsible for
Monitoring

Process Used to Determine
Effectiveness of

Strategy

Evaluation Tool

1. Additional Goal

Additional Goal #1:

1.1.









1.1.

1.1.

1.1.

1.1.



Enter narrative for the goal in
this box.



2011

Current
L
evel :*

2012

Expected
L
evel :*

Enter n
umerical
data
for
current
goal
in
Enter
numerical
data for
expected
goal
in this box.

2011
-
201
2School
Improvement Plan (SIP)
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Form SIP
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1

April 2011


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Professional Development (PD) aligned with Strategies through Professional Learning Community
(PLC) or PD Activity

Please note that each Strategy does not require 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
school
-
wide)

Target Dates and Schedules

(e.g. , Early Release) and
Schedules (e.g., frequency of
meetings)

Strategy for Follow
-
up/Monitoring

Person or Position Responsible for
Monitoring




























Additional Goal
(
s
)
Budget
(Insert
rows as needed)

Include only school
-
based funded activities/materials and exclude district funded activities /materials.

Evidence
-
based Program(s)/Materials(s)

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Technology

Strategy

Description of Resources

Funding Source

Amount









Subtotal:



this box.






1.2.


1.2.

1.2.

1.2.

1.2.

1.3.


1.3.

1.3.

1.3.

1.3.

2011
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April 2011


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Professional Development

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Other

Strategy

Description of Resources

Funding Source

Amount









Subtotal:

Total:

End of Additional Goa
l(s)









FINAL BUDGET
(Insert rows as needed)

Please provide the total budget from each section.

Reading Budget

$4,000

Mathematics Budget

$2,700

Science Budget


Writing Budget

$4,000

Attendance Budget

Total:

2011
-
201
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Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


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Suspension Budget

Total:

Dropout Prevention Budget

Total:

Parent Involvement Budget

Total:

Additional Goals

Total:



Grand Total:
$
10,700











Differentiated Accountability


School
-
level Differentiated Accountability

(DA)

Compliance

Please
cho
o
se the school’s

DA Status.
(
To activate the c
heckbox: 1. double click the desired box; 2.w
hen the menu pops up, select “checked” under “Default
Value” header;
3. Select “OK”,
this will place an “x”

in the box.)

School Differentiated
Accountability Status

Intervene

Correct II

Prevent II

Correct I

Prevent I

N/A




Uploada copy of the Differentiated Accountability C
h
e
cklist

in the designated upload link on the “Upload” page


School Advisory Council

School Advisory Council (SAC) Membership Compliance

2011
-
201
2School
Improvement Plan (SIP)
-
Form SIP
-
1

April 2011


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

below.



Yes











No



If No, describe measures being taken to comply with SAC requirement.







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

-

Initiating and coordinating a
Speaker’s Bureau for mentoring students

-

School improvem
ent and increasing student achie
vement



Describe projected use of SAC funds.

Amount

School planners

$
5660

Extended Learning Opportunities in Reading and Math

$3490