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
Carolyn Francis, Secondary Reading Program Specialist, ETO
RTI Team
Annette Baker, Guidance Counselor
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students on a quarterly basis.
Classroom walkthroughs.
Progress Monitoring Reporting Network
Performance Matters
Success-Maker
FCIM Assessments
Report cards
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1b. Florida Alternate Assessment:
Students scoring at Levels 4, 5, and 6 in reading.
Reading Goal #1b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2a. FCAT 2.0: Students scoring at or above Achievement
Level 4 in reading.
Reading Goal #2a:
By May 2013, 5% of CPA students in grades 4-10 will score at or
above Achievement Level 4 in Reading on FCAT 2.0.
Less than 10% of students in individual grade levels 4-10 have
achievement level scores higher than Levels 1 and 2. Students earn
less than 50% of available points in the content areas of
Vocabulary, Reading Application, Literary Analysis, and
Informational Text and Research Process.
2012 Current Level of Performance:
2013 Expected Level of Performance:
N/A
5% (6)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
School Attendance
Reading Deficiencies
Develop a school-wide attendance plan.
Implement the District's Reading Plan
Utilize classroom libraries in every class
Establish a school literacy council to address best practice
literacy strategies.
Use Progress Monitoring Reporting Network (PMRN) as suggested by
the state reading initiative.
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
Carolyn Francis, Secondary Reading Program Specialist, ETO
RTI Team
Annette Baker, Guidance Counselor
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students on a quarterly basis.
Classroom walkthroughs.
Progress Monitoring Reporting Network
Performance Matters
Success-Maker
FCIM Assessments
Report cards
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2b. Florida Alternate Assessment:
Students scoring at or above Achievement Level 7 in
reading.
Reading Goal #2b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
3a. FCAT 2.0: Percentage of students making learning
gains in reading.
Reading Goal #3a:
By May 2013, 47% of CPA students will make Learning Gains in
Reading on FCAT 2.0 (5% increase)
Less than 10% of students in individual grade levels 4-10 have
achievement level scores higher than Levels 1 and 2. Students earn
less than 50% of available points in the content areas of
Vocabulary, Reading Application, Literary Analysis, and
Informational Text and Research Process.
2012 Current Level of Performance:
2013 Expected Level of Performance:
42% (50)
47% (65 )
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
School attendance.
Reading deficiencies.
Develop a school-wide attendance plan.
Implement the District's Reading Plan.
Provide staff development to teach reading across the
curriculum.
Establish a school literacy council to address best practice
literacy strategies.
Used Progress Monitoring Reporting Network (PMRN) as suggested by
the state reading initiative.
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
Carolyn Francis,
Secondary Reading Program Specialist, ETO
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students.
Classroom walkthroughs.
Progress Monitoring Reporting Network (PMRN).
Success-Maker CAI for Reading
FCIM assessments.
Report Cards.
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
3b. Florida Alternate Assessment:
Percentage of students making Learning Gains in
reading.
Reading Goal #3b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
4. FCAT 2.0: Percentage of students in Lowest 25% making
learning gains in reading.
Reading Goal #4:
By May 2013, 50% of students in the lowest 25 percentile (in
grades 4-10) will make Learning Gains in Reading on FCAT 2.0.
(baseline)
Less than 10% of students in individual grade levels 4-10 have
achievement level scores higher than Levels 1 and 2. Students earn
less than 50% of available points in the content areas of
Vocabulary, Reading Application, Literary Analysis, and
Informational Text and Research Process.
2012 Current Level of Performance:
2013 Expected Level of Performance:
N/A
50% (69)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
School Attendance
Reading Deficiencies
Develop a school-wide attendance plan.
Implement the District's Reading Plan
Provide staff development to teach reading across the
curriculum
Utilize classroom libraries in every class
Establish a school literacy council to address best practice
literacy strategies.
Use Progress Monitoring Reporting Network (PMRN) as suggested by
the state reading initiative
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
Carolyn Francis, Secondary Reading Program Specialist, ETO
RTI Team
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students on a quarterly basis.
Classroom walkthroughs.
Mini Assessments
Progress Monitoring Reporting Network
Performance Matters
Success-Maker
FCIM Assessments
Based on Ambitious but Achievable Annual Measurable Objectives
(AMOs), AMO-2, Reading and Math Performance Target
5A. Ambitious but Achievable Annual Measurable Objectives
(AMOs). In six year school will reduce their achievement gap by
50%.
Reading Goal # 5A :
Baseline data 2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5B. Student subgroups by ethnicity (White, Black,
Hispanic, Asian, American Indian) not making satisfactory progress
in reading.
Reading Goal #5B:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5C. English Language Learners (ELL) not making
satisfactory progress in reading.
Reading Goal #5C:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5D. Students with Disabilities (SWD) not making
satisfactory progress in reading.
Reading Goal #5D:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5E. Economically Disadvantaged students not making
satisfactory progress in reading.
Reading Goal #5E:
By May 2013, 47% of Economically Disadvantaged students not
making satisfactory progress in reading will make a year's learning
gain on FCAT 2.0.
Less than 10% of students in individual grade levels 4-10 have
achievement level scores higher than Levels 1 and 2. Students earn
less than 50% of available points in the content areas of
Vocabulary, Reading Application, Literary Analysis, and
Informational Text and Research Process.
2012 Current Level of Performance:
2013 Expected Level of Performance:
42% (46)
47% (51)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
School attendance.
Reading deficiencies.
Develop a school-wide attendance plan.
Implement the District's Reading Plan.
Provide staff development to teach reading across the
curriculum.
Establish a school literacy council to address best practice
literacy strategies.
Used Progress Monitoring Reporting Network (PMRN) as suggested by
the state reading initiative.
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
Carolyn Francis,
Secondary Reading Program Specialist, ETO
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students.
Classroom walkthroughs.
FAIR, FCAT, FCIM focus lesson assessments.
Monitor tardies and absences.
Data Chats with students.
Classroom walkthroughs.
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a professional
development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-wide)
Target Dates (e.g., early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
FCIM Overview
All Subject Areas Grades 4 - 12
Principal
Reading Coach
Mathematics Coach
Assistant Principal
All Subject Area Teachers- Grades 4 through 12
August 13, 2012
October 22, 2012
CWTs and Lesson Plans
Reading Coach
Mathematics Coach
Principal
Assistant Principal
Literacy Across the Curriculum â€" Use text
complexity, close reading, comprehension instruction sequence, and
vocabulary development in mathematics classes to improve reading
and writing
All Subject Areas
Grades 4 - 12
Principal
Dr. T. Madge, Consultant
Reading Coach
Mathematics Coach
ETO Reading and Mathematics Specialists
All Subject Area Teachers - Grades 4 - 12
October 22, 2012
Intial
Follow-up
Ongoing throughout May 2013
CWTs and Lesson Plans
Teacher reflections on level of student engagement and change in
academic performance(effectiveness
Principal
Dr. T. Madge, Consultant
Reading Coach
ETO Reading and Mathematics Specialists
Mathematics Coach
CPALMS â€" Floridaâ€TMs
Platform for educators to Collaborate, Plan, Align, Learn, Motivate
and Share - Training --- to provide a resource for assistance with
effective implementation Floridaâ€TMs
standards (both NGSSS and CCSS) and course content and professional
development in a self-paced format
Performance Matters training to support data-driven
instructional decisions
All subject areas
4-12
District Staff
All Teachers 4-12
October 2012 - May 2013
Data Reports shared through Data Chats with Administrators and
Students (Parent Conferences)
Instructional Delivery (CWTs and lesson plans)
Principal
Reading Coach
ETO Reading Specialist
Assistant Principal
Multimedia in the Classroom: Engaging Students - PD focuses on
using multimedia in the classroom as tools to help students
visualize, synthesize, convey, and construct knowledge. This course
will be used in a PLC forum.
(Florida Center for Instructional Technology -
http://fcit.usf.edu/multimedia/index.html)
All subject areas
4-12
Principal
Assistant Principal
Reading Coach
Science Coach
Mathematics Coach
All Teachers
4-12
October 2012 - May 2013
CWTs and Lesson Plans
Teacher reflections on level of student engagement
(effectiveness)
Principal
Assistant Principal
Reading Coach
Science Coach
Mathematics Coach
Overview of Common Core State Standards
Specific PD
1) Text Complexity
2) CIS
3) Close Reading
4) Vocabulary Development
All subject areas
4-12
Principal
Assistant Principal
Reading Coach
ETO Reading Specialist
All Teachers 4-12
August 2012
(Pre-planning)
October 2012 - May 2013 (Ongoing)
CWTs and Lesson Plans
Teacher reflections on level of student engagement
(effectiveness)
Principal
Reading Coach
Assistant Principal
ETO Reading Specialist
Lesson Study
Selected Teachers in Science and Social Studies Areas
Reading Coach
ETO Reading Specialist
District Reading Team
Selected Teachers in Science and Social Studies Areas
October 2012 - May 2013
Ongoing through completion
CWTs, Lesson Plans, and Implementation of components until
completions
Reading Coach
ETO Reading Specialist
District Reading Team
Reading Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Lesson Study
ETO and Reading Coach will facilitate four cycles of Lesson
Study.
Title I Title II
$2,000.00
Best Teaching Practices; Differentiating Instruction; and
Literacy and Reading http://www.startwithsuccess.com
Series of self-paced training as needed for teacher
effectiveness to include: Developing a Classroom Climate
Reinforcing Effort and Providing Recognition Teacher Expectations
Homework and Practice Implementing Differentiated Instruction K-6
Strategies: I; K-6 Strategies: II; 7-12 Strategies: I; 7-12
Strategies: II Reading Strategies for Middle and Secondary Teachers
Vocabulary Development Three Interactive Elements of Reading
Motivating Materials and Strategies for Readers Using Environmental
Print; Gathering Environmental Print; Environmental Print in 4-8;
Environmental Print in 9-12; and Issues Surrounding the Use of
Environmental Print
Title I Title II
$1,500.00
Literacy Across the Curriculum â€" Use text
complexity, close reading, comprehension instruction sequence, and
vocabulary development in mathematics classes to improve reading,
writing and communicating.
Face to Face Training with Follow-up through CWT To provide
training, strategies and evidence supporting the need for an
intensive literacy campaign in middle grades and high schools. The
goal of this PD is to show participants how they can mount a
successful campaign resulting in more literate graduates with a
greater chance of completing postsecondary education and qualifying
for well-paying jobs with promising futures.
Title I Title II
$2,000.00
Subtotal:
$5,500.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
CPALMS
Floridaâ€TMs Platform for educators to
Collaborate, Plan, Align, Learn, Motivate and Share - Training ---
to provide a resource for assistance with effective implementation
Floridaâ€TMs standards (both NGSSS and CCSS)
and course content and professional development in a self-paced
format
Title I
$500.00
Performance Matters training to support data-driven
instructional decisions
Performance Matters provides an integrated student assessment,
data management and teacher effectiveness platform that supports
the information needs of todayâ€TMs teachers,
school system leaders, students and parents. Using Performance
Matters, all stakeholders in the educational process have ready
access to the information and resources they need to sustain
student learning and instruction.
District Technology Funds
$4,000.00
Subtotal:
$4,500.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
Overview of Common Core State Standards Specific PD 1) Text
Complexity 2) CIS 3) Close Reading 4) Vocabulary Development
The Common Core State Standards provide a consistent, clear
understanding of what students are expected to learn, so teachers
and parents know what they need to do to help them. The standards
are designed to be robust and relevant to the real world,
reflecting the knowledge and skills that our young people need for
success in college and careers.
Title I Title II
$2,000.00
Shared Inquiryâ"¢ Discussion using CCSS Classroom
Libraries and Bluford Series collections.
Professional Learning: Great Books is a leader in text-based,
Socratic discussion, with courses, coaching, and resources for
Shared Inquiryâ"¢ Discussion. The K-12 entails classroom
reading and discussion programs that build young minds, improve
critical thinking, and promote higher student achievement.
Title I Title II
$500.00
Subtotal:
$2,500.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
Florida Test Ready for Reading
Test Ready curriculum provides robust support for educators of
all levelsâ€"all in an easy-to-use format. Suggested
pacing charts and detailed lessons plans included. Step by Step
sections provide background material and scripting. The program
also provides rigorous instruction on the Common Core using a
proven-effective gradual-release approach that builds student
confidence, and prepare students for more complex assessment items
with full-length practice tests and interim assessments.
Title I
$2,000.00
Subtotal:
$2,000.00
Grand Total:
$14,500.00
End of Reading
Goals
Comprehensive English Language Learning Assessment
(CELLA) Goals
* When using percentages, include the number of students the
percentage represents next to the percentage (e.g., 70%
(35)).
Students speak in English and understand spoken English at grade
level in a manner similar to non-ELL students.
1. Students scoring proficient in
listening/speaking.
CELLA Goal #1:
2012 Current Percent of Students Proficient in
listening/speaking:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Students read in English at grade level text in a manner similar
to non-ELL students.
2. Students scoring proficient in reading.
CELLA Goal #2:
2012 Current Percent of Students Proficient in
reading:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Students write in English at grade level in a manner similar to
non-ELL students.
3. Students scoring proficient in writing.
CELLA Goal #3:
2012 Current Percent of Students Proficient in
writing:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
CELLA Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total:
$0.00
End of CELLA
Goals
Elementary School Mathematics Goals
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1a. FCAT2.0: Students scoring at Achievement Level 3 in
mathematics.
Mathematics Goal #1a:
By May 2013, 11% of the elementary school students will score at
least a Level 3 in Mathematics on FCAT 2.0.
Less than 22% of students school-wide (economically disadvantaged
and African-American specifically) performed at proficiency in the
areas of Geometry and Measurement, Statistics and Probability,
Expressions, Equations, Functions, Ratios and Proportional
Relationships, and Fractions as measured by FCAT Math 2.0, FCAT
Math Retake and the Algebra 1 EOC assessment.
2012 Current Level of Performance:
2013 Expected Level of Performance:
0% (0)
11% (1)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Lack of interest and motivation
Bell-to-Bell Instruction including bell ringers, essential
questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM);
NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas
of difficulty for differentiated instruction
(Prescription scheduling)
Use Go Math Adoption series with fidelity
Acaletics implementation of all components (Quik Piks,
P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with
mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It
Strategies
Weekly assessments
Reading in the content area
CWTs
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
After-school Practice on Basic and Developmental Skills through
21st CCLC
Brenda Holt, Math Coach
Bridget Butler, Elementary Education Math Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and
SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
2
Students knowledge-base is far below grade-level and differs
greatly (Lack student readiness)
Bell-to-Bell Instruction including bell ringers, essential
questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM);
NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas
of difficulty for differentiated instruction.
Acaletics implementation of all components (Quik Piks,
P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with
mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It
Strategies
CWTs
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
After-school Practice on Basic and Developmental Skills
Brenda Holt, Math Coach
Bridget Butler, Elementary Education Math Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and
SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1b. Florida Alternate Assessment:
Students scoring at Levels 4, 5, and 6 in mathematics.
Mathematics Goal #1b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2a. FCAT 2.0: Students scoring at or above Achievement
Level 4 in mathematics.
Mathematics Goal #2a:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2b. Florida Alternate Assessment:
Students scoring at or above Achievement Level 7 in
mathematics.
Mathematics Goal #2b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
3a. FCAT 2.0: Percentage of students making learning
gains in mathematics.
Mathematics Goal #3a:
By May 2013, 11% of all students in elementary grades 4-5 will
make Learning Gains in Mathematics on FCAT 2.0 (11 %
increase)
Less than 22% of students school-wide (economically disadvantaged
and African-American specifically) performed at proficiency in the
areas of Geometry and Measurement, Statistics and Probability,
Expressions, Equations, Functions, Ratios and Proportional
Relationships, and Fractions as measured by FCAT Math 2.0, FCAT
Math Retake and the Algebra 1 EOC assessment.
2012 Current Level of Performance:
2013 Expected Level of Performance:
0% (0)
11% (1/9)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Lack of interest and motivation
Bell-to-Bell Instruction including bell ringers, essential
questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM);
NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas
of difficulty for differentiated instruction.
Use Go Math Adoption series with fidelity
Acaletics implementation of all components (Quik Piks,
P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with
mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It
Strategies
CWTs
After-school Practice on Basic and Developmental Skills
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
Brenda Holt, Math Coach
Bridget Butler, Elementary Education Math Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and
SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
2
Students knowledge-base is far below grade-level and differs
greatly (Lack student readiness)
Bell-to-Bell Instruction including bell ringers, essential
questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM);
NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas
of difficulty for differentiated instruction
Use Go Math Adoption series with fidelity
Acaletics implementation of all components (Quik Piks,
P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with
mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It
Strategies
CWTs
After-school Practice on Basic and Developmental Skills
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
Brenda Holt, Math Coach
Bridget Butler, Elementary Education Math Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and
SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
3b. Florida Alternate Assessment:
Percentage of students making Learning Gains in
mathematics.
Mathematics Goal #3b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
4. FCAT 2.0: Percentage of students in Lowest 25% making
learning gains in mathematics.
Mathematics Goal #4:
By May 2013, 11% of the elementary school students in lowest 25%
will make learning gains in Mathematics as measured by the FCAT 2.0
or district assessment. (Baseline)
2012 Current Level of Performance:
2013 Expected Level of Performance:
0%
11% (1)Baseline
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Students knowledge-base is far below grade-level and differs
greatly (Lack student readiness
Bell-to-Bell Instruction including bell ringers, essential
questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM);
NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas
of difficulty for differentiated instruction
Use Go Math Adoption series with fidelity
Acaletics implementation of all components (Quik Piks,
P-reviews/Hook Strategies) with fidelity
Hands-on-materials/centers to build computational, geometrical and
algebraic thinking skills
Application of Real-world situations to make connections with
mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It
Strategies
CWTs
After-school Practice on Basic and Developmental Skills
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
Brenda Holt, Math Coach
Bridget Butler, Elementary Education Math Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and
SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
2
Based on Ambitious but Achievable Annual Measurable Objectives
(AMOs), AMO-2, Reading and Math Performance Target
5A. Ambitious but Achievable Annual Measurable Objectives
(AMOs). In six year school will reduce their achievement gap by
50%.
Elementary School Mathematics Goal # 5A :
Baseline data 2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5B. Student subgroups by ethnicity (White, Black,
Hispanic, Asian, American Indian) not making satisfactory progress
in mathematics.
Mathematics Goal #5B:
.
2012 Current Level of Performance:
2013 Expected Level of Performance:
.
.
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5C. English Language Learners (ELL) not making
satisfactory progress in mathematics.
Mathematics Goal #5C:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5D. Students with Disabilities (SWD) not making
satisfactory progress in mathematics.
Mathematics Goal #5D:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
E. Economically Disadvantaged students not making
satisfactory progress in mathematics.
Mathematics Goal E:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
End of Elementary School
Mathematics Goals
Middle School Mathematics Goals
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1a. FCAT2.0: Students scoring at Achievement Level 3 in
mathematics.
Mathematics Goal #1a:
By May 2013, 10% of the middle school students in grades 6, 7,
and 8 will score at achievement Level 3or above in Mathematics on
FCAT 2.0.
2012 Current Level of Performance:
2013 Expected Level of Performance:
6% (3)
10% (6)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Lack of interest and motivation
Bell-to-Bell Instruction including bell ringers, essential
questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM);
NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas
of difficulty for differentiated instruction.
Acaletics implementation of all components (Quik Piks,
P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with
mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It
Strategies
CWTs
Weekly assessments
Reading in the content area
After-school Practice on Basic and Developmental Skills through the
21st CCLC
Brenda Holt, Math Coach
Sharon Paul 6th Grade Math Teacher
Wendy Gee, Middle Grades Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and
SuccessMaker3 Reports
CWTs
Response to Coaching (Teacher Reflections)
2
Students knowledge-base is far below grade-level and differs
greatly (Lack student readiness)
Bell-to-Bell Instruction including bell ringers, essential
questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM);
NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas
of difficulty for differentiated instruction.
Acaletics implementation of all components (Quik Piks,
P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with
mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It
Strategies
CWTs
After-school Practice on Basic and Developmental Skills
Brenda Holt, Math Coach
Sharon Paul 6th Grade Math Teacher
Wendy Gee, Middle Grades Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and
SuccessMaker3 Reports
CWTs
Response to Coaching (Teacher Reflections)
3
Inadequate school attendance performance; High Absenteeism
Monthly school-wide activities, incentives (including awards and
rewards) for satisfactory and improved attendance
RTI Team (including District Social Worker, Guidance Counselor,
and Assistant Principal)
Data Entry Secretary
School-wide monitoring of all homeroom (daily bulletin) and core
academic classes for attendance on a daily basis
Monthly attendance reports from district's ITS Department
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1b. Florida Alternate Assessment:
Students scoring at Levels 4, 5, and 6 in mathematics.
Mathematics Goal #1b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2a. FCAT 2.0: Students scoring at or above Achievement
Level 4 in mathematics.
Mathematics Goal #2a:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2b. Florida Alternate Assessment:
Students scoring at or above Achievement Level 7 in
mathematics.
Mathematics Goal #2b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
3a. FCAT 2.0: Percentage of students making learning
gains in mathematics.
Mathematics Goal #3a:
By May 2013, 25% of all middle school students will make
learning gains in Mathematics on FCAT 2.0 (4% increase)
2012 Current Level of Performance:
2013 Expected Level of Performance:
21% (14)
25% (15)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Students knowledge-base is far below grade-level and differs
greatly (Lack student readiness)
Bell-to-Bell Instruction including bell ringers, essential
questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM);
NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas
of difficulty for differentiated instruction.
Concentrated daily practice and review using word problems
Acaletics implementation of all components (Quik Piks,
P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with
mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It
Strategies
CWTs
After-school Practice on Basic and Developmental Skills
Brenda Holt, Math Coach
Sharon Paul, 6th Grade Math Teacher
Wendy Gee, Middle Grades Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and
SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
2
Inadequate school attendance performance; High Absenteeism
Monthly school-wide activities, incentives (including awards and
rewards) for satisfactory and improved attendance
RTI Team (including District Social Worker, Guidance Counselor,
and Assistant Principal)
Data Entry Secretary
School-wide monitoring of all homeroom (daily bulletin) and core
academic classes for attendance on a daily basis
Monthly attendance reports from district's ITS Department
3
Lack of interest and motivation
Periodically provide classrooms with highly respected
motivational speakers/presentors from workforce who able to related
to students
Mathematics Instructors
Mathematics Coach
Students Modeling and/or shadowing high profiled professionals
gathering professional data that lead to their successes
Students collected data to set own career goals using charts &
graphs.
Students' profiles of professional and their own personal career
paths and plans
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
3b. Florida Alternate Assessment:
Percentage of students making Learning Gains in
mathematics.
Mathematics Goal #3b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
4. FCAT 2.0: Percentage of students in Lowest 25% making
learning gains in mathematics.
Mathematics Goal #4:
By May 2013, 10% of middle grades students in the lowest 25
percentile will make learning gains in mathematics on FCAT
2.0.
(baseline)
2012 Current Level of Performance:
2013 Expected Level of Performance:
0%
10% (6)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Students knowledge-base is far below grade-level and differs
greatly (Lack student readiness)
Bell-to-Bell Instruction including bell ringers, essential
questions, and lesson agenda (Marzano)
Instructional delivery of content using Focus Calendars (FCIM);
NGSSS and blended CCSS
Utilize SuccessMaker3/FCAT Explorer/Florida Achieve to target areas
of difficulty for differentiated instruction.
Concentrated daily practice and review using word problems
Acaletics implementation of all components (Quik Piks,
P-reviews/Hook Strategies) with fidelity
Application of Real-world situations to make connections with
mathematical theories
Oral Presentations---Hear It, See It, Say It, Feel It, Do It
Strategies
CWTs
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
After-school Practice on Basic and Developmental Skills
Brenda Holt, Math Coach
Sharon Paul 6th Grade Math Teacher
Wendy Gee, Middle Grades Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Instructional Lesson Plans
Classroom Observations (CWT)
FCIM Implementation
Coaching Action Plans to include student-teacher modeling
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Acaletics Pre-Post Comprehensive Assessments; and
SuccessMaker3 Reports
2013 FCAT 2.0 Results
CWTs
Response to Coaching (Teacher Reflections)
Based on Ambitious but Achievable Annual Measurable Objectives
(AMOs), AMO-2, Reading and Math Performance Target
5A. Ambitious but Achievable Annual Measurable Objectives
(AMOs). In six year school will reduce their achievement gap by
50%.
Middle School Mathematics Goal # 5A :
Baseline data 2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5B. Student subgroups by ethnicity (White, Black,
Hispanic, Asian, American Indian) not making satisfactory progress
in mathematics.
Mathematics Goal #5B:
Grades 6, 7, 8
Blacks 55
Non Black 1
Total 56
2012 Current Level of Performance:
2013 Expected Level of Performance:
0
0
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5C. English Language Learners (ELL) not making
satisfactory progress in mathematics.
Mathematics Goal #5C:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5D. Students with Disabilities (SWD) not making
satisfactory progress in mathematics.
Mathematics Goal #5D:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
E. Economically Disadvantaged students not making
satisfactory progress in mathematics.
Mathematics Goal E:
.
2012 Current Level of Performance:
2013 Expected Level of Performance:
.
.
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
End of Middle School
Mathematics Goals
Florida Alternate Assessment High School Mathematics
Goals
* When using percentages, include the number of students the
percentage represents next to the percentage (e.g., 70%
(35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1. Florida Alternate Assessment: Students scoring at
Levels 4, 5, and 6 in mathematics.
Mathematics Goal #1:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2. Florida Alternate Assessment: Students scoring at or
above Level 7 in mathematics.
Mathematics Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
3. Florida Alternate Assessment: Percent of students
making learning gains in mathematics.
Mathematics Goal #3:
.
2012 Current Level of Performance:
2013 Expected Level of Performance:
.
.
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
High School Mathematics AMO Goals
Based on Ambitious but Achievable Annual Measurable Objectives
(AMOs), AMO-2, Reading and Math Performance Target
5A. Ambitious but Achievable Annual Measurable Objectives
(AMOs). In six year school will reduce their achievement gap by
50%.
Mathematics Goal # 5A :
Baseline data 2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2016-2017
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5B. Student subgroups by ethnicity (White, Black,
Hispanic, Asian, American Indian) not making satisfactory progress
in mathematics.
Mathematics Goal #5B:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Lack of Motivation; poor Reading and Mathematical skills; High
Absenteeism
Use of Acaletics; Hook Strategies; Hands on Materials; Real
World Use of Mathematical Theories; Use of Focus Calendars; Drill
and Practice of factual Data; Oral Presentations, Algebra on Your
Fingers; Hear It, See It, Say It, Feel It, Do It Strategies;
Bi-Weekly Tests; Classroom Observation; After School Practice on
Basic and Developmental Skills; and Bell Ringers
Ms. Pauline West Principal; Brenda Holt Math Coach; Mr.
Forehand; Ms. Gee Algebra Instructors.
5 Problem Mini Tests; Oral Presentations; Teacher
â€"Student Modeling; Classroom Observation
Mini Tests; Bi-Weekly Tests; Mid-Term; FCAT 2.0
Mini Tests on Skills Taught; Bi â€" Weekly Tests;
Classroom Observation
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5C. English Language Learners (ELL) not making
satisfactory progress in mathematics.
Mathematics Goal #5C:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
5D. Students with Disabilities (SWD) not making
satisfactory progress in mathematics.
Mathematics Goal #5D:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following subgroup:
E. Economically Disadvantaged students not making
satisfactory progress in mathematics.
Mathematics Goal E:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
End of High School
Mathematics Goals
Algebra End-of-Course (EOC) Goals
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1. Students scoring at Achievement Level 3 in
Algebra.
Algebra Goal #1:
By May 2013, 9% of all students taking the Algebra I EOC will
score at achievement level 3.
Less than 5% of students taking the Algebra I EOC as first-time
takers found success. Implementation of the Acaletics Algebra I
supplement and Glencoe Algebra I program has to be with fidelity
for maximum success for the 2013 Algebra I EOC assessment.
2012 Current Level of Performance:
2013 Expected Level of Performance:
4% (2)
9% (5)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Lack of prerequisite skills and concepts for performing
algebraic functions
Bell to Bell Instruction
Supplement with Acaletics Algebra 1 Quik Piks and Pre-post
comprehensive assessments
Use the Big Ideas, which aligns with the NGSSS; Problem Solving and
Differentiated Instruction.
Use both formative and summative assessments.
Use SuccessMaker, FCAT Explorer, Florida Achieve and FCIM.
Utilize the ETO Algebra 1 curriculum guide to pace instruction.
Brenda Holt, Math Coach
Reginald Forehand, Secondary Math Instructor
Wendy Gee, Middle Grades Teacher
Keith Dowdell, Assistant Principal
Pauline West, Principal
Curriculum guide and accompanying mini-assessments
Acaletics components used with fidelity
CWTs
Coaching Action Plan
FCIM implementation
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Acaletics Pre-Post Comprehensive Assessments;
SuccessMaker3 Reports; FCAT Explorer and Florida Achieve
2013 Algebra 1 EOC Results
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2. Students scoring at or above Achievement Levels 4 and
5 in Algebra.
Algebra Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
End of Algebra
EOC Goals
Geometry End-of-Course (EOC) Goals
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1. Students scoring at Achievement Level 3 in
Geometry.
Geometry Goal #1:
By May 2013, 10% of all students taking the Geometry EOC will
score at achievement level 3.
Implementation of the FCAT Explorer/Florida Achieve on-line
curriculum for Geometry and the Pearsonâ€TMs
Geometry program has to be with fidelity for maximum success for
the 2013 Geometry EOC assessment.
2012 Current Level of Performance:
2013 Expected Level of Performance:
0% (0)
10% (4)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Lack of prerequisite skills and concepts for performing
algebraic functions
Bell to Bell Instruction
Engage students in visual learning/models so that they can interact
with mathematical concepts, process information, observe change,
reflect on their experiences, modify their thinking and draw
conclusions.
Have teacher teach for understanding using: the Big Ideas, which
allows for alignment with the NGSSS; Problem Solving (provides
opportunities to model effective thinking and reasoning strategies
necessary for the EOC exam); and Differentiated Instruction (helps
all students develop conceptual understanding, faster mathematical
reasoning, and refine problem solving strategies).
Assess for Success frequently and ensure that it is varied. Use
both formative and summative assessments.(Florida Achieve)
Remediate using SuccessMaker (CAI) and practice and reinforce with
FCAT Explorer, Florida Achieve and the adopted textbook ancillary
materials.
Utilize the ETO Geometry curriculum guide to pace
instruction.
Use FCIM as a capacity-building approach to focus on providing
data-driven instruction for all students
Brenda Holt, Math Coach
Reginald Forehand, Secondary Math Instructor
Keith Dowdell, Assistant Principal
Pauline West, Principal
Curriculum guide and accompanying mini-assessments
CWTs
Coaching Action Plan
FCIM implementation
Data Analysis from Mini-Assessments;
Districtâ€TMs Baseline, Mid-Term and End of
Year Assessments; Assessments; SuccessMaker3 Reports; FCAT Explorer
and Florida Achieve
2013 Geometry EOC Results
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2. Students scoring at or above Achievement Levels 4 and
5 in Geometry.
Geometry Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
End of Geometry
EOC Goals
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-wide)
Target Dates (e.g., early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
FCIM Overview
All Subject Areas 4-12
Principal
All Subject Area Teachers
August 13, 2012
Initial
October 22, 2012 Follow-up
CWTs and Lesson Plans
All Academic Coaches
Principal
Assistant Principal
Understanding and preparing students for Algebra I and Geometry
EOC assessments
Mathematics Grades 8, 9, and 10
Principal
Assistant Principal
Mathematics Coach
ETO Mathematics Specialist
All Mathematics Teachers
October 22 - December 31, 2012
CWTs and Lesson Plans
Teacher reflections on level of student engagement and readiness
for instruction(effectiveness)
Principal
Mathematics Coach
Acaletics with Fidelity
Mathematics 4-9
Acaletics Consultant
Mathematics Coach
Mathematics Grades 4 - 9
October 22, 2012 - May 31, 2013
CWTs and Lesson Plans
Models (charts, graphs, tables, spreadsheets, etc. of data
analysis)
Principal
Mathematics Coach
Acaletics Consultant
Mathematics Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Literacy Across the Curriculum â€" Use text
complexity, close reading, comprehension instruction sequence, and
vocabulary development in mathematics classes to improve reading,
writing and communicating.
Face to Face Training with Follow-up through CWT To provide
training, strategies and evidence supporting the need for an
intensive literacy campaign in middle grades and high schools. The
goal of this PD is to show participants how they can mount a
successful campaign resulting in more literate graduates with a
greater chance of completing postsecondary education and qualifying
for well-paying jobs with promising futures.
Title II Title I
$2,000.00
Subtotal:
$2,000.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Performance Matters training to support data-driven
instructional decisions
Performance Matters provides an integrated student assessment,
data management and teacher effectiveness platform that supports
the information needs of todayâ€TMs teachers,
school system leaders, students and parents. Using Performance
Matters, all stakeholders in the educational process have ready
access to the information and resources they need to sustain
student learning and instruction.
Technology Funds
$0.00
Multimedia in the Classroom: Engaging Students
PD focuses on using multimedia in the classroom as tools to help
students visualize, synthesize, convey, and construct knowledge.
This course will be used in a PLC forum. (Florida Center for
Instructional Technology -
http://fcit.usf.edu/multimedia/index.html)
Title II Title I
$500.00
Subtotal: $500.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
Best Teaching Practices http://www.startwithsuccess.com
Developing a Classroom Climate Reinforcing Effort and Providing
Recognition Teacher Expectations Homework and Practice
Self-Paced Training for All Teachers
Title II Title I
$500.00
Literacy and Reading http://www.startwithsuccess.com Reading
Strategies for Middle and Secondary Teachers Vocabulary Development
Three Interactive Elements of Reading Motivating Materials and
Strategies for Readers Using Environmental Print; Gathering
Environmental Print; Environmental Print in 4-8; Environmental
Print in 9-12; and Issues Surrounding the Use of Environmental
Print
Self-Paced Training for All Teachers
Title II Title I
$500.00
Differentiating Instruction http://www.startwithsuccess.com
Differentiating Instruction: Meeting Students Where They Are
â€" PD explores learning style, language proficiency,
background knowledge, readiness to learn, and other factors that
impact success for all in the classroom. Participants will be
challenge to structure learning environments that address the
variety of learning styles, interests, and abilities found within a
classroom. Implementing Differentiated Instruction; K-6 Strategies:
I; K-6 Strategies: II; 7-12 Strategies: I; 7-12 Strategies: II
Self-Paced Training for All Teachers (As scheduled and as
needed)
Title II Title I
$500.00
Using Data to Make Decisions
A self-directed course to learn about techniques for collecting
and analyzing data that does not require complex mathematics.
Participants will get lesson plans, practice exercises, links to
relevant articles, and case studies of teachers who are using data
in their classrooms. PD is basedContinuous Improvement Cycle of
Plan, Do, Study, and Act. (Florida Center for Instructional
Technology - http://fcit.usf.edu/data/index.html
Title II Title I
$500.00
Subtotal:
$2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
Florida Test Ready
Florida Ready Mathematics covers Geometry and Measurement,
Number and Operations, Algebra, Data Analysis, and Probability. It
also provides support to help all educators successfully implement
the program, from paraprofessionals to experienced teachers;
suggested pacing charts and detailed lesson plans; at a Glance
sections, which provide a short overview of each concept; step by
step sections, which provide background material and scripting; and
special ELL support, mini lessons, and real world examples, which
extend the classroom learning opportunities.
Title I
$2,000.00
Subtotal:
$2,000.00
Grand Total:
$6,500.00
End of
Mathematics Goals
Elementary and Middle School Science Goals
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1a. FCAT2.0: Students scoring at Achievement Level 3 in
science.
Science Goal #1a:
By May 2013, 14% of CPA elementary/middle school students will
score a Level 3 in Science on FCAT 2.0.
(10% increase)
Less than 5% of students school-wide (economically disadvantaged
and African-American specifically) tested performed at proficiency
in the content areas of Nature of Science, Physical Science, Life
Science, Earth and Space Science as measured by FCAT Science
2.0.
2012 Current Level of Performance:
2013 Expected Level of Performance:
5th and 8th Grades 4% (1)
5th and 8th 14% (3)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Student attendance
Follow -up
communications with parents
Science Teacher
RtI Team
Assistant Principal
Attendance Plan and RTI Data
Teacher Call logs
Communications with RtI team
Referrals to District Social Worker, Rolando Jackson
2
Lack of prerequisite skills.
Teachers will follow Curriculum Map/Instructional Focus Calendar
ensure that benchmarks are taught and re-teaching strategies are in
place. (FCIM and ETO Curriculum Guides)
Miraflor Buscaino, Science Teacher
Principal
Administration will monitor the implementation of the curriculum
map and focus calendar through classroom observations.
CWTs/FCIM Implementation
District Science assessments for 5th, 8th, and Biology
students(Baseline, Mid-year, and End of Year); School progress
monitoring assessments
2013 FCAT Science Assessments for 5th and 8th grade
2013 Biology EOC
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1b. Florida Alternate Assessment:
Students scoring at Levels 4, 5, and 6 in science.
Science Goal #1b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2a. FCAT 2.0: Students scoring at or above Achievement
Level 4 in science.
Science Goal #2a:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2b. Florida Alternate Assessment:
Students scoring at or above Achievement Level 7 in
science.
Science Goal #2b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Florida Alternate Assessment High School Science
Goals
* When using percentages, include the number of students the
percentage represents next to the percentage (e.g., 70%
(35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1. Florida Alternate Assessment: Students scoring at
Levels 4, 5, and 6 in science.
Science Goal #1:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2. Florida Alternate Assessment: Students scoring at or
above Level 7 in science.
Science Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Biology End-of-Course (EOC) Goals
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1. Students scoring at Achievement Level 3 in
Biology.
Biology Goal #1:
By May 2013, 25% of CPA Biology students will score a Level 3 in
Science on FCAT 2.0. (Baseline)
State mean score was 50 on 2012 EOC assessment; CPA students had a
mean scale score of 40. Students struggled with Biology EOC
assessed content basically because they lack the necessary
vocabulary acquisition and were below grade level in reading
comprehension. Tasks involving comparing, differentiating, relating
structure and functions, identifying supporting evidence,
analyzing, evaluating impact, and determining conditions, also
posed great challenges.
2012 Current Level of Performance:
2013 Expected Level of Performance:
Baseline will be established. Of the 11 tenth grade students
tested: 0% scored at level 3; 38% scored at level 2 (4
students).
10th grade - 25% (6 of 22 students)
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
1)Acquisition of lab supplies to sustain and deliver inquiry
based lab experiences.
1) District purchase lab supplies for Biology Labs
1)District Race To The Top Coordinator
1) Tracking of completed lab experiments via student
portfolios
1)Baseline Science Data
Classroom leveled laboratory reports
2
2)Limited student use of computer based science experiences
2)Students will use FCAT Science Explorer for both remediation
and enrichment
2)Science teachers
Computer Lab Proctor
2) Examination of Lesson Plans
Review of Computer logs
2)Collection of reports from Science FCAT Explorer by Science
Coach
3
3) Limited incorporation of scientific vocabulary within
classroom
between student to teacher as well as between student to
student
3)Science teachers will incorporate essential science vocabulary
in each topic covered by their curriculum and display words on word
wall
3)Science teachers
Assistant Principal
3) Examination of lesson plans
Classroom walkthroughs
3)Teacher observations
Coach Logs
4
4)Limited understanding and application of the Nature of Science
skills
4)Science teachers will incorporate experimental design,
theoretical concepts and scientific method via investigations
(Strand H) across the curriculum
4)Science Teachers
4) Examination of lesson plans
Classroom walkthroughs
Use of Focus Calendars
4)Student work samples
Lab reports
5
5) Student lack knowledge and meaning of assessment process in
relations to understanding their ranking on FCAT, EOCs and
Classroom assessments
5)Science Teacher will use personalized Data Chats as a means to
encourage and advise students on their performances
5)Assistant Principal
5) Lesson Plans
Classroom Walkthroughs
Student tracking of their Assessment Data
5)Improved classroom and FCAT mini assessment performance
Monitoring of Data to determine students' progress
6
6)Students are accustomed to instruction delivery primarily with
worksheets
6)Differentiate science instruction with the use of technology
and documentation of common core standards
6)Science teachers
Assistant Principal
6) Lesson Plans
Classroom Walkthroughs
6)Classroom Walkthroughs
School and district level assessments
2013 Biology EOC results
7
7) Undeveloped literacy skills; Poor spelling and reading
skills
Incorporation of reading strategies to improve spelling and
reading abilities.
7)Science teachers
7) Use of reading focused ancillary and progress monitoring
materials which were purchased with textbook system.
7) School and district level assessments
scores
Student Portfolios
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2. Students scoring at or above Achievement Levels 4 and
5 in Biology.
Biology Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-wide)
Target Dates (e.g., early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
Gizmos Overview
Science
4-12
Technology Specialist, Michelle Taylor
Science Department
All Science Teachers
August 13, 2012
Initial
May 31, 2013
Lesson Plans
CWTS
Principal
Science Lead Teacher
Assistant Principal
Performance Matters training to support data-driven
instructional decisions
All Areas 4-12
District Team
All Teachers
4-12
October 2012 - May 2013
Data Reports shared through Data Chats with Administrators and
Students (Parent Conferences)
Instructional Delivery (CWTs and lesson plans)
Principal
Academic Coaches
Assistant Principal
Science Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Gizmos Program
Online interactive math and science simulations that power
inquiry and understanding of content and concepts for students in
grades 3-12. Program includes inquiry-based lessons, assessment
& reporting; correlation to all State Standards and leading
textbooks; and teacher home pages for classroom management.
Title I
$5,000.00
Subtotal:
$5,000.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
Overview and Implementation Individual Benchmark Specifications
for Biology End-of-Course Assessment and the FCAT 2.0 Science
Assessment for Grade 8
Biology End-of-Course and Assessment and FCAT 2.0 Science
Assessment for Grade 8 Test Item Specifications (FLDOE)
Title I
$1,000.00
Item Difficulty and Cognitive Complexity of Biology
End-of-Course and FCAT 2.0 Science Grade 8 Assessments(FLDOE)
Assessment Test Items
Biology End-of-Course and Assessment and FCAT 2.0 Science
Assessment for Grade 8 Test Item Specifications (FLDOE)
Title I
$1,000.00
Subtotal:
$2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total:
$7,000.00
End of Science
Goals
Writing Goals
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1a. FCAT 2.0: Students scoring at Achievement Level 3.0
and higher in writing.
Writing Goal #1a:
Increase the percentage of students scoring at level 3 and
higher by 9% at 10th grade level, 11% at 8th grade level, and 100%
at 4th grade level
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
1.1
In addition to the elements of focus, organization, support, and
conventions described in the FCAT 2.0 writing rubrics, scoring
decisions now include increased attention to the correct use of
standard English conventions (scoring previously applied with
leniency) and to the quality of details; the quality of the support
depends on word choice, specificity, depth, relevance, and
thoroughness; required use of relevant, logical, and plausible
support.
1.1a
Use FCAT 2.0 resources and Write Score data to differentiate
instruction to meet the needs of all students
1.1b
Focus instruction on teaching students the various forms of
writing, organizational patterns and the transitional devices while
simultaneously providing the
“how-to-respond†to FCAT 2.0 Writing
prompts according to the DOEâ€TMs rubrics and
expectations.
1.1
Principal
Reading Coach
ETO Specialist
Sharon Paul, 6th GR.
Bridget Butler, 4th - 5th GR.
Pearl Davis, Middle Grades
Steve Aggelis, High School
1.1
1. Write Score Timed Writing Administrations on a quarterly basis
for grades 4-12
2. Marzano CWT
1.1
Write Score Assessment Responses and
Results
Marzano CWT Evaluation Results
2
1.2
Beginning in 2013, students will have 60 minutes to respond to the
writing prompt instead of 45 minutes.
1.2
Instruct and have students to model the following expectation
through scheduled Mock FCAT 2.0 Writing administrations (quarterly)
for grades 4-12: For the 60-minute timed writing assessment,
students are expected to read the prompt independently and to plan
the response according to the topic and purpose for writing (grade
4 narrative or expository, grades 8 and 10 persuasive or
expository). After planning, the student should draft the response
while using a continual process of revision, checking to be sure
that the writing is clear and effective. Finally, the student
should proofread and edit for the correct use of standard English
conventions.
1.2
Principal
Reading Coach
All ELA and supporting core/elective area teachers
1.2
1.Write Score Timed Writing Administrations on a quarterly basis
for grades 4-12
1.2
Write Score
3
1.3
Lack of training using the FCAT 2.0 Writing Calibration Scoring
Guides, 2012 FCAT Writing Anchor Sets, and 2012 FCAT Writing
Exemplar Sets that are currently being used to provide a basis for
scoring decisions for FCAT 2.0 Writing through 2014.
1.3
Professional development in scoring writing responses and using the
2012 FCAT Writing Anchor Sets which are aligned to the FCAT 2.0
Writing Calibration Scoring Guides, along with the 2012 FCAT
Writing Exemplar Sets. (The responses in each anchor set are based
on the prompts that were administered in 2012 and provide an
understanding of student scores for narrative (grade 4) and
persuasive (grades 8 and 10) writing purposes.)
1.3
Principal
Reading Coach
ETO Specialist
Assistant Principal
1.3
Evaluation,Response, and Implementation of training from the FCAT
2.0 Writing Workshop as evidenced through CWTs
1.3
Scored results of classroom writing assignments prior to and after
administration of Write Score Assessments
4
1.4
Alignment of Next Generation Sunshine State Standards (NGSSS) and
Floridaâ€TMs implementation plan of the
Common Core State Standards (CCSS) in English Language Arts to the
Florida writing assessment
1.4
As part of the instructional focus for grades 4-12 in 2012-2013,
include continuous training and implementation of PD to include the
transition and blending of the appropriate NGSSS with the CCSS
(which describe what students should know and be able to do in
writing) to ensure preparation for at-risk students for upcoming
FCAT 2.0 assessments.
1.4
Principal
ELA Department
ETO Reading Specialist
1.4
Observation of
teachers' level of use in integrating activities that clearly
demonstrate knowledge and implementation of standards throughout
their lesson plans and instructional delivery
1.4
Lesson plans and Marzano CWTs
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1b. Florida Alternate Assessment: Students scoring at 4
or higher in writing.
Writing Goal #1b:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-wide)
Target Dates (e.g., early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
Using the FCAT 2.0 Writing Calibration Scoring Guides, 2012 FCAT
Writing Anchor Sets, and 2012 FCAT Writing Exemplar Sets
Grades 4-12
Reading Coaches and ETO Reading Specialists
School-wide
District-wide inservice day; early release days
Administration and Coaching Team CWTs for implementation and
effective use of training and strategies; review of scored samples
from classroom students
Administration, Reading Coach and ETO Reading Specialist
FCAT 2.0 Writing Workshop with alignment of Next Generation
Sunshine State Standards (NGSSS) and
Floridaâ€TMs implementation plan of the
Common Core State Standards (CCSS) in English Language Arts to the
Florida writing assessment
Grade 4-12
Reading Coaches and ETO Reading Specialists
School-wide
District-wide inservice day; early release days; in lieu of
regularly scheduled faculty meeting
Administration and Coaching Team CWTs for implementation and
effective use of training and strategies; review of scored samples
from classroom students
Administration, Reading Coach and ETO Reading Specialist
Write Score
Grade 4-12
Reading Coaches and ETO Reading Specialists
School-wide
District-wide inservice day; early release days; in lieu of
regularly scheduled faculty meeting
Administration and Coaching Team CWTs for implementation and
effective use of training and strategies; review of scored samples
from classroom students
Administration, Reading Coach and ETO Reading Specialist
Writing Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Schedule Mock FCAT 2.0 Writing administrations (quarterly) using
Write Score assessments for grades 4-12
School Writing Assessment/Write Score administered thoughout
year through core academic and elective area classes
Title 1
$5,000.00
Subtotal:
$5,000.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Use of Glencoe Essay Grader for on-line response practice
The Glencoe Online Essay Grader offers valuable online
instruction and reporting tools to track and improve student
writing and assessment performance. It provides Individualized
automatic scoring, presents narrative feedback and a holistic score
as well as six trait scores six-point scale.
Textbook Allocation
$0.00
Subtotal: $0.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
FCAT 2.0 Writing Workshop which includes Scoring Training; The
Research Base for Writing Instruction K-12; Real World Writing
Purposes; Approaching a Topic â€" the Power of Modeling,
Choosing a Topic; Participant Writing Experience; Revision, RADaR
(Replace, Add, Delete and Reorder) â€" Modeling;
Participants Revising Their Pieces and Sharing
The FCAT 2.0 Writing Calibration Scoring Guides, 2012 FCAT
Writing Anchor Sets, and 2012 FCAT Writing Exemplar Sets that are
currently being used to provide a basis for scoring decisions for
FCAT 2.0 Writing through 2014 (FLDOE Training Materials)
Title I and SIG
$1,000.00
Subtotal:
$1,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total:
$6,000.00
End of Writing
Goals
Civics End-of-Course (EOC) Goals
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1. Students scoring at Achievement Level 3 in
Civics.
Civics Goal #1:
By spring 2013, 35% (6/17) of seventh grade students will scored
at achievement level 3 or above on the Civics EOC assessment.
For success, civics curriculum:
1) should be placed in a real-world context unless otherwise noted
in the individual benchmark specifications. The context should lead
the student cognitively to the question.
2) or any other subject-area curriculum
thatâ€TMs of moderate and high cognitive
complexity pose a challenging level difficulty for at-risk students
who are currently performing below proficiency (96%)
3) should use background knowledge of subject and related content
areas, pre-reading strategies, graphic representations, and
knowledge of text structure to make and confirm complex predictions
of content, purpose, and organization of a subject-area reading
selection.
2012 Current Level of Performance:
2013 Expected Level of Performance:
N/A
35% (6) Baseline
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
1.1
This is the first state assessment students must pass in middle
school for promotion to ninth grade. The Florida Department of
Education civics curriculum includes four strands: American
history, civics-government, geography and economics of which
students are not characteristically exposed to nor taught prior to
grade 8.
1.1
Assure that students are adequately prepared for assessment by
extending new curriculum into the mid-elementary school years and
incorporate the new civics curriculum into middle school beginning
at the sixth grade level (one quarter to one semester prior to
promotion to seventh grade) to reduce the potential of a high rate
of retentions.
1.1
District Instructional Team
Principal and Leadership Team
Social Studies Curriculum Guides
(Development, Implementation and Progress Monitoring through the
use of District and School-base assessments)
District and School-based assessments specifically social
studies and civics grades 3-8
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2. Students scoring at or above Achievement Levels 4 and
5 in Civics.
Civics Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-wide)
Target Dates (e.g., early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
Overview and Implementation Individual Benchmark Specifications
for Civics End-of-Course Assessment
All Social Studies Teacher Grades 4-8
Administrators and Academic Coaches
All Teachers (Academic and Elective Areas)
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
Administrators and Academic Coaches
Webbâ€TMs Depth of Knowledge (DOK)
levels
All Subject Areas and Grades 4 - 12
Administrators and Academic Coaches
All Teachers (Academic and Elective Areas)
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
Administrators and Academic Coaches
Item Difficulty and Cognitive Complexity of Civics End-of-Course
Assessment
Test Items
All Social Studies Teacher Grades 4-8
Administrators and Academic Coaches
All Social Studies Teacher Grades 4-8
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
School and District Assessments
2013 Civics EOC Results
Administrators and Academic Coaches
Civics Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
Overview and Implementation Individual Benchmark Specifications
for Civics End-of-Course Assessment
Civics End-of-Course Assessment Test Item Specifications
(FLDOE)
Title I
$500.00
Item Difficulty and Cognitive Complexity of Civics End-of-Course
Assessment Test Items
Civics End-of-Course Assessment Test Item Specifications and
CCSS(FLDOE)
Title I
$500.00
Webbâ€TMs Depth of Knowledge (DOK)
levels
Academic Coaches and ETO Reading Specialist
Title 1
$1,000.00
Subtotal:
$2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total:
$2,000.00
End of Civics
Goals
U.S. History End-of-Cource (EOC) Goals
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
1. Students scoring at Achievement Level 3 in U.S.
History.
U.S. History Goal #1:
By spring 2013, 23% (5/21) of eleventh grade students will
scored at achievement level 3 or above on the U. S. History EOC
assessment.
For success, the U. S. History curriculum:
1) should be placed in a real-world context unless otherwise noted
in the individual benchmark specifications. The context should lead
the student cognitively to the question.
2) or any other subject-area curriculum
thatâ€TMs of moderate and high cognitive
complexity pose a challenging level difficulty for at-risk students
who are currently performing below proficiency (96%)
3) should use background knowledge of subject and related content
areas, pre-reading strategies, graphic representations, and
knowledge of text structure to make and confirm complex predictions
of content, purpose, and organization of a subject-area reading
selection.
2012 Current Level of Performance:
2013 Expected Level of Performance:
N/A
23% (5) Baseline
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
The Grades 9â€"12 American History course consists of
the following content area strands: American History, Geography,
and Humanities. The primary content emphasis for this course
pertains to the study of American history from Reconstruction to
the present day. Students should be exposed to the historical,
geographic, political, economic, and sociological events which
influenced the development of the United States and the resulting
impact on world history. So that students can clearly see the
relationship between cause and effect in historical events,
students should have the opportunity to review those fundamental
ideas and events, which occurred before the end of Reconstruction
as well. The scope and sequence of courses for 6-12 students should
seamlessly include curriculum that address the above so that the
focus is not limited to content but reading proficiency as
well.
Assure that students are adequately prepared for assessment by
extending new curriculum into the middle school years and
incorporate the U. S. History curriculum into middle school
beginning at the sixth grade level (one quarter to one semester
prior to promotion to seventh grade) to reduce the potential of a
high rate of retentions.
District Administrators
Principal and Leadership Teams
Social Studies Curriculum Guides
(Development, Implementation and Progress Monitoring through the
use of District and School-base assessments)
District and School-based assessments specifically U. S.
History
2013 U. S. History EOC Results
Based on the analysis of student achievement data, and reference
to "Guiding Questions", identify and define areas in need of
improvement for the following group:
2. Students scoring at or above Achievement Levels 4 and
5 in U.S. History.
U.S. History Goal #2:
2012 Current Level of Performance:
2013 Expected Level of Performance:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-wide)
Target Dates (e.g., early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
Overview and Implementation Individual Benchmark Specifications
for U. S. History End-of-Course Assessment
All Social Studies Teacher Grades 9-12
Administrators and Academic Coaches
All Teachers (Academic and Elective Areas)
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
Administrators and Academic Coaches
Webbâ€TMs Depth of Knowledge (DOK)
levels
All Subject Areas and Grades 4 - 12
Administrators and Academic Coaches
All Teachers (Academic and Elective Areas)
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
Administrators and Academic Coaches
Item Difficulty and Cognitive Complexity of U. S. History
End-of-Course Assessment
Test Items
All Social Studies Teacher Grades 4-12
Administrators and Academic Coaches
All Social Studies Teacher Grades 4-12
October 2012 - May 2013
Lesson Plans
Instructional Focus Lessons
CWTs
School and District Assessments
2013 U. S. History EOC Results
Administrators and Academic Coaches
U.S. History Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
Overview and Implementation Individual Benchmark Specifications
for U. S. History End-of-Course Assessment
U. S. History End-of-Course Assessment Test Item Specifications
(FLDOE)
Title I
$500.00
Item Difficulty and Cognitive Complexity of U. S. History
End-of-Course Assessment Test Items
U. S. History End-of-Course Assessment Test Item Specifications
and CCSS(FLDOE)
Title I
$500.00
Webbâ€TMs Depth of Knowledge (DOK)
levels
Academic Coaches and ETO Reading Specialist
Title 1
$1,000.00
Subtotal:
$2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total:
$2,000.00
End of U.S. History
EOC Goals
Attendance Goal(s)
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of attendance data, and reference to
“Guiding Questionsâ€, identify and
define areas in need of improvement:
1. Attendance
Attendance Goal #1:
2011 Current Attendance Rate was 85.71%; 2012 showed a 2.19%
decrease. 2011 Current Number of Students with Excessive Absences
was 46; 2012 showed a 78% increase.
1) By July 2013, CPA's ADA (average daily attendance) will be
77.00%
2) By July 2013, CPA 2012-2013 excessive absences records will
reflect a 10% reduction in the percentage of students with 10 or
more absences.
3) By July 2013, CPA 2012-2013 excessive tardies records will
reflect a 10% reduction in the percentage of students with 10 or
more tardies.
2012 Current Attendance Rate:
2013 Expected Attendance Rate:
83.52 % ADA
83.955% - Black, Non-Hispanics
77.500% - Hispanics
100.00% - Multi-racial
0.00% - Causasian (0% of students were classified as
Causasians)
77.00% ADA
77.00% - Black, Non-Hispanics
58.00% - Hispanics
95.00% - Multi-racial
95.00% - Causasian ( As of the Midterm, one is currently enrolled
in the school.)
2012 Current Number of Students with Excessive Absences
(10 or more)
2013 Expected Number of Students with Excessive Absences
(10 or more)
124
111
2012 Current Number of Students with Excessive Tardies
(10 or more)
2013 Expected Number of Students with Excessive Tardies
(10 or more)
00
00
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Out of School Suspensions
School will continue partnerships with outside agencies (Disc
Village, CCYS, Apalachee Mental Health, Gadsden Juvenile Court
System, Teen Court, and DJJ) as an intervention for deterring and
reducing the number of out of school suspensions.
Behavior Specialists
Guidance Counselor
Assistant Principal
Principal
Make and follow up on referrals to outside agencies (especially
those that provide counseling services) for assistance when
students receive out of school suspensions.
Monthly Suspension Reports
Follow up and counseling (intervention) services upon return to
school.
2
Excessive Absences (Truancy)
1. Closely monitor all students who have excessive absences. The
teachers and guidance counselor will be contacting those
studentsâ€TM parents to encourage them to get
those students to school or help to resolve any issues.
2. School will continue partnerships (Homeless Liasion, Disc
Village, Gadsden Juvenile Court System, Teen Court, and DJJ) with
outside agencies as an intervention for enforcing attendance policy
and deterring truancy.
3. Behavioral specialist(s) work closely with the Guidance
Counselor and Assistant Principal to monitor student absents.
Follow-up calls will be made to parents when students have been
found in violation, especially if they have been court or school
board ordered or to attend.
Teachers
Behavior Specialists
Assistant Principal
Guidance Counselor
Data Entry and Discipline Secretary
Probation Officers
Teen Court Coordinator
District Social Worker
Principal
Adherence to District Attendance Policy and Referral Process
(teacher, counselor and administrative interventions complete prior
to referral to social worker)
2. Follow-up on referrals to outside agencies for assistance with
students with chronic absenteeism
Monthly Attendance Reports
Attendance Referrals to Social Worker (cases reported and
resolved)
Cases referred and resolved by Court System including DJJ and Teen
Court with the assistance of outside agencies and the district
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-wide)
Target Dates (e.g., early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
District Absentee and Truancy Policy (Student Code of
Conduct)
All Subject Areas Grades 4-12
1. Assistant Principal
2. Principal, Assistant Principal, Dr. T. Madge, Consultant, and
Data Entry Secretary
3. MTSS formally RTI/PBS Team
4. MTSS formally RTI/PBS Team
5. Behavior Specialist, Counselor, and
Assistant Principal
All Subject Area Teachers
Grades 4-12
August 2012 - May 2013
Sign-in Rosters for In-service Participation in PLCs and
PD
Monthly Reports reflecting reduction in truancy rates.
MTSS Team which includes the Administration (Multi-tiered System
of Supports)
Classroom Management to include accurately reporting absentees,
tardies, and/or truancy
All Subject Areas Grades 4-12
Principal, Assistant Principal, Dr. T. Madge, Consultant, and
Data Entry Secretary
All Subject Area Teachers
Grades 4-12
August 2012 - May 2013
Sign-in Rosters for In-service Participation in PLCs and
PD
Monthly Reports reflecting reduction in truancy rates.
MTSS Team which includes the Administration (Multi-tiered System
of Supports)
School-wide Discipline Plan to include Bullying and the
implementation of the in-school suspension plan.
All Subject Areas Grades 4-12
MTSS formally RTI/PBS Team,
Behavior Specialist Counselor, and
Assistant Principal
All Subject Area Teachers
Grades 4-12
August 2012 - May 2013
Sign-in Rosters for In-service Participation in PLCs and
PD
Monthly Reports reflecting reduction in discipline reports and
students being referred.
MTSS Team which includes the Administration (Multi-tiered System
of Supports)
School-wide Positive Behavior Support/Response to Intervention
(MTSS)
All Subject Areas Grades 4-12
MTSS formally RTI/PBS Team
All Subject Area Teachers
Grades 4-12
August 2012 - May 2013
Sign-in Rosters for In-service Participation in PLCs and
PD
Monthly Reports reflecting reduction in discipline reports and
students being referred.
MTSS Team which includes the Administration (Multi-tiered System
of Supports)
Partnerships, Roles, Responsibilities, and Referral Process with
Outside Agencies to assist with truancy and suspension issues.
All Subject Areas Grades 4-12
Behavior Specialist, Counselor, and
Assistant Principal
All Subject Area Teachers
Grades 4-12
August 2012 - May 2013
Sign-in Rosters for In-service Participation in PLCs and
PD
Monthly Reports reflecting reduction in discipline reports and
students being referred.
MTSS Team which includes the Administration (Multi-tiered System
of Supports)
Attendance Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
School-wide Positive Behavior Support/Response to Intervention
(MTSS)
Response to Intervention (RtI) has been described in Florida as
a multi-tiered system of supports (MTSS) for providing high quality
instruction and intervention matched to student needs using
learning rate over time and level of performance to inform
instructional decisions.
Title I
$1,000.00
Subtotal:
$1,000.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
Classroom Management to include an overview of the Marzano
evaluation process and accurately reporting absentees, tardies,
and/or truancy
Marzano Teacher Evaluation Handbook Harry and Mary Wong, First
Day of School Modules
Title I
$2,000.00
Subtotal:
$2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total:
$3,000.00
End of Attendance
Goal(s)
Suspension Goal(s)
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of suspension data, and reference to
“Guiding Questionsâ€, identify and
define areas in need of improvement:
1. Suspension
Suspension Goal #1:
1. One hundred fifty-seven (157) students were suspended during
school year 2011 and 103 were suspended for school year 2012 which
is a reduction of 54 students. This equates to a 34% decrease for
school year 2012.
2. There were 530 suspensions for school year 2011 and 337 for
school year 2012 which is a reductions of 193 suspensions. This
equates to a 36% decrease for school year 2012.
By July 2013, CPA suspension records will reflect a 20% reduction
in the percentage of students receiving out of school
suspensions.
By July 2013, CPA suspension records will reflect a 20% reduction
in the percentage of out of school suspensions.
By July 2013, CPA suspension records will reflect 50% or less of
its students receiving in-school suspensions.
2012 Total Number of Inâ€"School
Suspensions
2013 Expected Number of In-School
Suspensions
School did not have an ISSP during 2011-2012.
> 125
2012 Total Number of Students Suspended
In-School
2013 Expected Number of Students Suspended
In-School
School did not have an ISSP during 2011-2012.
> 92
2012 Number of Out-of-School Suspensions
2013 Expected Number of Out-of-School
Suspensions
337
269
2012 Total Number of Students Suspended
Out-of-School
2013 Expected Number of Students Suspended
Out-of-School
103
82
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Students failing to take responsibility for actions and/or
inappropriate behaviors, e.g. anger, profanity, disrespect to
adults, fighting, etc.
Provide self discover/counseling services through our partners
and outside agencies (goal setting, making positive decisions,
conflict resolution, peer mediation, and character education) for
students who are repeatedly being suspended.
Restructuring of ISSP
Mentoring through the 100 Black Men mentoring program (beginning in
March 2013)
Enrollment for selected students in the Black Make College Explorer
Program (Summer 2013)
MTSS Team, Parent and Community Involvement Services, District
Social Worker and Homeless Coordinator, Faculty
and Staff, School Resource Officer, Outside Agencies (Disc Village,
CCYS, Apalachee Mental Health, Serenity, Inc.)
Edgar Griffin, Behavioral Specialist
Referrals will be made to the appropriate intervention agency or
partner for each student that receives 1 or more out of school
suspension and/or prior to recommendation for a hearing that may or
may not lead to expulsion.
Suspension and Attendance Reports
Student Referrals
(especially multiple suspensions for ISS or OSS)
Requests for and Acceptance into a counseling program on- or off-
campus.
2
Implementation a set of core values or strategies that students
will adhere to so that they do their utmost to never be
suspended
again.
Provide for prevention of and education in the following
areas
A. Unwanted physical or verbal aggression: sexual harassment
B. Forms of bullying (especially cyber-bullying), in school and on
school grounds, and on school vehicles (school buses).
C. Character building
Enrollment of students in Personal, Social, and School Development
course
MTSS Team, Dr. T. Madge, Consultant; Parent and Community
Involvement Services, District Social Worker and Homeless
Coordinator, Faculty
and Staff, School Resource Officer, School Behavioral Specialist,
Outside Agencies (Disc Village, CCYS, Apalachee Mental Health,
Serenity, Inc.)
Monthly suspension reports from district will be monitored to
determine if strategies being implemented are effective. Also,
school's MTSS team, SRO, and Administration will meet quarterly to
monitor and/or
modify strategies as recommended.
Suspension and Attendance Reports
Student Referrals
(especially multiple suspensions for ISS or OSS)
Requests for and Acceptance into a counseling program on- or off-
campus.
Training and workshop records from consultants.
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-wide)
Target Dates (e.g., early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
1A. School safety and crisis intervention training for faculty
and staff
1B. Core values and behaviors workshops for students
All subject areas, grades 4-12
Dr. T. Madge, Consultant
School-wide (CPA, HOPE Academy, and Bold Steps)
Beginning October 22, 2012-2013 and ending by May 31, 2013
(Early Release and Teacher Planning Days)
Observation of implementation of training by Administration and
Consultant
Administration and Consultant
2. Positive Behavior Support Program and Response to
Intervention
Training (MTSS)
All subject areas, grades 4-12
MTSS Team
School-wide (CPA, HOPE Academy, and Bold Steps)
Beginning October 22, 2012-2013 and ending by May 31, 2013
Tuesdays (2nd and 4th) Faculty/Staff Professional Development
Days
Observation of implementation of training by Administration and
Consultant
Quarterly Monitoring of Suspension Reports both ISS and OSS
Administration and MTSS Team
Suspension Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Positive Behavior Support Program and Response to Intervention
Training (MTSS)
Response to Intervention (RtI) has been described in Florida as
a multi-tiered system of supports (MTSS) for providing high quality
instruction and intervention matched to student needs using
learning rate over time and level of performance to inform
instructional decisions.
Title I Dropout Prevention
$0.00
Creating a Safe and Respectful Environment in our Nation's
Classroom
This training toolkit is made up of two modules that address
bullying in classrooms. Specifically, it is designed to assist
teachers in cultivating meaningful relationships with students
while creating a positive climate in the classroom.
USDOE
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
School safety and crisis intervention training for faculty and
staff
This nonviolent safety and crisis intervention training is
designed to teach best practices for managing difficult situations
and disruptive behaviors. Participants learn how to identify
at-risk individuals and use nonverbal and verbal techniques to
defuse hostile or belligerent behavior. They also learn how to
control their fear and anxiety in a crisis situation or avoid
injury when a crisis situation becomes physical.
Title I
$1,000.00
Core values and behaviors workshops for students
Consultant will work with students to create an effective school
culture that promotes improved learning for all students. Presenter
will also identify a set of core values and beliefs about learning
that will function as explicit foundational commitment for both
students and the school. Once established, the core values,
beliefs, and learning expectations will be actively reflected in
the culture of the school and drive curriculum, instruction, and
assessment practices in every classroom. As well, the school will
use them to guide the schoolâ€TMs policies,
procedures, decisions, and resource allocations.
Title I
$1,000.00
Subtotal:
$2,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total:
$2,000.00
End of Suspension
Goal(s)
Dropout Prevention Goal(s)
Note: Required for High School - F.S., Sec. 1003.53
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of parent involvement data, and reference
to “Guiding Questionsâ€, identify and
define areas in need of improvement:
1. Dropout Prevention
Dropout Prevention Goal #1:
*Please refer to the percentage of students who dropped out
during the 2011-2012 school year.
By May 31, 2013, CPA dropout prevention records will reflect
0.5% decline in its dropout rate.
By May 31, 2013, CPA graduation records will reflect a 2% increase
in the number of students graduating as compared to 2011-2012.
2012 Current Dropout Rate:
2013 Expected Dropout Rate:
2.7% District Rate for 2010-2011
0.5% decline at the school level
2012 Current Graduation Rate:
2013 Expected Graduation Rate:
67.6% District Rate for 2010-2011
2% increase at the school level
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Potential dropouts based on criteria such as retained in
multiple grades, high absenteeism, failing academic grades, or low
Florida Comprehensive Assessment Test (FCAT) scores.
1. Offering a Modified Curriculum of coursework in academic
content areas
2. Dual-enrollment at vocational-technical school for grade 10
students and higher
3. Test Prep for FCAT Retakers face-to-face (Florida TestReady),
after-school (21st CCLC program), and on-line (FCAT Explorer)
4. Credit Recovery through Florida Virtual School and
OdysseyWare
5. School-wide school-wide plan for teachers, guidance counselors,
and administrators to monitor quarterly progress of over-age
students.
Teachers, guidance counselors, administrators, and registrar
Dual-enrollment, Florida Virtual School status, OdysseyWare, and
district quarterly progress reports
Graduation and Dropout Rates for 2012-2013
Progress Monitoring Reports
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-wide)
Target Dates (e.g., early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
Utilize data systems that support a realistic diagnosis of the
number of students who drop out and that help identify individual
students at high risk of dropping out.
All subject areas and grade level 4-12.
Administration, Data Entry Secretary, and MTSS Team
Teachers and Staff
August 2012 - May 2013
MTSS Reports to include student transcripts, attendance, grade
distribution, suspensions, test results from FALL, WINTER and
SPRING
Administration
Behavior Specialists
Counselor
Data Entry Secretary
Assign adult advocates to students at risk of dropping out.
Adult advocates should have an appropriate background and low
caseloads, and be purposefully matched with students. Adequate
training and support should be provided or should have already been
provided for advocates (CCYS, Disc Village, Appalachee Mental
Health, DJJ, Teen Court, and/or other persons or agencies).
All subject areas and grade level 4-12.
Administration and MTSS Team
School-wide
August 2012 - May 2013
Student referrals and assignments to receive assistance from
individuals or participating agencies.
Administration
Behavior Specialists
Counselors
Case Managers (DJJ, Disc Village, etc.)
Provide academic support and enrichment to improve academic
performance. Help students to improve academic performance and
reengage in school. This should be implemented in conjunction with
other recommendations.
All subject areas and grade level 4-12.
Administration and MTSS Team
School-wide
August 2012 - May 2013
MTSS Reports to include student transcripts, attendance, grade
distribution, suspensions, test results from FALL, WINTER and
SPRING
Administration
Behavior Specialists
Counselor
Data Entry Secretary
Provide rigorous and relevant instruction to better engage
students in learning and provide the skills needed to graduate and
to serve them after they leave school (postsecondary options).
All subject areas and grade level 4-12.
Administration and MTSS Team
School-wide
August 2012 - May 2013
MTSS Reports to include student transcripts, attendance, grade
distribution, suspensions, test results from FALL, WINTER and
SPRING
Administration
Behavior Specialists
Counselor
Data Entry Secretary
Dropout Prevention Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Learning for Life is an action-learning process and uses
teaching techniques such as role-playing, small-group discussions,
reflective and moral dilemma exercises, online interactive lessons
and hands-on activities.
Learning for Life features grade-appropriate, theme-oriented
lesson plans to be used in the classroom to enhance and support the
core curriculum. Lessons are designed to be conducted by the
classroom teachers in conjunction with the core curriculum. The
Learning for Life curriculum is research based and has uniquely
blended character development traits into lessons that are aligned
to core curriculum standards in all 50 states. This enables
students to practice and reinforce core curriculum topics and
skills while learning critical character development and life
skills.
Grant
$6,000.00
Subtotal:
$6,000.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
Teenage Parent (TAP) Program
The Teenage Parent (TAP) Program is designed for students who
are pregnant or parenting. TAP programs offer regular academic
classes so students can continue their educational program in
addition to providing classes in child growth and development,
nutrition, and parenting skills.
$1,000.00
The Black Male College Explorers Program
The Black Male College Explorers Program is an At-Risk
prevention/ intervention program designed specifically to prevent
black males from dropping out of high school, facilitate their
admission to college and significantly increase their chances of
earning a college degree. CPA currently has a Brotherhood of
Respect Program which prepares males for entry into this program (6
weeks each summer).
Public and Private Sector contributions/scholarships
$3,000.00
Subtotal:
$4,000.00
Grand Total:
$10,000.00
End of Dropout
Prevention Goal(s)
Parent Involvement Goal(s)
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of parent involvement data, and reference
to “Guiding Questionsâ€, identify and
define areas in need of improvement:
1. Parent Involvement
Parent Involvement Goal #1:
*Please refer to the percentage of parents who participated
in school activities, duplicated or unduplicated.
According to the Title I-Part A Parental Involvement Plan, there
were 310 documented participants (parents/guardians) attending
scheduled activities/ events during the 2010-2011. At the end of
2011-2012, the number had increased to 430.There is still a need to
increased participation and attendance at SIP/SAC meetings,
parenting workshops and training especially since the school is
entering the school accreditation process.
By the end of the 2013 school year, CPA will show a 10% increase in
its parent involvement activities.
2012 Current Level of Parent Involvement:
2013 Expected Level of Parent Involvement:
430 participants
473 participants
Problem-Solving Process to
Increase Student Achievement
Anticipated
Barrier
Strategy
Person or Position
Responsible for Monitoring
Process Used to Determine
Effectiveness of Strategy
Evaluation Tool
1
Parents lack of participation on the SAC, PTO, and other parent
involvement initiatives and forums that directly impact
decisions
made on behalf of their students' education.
1. Provide one on one interviews with at least one parent of
every child who enrolls in the school during the 2012-2013 year.
(Interviews maybe held via phone conversations.)
2. Encourage parents to take the opportunity to participate in the
development and implementation of the School Improvement Plan, to
serve on the School Advisory Council (SAC
3. Open a Parent Resource room for parents to access while
conducting or waiting to conducting school business involving
faculty, staff, students or community.
Administrative and MTSS Teams involving Guidance Counselors,
Behavior Specialists and Teachers
Logs, including those by phone, reflecting parent(s) interviews
and enrolling students
Invitations to join SAC; Public appeals through all communications
to parents and community; Sign-in rosters
2012 -2013 enrollment records as of July 1, 2012 compared to
actually interviews.
Membership Rosters for SAC and any other parent organization in the
school
Parent surveys
2
Parents frequently complain about not being informed of
students' progress until they are endanger of not getting promoted
or not being able to graduate.
Also, parents complain of not being able to access available help
for failing students.
1. Host Parent Expos each nine weeks to issue report cards,
report student progress and data related student achievement,
schedule conferences, and present mini-academic sessions especially
on the graduation requirements and the new CCSS implementation.
Also, invite the Education Transformational Office to attend and
make presentations and workshop sessions to parents and community
stakeholders.
2. Distribute flyers, notices, after-school tutorial
advertisements, Parent Link, and announcements to be sent home with
every student prior to events (programs, concerts, science fairs,
field trips,
etc.), holidays, and meetings, etc. so that it will list upcoming
dates and other important school information. (Make readily
available in the front office and update the
schoolâ€TMs web site).
Sign-in records reflecting participation and attendance
Survey of responders and attendees to school events and sign-in
rosters.
Rosters and sign-in sheets of after-school and/or SES providers
participants.
Sign-in records, requests for academic and/or behavioral
assistance; participation in mini-academic sessions and
after-school programs
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. , PLC,
subject, grade level, or school-wide)
Target Dates (e.g., early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
School Advisory Councils, Parent Teacher Organizations, School
Improvement Plan, Promotion and Graduation Requirements 2013
4-12
Administrative and MTSS Teams, Academic Coaches, District
Resource Person; Teachers; District Parent Involvement
Coordinato
School-wide Community,Parents, and their Student Families
August 2012 - May 2013
Sign-in Roster of Participants (parents, students, and
community)
Administrative Team
Title I Office
Parent Involvement Office
Student Code of Conduct, RTI, Immunization Requirements,
Bullying, Attendance, and Drop Pants Legislation Grades 6 - 12
4-12
Administrative and MTSS Teams
School-wide Community,Parents, and their Student Families
August 2012
Sign-in Roster of Participants (parents, students, and
community)
Administrative Team
Common Core State Standards and Next Generation Sunshine State
Standards, College Readiness and Career Preparatory (ACT, SAT, CPT
and PERT, PARCC etc.), FACTS.org, FCAT 2.0 and EOCs,
4-12
Administrative and MTSS Teams, Academic Coaches; Guidance
Counselor; District Resource Person; Assessment Coordinator;
Teachers; Title I Coordinator and District Parent Involvement
Coordinator
School-wide Community,Parents, and their Student Families
October 2012 - May 2013
Sign-in Roster of Participants (parents, students, and
community)
Administrative Team
Title I Office
Parent Involvement Office
Title I Parent Involvement Meeting
4-12
Principal
Parent Involvement/Title I Office
Parents of all students School-wide
Faculty and Staff
August 2012 - October 2012
Sign-in Roster
Principal and Assistant Principal
Parent Involvement Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
Promote the use of the district's DLOPI project Inservice
training for all staff and parents on DLOPI-Different Levels of
Parental Involvement and how both group can impact its usefulness
in improving student engagement
Different Levels of Parental Involvement - documentation tool
for use my teachers to manage parents and guardians participation
in their students' education
Title I
$500.00
Subtotal: $500.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Use of computers for trainings, demonstration sessions, and
completion of surveys for upcoming school accreditation for parents
and familiesComputer labs available during non-school hours
School's Computer Labs
Title I
$1,000.00
Subtotal:
$1,000.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
PTO Leadership Annual State Conference
Annual event for PTO and SAC representatives, parents and school
officials for increasing and promoting parental involvement
Title I SAC
$3,000.00
Workshops and Trainings to promote parental involvement
Opportunities to organize and inform parents of best practices
for increasing parental involvement in the home, community and
school
Title I SAC
$1,000.00
Subtotal:
$4,000.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
Post all upcoming events and activities on district and school
website
Calendar of events posted on district and school
Title I
$500.00
Establish and furnish a designated area for parents and
guardians for conducting school business.
Furniture, appliances, telecommunication equipment (computer
[wireless laptop], telephone, thumb drives, Internet, etc.)
literature (parent library to include books, audiovisuals,
pamphlets and brochures), etc.
Title I SAC
$5,000.00
Subtotal:
$5,500.00
Grand Total:
$11,000.00
End of Parent
Involvement Goal(s)
Science, Technology, Engineering, and Mathematics (STEM)
Goal(s)
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of school data, identify and define areas
in need of improvement:
1. STEM
STEM Goal #1:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. ,
PLC,subject, grade level, or school-wide)
Target Dates (e.g. , early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
No Data Submitted
STEM Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total:
$0.00
End of STEM
Goal(s)
Career and Technical Education (CTE)
Goal(s)
* When using percentages, include the number of students the
percentage represents (e.g., 70% (35)).
Based on the analysis of school data, identify and define areas
in need of improvement:
1. CTE
CTE Goal #1:
Problem-Solving Process to
Increase Student Achievement
Anticipated Barrier
Strategy
Person or Position Responsible for
Monitoring
Process Used to Determine Effectiveness of
Strategy
Evaluation Tool
No Data Submitted
Professional Development (PD) aligned with Strategies
through Professional Learning Community (PLC) or PD
Activity
Please note that each Strategy does not require a
professional development or PLC activity.
PD Content /Topic and/or PLC
Focus
Grade
Level/Subject
PD Facilitator and/or PLC
Leader
PD Participants (e.g. ,
PLC,subject, grade level, or school-wide)
Target Dates (e.g. , early
release) and Schedules (e.g., frequency of meetings)
Strategy for
Follow-up/Monitoring
Person or Position
Responsible for Monitoring
No Data Submitted
CTE Budget:
Evidence-based
Program(s)/Material(s)
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Technology
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Professional
Development
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Other
Strategy
Description of Resources
Funding Source
Available Amount
No Data
No Data
No Data
$0.00
Subtotal: $0.00
Grand Total:
$0.00
End of CTE
Goal(s)
Additional Goal(s)
No Additional Goal was submitted for this school
FINAL BUDGET
Evidence-based
Program(s)/Material(s)
Goal
Strategy
Description of Resources
Funding Source
Available Amount
Reading
Lesson Study
ETO and Reading Coach will facilitate four cycles of Lesson
Study.
Title I Title II
$2,000.00
Reading
Best Teaching Practices; Differentiating Instruction; and
Literacy and Reading http://www.startwithsuccess.com
Series of self-paced training as needed for teacher
effectiveness to include: Developing a Classroom Climate
Reinforcing Effort and Providing Recognition Teacher Expectations
Homework and Practice Implementing Differentiated Instruction K-6
Strategies: I; K-6 Strategies: II; 7-12 Strategies: I; 7-12
Strategies: II Reading Strategies for Middle and Secondary Teachers
Vocabulary Development Three Interactive Elements of Reading
Motivating Materials and Strategies for Readers Using Environmental
Print; Gathering Environmental Print; Environmental Print in 4-8;
Environmental Print in 9-12; and Issues Surrounding the Use of
Environmental Print
Title I Title II
$1,500.00
Reading
Literacy Across the Curriculum â€" Use text
complexity, close reading, comprehension instruction sequence, and
vocabulary development in mathematics classes to improve reading,
writing and communicating.
Face to Face Training with Follow-up through CWT To provide
training, strategies and evidence supporting the need for an
intensive literacy campaign in middle grades and high schools. The
goal of this PD is to show participants how they can mount a
successful campaign resulting in more literate graduates with a
greater chance of completing postsecondary education and qualifying
for well-paying jobs with promising futures.
Title I Title II
$2,000.00
Mathematics
Literacy Across the Curriculum â€" Use text
complexity, close reading, comprehension instruction sequence, and
vocabulary development in mathematics classes to improve reading,
writing and communicating.
Face to Face Training with Follow-up through CWT To provide
training, strategies and evidence supporting the need for an
intensive literacy campaign in middle grades and high schools. The
goal of this PD is to show participants how they can mount a
successful campaign resulting in more literate graduates with a
greater chance of completing postsecondary education and qualifying
for well-paying jobs with promising futures.
Title II Title I
$2,000.00
Writing
Schedule Mock FCAT 2.0 Writing administrations (quarterly) using
Write Score assessments for grades 4-12
School Writing Assessment/Write Score administered thoughout
year through core academic and elective area classes
Title 1
$5,000.00
Attendance
School-wide Positive Behavior Support/Response to Intervention
(MTSS)
Response to Intervention (RtI) has been described in Florida as
a multi-tiered system of supports (MTSS) for providing high quality
instruction and intervention matched to student needs using
learning rate over time and level of performance to inform
instructional decisions.
Title I
$1,000.00
Suspension
Positive Behavior Support Program and Response to Intervention
Training (MTSS)
Response to Intervention (RtI) has been described in Florida as
a multi-tiered system of supports (MTSS) for providing high quality
instruction and intervention matched to student needs using
learning rate over time and level of performance to inform
instructional decisions.
Title I Dropout Prevention
$0.00
Suspension
Creating a Safe and Respectful Environment in our Nation's
Classroom
This training toolkit is made up of two modules that address
bullying in classrooms. Specifically, it is designed to assist
teachers in cultivating meaningful relationships with students
while creating a positive climate in the classroom.
USDOE
$0.00
Dropout Prevention
Learning for Life is an action-learning process and uses
teaching techniques such as role-playing, small-group discussions,
reflective and moral dilemma exercises, online interactive lessons
and hands-on activities.
Learning for Life features grade-appropriate, theme-oriented
lesson plans to be used in the classroom to enhance and support the
core curriculum. Lessons are designed to be conducted by the
classroom teachers in conjunction with the core curriculum. The
Learning for Life curriculum is research based and has uniquely
blended character development traits into lessons that are aligned
to core curriculum standards in all 50 states. This enables
students to practice and reinforce core curriculum topics and
skills while learning critical character development and life
skills.
Grant
$6,000.00
Parent Involvement
Promote the use of the district's DLOPI project Inservice
training for all staff and parents on DLOPI-Different Levels of
Parental Involvement and how both group can impact its usefulness
in improving student engagement
Different Levels of Parental Involvement - documentation tool
for use my teachers to manage parents and guardians participation
in their students' education
Title I
$500.00
Subtotal:
$20,000.00
Technology
Goal
Strategy
Description of Resources
Funding Source
Available Amount
Reading
CPALMS
Floridaâ€TMs Platform for educators to
Collaborate, Plan, Align, Learn, Motivate and Share - Training ---
to provide a resource for assistance with effective implementation
Floridaâ€TMs standards (both NGSSS and CCSS)
and course content and professional development in a self-paced
format
Title I
$500.00
Reading
Performance Matters training to support data-driven
instructional decisions
Performance Matters provides an integrated student assessment,
data management and teacher effectiveness platform that supports
the information needs of todayâ€TMs teachers,
school system leaders, students and parents. Using Performance
Matters, all stakeholders in the educational process have ready
access to the information and resources they need to sustain
student learning and instruction.
District Technology Funds
$4,000.00
Mathematics
Performance Matters training to support data-driven
instructional decisions
Performance Matters provides an integrated student assessment,
data management and teacher effectiveness platform that supports
the information needs of todayâ€TMs teachers,
school system leaders, students and parents. Using Performance
Matters, all stakeholders in the educational process have ready
access to the information and resources they need to sustain
student learning and instruction.
Technology Funds
$0.00
Mathematics
Multimedia in the Classroom: Engaging Students
PD focuses on using multimedia in the classroom as tools to help
students visualize, synthesize, convey, and construct knowledge.
This course will be used in a PLC forum. (Florida Center for
Instructional Technology -
http://fcit.usf.edu/multimedia/index.html)
Title II Title I
$500.00
Science
Gizmos Program
Online interactive math and science simulations that power
inquiry and understanding of content and concepts for students in
grades 3-12. Program includes inquiry-based lessons, assessment
& reporting; correlation to all State Standards and leading
textbooks; and teacher home pages for classroom management.
Title I
$5,000.00
Writing
Use of Glencoe Essay Grader for on-line response practice
The Glencoe Online Essay Grader offers valuable online
instruction and reporting tools to track and improve student
writing and assessment performance. It provides Individualized
automatic scoring, presents narrative feedback and a holistic score
as well as six trait scores six-point scale.
Textbook Allocation
$0.00
Parent Involvement
Use of computers for trainings, demonstration sessions, and
completion of surveys for upcoming school accreditation for parents
and familiesComputer labs available during non-school hours
School's Computer Labs
Title I
$1,000.00
Subtotal:
$11,000.00
Professional
Development
Goal
Strategy
Description of Resources
Funding Source
Available Amount
Reading
Overview of Common Core State Standards Specific PD 1) Text
Complexity 2) CIS 3) Close Reading 4) Vocabulary Development
The Common Core State Standards provide a consistent, clear
understanding of what students are expected to learn, so teachers
and parents know what they need to do to help them. The standards
are designed to be robust and relevant to the real world,
reflecting the knowledge and skills that our young people need for
success in college and careers.
Title I Title II
$2,000.00
Reading
Shared Inquiryâ"¢ Discussion using CCSS Classroom
Libraries and Bluford Series collections.
Professional Learning: Great Books is a leader in text-based,
Socratic discussion, with courses, coaching, and resources for
Shared Inquiryâ"¢ Discussion. The K-12 entails classroom
reading and discussion programs that build young minds, improve
critical thinking, and promote higher student achievement.
Title I Title II
$500.00
Mathematics
Best Teaching Practices http://www.startwithsuccess.com
Developing a Classroom Climate Reinforcing Effort and Providing
Recognition Teacher Expectations Homework and Practice
Self-Paced Training for All Teachers
Title II Title I
$500.00
Mathematics
Literacy and Reading http://www.startwithsuccess.com Reading
Strategies for Middle and Secondary Teachers Vocabulary Development
Three Interactive Elements of Reading Motivating Materials and
Strategies for Readers Using Environmental Print; Gathering
Environmental Print; Environmental Print in 4-8; Environmental
Print in 9-12; and Issues Surrounding the Use of Environmental
Print
Self-Paced Training for All Teachers
Title II Title I
$500.00
Mathematics
Differentiating Instruction http://www.startwithsuccess.com
Differentiating Instruction: Meeting Students Where They Are
â€" PD explores learning style, language proficiency,
background knowledge, readiness to learn, and other factors that
impact success for all in the classroom. Participants will be
challenge to structure learning environments that address the
variety of learning styles, interests, and abilities found within a
classroom. Implementing Differentiated Instruction; K-6 Strategies:
I; K-6 Strategies: II; 7-12 Strategies: I; 7-12 Strategies: II
Self-Paced Training for All Teachers (As scheduled and as
needed)
Title II Title I
$500.00
Mathematics
Using Data to Make Decisions
A self-directed course to learn about techniques for collecting
and analyzing data that does not require complex mathematics.
Participants will get lesson plans, practice exercises, links to
relevant articles, and case studies of teachers who are using data
in their classrooms. PD is basedContinuous Improvement Cycle of
Plan, Do, Study, and Act. (Florida Center for Instructional
Technology - http://fcit.usf.edu/data/index.html
Title II Title I
$500.00
Science
Overview and Implementation Individual Benchmark Specifications
for Biology End-of-Course Assessment and the FCAT 2.0 Science
Assessment for Grade 8
Biology End-of-Course and Assessment and FCAT 2.0 Science
Assessment for Grade 8 Test Item Specifications (FLDOE)
Title I
$1,000.00
Science
Item Difficulty and Cognitive Complexity of Biology
End-of-Course and FCAT 2.0 Science Grade 8 Assessments(FLDOE)
Assessment Test Items
Biology End-of-Course and Assessment and FCAT 2.0 Science
Assessment for Grade 8 Test Item Specifications (FLDOE)
Title I
$1,000.00
Writing
FCAT 2.0 Writing Workshop which includes Scoring Training; The
Research Base for Writing Instruction K-12; Real World Writing
Purposes; Approaching a Topic â€" the Power of Modeling,
Choosing a Topic; Participant Writing Experience; Revision, RADaR
(Replace, Add, Delete and Reorder) â€" Modeling;
Participants Revising Their Pieces and Sharing
The FCAT 2.0 Writing Calibration Scoring Guides, 2012 FCAT
Writing Anchor Sets, and 2012 FCAT Writing Exemplar Sets that are
currently being used to provide a basis for scoring decisions for
FCAT 2.0 Writing through 2014 (FLDOE Training Materials)
Title I and SIG
$1,000.00
Civics
Overview and Implementation Individual Benchmark Specifications
for Civics End-of-Course Assessment
Civics End-of-Course Assessment Test Item Specifications
(FLDOE)
Title I
$500.00
Civics
Item Difficulty and Cognitive Complexity of Civics End-of-Course
Assessment Test Items
Civics End-of-Course Assessment Test Item Specifications and
CCSS(FLDOE)
Title I
$500.00
Civics
Webbâ€TMs Depth of Knowledge (DOK)
levels
Academic Coaches and ETO Reading Specialist
Title 1
$1,000.00
U.S. History
Overview and Implementation Individual Benchmark Specifications
for U. S. History End-of-Course Assessment
U. S. History End-of-Course Assessment Test Item Specifications
(FLDOE)
Title I
$500.00
U.S. History
Item Difficulty and Cognitive Complexity of U. S. History
End-of-Course Assessment Test Items
U. S. History End-of-Course Assessment Test Item Specifications
and CCSS(FLDOE)
Title I
$500.00
U.S. History
Webbâ€TMs Depth of Knowledge (DOK)
levels
Academic Coaches and ETO Reading Specialist
Title 1
$1,000.00
Attendance
Classroom Management to include an overview of the Marzano
evaluation process and accurately reporting absentees, tardies,
and/or truancy
Marzano Teacher Evaluation Handbook Harry and Mary Wong, First
Day of School Modules
Title I
$2,000.00
Suspension
School safety and crisis intervention training for faculty and
staff
This nonviolent safety and crisis intervention training is
designed to teach best practices for managing difficult situations
and disruptive behaviors. Participants learn how to identify
at-risk individuals and use nonverbal and verbal techniques to
defuse hostile or belligerent behavior. They also learn how to
control their fear and anxiety in a crisis situation or avoid
injury when a crisis situation becomes physical.
Title I
$1,000.00
Suspension
Core values and behaviors workshops for students
Consultant will work with students to create an effective school
culture that promotes improved learning for all students. Presenter
will also identify a set of core values and beliefs about learning
that will function as explicit foundational commitment for both
students and the school. Once established, the core values,
beliefs, and learning expectations will be actively reflected in
the culture of the school and drive curriculum, instruction, and
assessment practices in every classroom. As well, the school will
use them to guide the schoolâ€TMs policies,
procedures, decisions, and resource allocations.
Title I
$1,000.00
Parent Involvement
PTO Leadership Annual State Conference
Annual event for PTO and SAC representatives, parents and school
officials for increasing and promoting parental involvement
Title I SAC
$3,000.00
Parent Involvement
Workshops and Trainings to promote parental involvement
Opportunities to organize and inform parents of best practices
for increasing parental involvement in the home, community and
school
Title I SAC
$1,000.00
Subtotal:
$19,500.00
Other
Goal
Strategy
Description of Resources
Funding Source
Available Amount
Reading
Florida Test Ready for Reading
Test Ready curriculum provides robust support for educators of
all levelsâ€"all in an easy-to-use format. Suggested
pacing charts and detailed lessons plans included. Step by Step
sections provide background material and scripting. The program
also provides rigorous instruction on the Common Core using a
proven-effective gradual-release approach that builds student
confidence, and prepare students for more complex assessment items
with full-length practice tests and interim assessments.
Title I
$2,000.00
Mathematics
Florida Test Ready
Florida Ready Mathematics covers Geometry and Measurement,
Number and Operations, Algebra, Data Analysis, and Probability. It
also provides support to help all educators successfully implement
the program, from paraprofessionals to experienced teachers;
suggested pacing charts and detailed lesson plans; at a Glance
sections, which provide a short overview of each concept; step by
step sections, which provide background material and scripting; and
special ELL support, mini lessons, and real world examples, which
extend the classroom learning opportunities.
Title I
$2,000.00
Dropout Prevention
Teenage Parent (TAP) Program
The Teenage Parent (TAP) Program is designed for students who
are pregnant or parenting. TAP programs offer regular academic
classes so students can continue their educational program in
addition to providing classes in child growth and development,
nutrition, and parenting skills.
$1,000.00
Dropout Prevention
The Black Male College Explorers Program
The Black Male College Explorers Program is an At-Risk
prevention/ intervention program designed specifically to prevent
black males from dropping out of high school, facilitate their
admission to college and significantly increase their chances of
earning a college degree. CPA currently has a Brotherhood of
Respect Program which prepares males for entry into this program (6
weeks each summer).
Public and Private Sector contributions/scholarships
$3,000.00
Parent Involvement
Post all upcoming events and activities on district and school
website
Calendar of events posted on district and school
Title I
$500.00
Parent Involvement
Establish and furnish a designated area for parents and
guardians for conducting school business.
Furniture, appliances, telecommunication equipment (computer
[wireless laptop], telephone, thumb drives, Internet, etc.)
literature (parent library to include books, audiovisuals,
pamphlets and brochures), etc.
A reward school is any school that improves their letter grade or
any school graded A.
No Attachment (Uploaded on 11/12/2012)
School Advisory Council
School Advisory Council (SAC) Membership
Compliance
The majority of the SAC members are not employed by the school
district. The SAC is composed of the principal and an appropriately
balanced number of teachers, education support employees, students
(for middle and high school only), parents, and other business and
community citizens who are representative of the ethnic, racial,
and economic community served by the school. Please verify the
statement above by selecting "Yes" or "No" below.
Yes. Agree with the above statement.
Projected use of SAC
Funds
Amount
Establish, furnish, and provide literature and technology for a
Parent Resource Room
$1,800.00
Provide stipends for Parent Services (parents that provide
educational and extra-curricular services for students, staff, and
teachers within the school)
$1,800.00
Conference fees (registration, travel, lodging, meals, materials
and supplies,etc.) for staff and parent participants
Describe the activities of the School Advisory Council
for the upcoming year
Updating and Rewriting School Improvement Plans (goal,
strategies, professional development, and budget)
Monitoring the Implementation and Keeping the Public Informed of
SAC actions and efforts