FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM 2012-2013 SCHOOL IMPROVEMENT PLAN
School Name: CARTER PARRAMORE ACADEMY
District Name: Gadsden
Principal: Pauline West
SAC Chair: Rev. Tony Hannah
Superintendent: Reginald C. James
Date of School Board Approval:
Last Modified on: 2/7/2013
Gerard Robinson, Commissioner Florida Department of Education 325 West Gaines Street Tallahassee, Florida 32399
Dr. Mike Grego, Chancellor K-12 Public Schools Florida Department of Education 325 West Gaines Street Tallahassee, Florida 32399
PART I: CURRENT SCHOOL STATUS
STUDENT ACHIEVEMENT DATA
Note: The following links will open in a separate browser window.
School Grades Trend Data
Florida Comprehensive Assessment Test (FCAT)/Statewide Assessment Trend Data
High School Feedback Report
K-12 Comprehensive Research Based Reading Plan
ADMINISTRATORS
List your schoolâ€TMs administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT/Statewide assessment performance (percentage data for achievement levels, learning gains, Lowest 25%), and Ambitious but achievable annual measurable objective (AMO) progress.
Position
Name
Degree(s)/ Certification(s)
# of Years at Current School
# of Years as an Administrator
Prior Performance Record (include prior School Grades, FCAT/Statewide Assessment Achievement Levels, Learning Gains, Lowest 25%), and AMO Progress along with the associated school year)
Principal
Pauline West
B.S. Early Childhood, Elementary Education, General Science and Mathematics
M.Ed. Educational Leadership
School Principal
13
West Gadsden High School 2011-2012 D (Principal)
2010-2011 C to C 79% AYP (Assistant Principal)
2009-2010 F to C 90% AYP (Assistant Principal)
James A. Shanks Middle School 2008-2009 D to C; AYP - No (Assistant Principal)
WGHS 2007-2008 F (276 points to 392 points); AYP - No
Gretna Elementary 2005-2006 D to C; AYP - No
Assis Principal
Keith Dowdell
B.S. Mathematics and Computer Science
M.Ed. Educational Leadership
Ed. Doctorate Candidate in Educational Leadership
3
West Gadsden High School 2011-2012 Grade D (Assistant Principal for Discipline)
2010 - 2011 C to C (Assistant Principal for Discipline)
INSTRUCTIONAL COACHES
List your schoolâ€TMs instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT/Statewide assessment performance (Percentage data for achievement levels, learning gains, Lowest 25%), and AMO progress. Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.
Subject Area
Name
Degree(s)/ Certification(s)
# of Years at Current School
# of Years as an Instructional Coach
Prior Performance Record (include prior School Grades, FCAT/Statewide Assessment Achievement Levels, Learning Gains, Lowest 25%), and AMO progress along with the associated school year)
Reading
Carla Wells
B.A. English M.Ed. Education Administration Reading Endorsed Middle Grades Endorsement
4
EGHS 2011-2012 School Grade "C" 2011-2012 proficiency level increased by 13% (18% to 31%) 2011-2012 students making learning gains increased by 16% (32% to 48%) 2011-2012 lowest 25% making learning gains increased by 19% (40% to 59%)
Mathematics
Brenda Holt
.5
WGHS 2011-2012 School Grade Pending
EFFECTIVE AND HIGHLY EFFECTIVE TEACHERS
Describe the school-based strategies that will be used to recruit and retain high quality, effective teachers to the school.
Description of Strategy
Person Responsible
Projected Completion Date
Not Applicable (If not, please explain why)
1
Each teacher will complete an Professional Learning Plan (highlighting goals, strategies, and professional development needs) through PAEC. Regular meetings with new and returning teachers wil be scheduled to insure that teachers receive assistance to perfect their crafts.
Principal Pauline West
On-going
2
Provide support to all instructional personnel. Newly hired and beginning teachers are assigned to grade-level and department teams as well as highly qualified and effective mentors in their subject-area departments to introduce procedures of the school and assist with academic planning/teaching, strategies/resources, and classroom management. Professional faculty (more than 3 years successful teaching experience) are given coaching plans for supportative purposes only. The academic coaches provide the data, instructional focus materials,and coaching/modeling/training assistance as needed throughout the year. The administrative team provides assistance through professional development, lesson studies, routine observations (CWTs) and feedback, and the use of data to guide the overall instructional delivery and assessment processes.
Principal Pauline West
Assistant Principal Keith Dowdell
Academic Coaches Reading - Carla Wells; Science - Yasmeen Leon; Mathematics - Brenda Holt; Carolyn Francis - Senior High Reading Consultant with ETO Department
On-going
3
The district will improve opportunities for career and professional growth. After evaluations, teachers that have raised student achievement and learning gains of their students at least 65% will be given incentive pay as a reward. Bonuses will range from $1000 to $3000.
Principal Pauline West
District RTTT
Beginning September 2012
4
The administrative team along with the district's academic leadership team will provide teachers with ongoing, high-quality, job-embedded professional development that is aligned with the district's strategic plan and the school's goals and alternative program plan.
District (Personnel/Professional Development Director, K-12 Director, and Deputy Superintendent) and School Administrative leadership teams
On-going
5
Prior to first week of employment, the Personnel Department along with the Director, hosts an orientation workshop to formally welcome new hires, complete necessary induction forms/applications/email apps, register for and practice using district communication/TERMS programs as they pertain to job performance. Certification/licensure processing is also provided for those requiring temporary and/or permanent issuance of teaching certificates.
At the building site level, new hirees are extended the courtesy of school and community information if seeking to relocate in area or vicinity of district. Grade level and/or subject area teams are established so that all teachers have professional learning communities in which to collaborate and partner.
District and School-level Administrative Teams
On-going
Non-Highly Effective Instructors
Provide the number of instructional staff and paraprofessionals that are teaching out-of-field and/or who received less than an effective rating (instructional staff only). *When using percentages, include the number of teachers the percentage represents (e.g., 70% [35]).
Number of staff and paraprofessional that are teaching out-of-field/ and who are not highly effective.
Provide the strategies that are being implemented to support the staff in becoming highly effective
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)).
Total Number of Instructional Staff
% of First-Year Teachers
% of Teachers with 1-5 Years of Experience
% of Teachers with 6-14 Years of Experience
% of Teachers with 15+ Years of Experience
% of Teachers with Advanced Degrees
% Highly Effective Teachers
% Reading Endorsed Teachers
% National Board Certified Teachers
% ESOL Endorsed Teachers
24
8.3%(2)
25.0%(6)
16.7%(4)
45.8%(11)
41.7%(10)
62.5%(15)
12.5%(3)
0.0%(0)
8.3%(2)
Teacher Mentoring Program/Plan
Please describe the schoolâ€TMs teacher mentoring program/plan by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring activities.
Mentor Name
Mentee Assigned
Rationale for Pairing
Planned Mentoring Activities
Carla Wells
Prance Berry
Second-year Teacher; Both persons have an established rapport. The reading coach has over 15 years of teaching and curriculum training and experience as both a school level reading coach and administrative team member in a Differentiated Accountability School. The coach also has extensive background knowledge in the NG CARPD, NGSSS, FCAT test item specifications, and assessment development and alignment to the CCSS.
One-on-one mentoring in lesson planning, classroom management strategies, individual student interventions, technical assistance, data analysis, organizational skills and management; demonstrate, develop and share model lessons; co-teach in another classroom; plan and/or deliver professional development; facilitate Professional Learning Communities (PLCs); model lessons for teachers to students; share best practices; develop and share lessons plans; collaborate with administration and colleagues on school-based activities to promote student engagement and parent/community involvement; Complete the district's Professional Teacher Competency Program
Brenda Holt
Reginald Forehand
Returning first Teacher after seven years; Both persons have an established rapport. The mathematics coach has over 25 years of teaching and curriculum training and experience as both a school level mathematics coach and administrative team member in a Differentiated Accountability School. The coach also has extensive background knowledge in the NGSSS, FCAT test item specifications, and Algebra 1 and Geometry EOCS, assessment development and alignment to the using Data Director.
One-on-one mentoring in lesson planning, classroom management strategies, individual student interventions, technical assistance, data analysis, organizational skills and management; demonstrate, develop and share model lessons; co-teach in another classroom; plan and/or deliver professional development; facilitate Professional Learning Communities (PLCs); model lessons for teachers to students; share best practices; develop and share lessons plans; collaborate with administration and colleagues on school-based activities to promote student engagement and parent/community involvement; Complete the district's Professional Teacher Competency Program
ADDITIONAL REQUIREMENTS
Coordination and Integration
Note: For Title I schools only
Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.
Title I, Part A
Title I, Part A, resources and services will be used to help students achieve a high-quality education and acquire the skills necessary to be successful beyond graduation. Requested resources will be use to hire teachers, provide teacher training, and pay for stipends that focuses on raising student achievement levels. Professional development, such as NG CAR-PD --- content area reading professional development --- will be provided for the faculty members who are current teaching core academic areas other than reading.
Title I, Part C- Migrant
Through the Title I, Part C-Migrant Education Program (MEP), funds, services and supports for students and parents have already been satisfied through the district. Because migrant students have the same risk factors as other students and also face further challenges because of their frequent moves, we have established a partnership for liaison and academic services on a needs basis with local office (PAEC) for after-school and week-end tutorials and ESOL strategies classes. PAEC along with the district also promotes the coordination of educational and support services including the timely transfer of academic records.
Title I, Part D
The District receives funds from the Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk which supports our efforts to improve educational services for such students to have the opportunity to meet the same challenging State academic content standards and challenging State student academic achievement standards that all children in the State are expected to meet; to provide the services needed to make a successful transition from institutionalization to further schooling; to prevent these at-risk youth from dropping out of school; and to provide dropouts, children, and youth returning from correctional facilities or institutions with the follow-up services they need to continue their education and to meet the same challenging state standards required of all students.
Title II
District receives funds for developing and implementing initiatives to assist in recruiting and retaining highly qualified teachers (particularly initiatives that have proven effective in retaining highly qualified teachers), and hiring highly qualified teachers, who will be assigned teaching positions within their fields (including recruiting and hiring highly qualified teachers to reduce class size, particularly in the early grades). Funds have also been secured to provide professional development activities. CAR-PD training is being offered through the district and the entire staff has the opportunity to receive it. As a low performing school and the districtâ€TMs only alternative school site, we are also proposing to use funds to improve student academic achievement through K-12 school reform particularly as it relates to teacher professional development and the infusion of innovative and engaging technology-based learning tools and digital content. Technology-based programs for teachers and students include FCAT Explorer for test preparation, Florida Achieve (assessments), Accelerated Reader (intervention, assessment, and monitoring), Performance Matters(assessment and progress monitoring), READ 180 and EDGE (reading supplement and intervention), SuccessMaker (reading and mathematics) and OdysseyWare (course credit recovery).
Title III
Services are provided through the district to help ensure ELLs attain English proficiency, achieve at high academic levels in English, and meet the same challenging state academic content and student academic achievement standards as all other students.
Title X- Homeless
District Homeless Liaison Coordinator and District Social Worker both team together to provide resources (clothing, tutorials, social services referrals --- medical, dental, mental, domestic violence, etc., school supplies, etc.) for students identified as homeless under the Mc-Kinney-Vento Act to eliminate barriers for a free and appropriate education.
Supplemental Academic Instruction (SAI)
The districtâ€TMs academic intervention programs and funds are coordinated through the Title I program. SAI funds are used to help students gain at least a year of knowledge for each year in school and to help students not to be left behind. SAI providers have been contracted to offer eligible students supplemental instruction strategies including, but not limited to reading instruction, after-school instruction, tutoring, mentoring and intensive skills development in summer school and other methods to improve student achievement. Additionally, the school has begun its 21st Century Community Learning Centers and SES after-school tutorials and programs. The 21st CCLC program will target elementary, middle and high school students exclusively for academic enrichment and recreation.
Violence Prevention Programs
The school offers a number of preventative non-violence measures to combat violence among its students including the following: partnerships with local law enforcement agencies; teen court program; a school resource officer; three security officers; gang-resistance officer on call; administrator for discipline; and in-school suspension teacher; implementation of the district student code of conduct, including a bullying policy; restriction of use of cell phones on campus; faculty and staff duty assignments before, during and after-school; and the wearing of school uniforms (both students and staff throughout the school).
Nutrition Programs
The school and district participate in the National School Lunch Program (NSLP) and School Breakfast Program (SBP) which assist in providing nutritious meals to children at a reasonable price or reduced cost or free. In addition to financial assistance, the School Lunch Program provides donated commodity foods to help reduce lunch program costs. All students are encouraged to participate to minimize the stress and anxiety often associated with hunger during the school day. Breakfast is free on a daily basis for all students regardless of economic status.
Housing Programs
Head Start
Adult Education
Career and Technical Education
Through grant funding and a partnership with the Gadsden Technical Institute and Tallahassee Community College, students in grades 10 - 12 are allowed to enroll in programs such as the Cosmetology, Small Engine Repair, Welding, Automotive Repair, Business and Computer Applications (9-12), Health Care and Nursing, etc.
Job Training
Other
Multi-Tiered System of Supports (MTSS)/Response to Instruction/Intervention (RtI)
School-based MTSS/RtI Team
Identify the school-based MTSS leadership team.
The RtI Leadership Team includes the Administrative Team, Behavior Specialists, Guidance Counselor, Teachers, ESE Teacher, School Psychologist, Program Specialist, Instructional Coaches as Needed, Speech Language Pathologist,SAC chaairperson and Parents.
Describe how the school-based MTSS Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate MTSS efforts?
The RtI Team will function accordingly using the problem-solving method as follows: 1. Step 1, the team defines the problem by determining the discrepancy between what is expected and what is occurring. Ask, “What is the problem?†2. Step 2, the team analyzes the problem using data to determine why the discrepancy is occurring. Ask, “Why is it taking place?†3. Step 3, Establish a student performance goal, develop an intervention plan to address the goal, and delineate how the studentâ€TMs progress will be monitored and implementation integrity will be ensured. Ask, “What are we going to do about it?†4. Step 4, Use progress monitoring data to evaluate the effectiveness of the intervention plan based on the studentâ€TMs response to the intervention plan. Ask, “Is it working?†If not, how will the intervention plan be adjusted to better support the studentâ€TMs progress?
How does it work with other school teams to organize/coordinate MTSS efforts?.
1) The administrative team role is to develop a school implementation plan and ensure its implementation. Meeting will be held monthly and more frequently if requested. 2) The school psychologist will be responsible for administering the assessment(s) and completing the psychological or evaluation report(s). 3) General Education Teachers will provide information about core instruction, participate in student data collection, deliver Tier 1 instruction/intervention (Core Instruction and Universal Interventions), collaborate with other staff to implement Tier 2 interventions (Strategic and Targeted Group Interventions), and integrate Tier 1 materials/instruction with Tier 2/3 activities (Comprehensive and Intensive Interventions. 4) ESE teacher will participate in the data collection phase also, integrate core instructional activities/materials into Tier 3 instruction, and collaborate with general education teachers, especially through co-teaching. 5) program Special will serve as a resource person for interventions and evidenced-based strategies in working with all students, and a programming resource for ESE teacher. This person will also assist with the responsible of keeping parents informed throughout entire process, monitoring ESE paperwork, and scheduling and conducting student study team (IEP) and manifestation conferences. 6) Instructional Coaches (Reading, Science, and Mathematics) will identify appropriate, evidenced-based intervention strategies; assist with the whole school screening programs that provide early intervention services for students to be considered "at-risk", assist in the design and implementation for progress monitoring, data collection, and data analysis, participate in professional development, and provide support for assessment and implementation monitoring.
Describe the role of the school-based MTSS Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem-solving process is used in developing and implementing the SIP?
The RtI Leadership Team's role is to meet with the SAC and principal to help develop the SIP. The team is expected to: provide data regarding the efficacy of interventions so that meaningful decisions can be made about which instruction and interventions should be maintained; help set clear expectations for instruction; facilitate the development of a systemic approach to teaching and align processes and procedures.
MTSS Implementation
Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.
Performance Matters and Skyward will be the new data collection systems for the district and all school sites â€" Data includes baseline, midterm, and end of year reports of academic, discipline, and demographics as well as student/parent(s)/teacher feedback/interactions; Progress Monitoring and Reporting Network â€" FAIR (Florida Assessments for Instruction in Reading); FCAT Explorer and Florida Achieve (Benchmark Assessments in reading, mathematics, and science); Academic Intervention Programs such as SuccessMaker (reading and mathematics); Acaletics, Go Math, READ 180, EDGE, Accelerated Reader,and Write Score.
Describe the plan to train staff on MTSS.
Professional development will be provided during faculty meetings, teachers' planning time, and small sessions throughout the year until completion. The RtI team (which includes the Principal) will be responsible for scheduling training sessions through the district's staff development/personnel director.
Describe the plan to support MTSS.
Literacy Leadership Team (LLT)
School-Based Literacy Leadership Team
Identify the school-based Literacy Leadership Team (LLT).
Pauline West, Principal Keith Dowdell, Assistant Principal Carla Wells, Reading Coach Carolyn Francis, ETO Reading Specialist Yasmeen Leon, Science Coach/Teacher Brenda Holt, Mathematics Coach Yolanda Foxx, ESE Teacher William Jones, Social Studies Chairperson Claudia Campbell, Media Specialist Andrea Hayes, Data Entry
Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).
The literacy leadership team is comprised of people within the school and district who all have expertise in effective literacy instruction for children from birth to grade 12. This team will be meeting throughout the 2012-13 school year to develop a school-based literacy plan for Carter-Parramore and HOPE Academies. Presently, we will utilize the district's reading plan. The function of the team is as follows: establishing literacy as a priority; developing an appropriate platform of beliefs; ensuring quality instruction; maximizing time; assessing performance and ensuring accountability; fostering staff development and promoting communities of learners; foraging links between home and school and building capacity.
What will be the major initiatives of the LLT this year?
Major initiatives include the following: engaging in peer coaching; conducting mini-workshops throughout the year; initiating PLCs; visiting schools who have had success with similar concerns; researching strategies to address the concerns; providing materials, resources, assistance to address concerns; attending workshops/conferences on topics; collecting and analyzing additional data on subjects; administering surveys, archiving data/documentation in portfolios and conducting interviews with school community; modeling lessons in classrooms; analyzing and reviewing data; and sharing and reporting data.
Public School Choice
Supplemental Educational Services (SES) Notification No Attachment
*Elementary Title I Schools Only: Pre-School Transition
Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable.
*Grades 6-12 Only
Sec. 1003.413(b) F.S.
For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.
Various instructional activities will be considered and utilized to ensure that teaching reading strategies becomes the responsibility of every teacher at Carter-Parramore Academy. Plans include 1)Helping students employ effective reading strategies during reading; 2) Helping students understand and respond after reading; 3) Using pre-reading; 4) Activating what students know; 5) Building background knowledge; 6) Determining purpose and strategy; 7) Embedding strategies specific to content that bridges understanding of text understanding; 8) Understanding authorâ€TMs key vocabulary; 8) Explicitly modeling for the students the thinking/reading process one might go through as one reads using think-alouds, response journals, reciprocal questioning, reading and thinking guides, and directed reading-thinking activity; and 9) After reading, facilitate responses in ways that bridge reader and text by though the use of critical questionings and shared inquiry.
*High Schools Only
Note: Required for High School - Sec. 1003.413(g)(j) F.S.
How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?
Workforce Education has responsibility for the development of curriculum frameworks for career and technical education programs from middle school through AS degrees. These programs are organized into 16 Career Clusters. Each program curriculum framework includes the technical and academic skills that are essential to the career/occupation. “What a student needs to know and be able to do.†Teachers incorporate the frameworks as they teach core academic content as applicable.
How does the school incorporate studentsâ€TM academic and career planning, as well as promote student course selections, so that studentsâ€TM course of study is personally meaningful?
CPA uses The Career Cruiser, a career exploration resource used to promote career development for students at the elementary and middle school level. It provides self-assessment activities to assist students in thinking about the relationship between personal interests and career goals. Charts display sample occupations in 17 career clusters. Occupational descriptions, average earnings, and minimum educational level required for the job are also listed. CPA also uses Florida CHOICES Planner, the state's career information delivery system. It provides career and educational exploration and information as well. Florida CHOICES includes assessments for interests, skills, and values as well as information on careers and postsecondary education. Accountability reports for the schoolâ€TMs management of student usage are retrievable from the Professional Tools section of CHOICES. At the end of studentsâ€TM eighth grade year, all are enrolled in personal accounts and trained to use the stateâ€TMs FACTS.org tool for college and career readiness and monitoring.
Postsecondary Transition
Note: Required for High School - Sec. 1008.37(4), F.S.
Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report
Gadsden is currently at the state's average total for graduates entering community colleges by the Fall of their graduation year (31%). Strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report include:
1) Begin providing College Placement Testing and Postsecondary Education Readiness Test preparation during students' freshman year and continuing through their senior high year. After-school programs, similar to SES provider, that serve our students will also be encouraged to provide these services as well. 2) Host Career/College fair or expo on campus; invite all students in grades 4 - 12. 3) Administer the ACT placement tests to eligible 10th-12th grade students.
PART II: EXPECTED IMPROVEMENTS
Reading Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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:
1a. FCAT2.0: Students scoring at Achievement Level 3 in reading.
Reading Goal #1a:
By May 2013, 10% of CPA students in grades 4-10 will score at least a Level 3 in Reading on FCAT 2.0 (8% increase)
Less than 10% of students in individual grade levels 4-10 have achievement level scores higher than Levels 1 and 2. Students earn less than 50% of available points in the content areas of Vocabulary, Reading Application, Literary Analysis, and Informational Text and Research Process.
2012 Current Level of Performance:
2013 Expected Level of Performance:
Reading 2% (2)
Reading 10% (12)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
School Attendance
Reading Deficiencies
Develop a school-wide attendance plan.
Implement the District's Reading Plan
Professional Development for entire faculty - CIS Comprension Instructional Sequence
Utilize classroom libraries in every class
Establish a school literacy council to address best practice literacy strategies.
Use Progress Monitoring Reporting Network (PMRN) as suggested by the state reading initiative.
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
Carolyn Francis, Secondary Reading Program Specialist, ETO
RTI Team
Annette Baker, Guidance Counselor
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students on a quarterly basis.
Classroom walkthroughs.
Progress Monitoring Reporting Network
Performance Matters
Success-Maker
FCIM Assessments
Report cards
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:
1b. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in reading.
Reading Goal #1b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
2a. FCAT 2.0: Students scoring at or above Achievement Level 4 in reading.
Reading Goal #2a:
By May 2013, 5% of CPA students in grades 4-10 will score at or above Achievement Level 4 in Reading on FCAT 2.0.
Less than 10% of students in individual grade levels 4-10 have achievement level scores higher than Levels 1 and 2. Students earn less than 50% of available points in the content areas of Vocabulary, Reading Application, Literary Analysis, and Informational Text and Research Process.
2012 Current Level of Performance:
2013 Expected Level of Performance:
N/A
5% (6)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
School Attendance
Reading Deficiencies
Develop a school-wide attendance plan.
Implement the District's Reading Plan
Utilize classroom libraries in every class
Establish a school literacy council to address best practice literacy strategies.
Use Progress Monitoring Reporting Network (PMRN) as suggested by the state reading initiative.
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
Carolyn Francis, Secondary Reading Program Specialist, ETO
RTI Team
Annette Baker, Guidance Counselor
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students on a quarterly basis.
Classroom walkthroughs.
Progress Monitoring Reporting Network
Performance Matters
Success-Maker
FCIM Assessments
Report cards
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:
2b. Florida Alternate Assessment: Students scoring at or above Achievement Level 7 in reading.
Reading Goal #2b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
3a. FCAT 2.0: Percentage of students making learning gains in reading.
Reading Goal #3a:
By May 2013, 47% of CPA students will make Learning Gains in Reading on FCAT 2.0 (5% increase)
Less than 10% of students in individual grade levels 4-10 have achievement level scores higher than Levels 1 and 2. Students earn less than 50% of available points in the content areas of Vocabulary, Reading Application, Literary Analysis, and Informational Text and Research Process.
2012 Current Level of Performance:
2013 Expected Level of Performance:
42% (50)
47% (65 )
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
School attendance.
Reading deficiencies.
Develop a school-wide attendance plan.
Implement the District's Reading Plan.
Provide staff development to teach reading across the curriculum.
Establish a school literacy council to address best practice literacy strategies.
Used Progress Monitoring Reporting Network (PMRN) as suggested by the state reading initiative.
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
Carolyn Francis, Secondary Reading Program Specialist, ETO
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students.
Classroom walkthroughs.
Progress Monitoring Reporting Network (PMRN).
Success-Maker CAI for Reading
FCIM assessments.
Report Cards.
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:
3b. Florida Alternate Assessment: Percentage of students making Learning Gains in reading.
Reading Goal #3b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
4. FCAT 2.0: Percentage of students in Lowest 25% making learning gains in reading.
Reading Goal #4:
By May 2013, 50% of students in the lowest 25 percentile (in grades 4-10) will make Learning Gains in Reading on FCAT 2.0. (baseline)
Less than 10% of students in individual grade levels 4-10 have achievement level scores higher than Levels 1 and 2. Students earn less than 50% of available points in the content areas of Vocabulary, Reading Application, Literary Analysis, and Informational Text and Research Process.
2012 Current Level of Performance:
2013 Expected Level of Performance:
N/A
50% (69)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
School Attendance
Reading Deficiencies
Develop a school-wide attendance plan.
Implement the District's Reading Plan
Provide staff development to teach reading across the curriculum
Utilize classroom libraries in every class
Establish a school literacy council to address best practice literacy strategies.
Use Progress Monitoring Reporting Network (PMRN) as suggested by the state reading initiative
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
Carolyn Francis, Secondary Reading Program Specialist, ETO
RTI Team
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students on a quarterly basis.
Classroom walkthroughs.
Mini Assessments
Progress Monitoring Reporting Network
Performance Matters
Success-Maker
FCIM Assessments
Based on Ambitious but Achievable Annual Measurable Objectives (AMOs), AMO-2, Reading and Math Performance Target
5A. Ambitious but Achievable Annual Measurable Objectives (AMOs). In six year school will reduce their achievement gap by 50%.
Reading Goal # 5A :
Baseline data 2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
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:
5B. Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in reading.
Reading Goal #5B:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
5C. English Language Learners (ELL) not making satisfactory progress in reading.
Reading Goal #5C:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
5D. Students with Disabilities (SWD) not making satisfactory progress in reading.
Reading Goal #5D:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
5E. Economically Disadvantaged students not making satisfactory progress in reading.
Reading Goal #5E:
By May 2013, 47% of Economically Disadvantaged students not making satisfactory progress in reading will make a year's learning gain on FCAT 2.0.
Less than 10% of students in individual grade levels 4-10 have achievement level scores higher than Levels 1 and 2. Students earn less than 50% of available points in the content areas of Vocabulary, Reading Application, Literary Analysis, and Informational Text and Research Process.
2012 Current Level of Performance:
2013 Expected Level of Performance:
42% (46)
47% (51)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
School attendance.
Reading deficiencies.
Develop a school-wide attendance plan.
Implement the District's Reading Plan.
Provide staff development to teach reading across the curriculum.
Establish a school literacy council to address best practice literacy strategies.
Used Progress Monitoring Reporting Network (PMRN) as suggested by the state reading initiative.
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
Carolyn Francis, Secondary Reading Program Specialist, ETO
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students.
Classroom walkthroughs.
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students.
Classroom walkthroughs.
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 (e.g., early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
FCIM Overview
All Subject Areas Grades 4 - 12
Principal
Reading Coach
Mathematics Coach
Assistant Principal
All Subject Area Teachers- Grades 4 through 12
August 13, 2012
October 22, 2012
CWTs and Lesson Plans
Reading Coach
Mathematics Coach
Principal
Assistant Principal
Literacy Across the Curriculum â€" Use text complexity, close reading, comprehension instruction sequence, and vocabulary development in mathematics classes to improve reading and writing
All Subject Areas Grades 4 - 12
Principal
Dr. T. Madge, Consultant
Reading Coach
Mathematics Coach
ETO Reading and Mathematics Specialists
All Subject Area Teachers - Grades 4 - 12
October 22, 2012 Intial
Follow-up Ongoing throughout May 2013
CWTs and Lesson Plans
Teacher reflections on level of student engagement and change in academic performance(effectiveness
Principal
Dr. T. Madge, Consultant
Reading Coach
ETO Reading and Mathematics Specialists
Mathematics Coach
CPALMS â€" Floridaâ€TMs Platform for educators to Collaborate, Plan, Align, Learn, Motivate and Share - Training --- to provide a resource for assistance with effective implementation Floridaâ€TMs standards (both NGSSS and CCSS) and course content and professional development in a self-paced format
Performance Matters training to support data-driven instructional decisions
All subject areas 4-12
District Staff
All Teachers 4-12
October 2012 - May 2013
Data Reports shared through Data Chats with Administrators and Students (Parent Conferences)
Instructional Delivery (CWTs and lesson plans)
Principal
Reading Coach
ETO Reading Specialist
Assistant Principal
Multimedia in the Classroom: Engaging Students - PD focuses on using multimedia in the classroom as tools to help students visualize, synthesize, convey, and construct knowledge. This course will be used in a PLC forum.
(Florida Center for Instructional Technology - http://fcit.usf.edu/multimedia/index.html)
All subject areas 4-12
Principal
Assistant Principal
Reading Coach
Science Coach
Mathematics Coach
All Teachers 4-12
October 2012 - May 2013
CWTs and Lesson Plans
Teacher reflections on level of student engagement (effectiveness)
Principal
Assistant Principal
Reading Coach
Science Coach
Mathematics Coach
Overview of Common Core State Standards
Specific PD 1) Text Complexity 2) CIS 3) Close Reading 4) Vocabulary Development
All subject areas 4-12
Principal
Assistant Principal
Reading Coach
ETO Reading Specialist
All Teachers 4-12
August 2012 (Pre-planning)
October 2012 - May 2013 (Ongoing)
CWTs and Lesson Plans
Teacher reflections on level of student engagement (effectiveness)
Principal
Reading Coach
Assistant Principal
ETO Reading Specialist
Lesson Study
Selected Teachers in Science and Social Studies Areas
Reading Coach
ETO Reading Specialist
District Reading Team
Selected Teachers in Science and Social Studies Areas
October 2012 - May 2013
Ongoing through completion
CWTs, Lesson Plans, and Implementation of components until completions
Reading Coach
ETO Reading Specialist
District Reading Team
Reading Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Lesson Study
ETO and Reading Coach will facilitate four cycles of Lesson Study.
Title I Title II
$2,000.00
Best Teaching Practices; Differentiating Instruction; and Literacy and Reading http://www.startwithsuccess.com
Series of self-paced training as needed for teacher effectiveness to include: Developing a Classroom Climate Reinforcing Effort and Providing Recognition Teacher Expectations Homework and Practice Implementing Differentiated Instruction K-6 Strategies: I; K-6 Strategies: II; 7-12 Strategies: I; 7-12 Strategies: II Reading Strategies for Middle and Secondary Teachers Vocabulary Development Three Interactive Elements of Reading Motivating Materials and Strategies for Readers Using Environmental Print; Gathering Environmental Print; Environmental Print in 4-8; Environmental Print in 9-12; and Issues Surrounding the Use of Environmental Print
Title I Title II
$1,500.00
Literacy Across the Curriculum â€" Use text complexity, close reading, comprehension instruction sequence, and vocabulary development in mathematics classes to improve reading, writing and communicating.
Face to Face Training with Follow-up through CWT To provide training, strategies and evidence supporting the need for an intensive literacy campaign in middle grades and high schools. The goal of this PD is to show participants how they can mount a successful campaign resulting in more literate graduates with a greater chance of completing postsecondary education and qualifying for well-paying jobs with promising futures.
Title I Title II
$2,000.00
Subtotal: $5,500.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
CPALMS
Floridaâ€TMs Platform for educators to Collaborate, Plan, Align, Learn, Motivate and Share - Training --- to provide a resource for assistance with effective implementation Floridaâ€TMs standards (both NGSSS and CCSS) and course content and professional development in a self-paced format
Title I
$500.00
Performance Matters training to support data-driven instructional decisions
Performance Matters provides an integrated student assessment, data management and teacher effectiveness platform that supports the information needs of todayâ€TMs teachers, school system leaders, students and parents. Using Performance Matters, all stakeholders in the educational process have ready access to the information and resources they need to sustain student learning and instruction.
District Technology Funds
$4,000.00
Subtotal: $4,500.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
Overview of Common Core State Standards Specific PD 1) Text Complexity 2) CIS 3) Close Reading 4) Vocabulary Development
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
Title I Title II
$2,000.00
Shared Inquiryâ"¢ Discussion using CCSS Classroom Libraries and Bluford Series collections.
Professional Learning: Great Books is a leader in text-based, Socratic discussion, with courses, coaching, and resources for Shared Inquiryâ"¢ Discussion. The K-12 entails classroom reading and discussion programs that build young minds, improve critical thinking, and promote higher student achievement.
Title I Title II
$500.00
Subtotal: $2,500.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
Florida Test Ready for Reading
Test Ready curriculum provides robust support for educators of all levelsâ€"all in an easy-to-use format. Suggested pacing charts and detailed lessons plans included. Step by Step sections provide background material and scripting. The program also provides rigorous instruction on the Common Core using a proven-effective gradual-release approach that builds student confidence, and prepare students for more complex assessment items with full-length practice tests and interim assessments.
Title I
$2,000.00
Subtotal: $2,000.00
Grand Total: $14,500.00
End of Reading Goals
Comprehensive English Language Learning Assessment (CELLA) Goals
* When using percentages, include the number of students the percentage represents next to the percentage (e.g., 70% (35)).
Students speak in English and understand spoken English at grade level in a manner similar to non-ELL students.
1. Students scoring proficient in listening/speaking.
CELLA Goal #1:
2012 Current Percent of Students Proficient in listening/speaking:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
Students read in English at grade level text in a manner similar to non-ELL students.
2. Students scoring proficient in reading.
CELLA Goal #2:
2012 Current Percent of Students Proficient in reading:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
Students write in English at grade level in a manner similar to non-ELL students.
3. Students scoring proficient in writing.
CELLA Goal #3:
2012 Current Percent of Students Proficient in writing:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
CELLA Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total: $0.00
End of CELLA Goals
Elementary School Mathematics Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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:
1a. FCAT2.0: Students scoring at Achievement Level 3 in mathematics.
Mathematics Goal #1a:
By May 2013, 11% of the elementary school students will score at least a Level 3 in Mathematics on FCAT 2.0.
Less than 22% of students school-wide (economically disadvantaged and African-American specifically) performed at proficiency in the areas of Geometry and Measurement, Statistics and Probability, Expressions, Equations, Functions, Ratios and Proportional Relationships, and Fractions as measured by FCAT Math 2.0, FCAT Math Retake and the Algebra 1 EOC assessment.
2012 Current Level of Performance:
2013 Expected Level of Performance:
0% (0)
11% (1)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Lack of interest and motivation
Bell-to-Bell Instruction including bell ringers, essential questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM); NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas of difficulty for differentiated instruction (Prescription scheduling)
Use Go Math Adoption series with fidelity
Acaletics implementation of all components (Quik Piks, P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It Strategies
Weekly assessments
Reading in the content area
CWTs
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
After-school Practice on Basic and Developmental Skills through 21st CCLC
Brenda Holt, Math Coach
Bridget Butler, Elementary Education Math Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
2
Students knowledge-base is far below grade-level and differs greatly (Lack student readiness)
Bell-to-Bell Instruction including bell ringers, essential questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM); NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas of difficulty for differentiated instruction.
Acaletics implementation of all components (Quik Piks, P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It Strategies
CWTs
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
After-school Practice on Basic and Developmental Skills
Brenda Holt, Math Coach
Bridget Butler, Elementary Education Math Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections
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:
1b. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in mathematics.
Mathematics Goal #1b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
2a. FCAT 2.0: Students scoring at or above Achievement Level 4 in mathematics.
Mathematics Goal #2a:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
2b. Florida Alternate Assessment: Students scoring at or above Achievement Level 7 in mathematics.
Mathematics Goal #2b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
3a. FCAT 2.0: Percentage of students making learning gains in mathematics.
Mathematics Goal #3a:
By May 2013, 11% of all students in elementary grades 4-5 will make Learning Gains in Mathematics on FCAT 2.0 (11 % increase)
Less than 22% of students school-wide (economically disadvantaged and African-American specifically) performed at proficiency in the areas of Geometry and Measurement, Statistics and Probability, Expressions, Equations, Functions, Ratios and Proportional Relationships, and Fractions as measured by FCAT Math 2.0, FCAT Math Retake and the Algebra 1 EOC assessment.
2012 Current Level of Performance:
2013 Expected Level of Performance:
0% (0)
11% (1/9)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Lack of interest and motivation
Bell-to-Bell Instruction including bell ringers, essential questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM); NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas of difficulty for differentiated instruction.
Use Go Math Adoption series with fidelity
Acaletics implementation of all components (Quik Piks, P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It Strategies
CWTs
After-school Practice on Basic and Developmental Skills
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
Brenda Holt, Math Coach
Bridget Butler, Elementary Education Math Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
2
Students knowledge-base is far below grade-level and differs greatly (Lack student readiness)
Bell-to-Bell Instruction including bell ringers, essential questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM); NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas of difficulty for differentiated instruction
Use Go Math Adoption series with fidelity
Acaletics implementation of all components (Quik Piks, P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It Strategies
CWTs
After-school Practice on Basic and Developmental Skills
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
Brenda Holt, Math Coach
Bridget Butler, Elementary Education Math Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
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:
3b. Florida Alternate Assessment: Percentage of students making Learning Gains in mathematics.
Mathematics Goal #3b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
4. FCAT 2.0: Percentage of students in Lowest 25% making learning gains in mathematics.
Mathematics Goal #4:
By May 2013, 11% of the elementary school students in lowest 25% will make learning gains in Mathematics as measured by the FCAT 2.0 or district assessment. (Baseline)
2012 Current Level of Performance:
2013 Expected Level of Performance:
0%
11% (1)Baseline
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Students knowledge-base is far below grade-level and differs greatly (Lack student readiness
Bell-to-Bell Instruction including bell ringers, essential questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM); NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas of difficulty for differentiated instruction
Use Go Math Adoption series with fidelity
Acaletics implementation of all components (Quik Piks, P-reviews/Hook Strategies) with fidelity
Hands-on-materials/centers to build computational, geometrical and algebraic thinking skills
Application of Real-world situations to make connections with mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It Strategies
CWTs
After-school Practice on Basic and Developmental Skills
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
Brenda Holt, Math Coach
Bridget Butler, Elementary Education Math Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
2
Based on Ambitious but Achievable Annual Measurable Objectives (AMOs), AMO-2, Reading and Math Performance Target
5A. Ambitious but Achievable Annual Measurable Objectives (AMOs). In six year school will reduce their achievement gap by 50%.
Elementary School Mathematics Goal # 5A :
Baseline data 2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
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:
5B. Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in mathematics.
Mathematics Goal #5B:
.
2012 Current Level of Performance:
2013 Expected Level of Performance:
.
.
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
5C. English Language Learners (ELL) not making satisfactory progress in mathematics.
Mathematics Goal #5C:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
5D. Students with Disabilities (SWD) not making satisfactory progress in mathematics.
Mathematics Goal #5D:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
E. Economically Disadvantaged students not making satisfactory progress in mathematics.
Mathematics Goal E:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
End of Elementary School Mathematics Goals
Middle School Mathematics Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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:
1a. FCAT2.0: Students scoring at Achievement Level 3 in mathematics.
Mathematics Goal #1a:
By May 2013, 10% of the middle school students in grades 6, 7, and 8 will score at achievement Level 3or above in Mathematics on FCAT 2.0.
2012 Current Level of Performance:
2013 Expected Level of Performance:
6% (3)
10% (6)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Lack of interest and motivation
Bell-to-Bell Instruction including bell ringers, essential questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM); NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas of difficulty for differentiated instruction.
Acaletics implementation of all components (Quik Piks, P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It Strategies
CWTs
Weekly assessments
Reading in the content area
After-school Practice on Basic and Developmental Skills through the 21st CCLC
Brenda Holt, Math Coach
Sharon Paul 6th Grade Math Teacher
Wendy Gee, Middle Grades Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and SuccessMaker3 Reports
CWTs
Response to Coaching (Teacher Reflections)
2
Students knowledge-base is far below grade-level and differs greatly (Lack student readiness)
Bell-to-Bell Instruction including bell ringers, essential questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM); NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas of difficulty for differentiated instruction.
Acaletics implementation of all components (Quik Piks, P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It Strategies
CWTs
After-school Practice on Basic and Developmental Skills
Brenda Holt, Math Coach
Sharon Paul 6th Grade Math Teacher
Wendy Gee, Middle Grades Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and SuccessMaker3 Reports
CWTs
Response to Coaching (Teacher Reflections)
3
Inadequate school attendance performance; High Absenteeism
Monthly school-wide activities, incentives (including awards and rewards) for satisfactory and improved attendance
RTI Team (including District Social Worker, Guidance Counselor, and Assistant Principal)
Data Entry Secretary
School-wide monitoring of all homeroom (daily bulletin) and core academic classes for attendance on a daily basis
Monthly attendance reports from district's ITS Department
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:
1b. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in mathematics.
Mathematics Goal #1b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
2a. FCAT 2.0: Students scoring at or above Achievement Level 4 in mathematics.
Mathematics Goal #2a:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
2b. Florida Alternate Assessment: Students scoring at or above Achievement Level 7 in mathematics.
Mathematics Goal #2b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
3a. FCAT 2.0: Percentage of students making learning gains in mathematics.
Mathematics Goal #3a:
By May 2013, 25% of all middle school students will make learning gains in Mathematics on FCAT 2.0 (4% increase)
2012 Current Level of Performance:
2013 Expected Level of Performance:
21% (14)
25% (15)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Students knowledge-base is far below grade-level and differs greatly (Lack student readiness)
Bell-to-Bell Instruction including bell ringers, essential questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM); NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas of difficulty for differentiated instruction.
Concentrated daily practice and review using word problems
Acaletics implementation of all components (Quik Piks, P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It Strategies
CWTs
After-school Practice on Basic and Developmental Skills
Brenda Holt, Math Coach
Sharon Paul, 6th Grade Math Teacher
Wendy Gee, Middle Grades Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
2
Inadequate school attendance performance; High Absenteeism
Monthly school-wide activities, incentives (including awards and rewards) for satisfactory and improved attendance
RTI Team (including District Social Worker, Guidance Counselor, and Assistant Principal)
Data Entry Secretary
School-wide monitoring of all homeroom (daily bulletin) and core academic classes for attendance on a daily basis
Monthly attendance reports from district's ITS Department
3
Lack of interest and motivation
Periodically provide classrooms with highly respected motivational speakers/presentors from workforce who able to related to students
Mathematics Instructors
Mathematics Coach
Students Modeling and/or shadowing high profiled professionals gathering professional data that lead to their successes
Students collected data to set own career goals using charts & graphs.
Students' profiles of professional and their own personal career paths and plans
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:
3b. Florida Alternate Assessment: Percentage of students making Learning Gains in mathematics.
Mathematics Goal #3b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
4. FCAT 2.0: Percentage of students in Lowest 25% making learning gains in mathematics.
Mathematics Goal #4:
By May 2013, 10% of middle grades students in the lowest 25 percentile will make learning gains in mathematics on FCAT 2.0. (baseline)
2012 Current Level of Performance:
2013 Expected Level of Performance:
0%
10% (6)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Students knowledge-base is far below grade-level and differs greatly (Lack student readiness)
Bell-to-Bell Instruction including bell ringers, essential questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM); NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas of difficulty for differentiated instruction.
Concentrated daily practice and review using word problems
Acaletics implementation of all components (Quik Piks, P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It Strategies
CWTs
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
After-school Practice on Basic and Developmental Skills
Brenda Holt, Math Coach
Sharon Paul 6th Grade Math Teacher
Wendy Gee, Middle Grades Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
Based on Ambitious but Achievable Annual Measurable Objectives (AMOs), AMO-2, Reading and Math Performance Target
5A. Ambitious but Achievable Annual Measurable Objectives (AMOs). In six year school will reduce their achievement gap by 50%.
Middle School Mathematics Goal # 5A :
Baseline data 2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
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:
5B. Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in mathematics.
Mathematics Goal #5B:
Grades 6, 7, 8 Blacks 55 Non Black 1 Total 56
2012 Current Level of Performance:
2013 Expected Level of Performance:
0
0
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
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:
5C. English Language Learners (ELL) not making satisfactory progress in mathematics.
Mathematics Goal #5C:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
5D. Students with Disabilities (SWD) not making satisfactory progress in mathematics.
Mathematics Goal #5D:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
E. Economically Disadvantaged students not making satisfactory progress in mathematics.
Mathematics Goal E:
.
2012 Current Level of Performance:
2013 Expected Level of Performance:
.
.
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
End of Middle School Mathematics Goals
Florida Alternate Assessment High School Mathematics Goals
* When using percentages, include the number of students the percentage represents next to the percentage (e.g., 70% (35)).
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:
1. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in mathematics.
Mathematics Goal #1:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
2. Florida Alternate Assessment: Students scoring at or above Level 7 in mathematics.
Mathematics Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
3. Florida Alternate Assessment: Percent of students making learning gains in mathematics.
Mathematics Goal #3:
.
2012 Current Level of Performance:
2013 Expected Level of Performance:
.
.
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
High School Mathematics AMO Goals
Based on Ambitious but Achievable Annual Measurable Objectives (AMOs), AMO-2, Reading and Math Performance Target
5A. Ambitious but Achievable Annual Measurable Objectives (AMOs). In six year school will reduce their achievement gap by 50%.
Mathematics Goal # 5A :
Baseline data 2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
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:
5B. Student subgroups by ethnicity (White, Black, Hispanic, Asian, American Indian) not making satisfactory progress in mathematics.
Mathematics Goal #5B:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Lack of Motivation; poor Reading and Mathematical skills; High Absenteeism
Use of Acaletics; Hook Strategies; Hands on Materials; Real World Use of Mathematical Theories; Use of Focus Calendars; Drill and Practice of factual Data; Oral Presentations, Algebra on Your Fingers; Hear It, See It, Say It, Feel It, Do It Strategies; Bi-Weekly Tests; Classroom Observation; After School Practice on Basic and Developmental Skills; and Bell Ringers
Ms. Pauline West Principal; Brenda Holt Math Coach; Mr. Forehand; Ms. Gee Algebra Instructors.
5 Problem Mini Tests; Oral Presentations; Teacher â€"Student Modeling; Classroom Observation
Mini Tests; Bi-Weekly Tests; Mid-Term; FCAT 2.0 Mini Tests on Skills Taught; Bi â€" Weekly Tests; Classroom Observation
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:
5C. English Language Learners (ELL) not making satisfactory progress in mathematics.
Mathematics Goal #5C:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
5D. Students with Disabilities (SWD) not making satisfactory progress in mathematics.
Mathematics Goal #5D:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
E. Economically Disadvantaged students not making satisfactory progress in mathematics.
Mathematics Goal E:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
End of High School Mathematics Goals
Algebra End-of-Course (EOC) Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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:
1. Students scoring at Achievement Level 3 in Algebra.
Algebra Goal #1:
By May 2013, 9% of all students taking the Algebra I EOC will score at achievement level 3.
Less than 5% of students taking the Algebra I EOC as first-time takers found success. Implementation of the Acaletics Algebra I supplement and Glencoe Algebra I program has to be with fidelity for maximum success for the 2013 Algebra I EOC assessment.
2012 Current Level of Performance:
2013 Expected Level of Performance:
4% (2)
9% (5)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Lack of prerequisite skills and concepts for performing algebraic functions
Bell to Bell Instruction
Supplement with Acaletics Algebra 1 Quik Piks and Pre-post comprehensive assessments
Use the Big Ideas, which aligns with the NGSSS; Problem Solving and Differentiated Instruction.
Use both formative and summative assessments.
Use SuccessMaker, FCAT Explorer, Florida Achieve and FCIM.
Utilize the ETO Algebra 1 curriculum guide to pace instruction.
Brenda Holt, Math Coach
Reginald Forehand, Secondary Math Instructor
Wendy Gee, Middle Grades Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Curriculum guide and accompanying mini-assessments
Acaletics components used with fidelity
CWTs
Coaching Action Plan
FCIM implementation
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Acaletics Pre-Post Comprehensive Assessments; SuccessMaker3 Reports; FCAT Explorer and Florida Achieve
2013 Algebra 1 EOC Results
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:
2. Students scoring at or above Achievement Levels 4 and 5 in Algebra.
Algebra Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
End of Algebra EOC Goals
Geometry End-of-Course (EOC) Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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:
1. Students scoring at Achievement Level 3 in Geometry.
Geometry Goal #1:
By May 2013, 10% of all students taking the Geometry EOC will score at achievement level 3.
Implementation of the FCAT Explorer/Florida Achieve on-line curriculum for Geometry and the Pearsonâ€TMs Geometry program has to be with fidelity for maximum success for the 2013 Geometry EOC assessment.
2012 Current Level of Performance:
2013 Expected Level of Performance:
0% (0)
10% (4)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Lack of prerequisite skills and concepts for performing algebraic functions
Bell to Bell Instruction
Engage students in visual learning/models so that they can interact with mathematical concepts, process information, observe change, reflect on their experiences, modify their thinking and draw conclusions.
Have teacher teach for understanding using: the Big Ideas, which allows for alignment with the NGSSS; Problem Solving (provides opportunities to model effective thinking and reasoning strategies necessary for the EOC exam); and Differentiated Instruction (helps all students develop conceptual understanding, faster mathematical reasoning, and refine problem solving strategies).
Assess for Success frequently and ensure that it is varied. Use both formative and summative assessments.(Florida Achieve)
Remediate using SuccessMaker (CAI) and practice and reinforce with FCAT Explorer, Florida Achieve and the adopted textbook ancillary materials.
Utilize the ETO Geometry curriculum guide to pace instruction.
Use FCIM as a capacity-building approach to focus on providing data-driven instruction for all students
Brenda Holt, Math Coach
Reginald Forehand, Secondary Math Instructor
Keith Dowdell, Assistant Principal
Pauline West, Principal
Curriculum guide and accompanying mini-assessments
CWTs
Coaching Action Plan
FCIM implementation
Data Analysis from Mini-Assessments; Districtâ€TMs Baseline, Mid-Term and End of Year Assessments; Assessments; SuccessMaker3 Reports; FCAT Explorer and Florida Achieve
2013 Geometry EOC Results
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:
2. Students scoring at or above Achievement Levels 4 and 5 in Geometry.
Geometry Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
End of Geometry EOC Goals
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 (e.g., early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
FCIM Overview
All Subject Areas 4-12
Principal
All Subject Area Teachers
August 13, 2012 Initial
October 22, 2012 Follow-up
CWTs and Lesson Plans
All Academic Coaches
Principal
Assistant Principal
Understanding and preparing students for Algebra I and Geometry EOC assessments
Mathematics Grades 8, 9, and 10
Principal
Assistant Principal
Mathematics Coach
ETO Mathematics Specialist
All Mathematics Teachers
October 22 - December 31, 2012
CWTs and Lesson Plans
Teacher reflections on level of student engagement and readiness for instruction(effectiveness)
Principal
Mathematics Coach
Acaletics with Fidelity
Mathematics 4-9
Acaletics Consultant
Mathematics Coach
Mathematics Grades 4 - 9
October 22, 2012 - May 31, 2013
CWTs and Lesson Plans
Models (charts, graphs, tables, spreadsheets, etc. of data analysis)
Principal
Mathematics Coach
Acaletics Consultant
Mathematics Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Literacy Across the Curriculum â€" Use text complexity, close reading, comprehension instruction sequence, and vocabulary development in mathematics classes to improve reading, writing and communicating.
Face to Face Training with Follow-up through CWT To provide training, strategies and evidence supporting the need for an intensive literacy campaign in middle grades and high schools. The goal of this PD is to show participants how they can mount a successful campaign resulting in more literate graduates with a greater chance of completing postsecondary education and qualifying for well-paying jobs with promising futures.
Title II Title I
$2,000.00
Subtotal: $2,000.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Performance Matters training to support data-driven instructional decisions
Performance Matters provides an integrated student assessment, data management and teacher effectiveness platform that supports the information needs of todayâ€TMs teachers, school system leaders, students and parents. Using Performance Matters, all stakeholders in the educational process have ready access to the information and resources they need to sustain student learning and instruction.
Technology Funds
$0.00
Multimedia in the Classroom: Engaging Students
PD focuses on using multimedia in the classroom as tools to help students visualize, synthesize, convey, and construct knowledge. This course will be used in a PLC forum. (Florida Center for Instructional Technology - http://fcit.usf.edu/multimedia/index.html)
Title II Title I
$500.00
Subtotal: $500.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
Best Teaching Practices http://www.startwithsuccess.com Developing a Classroom Climate Reinforcing Effort and Providing Recognition Teacher Expectations Homework and Practice
Self-Paced Training for All Teachers
Title II Title I
$500.00
Literacy and Reading http://www.startwithsuccess.com Reading Strategies for Middle and Secondary Teachers Vocabulary Development Three Interactive Elements of Reading Motivating Materials and Strategies for Readers Using Environmental Print; Gathering Environmental Print; Environmental Print in 4-8; Environmental Print in 9-12; and Issues Surrounding the Use of Environmental Print
Self-Paced Training for All Teachers
Title II Title I
$500.00
Differentiating Instruction http://www.startwithsuccess.com Differentiating Instruction: Meeting Students Where They Are â€" PD explores learning style, language proficiency, background knowledge, readiness to learn, and other factors that impact success for all in the classroom. Participants will be challenge to structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom. Implementing Differentiated Instruction; K-6 Strategies: I; K-6 Strategies: II; 7-12 Strategies: I; 7-12 Strategies: II
Self-Paced Training for All Teachers (As scheduled and as needed)
Title II Title I
$500.00
Using Data to Make Decisions
A self-directed course to learn about techniques for collecting and analyzing data that does not require complex mathematics. Participants will get lesson plans, practice exercises, links to relevant articles, and case studies of teachers who are using data in their classrooms. PD is basedContinuous Improvement Cycle of Plan, Do, Study, and Act. (Florida Center for Instructional Technology - http://fcit.usf.edu/data/index.html
Title II Title I
$500.00
Subtotal: $2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
Florida Test Ready
Florida Ready Mathematics covers Geometry and Measurement, Number and Operations, Algebra, Data Analysis, and Probability. It also provides support to help all educators successfully implement the program, from paraprofessionals to experienced teachers; suggested pacing charts and detailed lesson plans; at a Glance sections, which provide a short overview of each concept; step by step sections, which provide background material and scripting; and special ELL support, mini lessons, and real world examples, which extend the classroom learning opportunities.
Title I
$2,000.00
Subtotal: $2,000.00
Grand Total: $6,500.00
End of Mathematics Goals
Elementary and Middle School Science Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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:
1a. FCAT2.0: Students scoring at Achievement Level 3 in science.
Science Goal #1a:
By May 2013, 14% of CPA elementary/middle school students will score a Level 3 in Science on FCAT 2.0. (10% increase)
Less than 5% of students school-wide (economically disadvantaged and African-American specifically) tested performed at proficiency in the content areas of Nature of Science, Physical Science, Life Science, Earth and Space Science as measured by FCAT Science 2.0.
2012 Current Level of Performance:
2013 Expected Level of Performance:
5th and 8th Grades 4% (1)
5th and 8th 14% (3)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Student attendance
Follow -up communications with parents
Science Teacher
RtI Team
Assistant Principal
Attendance Plan and RTI Data
Teacher Call logs
Communications with RtI team
Referrals to District Social Worker, Rolando Jackson
2
Lack of prerequisite skills.
Teachers will follow Curriculum Map/Instructional Focus Calendar ensure that benchmarks are taught and re-teaching strategies are in place. (FCIM and ETO Curriculum Guides)
Miraflor Buscaino, Science Teacher
Principal
Administration will monitor the implementation of the curriculum map and focus calendar through classroom observations.
CWTs/FCIM Implementation
District Science assessments for 5th, 8th, and Biology students(Baseline, Mid-year, and End of Year); School progress monitoring assessments
2013 FCAT Science Assessments for 5th and 8th grade
2013 Biology 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:
1b. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in science.
Science Goal #1b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
2a. FCAT 2.0: Students scoring at or above Achievement Level 4 in science.
Science Goal #2a:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
2b. Florida Alternate Assessment: Students scoring at or above Achievement Level 7 in science.
Science Goal #2b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
Florida Alternate Assessment High School Science Goals
* When using percentages, include the number of students the percentage represents next to the percentage (e.g., 70% (35)).
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:
1. Florida Alternate Assessment: Students scoring at Levels 4, 5, and 6 in science.
Science Goal #1:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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:
2. Florida Alternate Assessment: Students scoring at or above Level 7 in science.
Science Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
Biology End-of-Course (EOC) Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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:
1. Students scoring at Achievement Level 3 in Biology.
Biology Goal #1:
By May 2013, 25% of CPA Biology students will score a Level 3 in Science on FCAT 2.0. (Baseline)
State mean score was 50 on 2012 EOC assessment; CPA students had a mean scale score of 40. Students struggled with Biology EOC assessed content basically because they lack the necessary vocabulary acquisition and were below grade level in reading comprehension. Tasks involving comparing, differentiating, relating structure and functions, identifying supporting evidence, analyzing, evaluating impact, and determining conditions, also posed great challenges.
2012 Current Level of Performance:
2013 Expected Level of Performance:
Baseline will be established. Of the 11 tenth grade students tested: 0% scored at level 3; 38% scored at level 2 (4 students).
10th grade - 25% (6 of 22 students)
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
1)Acquisition of lab supplies to sustain and deliver inquiry based lab experiences.
1) District purchase lab supplies for Biology Labs
1)District Race To The Top Coordinator
1) Tracking of completed lab experiments via student portfolios
1)Baseline Science Data
Classroom leveled laboratory reports
2
2)Limited student use of computer based science experiences
2)Students will use FCAT Science Explorer for both remediation and enrichment
2)Science teachers
Computer Lab Proctor
2) Examination of Lesson Plans Review of Computer logs
2)Collection of reports from Science FCAT Explorer by Science Coach
3
3) Limited incorporation of scientific vocabulary within classroom between student to teacher as well as between student to student
3)Science teachers will incorporate essential science vocabulary in each topic covered by their curriculum and display words on word wall
3)Science teachers
Assistant Principal
3) Examination of lesson plans
Classroom walkthroughs
3)Teacher observations
Coach Logs
4
4)Limited understanding and application of the Nature of Science skills
4)Science teachers will incorporate experimental design, theoretical concepts and scientific method via investigations (Strand H) across the curriculum
4)Science Teachers
4) Examination of lesson plans Classroom walkthroughs
Use of Focus Calendars
4)Student work samples
Lab reports
5
5) Student lack knowledge and meaning of assessment process in relations to understanding their ranking on FCAT, EOCs and Classroom assessments
5)Science Teacher will use personalized Data Chats as a means to encourage and advise students on their performances
5)Assistant Principal
5) Lesson Plans
Classroom Walkthroughs
Student tracking of their Assessment Data
5)Improved classroom and FCAT mini assessment performance
Monitoring of Data to determine students' progress
6
6)Students are accustomed to instruction delivery primarily with worksheets
6)Differentiate science instruction with the use of technology and documentation of common core standards
6)Science teachers
Assistant Principal
6) Lesson Plans
Classroom Walkthroughs
6)Classroom Walkthroughs
School and district level assessments
2013 Biology EOC results
7
7) Undeveloped literacy skills; Poor spelling and reading skills
Incorporation of reading strategies to improve spelling and reading abilities.
7)Science teachers
7) Use of reading focused ancillary and progress monitoring materials which were purchased with textbook system.
7) School and district level assessments scores
Student Portfolios
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:
2. Students scoring at or above Achievement Levels 4 and 5 in Biology.
Biology Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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 (e.g., early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
Gizmos Overview
Science 4-12
Technology Specialist, Michelle Taylor
Science Department
All Science Teachers
August 13, 2012 Initial
May 31, 2013
Lesson Plans
CWTS
Principal
Science Lead Teacher
Assistant Principal
Performance Matters training to support data-driven instructional decisions
All Areas 4-12
District Team
All Teachers 4-12
October 2012 - May 2013
Data Reports shared through Data Chats with Administrators and Students (Parent Conferences)
Instructional Delivery (CWTs and lesson plans)
Principal
Academic Coaches
Assistant Principal
Science Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Gizmos Program
Online interactive math and science simulations that power inquiry and understanding of content and concepts for students in grades 3-12. Program includes inquiry-based lessons, assessment & reporting; correlation to all State Standards and leading textbooks; and teacher home pages for classroom management.
Title I
$5,000.00
Subtotal: $5,000.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
Overview and Implementation Individual Benchmark Specifications for Biology End-of-Course Assessment and the FCAT 2.0 Science Assessment for Grade 8
Biology End-of-Course and Assessment and FCAT 2.0 Science Assessment for Grade 8 Test Item Specifications (FLDOE)
Title I
$1,000.00
Item Difficulty and Cognitive Complexity of Biology End-of-Course and FCAT 2.0 Science Grade 8 Assessments(FLDOE) Assessment Test Items
Biology End-of-Course and Assessment and FCAT 2.0 Science Assessment for Grade 8 Test Item Specifications (FLDOE)
Title I
$1,000.00
Subtotal: $2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total: $7,000.00
End of Science Goals
Writing Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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:
1a. FCAT 2.0: Students scoring at Achievement Level 3.0 and higher in writing.
Writing Goal #1a:
Increase the percentage of students scoring at level 3 and higher by 9% at 10th grade level, 11% at 8th grade level, and 100% at 4th grade level
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
1.1 In addition to the elements of focus, organization, support, and conventions described in the FCAT 2.0 writing rubrics, scoring decisions now include increased attention to the correct use of standard English conventions (scoring previously applied with leniency) and to the quality of details; the quality of the support depends on word choice, specificity, depth, relevance, and thoroughness; required use of relevant, logical, and plausible support.
1.1a Use FCAT 2.0 resources and Write Score data to differentiate instruction to meet the needs of all students
1.1b Focus instruction on teaching students the various forms of writing, organizational patterns and the transitional devices while simultaneously providing the “how-to-respond†to FCAT 2.0 Writing prompts according to the DOEâ€TMs rubrics and expectations.
1.1 Principal Reading Coach ETO Specialist Sharon Paul, 6th GR. Bridget Butler, 4th - 5th GR. Pearl Davis, Middle Grades Steve Aggelis, High School
1.1 1. Write Score Timed Writing Administrations on a quarterly basis for grades 4-12
2. Marzano CWT
1.1 Write Score Assessment Responses and Results
Marzano CWT Evaluation Results
2
1.2 Beginning in 2013, students will have 60 minutes to respond to the writing prompt instead of 45 minutes.
1.2 Instruct and have students to model the following expectation through scheduled Mock FCAT 2.0 Writing administrations (quarterly) for grades 4-12: For the 60-minute timed writing assessment, students are expected to read the prompt independently and to plan the response according to the topic and purpose for writing (grade 4 narrative or expository, grades 8 and 10 persuasive or expository). After planning, the student should draft the response while using a continual process of revision, checking to be sure that the writing is clear and effective. Finally, the student should proofread and edit for the correct use of standard English conventions.
1.2 Principal Reading Coach All ELA and supporting core/elective area teachers
1.2 1.Write Score Timed Writing Administrations on a quarterly basis for grades 4-12
1.2 Write Score
3
1.3 Lack of training using the FCAT 2.0 Writing Calibration Scoring Guides, 2012 FCAT Writing Anchor Sets, and 2012 FCAT Writing Exemplar Sets that are currently being used to provide a basis for scoring decisions for FCAT 2.0 Writing through 2014.
1.3 Professional development in scoring writing responses and using the 2012 FCAT Writing Anchor Sets which are aligned to the FCAT 2.0 Writing Calibration Scoring Guides, along with the 2012 FCAT Writing Exemplar Sets. (The responses in each anchor set are based on the prompts that were administered in 2012 and provide an understanding of student scores for narrative (grade 4) and persuasive (grades 8 and 10) writing purposes.)
1.3 Principal Reading Coach ETO Specialist Assistant Principal
1.3 Evaluation,Response, and Implementation of training from the FCAT 2.0 Writing Workshop as evidenced through CWTs
1.3 Scored results of classroom writing assignments prior to and after administration of Write Score Assessments
4
1.4 Alignment of Next Generation Sunshine State Standards (NGSSS) and Floridaâ€TMs implementation plan of the Common Core State Standards (CCSS) in English Language Arts to the Florida writing assessment
1.4 As part of the instructional focus for grades 4-12 in 2012-2013, include continuous training and implementation of PD to include the transition and blending of the appropriate NGSSS with the CCSS (which describe what students should know and be able to do in writing) to ensure preparation for at-risk students for upcoming FCAT 2.0 assessments.
1.4 Principal ELA Department ETO Reading Specialist
1.4 Observation of teachers' level of use in integrating activities that clearly demonstrate knowledge and implementation of standards throughout their lesson plans and instructional delivery
1.4 Lesson plans and Marzano CWTs
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:
1b. Florida Alternate Assessment: Students scoring at 4 or higher in writing.
Writing Goal #1b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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 (e.g., early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
Using the FCAT 2.0 Writing Calibration Scoring Guides, 2012 FCAT Writing Anchor Sets, and 2012 FCAT Writing Exemplar Sets
Grades 4-12
Reading Coaches and ETO Reading Specialists
School-wide
District-wide inservice day; early release days
Administration and Coaching Team CWTs for implementation and effective use of training and strategies; review of scored samples from classroom students
Administration, Reading Coach and ETO Reading Specialist
FCAT 2.0 Writing Workshop with alignment of Next Generation Sunshine State Standards (NGSSS) and Floridaâ€TMs implementation plan of the Common Core State Standards (CCSS) in English Language Arts to the Florida writing assessment
Grade 4-12
Reading Coaches and ETO Reading Specialists
School-wide
District-wide inservice day; early release days; in lieu of regularly scheduled faculty meeting
Administration and Coaching Team CWTs for implementation and effective use of training and strategies; review of scored samples from classroom students
Administration, Reading Coach and ETO Reading Specialist
Write Score
Grade 4-12
Reading Coaches and ETO Reading Specialists
School-wide
District-wide inservice day; early release days; in lieu of regularly scheduled faculty meeting
Administration and Coaching Team CWTs for implementation and effective use of training and strategies; review of scored samples from classroom students
Administration, Reading Coach and ETO Reading Specialist
Writing Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Schedule Mock FCAT 2.0 Writing administrations (quarterly) using Write Score assessments for grades 4-12
School Writing Assessment/Write Score administered thoughout year through core academic and elective area classes
Title 1
$5,000.00
Subtotal: $5,000.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Use of Glencoe Essay Grader for on-line response practice
The Glencoe Online Essay Grader offers valuable online instruction and reporting tools to track and improve student writing and assessment performance. It provides Individualized automatic scoring, presents narrative feedback and a holistic score as well as six trait scores six-point scale.
Textbook Allocation
$0.00
Subtotal: $0.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
FCAT 2.0 Writing Workshop which includes Scoring Training; The Research Base for Writing Instruction K-12; Real World Writing Purposes; Approaching a Topic â€" the Power of Modeling, Choosing a Topic; Participant Writing Experience; Revision, RADaR (Replace, Add, Delete and Reorder) â€" Modeling; Participants Revising Their Pieces and Sharing
The FCAT 2.0 Writing Calibration Scoring Guides, 2012 FCAT Writing Anchor Sets, and 2012 FCAT Writing Exemplar Sets that are currently being used to provide a basis for scoring decisions for FCAT 2.0 Writing through 2014 (FLDOE Training Materials)
Title I and SIG
$1,000.00
Subtotal: $1,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total: $6,000.00
End of Writing Goals
Civics End-of-Course (EOC) Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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:
1. Students scoring at Achievement Level 3 in Civics.
Civics Goal #1:
By spring 2013, 35% (6/17) of seventh grade students will scored at achievement level 3 or above on the Civics EOC assessment.
For success, civics curriculum: 1) should be placed in a real-world context unless otherwise noted in the individual benchmark specifications. The context should lead the student cognitively to the question. 2) or any other subject-area curriculum thatâ€TMs of moderate and high cognitive complexity pose a challenging level difficulty for at-risk students who are currently performing below proficiency (96%) 3) should use background knowledge of subject and related content areas, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a subject-area reading selection.
2012 Current Level of Performance:
2013 Expected Level of Performance:
N/A
35% (6) Baseline
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
1.1 This is the first state assessment students must pass in middle school for promotion to ninth grade. The Florida Department of Education civics curriculum includes four strands: American history, civics-government, geography and economics of which students are not characteristically exposed to nor taught prior to grade 8.
1.1 Assure that students are adequately prepared for assessment by extending new curriculum into the mid-elementary school years and incorporate the new civics curriculum into middle school beginning at the sixth grade level (one quarter to one semester prior to promotion to seventh grade) to reduce the potential of a high rate of retentions.
1.1 District Instructional Team
Principal and Leadership Team
Social Studies Curriculum Guides (Development, Implementation and Progress Monitoring through the use of District and School-base assessments)
District and School-based assessments specifically social studies and civics grades 3-8
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:
2. Students scoring at or above Achievement Levels 4 and 5 in Civics.
Civics Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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 (e.g., early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
Overview and Implementation Individual Benchmark Specifications for Civics End-of-Course Assessment
All Social Studies Teacher Grades 4-8
Administrators and Academic Coaches
All Teachers (Academic and Elective Areas)
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
Administrators and Academic Coaches
Webbâ€TMs Depth of Knowledge (DOK) levels
All Subject Areas and Grades 4 - 12
Administrators and Academic Coaches
All Teachers (Academic and Elective Areas)
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
Administrators and Academic Coaches
Item Difficulty and Cognitive Complexity of Civics End-of-Course Assessment Test Items
All Social Studies Teacher Grades 4-8
Administrators and Academic Coaches
All Social Studies Teacher Grades 4-8
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
School and District Assessments
2013 Civics EOC Results
Administrators and Academic Coaches
Civics Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
Overview and Implementation Individual Benchmark Specifications for Civics End-of-Course Assessment
Civics End-of-Course Assessment Test Item Specifications (FLDOE)
Title I
$500.00
Item Difficulty and Cognitive Complexity of Civics End-of-Course Assessment Test Items
Civics End-of-Course Assessment Test Item Specifications and CCSS(FLDOE)
Title I
$500.00
Webbâ€TMs Depth of Knowledge (DOK) levels
Academic Coaches and ETO Reading Specialist
Title 1
$1,000.00
Subtotal: $2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total: $2,000.00
End of Civics Goals
U.S. History End-of-Cource (EOC) Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
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:
1. Students scoring at Achievement Level 3 in U.S. History.
U.S. History Goal #1:
By spring 2013, 23% (5/21) of eleventh grade students will scored at achievement level 3 or above on the U. S. History EOC assessment.
For success, the U. S. History curriculum: 1) should be placed in a real-world context unless otherwise noted in the individual benchmark specifications. The context should lead the student cognitively to the question. 2) or any other subject-area curriculum thatâ€TMs of moderate and high cognitive complexity pose a challenging level difficulty for at-risk students who are currently performing below proficiency (96%) 3) should use background knowledge of subject and related content areas, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a subject-area reading selection.
2012 Current Level of Performance:
2013 Expected Level of Performance:
N/A
23% (5) Baseline
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
The Grades 9â€"12 American History course consists of the following content area strands: American History, Geography, and Humanities. The primary content emphasis for this course pertains to the study of American history from Reconstruction to the present day. Students should be exposed to the historical, geographic, political, economic, and sociological events which influenced the development of the United States and the resulting impact on world history. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events, which occurred before the end of Reconstruction as well. The scope and sequence of courses for 6-12 students should seamlessly include curriculum that address the above so that the focus is not limited to content but reading proficiency as well.
Assure that students are adequately prepared for assessment by extending new curriculum into the middle school years and incorporate the U. S. History curriculum into middle school beginning at the sixth grade level (one quarter to one semester prior to promotion to seventh grade) to reduce the potential of a high rate of retentions.
District Administrators
Principal and Leadership Teams
Social Studies Curriculum Guides (Development, Implementation and Progress Monitoring through the use of District and School-base assessments)
District and School-based assessments specifically U. S. History 2013 U. S. History EOC Results
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:
2. Students scoring at or above Achievement Levels 4 and 5 in U.S. History.
U.S. History Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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 (e.g., early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
Overview and Implementation Individual Benchmark Specifications for U. S. History End-of-Course Assessment
All Social Studies Teacher Grades 9-12
Administrators and Academic Coaches
All Teachers (Academic and Elective Areas)
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
Administrators and Academic Coaches
Webbâ€TMs Depth of Knowledge (DOK) levels
All Subject Areas and Grades 4 - 12
Administrators and Academic Coaches
All Teachers (Academic and Elective Areas)
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
Administrators and Academic Coaches
Item Difficulty and Cognitive Complexity of U. S. History End-of-Course Assessment Test Items
All Social Studies Teacher Grades 4-12
Administrators and Academic Coaches
All Social Studies Teacher Grades 4-12
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
School and District Assessments
2013 U. S. History EOC Results
Administrators and Academic Coaches
U.S. History Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
Overview and Implementation Individual Benchmark Specifications for U. S. History End-of-Course Assessment
U. S. History End-of-Course Assessment Test Item Specifications (FLDOE)
Title I
$500.00
Item Difficulty and Cognitive Complexity of U. S. History End-of-Course Assessment Test Items
U. S. History End-of-Course Assessment Test Item Specifications and CCSS(FLDOE)
Title I
$500.00
Webbâ€TMs Depth of Knowledge (DOK) levels
Academic Coaches and ETO Reading Specialist
Title 1
$1,000.00
Subtotal: $2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total: $2,000.00
End of U.S. History EOC Goals
Attendance Goal(s)
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
Based on the analysis of attendance data, and reference to “Guiding Questionsâ€, identify and define areas in need of improvement:
1. Attendance
Attendance Goal #1:
2011 Current Attendance Rate was 85.71%; 2012 showed a 2.19% decrease. 2011 Current Number of Students with Excessive Absences was 46; 2012 showed a 78% increase.
1) By July 2013, CPA's ADA (average daily attendance) will be 77.00%
2) By July 2013, CPA 2012-2013 excessive absences records will reflect a 10% reduction in the percentage of students with 10 or more absences.
3) By July 2013, CPA 2012-2013 excessive tardies records will reflect a 10% reduction in the percentage of students with 10 or more tardies.
2012 Current Attendance Rate:
2013 Expected Attendance Rate:
83.52 % ADA
83.955% - Black, Non-Hispanics 77.500% - Hispanics 100.00% - Multi-racial 0.00% - Causasian (0% of students were classified as Causasians)
77.00% ADA
77.00% - Black, Non-Hispanics 58.00% - Hispanics 95.00% - Multi-racial 95.00% - Causasian ( As of the Midterm, one is currently enrolled in the school.)
2012 Current Number of Students with Excessive Absences (10 or more)
2013 Expected Number of Students with Excessive Absences (10 or more)
124
111
2012 Current Number of Students with Excessive Tardies (10 or more)
2013 Expected Number of Students with Excessive Tardies (10 or more)
00
00
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Out of School Suspensions
School will continue partnerships with outside agencies (Disc Village, CCYS, Apalachee Mental Health, Gadsden Juvenile Court System, Teen Court, and DJJ) as an intervention for deterring and reducing the number of out of school suspensions.
Behavior Specialists Guidance Counselor Assistant Principal Principal
Make and follow up on referrals to outside agencies (especially those that provide counseling services) for assistance when students receive out of school suspensions.
Monthly Suspension Reports
Follow up and counseling (intervention) services upon return to school.
2
Excessive Absences (Truancy)
1. Closely monitor all students who have excessive absences. The teachers and guidance counselor will be contacting those studentsâ€TM parents to encourage them to get those students to school or help to resolve any issues.
2. School will continue partnerships (Homeless Liasion, Disc Village, Gadsden Juvenile Court System, Teen Court, and DJJ) with outside agencies as an intervention for enforcing attendance policy and deterring truancy.
3. Behavioral specialist(s) work closely with the Guidance Counselor and Assistant Principal to monitor student absents. Follow-up calls will be made to parents when students have been found in violation, especially if they have been court or school board ordered or to attend.
Teachers Behavior Specialists Assistant Principal Guidance Counselor Data Entry and Discipline Secretary Probation Officers Teen Court Coordinator District Social Worker Principal
Adherence to District Attendance Policy and Referral Process (teacher, counselor and administrative interventions complete prior to referral to social worker)
2. Follow-up on referrals to outside agencies for assistance with students with chronic absenteeism
Monthly Attendance Reports
Attendance Referrals to Social Worker (cases reported and resolved)
Cases referred and resolved by Court System including DJJ and Teen Court with the assistance of outside agencies and the district
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 (e.g., early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
District Absentee and Truancy Policy (Student Code of Conduct)
All Subject Areas Grades 4-12
1. Assistant Principal
2. Principal, Assistant Principal, Dr. T. Madge, Consultant, and Data Entry Secretary
3. MTSS formally RTI/PBS Team
4. MTSS formally RTI/PBS Team
5. Behavior Specialist, Counselor, and Assistant Principal
All Subject Area Teachers Grades 4-12
August 2012 - May 2013
Sign-in Rosters for In-service Participation in PLCs and PD
Monthly Reports reflecting reduction in truancy rates.
MTSS Team which includes the Administration (Multi-tiered System of Supports)
Classroom Management to include accurately reporting absentees, tardies, and/or truancy
All Subject Areas Grades 4-12
Principal, Assistant Principal, Dr. T. Madge, Consultant, and Data Entry Secretary
All Subject Area Teachers Grades 4-12
August 2012 - May 2013
Sign-in Rosters for In-service Participation in PLCs and PD
Monthly Reports reflecting reduction in truancy rates.
MTSS Team which includes the Administration (Multi-tiered System of Supports)
School-wide Discipline Plan to include Bullying and the implementation of the in-school suspension plan.
All Subject Areas Grades 4-12
MTSS formally RTI/PBS Team, Behavior Specialist Counselor, and Assistant Principal
All Subject Area Teachers Grades 4-12
August 2012 - May 2013
Sign-in Rosters for In-service Participation in PLCs and PD
Monthly Reports reflecting reduction in discipline reports and students being referred.
MTSS Team which includes the Administration (Multi-tiered System of Supports)
School-wide Positive Behavior Support/Response to Intervention (MTSS)
All Subject Areas Grades 4-12
MTSS formally RTI/PBS Team
All Subject Area Teachers Grades 4-12
August 2012 - May 2013
Sign-in Rosters for In-service Participation in PLCs and PD
Monthly Reports reflecting reduction in discipline reports and students being referred.
MTSS Team which includes the Administration (Multi-tiered System of Supports)
Partnerships, Roles, Responsibilities, and Referral Process with Outside Agencies to assist with truancy and suspension issues.
All Subject Areas Grades 4-12
Behavior Specialist, Counselor, and Assistant Principal
All Subject Area Teachers Grades 4-12
August 2012 - May 2013
Sign-in Rosters for In-service Participation in PLCs and PD
Monthly Reports reflecting reduction in discipline reports and students being referred.
MTSS Team which includes the Administration (Multi-tiered System of Supports)
Attendance Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
School-wide Positive Behavior Support/Response to Intervention (MTSS)
Response to Intervention (RtI) has been described in Florida as a multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions.
Title I
$1,000.00
Subtotal: $1,000.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
Classroom Management to include an overview of the Marzano evaluation process and accurately reporting absentees, tardies, and/or truancy
Marzano Teacher Evaluation Handbook Harry and Mary Wong, First Day of School Modules
Title I
$2,000.00
Subtotal: $2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total: $3,000.00
End of Attendance Goal(s)
Suspension Goal(s)
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
Based on the analysis of suspension data, and reference to “Guiding Questionsâ€, identify and define areas in need of improvement:
1. Suspension
Suspension Goal #1:
1. One hundred fifty-seven (157) students were suspended during school year 2011 and 103 were suspended for school year 2012 which is a reduction of 54 students. This equates to a 34% decrease for school year 2012. 2. There were 530 suspensions for school year 2011 and 337 for school year 2012 which is a reductions of 193 suspensions. This equates to a 36% decrease for school year 2012.
By July 2013, CPA suspension records will reflect a 20% reduction in the percentage of students receiving out of school suspensions.
By July 2013, CPA suspension records will reflect a 20% reduction in the percentage of out of school suspensions.
By July 2013, CPA suspension records will reflect 50% or less of its students receiving in-school suspensions.
2012 Total Number of Inâ€"School Suspensions
2013 Expected Number of In-School Suspensions
School did not have an ISSP during 2011-2012.
> 125
2012 Total Number of Students Suspended In-School
2013 Expected Number of Students Suspended In-School
School did not have an ISSP during 2011-2012.
> 92
2012 Number of Out-of-School Suspensions
2013 Expected Number of Out-of-School Suspensions
337
269
2012 Total Number of Students Suspended Out-of-School
2013 Expected Number of Students Suspended Out-of-School
103
82
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Students failing to take responsibility for actions and/or inappropriate behaviors, e.g. anger, profanity, disrespect to adults, fighting, etc.
Provide self discover/counseling services through our partners and outside agencies (goal setting, making positive decisions, conflict resolution, peer mediation, and character education) for students who are repeatedly being suspended.
Restructuring of ISSP
Mentoring through the 100 Black Men mentoring program (beginning in March 2013)
Enrollment for selected students in the Black Make College Explorer Program (Summer 2013)
MTSS Team, Parent and Community Involvement Services, District Social Worker and Homeless Coordinator, Faculty and Staff, School Resource Officer, Outside Agencies (Disc Village, CCYS, Apalachee Mental Health, Serenity, Inc.)
Edgar Griffin, Behavioral Specialist
Referrals will be made to the appropriate intervention agency or partner for each student that receives 1 or more out of school suspension and/or prior to recommendation for a hearing that may or may not lead to expulsion.
Suspension and Attendance Reports
Student Referrals (especially multiple suspensions for ISS or OSS)
Requests for and Acceptance into a counseling program on- or off- campus.
2
Implementation a set of core values or strategies that students will adhere to so that they do their utmost to never be suspended again.
Provide for prevention of and education in the following areas A. Unwanted physical or verbal aggression: sexual harassment B. Forms of bullying (especially cyber-bullying), in school and on school grounds, and on school vehicles (school buses). C. Character building
Enrollment of students in Personal, Social, and School Development course
MTSS Team, Dr. T. Madge, Consultant; Parent and Community Involvement Services, District Social Worker and Homeless Coordinator, Faculty and Staff, School Resource Officer, School Behavioral Specialist, Outside Agencies (Disc Village, CCYS, Apalachee Mental Health, Serenity, Inc.)
Monthly suspension reports from district will be monitored to determine if strategies being implemented are effective. Also, school's MTSS team, SRO, and Administration will meet quarterly to monitor and/or modify strategies as recommended.
Suspension and Attendance Reports
Student Referrals (especially multiple suspensions for ISS or OSS)
Requests for and Acceptance into a counseling program on- or off- campus.
Training and workshop records from consultants.
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 (e.g., early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
1A. School safety and crisis intervention training for faculty and staff
1B. Core values and behaviors workshops for students
All subject areas, grades 4-12
Dr. T. Madge, Consultant
School-wide (CPA, HOPE Academy, and Bold Steps)
Beginning October 22, 2012-2013 and ending by May 31, 2013
(Early Release and Teacher Planning Days)
Observation of implementation of training by Administration and Consultant
Administration and Consultant
2. Positive Behavior Support Program and Response to Intervention Training (MTSS)
All subject areas, grades 4-12
MTSS Team
School-wide (CPA, HOPE Academy, and Bold Steps)
Beginning October 22, 2012-2013 and ending by May 31, 2013
Tuesdays (2nd and 4th) Faculty/Staff Professional Development Days
Observation of implementation of training by Administration and Consultant
Quarterly Monitoring of Suspension Reports both ISS and OSS
Administration and MTSS Team
Suspension Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Positive Behavior Support Program and Response to Intervention Training (MTSS)
Response to Intervention (RtI) has been described in Florida as a multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions.
Title I Dropout Prevention
$0.00
Creating a Safe and Respectful Environment in our Nation's Classroom
This training toolkit is made up of two modules that address bullying in classrooms. Specifically, it is designed to assist teachers in cultivating meaningful relationships with students while creating a positive climate in the classroom.
USDOE
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
School safety and crisis intervention training for faculty and staff
This nonviolent safety and crisis intervention training is designed to teach best practices for managing difficult situations and disruptive behaviors. Participants learn how to identify at-risk individuals and use nonverbal and verbal techniques to defuse hostile or belligerent behavior. They also learn how to control their fear and anxiety in a crisis situation or avoid injury when a crisis situation becomes physical.
Title I
$1,000.00
Core values and behaviors workshops for students
Consultant will work with students to create an effective school culture that promotes improved learning for all students. Presenter will also identify a set of core values and beliefs about learning that will function as explicit foundational commitment for both students and the school. Once established, the core values, beliefs, and learning expectations will be actively reflected in the culture of the school and drive curriculum, instruction, and assessment practices in every classroom. As well, the school will use them to guide the schoolâ€TMs policies, procedures, decisions, and resource allocations.
Title I
$1,000.00
Subtotal: $2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total: $2,000.00
End of Suspension Goal(s)
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 (e.g., 70% (35)).
Based on the analysis of parent involvement data, and reference to “Guiding Questionsâ€, identify and define areas in need of improvement:
1. Dropout Prevention
Dropout Prevention Goal #1:
*Please refer to the percentage of students who dropped out during the 2011-2012 school year.
By May 31, 2013, CPA dropout prevention records will reflect 0.5% decline in its dropout rate.
By May 31, 2013, CPA graduation records will reflect a 2% increase in the number of students graduating as compared to 2011-2012.
2012 Current Dropout Rate:
2013 Expected Dropout Rate:
2.7% District Rate for 2010-2011
0.5% decline at the school level
2012 Current Graduation Rate:
2013 Expected Graduation Rate:
67.6% District Rate for 2010-2011
2% increase at the school level
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Potential dropouts based on criteria such as retained in multiple grades, high absenteeism, failing academic grades, or low Florida Comprehensive Assessment Test (FCAT) scores.
1. Offering a Modified Curriculum of coursework in academic content areas
2. Dual-enrollment at vocational-technical school for grade 10 students and higher
3. Test Prep for FCAT Retakers face-to-face (Florida TestReady), after-school (21st CCLC program), and on-line (FCAT Explorer)
4. Credit Recovery through Florida Virtual School and OdysseyWare
5. School-wide school-wide plan for teachers, guidance counselors, and administrators to monitor quarterly progress of over-age students.
Teachers, guidance counselors, administrators, and registrar
Dual-enrollment, Florida Virtual School status, OdysseyWare, and district quarterly progress reports
Graduation and Dropout Rates for 2012-2013
Progress Monitoring Reports
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 (e.g., early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
Utilize data systems that support a realistic diagnosis of the number of students who drop out and that help identify individual students at high risk of dropping out.
All subject areas and grade level 4-12.
Administration, Data Entry Secretary, and MTSS Team
Teachers and Staff
August 2012 - May 2013
MTSS Reports to include student transcripts, attendance, grade distribution, suspensions, test results from FALL, WINTER and SPRING
Administration
Behavior Specialists
Counselor
Data Entry Secretary
Assign adult advocates to students at risk of dropping out. Adult advocates should have an appropriate background and low caseloads, and be purposefully matched with students. Adequate training and support should be provided or should have already been provided for advocates (CCYS, Disc Village, Appalachee Mental Health, DJJ, Teen Court, and/or other persons or agencies).
All subject areas and grade level 4-12.
Administration and MTSS Team
School-wide
August 2012 - May 2013
Student referrals and assignments to receive assistance from individuals or participating agencies.
Administration
Behavior Specialists
Counselors
Case Managers (DJJ, Disc Village, etc.)
Provide academic support and enrichment to improve academic performance. Help students to improve academic performance and reengage in school. This should be implemented in conjunction with other recommendations.
All subject areas and grade level 4-12.
Administration and MTSS Team
School-wide
August 2012 - May 2013
MTSS Reports to include student transcripts, attendance, grade distribution, suspensions, test results from FALL, WINTER and SPRING
Administration
Behavior Specialists
Counselor
Data Entry Secretary
Provide rigorous and relevant instruction to better engage students in learning and provide the skills needed to graduate and to serve them after they leave school (postsecondary options).
All subject areas and grade level 4-12.
Administration and MTSS Team
School-wide
August 2012 - May 2013
MTSS Reports to include student transcripts, attendance, grade distribution, suspensions, test results from FALL, WINTER and SPRING
Administration
Behavior Specialists
Counselor
Data Entry Secretary
Dropout Prevention Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Learning for Life is an action-learning process and uses teaching techniques such as role-playing, small-group discussions, reflective and moral dilemma exercises, online interactive lessons and hands-on activities.
Learning for Life features grade-appropriate, theme-oriented lesson plans to be used in the classroom to enhance and support the core curriculum. Lessons are designed to be conducted by the classroom teachers in conjunction with the core curriculum. The Learning for Life curriculum is research based and has uniquely blended character development traits into lessons that are aligned to core curriculum standards in all 50 states. This enables students to practice and reinforce core curriculum topics and skills while learning critical character development and life skills.
Grant
$6,000.00
Subtotal: $6,000.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
Teenage Parent (TAP) Program
The Teenage Parent (TAP) Program is designed for students who are pregnant or parenting. TAP programs offer regular academic classes so students can continue their educational program in addition to providing classes in child growth and development, nutrition, and parenting skills.
$1,000.00
The Black Male College Explorers Program
The Black Male College Explorers Program is an At-Risk prevention/ intervention program designed specifically to prevent black males from dropping out of high school, facilitate their admission to college and significantly increase their chances of earning a college degree. CPA currently has a Brotherhood of Respect Program which prepares males for entry into this program (6 weeks each summer).
Public and Private Sector contributions/scholarships
$3,000.00
Subtotal: $4,000.00
Grand Total: $10,000.00
End of Dropout Prevention Goal(s)
Parent Involvement Goal(s)
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
Based on the analysis of parent involvement data, and reference to “Guiding Questionsâ€, identify and define areas in need of improvement:
1. Parent Involvement
Parent Involvement Goal #1:
*Please refer to the percentage of parents who participated in school activities, duplicated or unduplicated.
According to the Title I-Part A Parental Involvement Plan, there were 310 documented participants (parents/guardians) attending scheduled activities/ events during the 2010-2011. At the end of 2011-2012, the number had increased to 430.There is still a need to increased participation and attendance at SIP/SAC meetings, parenting workshops and training especially since the school is entering the school accreditation process.
By the end of the 2013 school year, CPA will show a 10% increase in its parent involvement activities.
2012 Current Level of Parent Involvement:
2013 Expected Level of Parent Involvement:
430 participants
473 participants
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
1
Parents lack of participation on the SAC, PTO, and other parent involvement initiatives and forums that directly impact decisions made on behalf of their students' education.
1. Provide one on one interviews with at least one parent of every child who enrolls in the school during the 2012-2013 year. (Interviews maybe held via phone conversations.)
2. Encourage parents to take the opportunity to participate in the development and implementation of the School Improvement Plan, to serve on the School Advisory Council (SAC
3. Open a Parent Resource room for parents to access while conducting or waiting to conducting school business involving faculty, staff, students or community.
Administrative and MTSS Teams involving Guidance Counselors, Behavior Specialists and Teachers
Logs, including those by phone, reflecting parent(s) interviews and enrolling students
Invitations to join SAC; Public appeals through all communications to parents and community; Sign-in rosters
2012 -2013 enrollment records as of July 1, 2012 compared to actually interviews.
Membership Rosters for SAC and any other parent organization in the school
Parent surveys
2
Parents frequently complain about not being informed of students' progress until they are endanger of not getting promoted or not being able to graduate.
Also, parents complain of not being able to access available help for failing students.
1. Host Parent Expos each nine weeks to issue report cards, report student progress and data related student achievement, schedule conferences, and present mini-academic sessions especially on the graduation requirements and the new CCSS implementation. Also, invite the Education Transformational Office to attend and make presentations and workshop sessions to parents and community stakeholders.
2. Distribute flyers, notices, after-school tutorial advertisements, Parent Link, and announcements to be sent home with every student prior to events (programs, concerts, science fairs, field trips, etc.), holidays, and meetings, etc. so that it will list upcoming dates and other important school information. (Make readily available in the front office and update the schoolâ€TMs web site).
Sign-in records reflecting participation and attendance
Survey of responders and attendees to school events and sign-in rosters.
Rosters and sign-in sheets of after-school and/or SES providers participants.
Sign-in records, requests for academic and/or behavioral assistance; participation in mini-academic sessions and after-school programs
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 (e.g., early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
School Advisory Councils, Parent Teacher Organizations, School Improvement Plan, Promotion and Graduation Requirements 2013
4-12
Administrative and MTSS Teams, Academic Coaches, District Resource Person; Teachers; District Parent Involvement Coordinato
School-wide Community,Parents, and their Student Families
August 2012 - May 2013
Sign-in Roster of Participants (parents, students, and community)
Administrative Team
Title I Office
Parent Involvement Office
Student Code of Conduct, RTI, Immunization Requirements, Bullying, Attendance, and Drop Pants Legislation Grades 6 - 12
4-12
Administrative and MTSS Teams
School-wide Community,Parents, and their Student Families
August 2012
Sign-in Roster of Participants (parents, students, and community)
Administrative Team
Common Core State Standards and Next Generation Sunshine State Standards, College Readiness and Career Preparatory (ACT, SAT, CPT and PERT, PARCC etc.), FACTS.org, FCAT 2.0 and EOCs,
4-12
Administrative and MTSS Teams, Academic Coaches; Guidance Counselor; District Resource Person; Assessment Coordinator; Teachers; Title I Coordinator and District Parent Involvement Coordinator
School-wide Community,Parents, and their Student Families
October 2012 - May 2013
Sign-in Roster of Participants (parents, students, and community)
Administrative Team
Title I Office
Parent Involvement Office
Title I Parent Involvement Meeting
4-12
Principal
Parent Involvement/Title I Office
Parents of all students School-wide
Faculty and Staff
August 2012 - October 2012
Sign-in Roster
Principal and Assistant Principal
Parent Involvement Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Promote the use of the district's DLOPI project Inservice training for all staff and parents on DLOPI-Different Levels of Parental Involvement and how both group can impact its usefulness in improving student engagement
Different Levels of Parental Involvement - documentation tool for use my teachers to manage parents and guardians participation in their students' education
Title I
$500.00
Subtotal: $500.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Use of computers for trainings, demonstration sessions, and completion of surveys for upcoming school accreditation for parents and familiesComputer labs available during non-school hours
School's Computer Labs
Title I
$1,000.00
Subtotal: $1,000.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
PTO Leadership Annual State Conference
Annual event for PTO and SAC representatives, parents and school officials for increasing and promoting parental involvement
Title I SAC
$3,000.00
Workshops and Trainings to promote parental involvement
Opportunities to organize and inform parents of best practices for increasing parental involvement in the home, community and school
Title I SAC
$1,000.00
Subtotal: $4,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
Post all upcoming events and activities on district and school website
Calendar of events posted on district and school
Title I
$500.00
Establish and furnish a designated area for parents and guardians for conducting school business.
Furniture, appliances, telecommunication equipment (computer [wireless laptop], telephone, thumb drives, Internet, etc.) literature (parent library to include books, audiovisuals, pamphlets and brochures), etc.
Title I SAC
$5,000.00
Subtotal: $5,500.00
Grand Total: $11,000.00
End of Parent Involvement Goal(s)
Science, Technology, Engineering, and Mathematics (STEM) Goal(s)
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
Based on the analysis of school data, identify and define areas in need of improvement:
1. STEM
STEM Goal #1:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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 (e.g. , early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
No Data Submitted
STEM Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total: $0.00
End of STEM Goal(s)
Career and Technical Education (CTE) Goal(s)
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
Based on the analysis of school data, identify and define areas in need of improvement:
1. CTE
CTE Goal #1:
Problem-Solving Process to Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for Monitoring
Process Used to Determine Effectiveness of Strategy
Evaluation Tool
No Data Submitted
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 (e.g. , early release) and Schedules (e.g., frequency of meetings)
Strategy for Follow-up/Monitoring
Person or Position Responsible for Monitoring
No Data Submitted
CTE Budget:
Evidence-based Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total: $0.00
End of CTE Goal(s)
Additional Goal(s)
No Additional Goal was submitted for this school
FINAL BUDGET
Evidence-based Program(s)/Material(s)
Goal
Strategy
Description of Resources
Funding Source
Available Amount
Reading
Lesson Study
ETO and Reading Coach will facilitate four cycles of Lesson Study.
Title I Title II
$2,000.00
Reading
Best Teaching Practices; Differentiating Instruction; and Literacy and Reading http://www.startwithsuccess.com
Series of self-paced training as needed for teacher effectiveness to include: Developing a Classroom Climate Reinforcing Effort and Providing Recognition Teacher Expectations Homework and Practice Implementing Differentiated Instruction K-6 Strategies: I; K-6 Strategies: II; 7-12 Strategies: I; 7-12 Strategies: II Reading Strategies for Middle and Secondary Teachers Vocabulary Development Three Interactive Elements of Reading Motivating Materials and Strategies for Readers Using Environmental Print; Gathering Environmental Print; Environmental Print in 4-8; Environmental Print in 9-12; and Issues Surrounding the Use of Environmental Print
Title I Title II
$1,500.00
Reading
Literacy Across the Curriculum â€" Use text complexity, close reading, comprehension instruction sequence, and vocabulary development in mathematics classes to improve reading, writing and communicating.
Face to Face Training with Follow-up through CWT To provide training, strategies and evidence supporting the need for an intensive literacy campaign in middle grades and high schools. The goal of this PD is to show participants how they can mount a successful campaign resulting in more literate graduates with a greater chance of completing postsecondary education and qualifying for well-paying jobs with promising futures.
Title I Title II
$2,000.00
Mathematics
Literacy Across the Curriculum â€" Use text complexity, close reading, comprehension instruction sequence, and vocabulary development in mathematics classes to improve reading, writing and communicating.
Face to Face Training with Follow-up through CWT To provide training, strategies and evidence supporting the need for an intensive literacy campaign in middle grades and high schools. The goal of this PD is to show participants how they can mount a successful campaign resulting in more literate graduates with a greater chance of completing postsecondary education and qualifying for well-paying jobs with promising futures.
Title II Title I
$2,000.00
Writing
Schedule Mock FCAT 2.0 Writing administrations (quarterly) using Write Score assessments for grades 4-12
School Writing Assessment/Write Score administered thoughout year through core academic and elective area classes
Title 1
$5,000.00
Attendance
School-wide Positive Behavior Support/Response to Intervention (MTSS)
Response to Intervention (RtI) has been described in Florida as a multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions.
Title I
$1,000.00
Suspension
Positive Behavior Support Program and Response to Intervention Training (MTSS)
Response to Intervention (RtI) has been described in Florida as a multi-tiered system of supports (MTSS) for providing high quality instruction and intervention matched to student needs using learning rate over time and level of performance to inform instructional decisions.
Title I Dropout Prevention
$0.00
Suspension
Creating a Safe and Respectful Environment in our Nation's Classroom
This training toolkit is made up of two modules that address bullying in classrooms. Specifically, it is designed to assist teachers in cultivating meaningful relationships with students while creating a positive climate in the classroom.
USDOE
$0.00
Dropout Prevention
Learning for Life is an action-learning process and uses teaching techniques such as role-playing, small-group discussions, reflective and moral dilemma exercises, online interactive lessons and hands-on activities.
Learning for Life features grade-appropriate, theme-oriented lesson plans to be used in the classroom to enhance and support the core curriculum. Lessons are designed to be conducted by the classroom teachers in conjunction with the core curriculum. The Learning for Life curriculum is research based and has uniquely blended character development traits into lessons that are aligned to core curriculum standards in all 50 states. This enables students to practice and reinforce core curriculum topics and skills while learning critical character development and life skills.
Grant
$6,000.00
Parent Involvement
Promote the use of the district's DLOPI project Inservice training for all staff and parents on DLOPI-Different Levels of Parental Involvement and how both group can impact its usefulness in improving student engagement
Different Levels of Parental Involvement - documentation tool for use my teachers to manage parents and guardians participation in their students' education
Title I
$500.00
Subtotal: $20,000.00
Technology
Goal
Strategy
Description of Resources
Funding Source
Available Amount
Reading
CPALMS
Floridaâ€TMs Platform for educators to Collaborate, Plan, Align, Learn, Motivate and Share - Training --- to provide a resource for assistance with effective implementation Floridaâ€TMs standards (both NGSSS and CCSS) and course content and professional development in a self-paced format
Title I
$500.00
Reading
Performance Matters training to support data-driven instructional decisions
Performance Matters provides an integrated student assessment, data management and teacher effectiveness platform that supports the information needs of todayâ€TMs teachers, school system leaders, students and parents. Using Performance Matters, all stakeholders in the educational process have ready access to the information and resources they need to sustain student learning and instruction.
District Technology Funds
$4,000.00
Mathematics
Performance Matters training to support data-driven instructional decisions
Performance Matters provides an integrated student assessment, data management and teacher effectiveness platform that supports the information needs of todayâ€TMs teachers, school system leaders, students and parents. Using Performance Matters, all stakeholders in the educational process have ready access to the information and resources they need to sustain student learning and instruction.
Technology Funds
$0.00
Mathematics
Multimedia in the Classroom: Engaging Students
PD focuses on using multimedia in the classroom as tools to help students visualize, synthesize, convey, and construct knowledge. This course will be used in a PLC forum. (Florida Center for Instructional Technology - http://fcit.usf.edu/multimedia/index.html)
Title II Title I
$500.00
Science
Gizmos Program
Online interactive math and science simulations that power inquiry and understanding of content and concepts for students in grades 3-12. Program includes inquiry-based lessons, assessment & reporting; correlation to all State Standards and leading textbooks; and teacher home pages for classroom management.
Title I
$5,000.00
Writing
Use of Glencoe Essay Grader for on-line response practice
The Glencoe Online Essay Grader offers valuable online instruction and reporting tools to track and improve student writing and assessment performance. It provides Individualized automatic scoring, presents narrative feedback and a holistic score as well as six trait scores six-point scale.
Textbook Allocation
$0.00
Parent Involvement
Use of computers for trainings, demonstration sessions, and completion of surveys for upcoming school accreditation for parents and familiesComputer labs available during non-school hours
School's Computer Labs
Title I
$1,000.00
Subtotal: $11,000.00
Professional Development
Goal
Strategy
Description of Resources
Funding Source
Available Amount
Reading
Overview of Common Core State Standards Specific PD 1) Text Complexity 2) CIS 3) Close Reading 4) Vocabulary Development
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
Title I Title II
$2,000.00
Reading
Shared Inquiryâ"¢ Discussion using CCSS Classroom Libraries and Bluford Series collections.
Professional Learning: Great Books is a leader in text-based, Socratic discussion, with courses, coaching, and resources for Shared Inquiryâ"¢ Discussion. The K-12 entails classroom reading and discussion programs that build young minds, improve critical thinking, and promote higher student achievement.
Title I Title II
$500.00
Mathematics
Best Teaching Practices http://www.startwithsuccess.com Developing a Classroom Climate Reinforcing Effort and Providing Recognition Teacher Expectations Homework and Practice
Self-Paced Training for All Teachers
Title II Title I
$500.00
Mathematics
Literacy and Reading http://www.startwithsuccess.com Reading Strategies for Middle and Secondary Teachers Vocabulary Development Three Interactive Elements of Reading Motivating Materials and Strategies for Readers Using Environmental Print; Gathering Environmental Print; Environmental Print in 4-8; Environmental Print in 9-12; and Issues Surrounding the Use of Environmental Print
Self-Paced Training for All Teachers
Title II Title I
$500.00
Mathematics
Differentiating Instruction http://www.startwithsuccess.com Differentiating Instruction: Meeting Students Where They Are â€" PD explores learning style, language proficiency, background knowledge, readiness to learn, and other factors that impact success for all in the classroom. Participants will be challenge to structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom. Implementing Differentiated Instruction; K-6 Strategies: I; K-6 Strategies: II; 7-12 Strategies: I; 7-12 Strategies: II
Self-Paced Training for All Teachers (As scheduled and as needed)
Title II Title I
$500.00
Mathematics
Using Data to Make Decisions
A self-directed course to learn about techniques for collecting and analyzing data that does not require complex mathematics. Participants will get lesson plans, practice exercises, links to relevant articles, and case studies of teachers who are using data in their classrooms. PD is basedContinuous Improvement Cycle of Plan, Do, Study, and Act. (Florida Center for Instructional Technology - http://fcit.usf.edu/data/index.html
Title II Title I
$500.00
Science
Overview and Implementation Individual Benchmark Specifications for Biology End-of-Course Assessment and the FCAT 2.0 Science Assessment for Grade 8
Biology End-of-Course and Assessment and FCAT 2.0 Science Assessment for Grade 8 Test Item Specifications (FLDOE)
Title I
$1,000.00
Science
Item Difficulty and Cognitive Complexity of Biology End-of-Course and FCAT 2.0 Science Grade 8 Assessments(FLDOE) Assessment Test Items
Biology End-of-Course and Assessment and FCAT 2.0 Science Assessment for Grade 8 Test Item Specifications (FLDOE)
Title I
$1,000.00
Writing
FCAT 2.0 Writing Workshop which includes Scoring Training; The Research Base for Writing Instruction K-12; Real World Writing Purposes; Approaching a Topic â€" the Power of Modeling, Choosing a Topic; Participant Writing Experience; Revision, RADaR (Replace, Add, Delete and Reorder) â€" Modeling; Participants Revising Their Pieces and Sharing
The FCAT 2.0 Writing Calibration Scoring Guides, 2012 FCAT Writing Anchor Sets, and 2012 FCAT Writing Exemplar Sets that are currently being used to provide a basis for scoring decisions for FCAT 2.0 Writing through 2014 (FLDOE Training Materials)
Title I and SIG
$1,000.00
Civics
Overview and Implementation Individual Benchmark Specifications for Civics End-of-Course Assessment
Civics End-of-Course Assessment Test Item Specifications (FLDOE)
Title I
$500.00
Civics
Item Difficulty and Cognitive Complexity of Civics End-of-Course Assessment Test Items
Civics End-of-Course Assessment Test Item Specifications and CCSS(FLDOE)
Title I
$500.00
Civics
Webbâ€TMs Depth of Knowledge (DOK) levels
Academic Coaches and ETO Reading Specialist
Title 1
$1,000.00
U.S. History
Overview and Implementation Individual Benchmark Specifications for U. S. History End-of-Course Assessment
U. S. History End-of-Course Assessment Test Item Specifications (FLDOE)
Title I
$500.00
U.S. History
Item Difficulty and Cognitive Complexity of U. S. History End-of-Course Assessment Test Items
U. S. History End-of-Course Assessment Test Item Specifications and CCSS(FLDOE)
Title I
$500.00
U.S. History
Webbâ€TMs Depth of Knowledge (DOK) levels
Academic Coaches and ETO Reading Specialist
Title 1
$1,000.00
Attendance
Classroom Management to include an overview of the Marzano evaluation process and accurately reporting absentees, tardies, and/or truancy
Marzano Teacher Evaluation Handbook Harry and Mary Wong, First Day of School Modules
Title I
$2,000.00
Suspension
School safety and crisis intervention training for faculty and staff
This nonviolent safety and crisis intervention training is designed to teach best practices for managing difficult situations and disruptive behaviors. Participants learn how to identify at-risk individuals and use nonverbal and verbal techniques to defuse hostile or belligerent behavior. They also learn how to control their fear and anxiety in a crisis situation or avoid injury when a crisis situation becomes physical.
Title I
$1,000.00
Suspension
Core values and behaviors workshops for students
Consultant will work with students to create an effective school culture that promotes improved learning for all students. Presenter will also identify a set of core values and beliefs about learning that will function as explicit foundational commitment for both students and the school. Once established, the core values, beliefs, and learning expectations will be actively reflected in the culture of the school and drive curriculum, instruction, and assessment practices in every classroom. As well, the school will use them to guide the schoolâ€TMs policies, procedures, decisions, and resource allocations.
Title I
$1,000.00
Parent Involvement
PTO Leadership Annual State Conference
Annual event for PTO and SAC representatives, parents and school officials for increasing and promoting parental involvement
Title I SAC
$3,000.00
Parent Involvement
Workshops and Trainings to promote parental involvement
Opportunities to organize and inform parents of best practices for increasing parental involvement in the home, community and school
Title I SAC
$1,000.00
Subtotal: $19,500.00
Other
Goal
Strategy
Description of Resources
Funding Source
Available Amount
Reading
Florida Test Ready for Reading
Test Ready curriculum provides robust support for educators of all levelsâ€"all in an easy-to-use format. Suggested pacing charts and detailed lessons plans included. Step by Step sections provide background material and scripting. The program also provides rigorous instruction on the Common Core using a proven-effective gradual-release approach that builds student confidence, and prepare students for more complex assessment items with full-length practice tests and interim assessments.
Title I
$2,000.00
Mathematics
Florida Test Ready
Florida Ready Mathematics covers Geometry and Measurement, Number and Operations, Algebra, Data Analysis, and Probability. It also provides support to help all educators successfully implement the program, from paraprofessionals to experienced teachers; suggested pacing charts and detailed lesson plans; at a Glance sections, which provide a short overview of each concept; step by step sections, which provide background material and scripting; and special ELL support, mini lessons, and real world examples, which extend the classroom learning opportunities.
Title I
$2,000.00
Dropout Prevention
Teenage Parent (TAP) Program
The Teenage Parent (TAP) Program is designed for students who are pregnant or parenting. TAP programs offer regular academic classes so students can continue their educational program in addition to providing classes in child growth and development, nutrition, and parenting skills.
$1,000.00
Dropout Prevention
The Black Male College Explorers Program
The Black Male College Explorers Program is an At-Risk prevention/ intervention program designed specifically to prevent black males from dropping out of high school, facilitate their admission to college and significantly increase their chances of earning a college degree. CPA currently has a Brotherhood of Respect Program which prepares males for entry into this program (6 weeks each summer).
Public and Private Sector contributions/scholarships
$3,000.00
Parent Involvement
Post all upcoming events and activities on district and school website
Calendar of events posted on district and school
Title I
$500.00
Parent Involvement
Establish and furnish a designated area for parents and guardians for conducting school business.
Furniture, appliances, telecommunication equipment (computer [wireless laptop], telephone, thumb drives, Internet, etc.) literature (parent library to include books, audiovisuals, pamphlets and brochures), etc.
A reward school is any school that improves their letter grade or any school graded A.
No Attachment (Uploaded on 11/12/2012)
School Advisory Council
School Advisory Council (SAC) Membership Compliance
The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school. Please verify the statement above by selecting "Yes" or "No" below.
Yes. Agree with the above statement.
Projected use of SAC Funds
Amount
Establish, furnish, and provide literature and technology for a Parent Resource Room
$1,800.00
Provide stipends for Parent Services (parents that provide educational and extra-curricular services for students, staff, and teachers within the school)
$1,800.00
Conference fees (registration, travel, lodging, meals, materials and supplies,etc.) for staff and parent participants
Describe the activities of the School Advisory Council for the upcoming year
Updating and Rewriting School Improvement Plans (goal, strategies, professional development, and budget) Monitoring the Implementation and Keeping the Public Informed of SAC actions and efforts
