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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?â€
2. Step 2, the team analyzes the problem using data to determine why the discrepancy is occurring. Ask, “Why is it taking place?â€
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?â€
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

Enrichment: Novel-based instruction

Pauline West, Principal

Carla Wells, Reading Coach

Shelia Galloway, Middle Grades Reading Teacher

Sharon Paul, 6th Grade Teacher

Bridget Butler, Elementary Education Teacher (4th - 5th Grade)

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

Pauline West, Principal

Carla Wells, Reading Coach

Shelia Galloway, Middle Grades Reading Teacher

Sharon Paul, 6th Grade Teacher

Bridget Butler, Elementary Education Teacher (4th - 5th Grade)

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

Pauline West, Principal

Carla Wells,
Reading Coach

Sheila Galloway,
Reading Teacher

Sharon Paul,6th Grade Teacher

Bridget Butler, Elementary Teacher (4th -5th Grade)

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

Pauline West, Principal

Carla Wells, Reading Coach

Shelia Galloway, Middle Grades Reading Teacher

Sharon Paul, 6th Grade Teacher

Bridget Butler, Elementary Education Teacher (4th - 5th Grade)

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

Pauline West, Principal

Carla Wells,
Reading Coach

Sheila Galloway,
Reading Teacher

Sharon Paul,6th Grade Teacher

Bridget Butler, Elementary Teacher (4th -5th Grade)

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

All Subject Areas
Grades 4 - 12

Principal

Reading Coach

Mathematics Coach

Assistant Principal

All Subject Area Teachers - Grades 4 through 12

October 22, 2012

through

May 31, 2013

CWTs and Lesson Plans

Principal

Assistant Principal

Academic Coaches

Differentiating Instruction http://www.startwithsuccess.com

Implementing Differentiated Instruction;
K-6 Strategies: I;
K-6 Strategies: II;
7-12 Strategies: I;
7-12 Strategies: II

All subject areas
4-12

Principal

Assistant Principal

Mathematics Coach

Reading Coach

Science Coach

All Teachers 4-12

October 22, 2012 - May 31, 2013

CWTs and Lesson Plans

Reflection Journals

Principal

Assistant Principal

Mathematics Coach

Reading Coach

Science Coach

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

2012 Current Level of Performance:

2013 Expected Level of Performance:

41%(9) 10th grade 29%(8) 8th grade 0%(0) 4th grade

46% () 10th grade 35%() 8th grade 50%() 4th grade

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).

Principal, Assistant Principal, Academic Coaches, Teachers, Behavior Specialist, and Guidance Counselor

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.

Title I SAC

$5,000.00

Subtotal: $13,500.00

Grand Total: $64,000.00

 

Differentiated Accountability

 

School-level Differentiated Accountability Compliance

Priority

Focus

Prevent

NA

 

Are you a reward school: Yes No

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

$2,000.00

Student scholarships to educational conferences, summer programs, organizational memberships (Student Council, Beta Club, etc.)

$1,000.00

 

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

 

AYP DATA

Adequate Yearly Progress (AYP) Trend Data 2011-2012
Adequate Yearly Progress (AYP) Trend Data 2010-2011
Adequate Yearly Progress (AYP) Trend Data 2009-2010

 

SCHOOL GRADE DATA

No Data Found
No Data Found
No Data Found

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