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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Vision Statement:
The Merritt Island High School community, working cooperatively with their feeder schools, parent groups and business partners, will strive to provide the best educational opportunities for students, in a safe environment that allows them to be challenged to their full potential and encourages them to become citizens who are sensitive to their community and environment.

Mission Statement:
In a tradition of excellence known as "Island Style", Merritt Island High School provides a safe and nurturing environment where individuals are empowered to think independently, communicate effectively and contribute to a global society.

Beliefs:
1. Students' learning needs are the primary focus of Merritt Island High School.

2. Every student is a valued individual with unique needs.

3. Merritt Island High School's instructional practices accomodate
different learning styles to ensure opportunities for all students' success.

4. Merritt Island High School is a safe and nurturing place where students
and staff demonstrate mutual respect.

5. All students are entitled to equal access to educational programs,
facilities and extra curricular activities.

6. The community, administrators, staff, teachers, students and parents,
as equal stakeholders, share in the responsibility of ensuring a fair,
consistent and unbiased educational environment.

SCHOOL PROFILE DEMOGRAPHICS

Serving the Merritt Island community for over 40 years, M.I.H.S. has distinguished itself as one of the premier schools in the entire state of Florida. Since its opening days, the school has been on a journey that has brought recognition and accolades. This journey has always emphasized pride, excellence, service and family. Located in Central Florida’s rapidly developing area of Brevard County, much of the employment profile for the area is space related, medical, technology and service related industries. We draw our student enrollment strictly from our own community with one middle school feeder and six elementary schools. Merritt Island High School has earned an "A" under the Governor's A+ Plan for Florida, for the past 7 out of 8 years. For the past 3 years, we have met 100% of the criteria for Adequate Yearly Progress (AYP) under the Federal No Child Left Behind (NCLB) program. Prior to that, we also earned provisional status. Our test scores are always well above the district, state and national averages. Each year we have students who are National Merit Semi-Finalists.

Merritt Island High School offers a strong academic program which includes Honors, Advanced Placement, dual enrollment, and gifted academic courses. This is the second year of implementation for the following Small Learning Communities: the Academy of Hospitality Management, the Collegiate High School Program and the Mustang Academic Scholars Program (MASP). We are currently in our year of planning for implementing a Fine Arts Career Academy and an Engineering Academy for next school year. Many of our career and technical programs offer dual enrollment credit or advanced standing credit with Brevard Community College. Recently, six of our programs were recognized by our School Board as a result of obtaining industry certification: Automotive Technology, Child Care, Digital Design, Drafting, Marketing and Web Design. The National Academy Foundation endorsed our Academy of Hospitality Management as one of their Career Academies. M.I.H.S. was recognized as one of the top high schools in the nation by Newsweek magazine.

The curriculum is complemented by a wide range of award winning electives, remediation classes, a performance based lab and classes for exceptional student education. All Exceptional Students (ESE) who are seeking regular diplomas are fully included in our core academic curriculum and electives. Learning Strategies is offered as a choice to students whose parents feel they need ESE support to succeed in our full inclusion model.

We utilize the Inventory of Teacher Technology Skills to assess teacher proficiency in technology and 85% of our teachers are rated proficient in using technology in the classroom. We have a 5:1 ratio of computers per student at our school.

M.I.H.S. has a current enrollment of approximately 1559 students in grades 9-12. The student body is approximately 84% White; 4.5% Black; 5.26% Hispanic; 3% Asian; 3.2% Native American/Multi.

Our staff is comprised of 96 teachers; 43 non-instructional employees; 6 guidance counselors; 1 reading coach; 2 media specialists; 1 technology specialist and 5 administrators. Forty-one percent of our faculty members hold an advanced degree. Our teacher to student ratio is 1:17.1 and our average class size is 23.63.

M.I.H.S. is known for a long tradition of excellence in academics, athletics, the arts and student activities, otherwise known as “Island Style”.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Mr. Gary Shiffrin, Principal:
Masters in Educational Leadership; Bachelors in Teacher Education – History, Florida Certification Principal K-12, 36 years in education: 14 years as a Principal, 16 years as an Assistant Principal of Curriculum, 7 years as a High School Teacher, 16 years as Commissioner of the Cape Coast Conference, Board Member of BASA.Completed ESOL training.

Ms. Catherine Halbuer, Assistant Principal of Curriculum:
Masters in Administration and Supervision; Bachelors in Economics, Florida Certification Principal K -12, Mathematics 6-12; 19 years in Education: 9 years as Assistant Principal for Curriculum and 1 year as Assistant Principal, Dean, 9 years as a Mathematics Teacher, former BASA Board Member, Member of BASA. Brevard County Assistant Principal of the Year, 2007. Completed ESOL training. Completed AP Summer Institute for Administrators in 2008.

Mr. Jack Shaughnessy, Assistant Principal of Facilities and Student Activities:
Master of Science in Education (Reading Specialist) ;Post-Graduate Certification - Educational Leadership/Administration; B.S. - Health Science and Physical Education; 24 Years in Brevard Public Schools - 7 1/2 yrs.as Assistant Principal, Dean of Students; 2 1/2 yrs. as Asst. Principal Facilities; Certification - Health and PE - K-12; Middle Grades English 5-9; Administration K-12; Member of BASA. Completed ESOL training.

Ms. Erin Turner, Assistant Principal/Dean:
Masters in Educational Leadership; Bachelors in Exceptional Student Education; Florida Certification in Education Leadership, Exceptional Student Education K-12, and ESOL Endorsement; Second year as Assistant Principal, Dean; 3 years as Exceptional Student Education teacher; member of BASA.

Mr. James Casper, Assistant
Principal/Dean: Masters in Educational Leadership; Bachelors in Teacher Education – Mathematics, 37 years in education: 28 years as a High School Teacher, 8 years as Assistant Principal, Dean of Students. Member of BASA. Completed ESOL training.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Merritt Island High School has been very successful with our academic programs and we offer a diversity in the curriculum so that our professional staff will be challenged. We offer many opportunities for professional development at the local, district, state and national levels, to enhance their teaching skills. We currently have 4 National Board Teachers on staff, 6 teachers who are candidates and 2 more who will begin the process this year. Many of our teachers take leadership roles throughout our school as mentors, chairpersons and professional development trainers. Lastly, our Principal is a district recruiter for teachers, traveling to many universities and colleges throughout the state and is always looking for highly qualified teachers to join our staff.  

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

School Wide Improvement Model

Note: Required for Title I

Merritt Island High School follows the State Continuous School Improvement Model emphasizing data-driven decision making and continuous reflection.

We then share the data with our stakeholders – staff, parents, students and community members. The Advisory Council is also presented with this information and they are directly involved in developing, evaluating and implementing the School Improvement Plan. (SIP) The Florida Sunshine State Standards, our District “First in Florida” Plan, student achievement data and school performance criteria are evaluated to form our goals and objectives. Each goal and objective is created to enhance learning opportunities and success for our students. Current programs and research based programs are evaluated for effectiveness by reviewing student test data, teacher observation and ease of use. This information is then analyzed to determine the instructional needs of our students, including remediation if necessary, and teachers use this information for lesson plans and implementation. Teachers, parents, community members and administration all work cooperatively towards the same goal which helps create a positive school environment.

NCLB Public School Choice

Note: Required for Title I

Effective ongoing communication with parents and the community is key to school success. M.I.H.S. utilizes several means to achieve good communications such as:
1. Hoofnotes, bi-monthly school newsletter mailed directly to students’ homes
2. School Web site
3. E-mail newsletter sent every Friday to the community who subscribe online
4. Synrevoice – home-school communicator that automatically calls parents with a recorded message for important upcoming events, testing days, etc.
5. Reader board and electronic board with weekly events posted on school grounds
6. Software that calls parents when students are absent
7. Student Handbook included within Student Agenda books
8. Report cards every 9 weeks; Interim report for all students every 4 ½ weeks and progress reports as requested.
9. Parent-Teacher Conferences – one per semester
10. Guidance forms and letters informing parents of student progress or problems.
11. School Advisory Council meetings – open to public once a month
12. Parent Open House in August to meet teachers
13. College Night Program for parents and students
14. Parent survey in the Spring
15. Mustang Round-up for incoming Freshmen and their parents
16. Edline - where parents and students may view their grades online at any time.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Teacher Mentoring at our school takes two forms. If a teacher is new to our District, they are placed in the Brevard County Induction Program (BCIP). This is a rigorous program that includes evaluation, assessment, guidance, conference and discussion with a school-based administrator and a teacher who has had Clinical Educator Training (CET). The administrator and mentor teacher collaborate with the new teacher to improve teaching strategies in and out of the classroom. Experienced teachers who are hired in Brevard County can be fast tracked through this experience. Either way, each new teacher is given an Instructional Personal Performance Appraisal within the first 45 days. If a teacher is deemed to need assistance based on this appraisal, then the school based administrator and mentor teacher work with the teacher directly to come up with a development plan. This could include attending learning clubs, working with veteran teachers, National Board Certified teachers, district resource teachers or even the County Induction Resource Teacher. If even more assistance is required, then a Professional Development Assistance Plan (PDAP) is written.
In addition, all new teachers to our school, whether veteran, first year or transfer, are paired with a teacher in their department to assist with their transition. This pairing helps them learn our school culture and other school based procedures. The Department Contact is also available as a resource and source of guidance for our teachers new to the school. Our National Board Candidates and Teachers also offer assistance by holding informal workshops and study sessions during our non-instructional hour.

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

1. The National Honor Society provides tutoring before school, during the optional first period and after school daily as a community service to our students. They also peer mentor our under-performing NCLB subgroup and low performing students.
2. All of our teachers have access to 2 computer labs where they can bring their students to use FCAT software, SRI, FCAT Explorer and various virtual science labs.
3. Students and parents are made aware of FCAT strategies, SAT and AP classes offered through Florida Virtual School and FCAT Explorer.
4. Students were given the opportunity to attend summer school for reading and math intervention.
5. We offer a credit retrieval lab where students are able to retrieve credit to get back on track for graduation and/or improving their GPA.

No matter which option students chose for additional assistance, they worked towards completing their individual portfolios and towards their Academic Improvement Plan goals.

SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

We offer the Mustang Academic Scholars Program (MASP) starting in the 9th grade.

Responsibility of Teaching Reading for Every Teacher

We require all classroom teachers to instruct students in how to read their content. All classroom teachers are provided with textbooks or reading materials for their content area. The Reading Leadership Team members provided non-negotiables and exemplars for each content area. The school's professional development plan includes strategies for content area teachers to teach content area reading skills.

Quality Professional Development for Teachers and Leaders

We provide onsite training for district software programs (Edline, AS400, Gradequick, Microsoft Office products). In addition, we conduct site based inservices for curriculum development, rigor and relevance, small learning communities, teacher mentoring and new teacher orientation.

Small Learning Communities (SLC)

We have many SLC's: Mustang Academic Scholars Program (MASP), Collegiate High School, JROTC, Academy of Hospitality Management and AP Diploma Program. We are in our year of planning for bringing 2 more Career Academies to our school for next year in Fine Arts and Engineering.

Intensive Intervention in Reading and Mathematics

All of our level 1 and 2 students and re-take students receive intervention through Intensive Reading, Reading and Intensive Math classes.

Parental Access and Support

We have many ways for parents to access information such as: weekly electronic newsletter, school and district web pages, Edline, School Advisory Council meetings, Mustang Round-Up (Freshman Orientation), Open House Night, parent conference and informational nights, booster clubs and the Mustang Parent Organization.

Applied and Integrated Courses

We use a thematic approach to content area instruction in our Academy of Hospitality Management and MASP programs.

Course Choice Based on Student Goals / Interests / Talent

Students are provided many opportunities to take courses that are based on their interests and talents. They choose a major area of interest each year.

Master Schedules Based on Student Needs

We offer a student driven master schedule. Students are informed of various programs through guidance presentations, informational meetings beginning in the 8th grade and the 9th grade career course.

Academic and Career Planning

Students are provided with opportunities to research careers through the required 9th grade Careers class. Guidance will assist with helping the students make college and career planning choices using E-pep, interest inventories and Major Areas of Interest (MAI's).

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based on a review of 2008 FCAT Reading, SAT Verbal, PLAN/ACT Reading results, which showed positive improvement in student achievement, we will continue to focus on improving student reading scores by 5% for all of our students. We will be focusing on instruction in the strand of: main idea and purpose.
*Objective:	By June 2009, 66% of our 9th grade and 59% of our 10th grade will have achieved a level 3 or above as evidenced by the results of the Reading subtest of the 2009 FCAT. By June 2009, 18% of our students with disabilities will have achieved a level 3 or above as evidenced by the results of the Reading subtest of the 2009 FCAT. By June 2009, the achievement gap will be 52% or less in the 9th grade and 28% or less in the 10th grade between our African-American and White students, achieving level 3 or above as evidenced by the results of the Reading subtest of the 2009 FCAT. By September 2009, the schoolwide score on the SAT will be 530 as evidenced by the verbal subtest of the 2009 SAT Score Report. By September 2009, the schoolwide score on the ACT will be 23.5 as evidenced by the reading subtest of the 2009 ACT Score Report. By 2009, 100% of the criteria in Reading will be met as evidenced by receiving Adequate Yearly Progress under Federal No Child Left Behind Act. By June 2009, 60% of the lowest 25% in Reading will make learning gains as measured by the results of the Reading subtest of the 2009 FCAT.
*Strategies:	1. Review and assess updates to the 9th and 10th grade English curriculums by Language Arts teachers . 2. Place all level 1 and level 2 students, along with students who did not pass, in a separate intervention reading class and they will receive an AIP. (PSRF) 3. Progress monitoring of all level 1 and level 2 students three times per year using SRI (Scholastic Reading Inventory). (PSRF) 4. Test all level 1 and level 2 students on the SRI (Scholastic Reading Inventory) and FORF (Florida Oral Reading Fluency) as a diagnostic tool. 5. The Reading Coach will model lessons in the MESH (Math, English, Science, History) content area classrooms. 6. Provide all teachers with individual student FCAT scores and data analysis tools to assist with lesson planning and individualized academic improvement plans for lower achievers. 7. Provide weekly school-wide grammar lessons. 8. Inform parents and community through various media sources about FCAT practice activities and extended learning opportunities. (PSRF) 9. Support professional development opportunities for all teachers in order to implement the SSS, FCAT assessment, and ESOL strategies. 10. Professional Development Plans that include reading for all teachers. 11. Encourage teachers to pursue National Board Certification. 12. Review level 3 and above students of minority subgroups to determine if they are taking advantage of honors and Advanced Placement classes. (Equity Plan) 13. Schedule meetings with those identified students and their parents to close the achievement gap. (Equity Plan) 14. Recruit National Honor society members, faculty and community to mentor and/or tutor minority students. 15. Encourage students to register for Critical Thinking skills through our classes and Florida Virtual School. 16. Analyze PLAN results with this year's 10th grade class to help students plan for assistance in weak areas. 17. Encourage students to use SAT software in the media center to prepare for the test. 18. Encourage students to access the SAT question of the day on the school web site. 19. Hold summer workshop for 11th and 12th grade Language Arts teachers to build SAT strategies into curriculum. 20. Purchase instructional materials to improve vocabulary skills.(PSRF) 21. Implement a schoolwide Critical Thinking Day. 22. Provide summer curriculum alignment meetings and data analysis. (PSRF) 23. Provide incentives for students who exceed Annual Yearly Progress goals. 24. All regular diploma ESE students are mainstreamed into regular education classes in language arts. 25. Analyze and evaluate data from classroom walk throughs.
*Evaluation:	Success of these objectives will be evidenced by the 2009 FCAT, SAT, PLAN, ACT, AYP Report, Equity Plan and the School Grade. We will be monitoring our progress throughout the year by using common assessments, mid-year exams, SRI testing and final exams.
*Evidence-based Program(s):	Jamestown Series, Journeys, Reading Plus, Hampton Brown Edge, Scholastic Read 180, Reading Counts, Holt, Rinehart and Winston Elements of Literature
*Professional Development:	All staff will continue to receive training on progress monitoring. All staff will attend school based professional development on Lexiles and how to use them to supplement instruction. All staff will continue to be trained in Basic, Proficient and Advanced lessons by the school team that attended the Southern Regional Educational Board (SREB) workshops. Continue recruiting staff to become gifted endorsed. Continue to provide opportunities for staff to hone data analysis skills and content area reading strategies. Summer Curriculum Alignment/Data Analysis
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Textbooks: Journeys Textbooks $1,180.00 Textbooks: Read 180 Textbooks $37,000.00 Textbooks: Edge Textbooks $13,227.47 Textbooks: Vocabulary Textbooks $500.00 Total: $51,907.47 Technology Description of Resources Funding Source Available Amount Computers for Reading classrooms Replenishment $9,192.00 Computers for Reading Lab PSRF $1,100.00 Total: $10,292.00 Professional Development Description of Resources Funding Source Available Amount 6 of 7 supplement to provide additional sections in Reading for Level 1 and 2 students PSRF $7,546.00 Supplement for teacher to provide additional assistance PSRF $2,250.00 Curriculum Alignment PSRF $1,394.00 Total: $11,190.00 Other Description of Resources Funding Source Available Amount Incentives MPO $200.00 Reading Coach Reading Coaches $42,613.00 .40 Teaching Unit PSRF $23,868.00 Total: $66,681.00 Final Total: $140,070.47
*Non-Highly Qualified Instructors:	All teachers and paraprofessionals are highly qualified and this is not applicable.
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based on a review of 2008 FCAT, SAT, PLAN/ACT results in Mathematics, we will continue to focus on improving student achievement for all our students by 5%. We will be focusing instruction in the following math strands: measurement and geometry.
*Objective:	By June 2009, 89% of our 9th grade and 92% of our 10th grade students will have achieved a level 3 or above as evidenced by the results of the Math subtest of the 2009 FCAT. By June 2009, 35% of 9th grade and 38% of 10th grade African-American students will have achieved a level 3 or higher as evidenced by the results of the Math subtest of the 2009 FCAT. By September 2009, the schoolwide score on the SAT will be 542 as evidenced by the Mathematics subtest of the 2009 SAT Score Report. By September 2009, the schoolwide score on the ACT will be 23.2 as evidenced by the Mathematics subtest of the 2009 ACT Score Report. By 2009, 100% of the criteria in Mathematics will be met as evidenced by receiving Adequate Yearly Progress under Federal No Child Left Behind Act. By June 2009, 80% of the lowest 25% will make annual learning gains in Math as evidenced by the math subtest of the 2009 FCAT.
*Strategies:	1. Place all level 1 and level 2 students, along with students who did not pass, in a separate intervention math class and they will receive an AIP to assist with progress monitoring. (PSRF) 2. All students in the intervention math class will be given a diagnostic test that will be used to write their AIP. 3. All regular math teachers will provide strategies for assistance with remediation in the AIP. (PSRF) 4. All teachers will have access to individual students FCAT scores via the Desktop system. Data analysis tools are available to assist with lesson planning and individual academic improvement plans for our lower quartile achievers as well as all students. 5. Inform parents and community through various media sources about FCAT practice activities and extended learning opportunities. (PSRF) 6. Continue to support professional development opportunities for all teachers in order to implement the SSS, FCAT assessment, and ESOL strategies. 7. Continue ESOL training for staff. 8. Encourage teachers to pursue National Board Certification. 9. Encourage more students to register for Critical Thinking Skills through our classes and Florida Virtual School. 10. Analyze PLAN results with this year's 10th grade class to help students plan for assistance in weak areas. 11. Encourage students to use SAT software in the Media Center to prepare for tests. 12. Encourage students to access the SAT question of the day on the school web site. 13. Hold summer workshop for 11th and 12th grade Math teachers to build SAT/ACT strategies into curriculum. 14. Purchase instructional materials to improve math skills. 15. Implement a schoolwide Critical Thinking Day. 16. Provide summer curriculum alignment meetings and data analysis. (PSRF) 17. Provide incentives for students who exceed Annual Yearly Progress goals. 18. All regular diploma ESE students are mainstreamed into regular education classes in math.
*Evaluation:	Success of the objectives will be evidenced by the results of the 2009 FCAT Mathematics subtest along with the SAT, ACT Score Reports and school grade. Results of these tests will be monitored yearly to measure progress towards our objectives.
*Evidence-based Program(s):	Pearson/Prentice Hall Algebra, AGS Algebra, AGS Geometry, Fl. Skills Intervention Kit, AMSCO FCAT Math series, FCAT Coach, Key Curriculum Discovering Geometry, Glencoe Algebra
*Professional Development:	Math Leadership Team meetings District and School meetings Bodies of Knowledge and pacing guides training FCAT Performance Task Training Summer Curriculum Alignment/Data Analysis
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Textbooks for Reading in the Content Area Textbook $1,080.50 Total: $1,080.50 Technology Description of Resources Funding Source Available Amount Six computers for Math intervention class Replenishment $4,596.00 Total: $4,596.00 Professional Development Description of Resources Funding Source Available Amount Curriculum Alignment, data analysis SAC $800.00 Total: $800.00 Other Description of Resources Funding Source Available Amount Incentives MPO $200.00 Total: $200.00 Final Total: $6,676.50
*Non-Highly Qualified Instructors:	All teachers and paraprofessionals are highly qualified and this is not applicable.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based on a review of the 2008 FCAT Writes and SAT Writing subtests and our Annual Yearly Progress (AYP) for the Federal Law, No Child Left Behind Act, we will continue to focus on persuasive and expository writing.
*Objective:	By June 2009, 79% of the 10th grade will have achieved a 4.0 or higher as evidenced by the results of the 2009 FCAT Writes. By September 2009, the schoolwide score on the writing portion of the SAT will be 505 as evidenced by the Writing subtest of the 2009 SAT Score Report. By 2009, 100% of the criteria in Writing will be met as evidenced by receiving Adequate Yearly Progress under Federal No Child Left Behind Act.
*Strategies:	1. Language Arts teachers will keep a writing portfolio for each student. 2. Language Arts and Social Studies teachers will meet each 9 weeks to discuss implementation of writing strategies. 3. Language Arts teachers will follow and document the grammar checklist, new SSS writing strands and scaffolding plan for grammar instruction. 4. Language arts teachers will administer the district-generated grammar assessment and report the scores to the district. 5. Continue Writing Team with a volunteer from each discipline to write our school’s individual plan. 6. Provide students with a District-wide writing prompt twice per year to be graded using FCAT/SAT rubrics. 7. Language Arts teachers will meet during the summer to evaluate FCAT and SAT/PLAN scores in order to realign the curriculum to meet the needs of the students. 8. All 9th grade students including ESE, who scored a 3.5 or below on FCAT Writes will have an AIP. 9. Current 10th grade students who scored 3.5 or less on the 8th grade essay will be placed in a FCAT Writes class for 1st semester. 10. 9th and 10th Grade Language Arts teachers will focus on helping 4.0 and above students to maintain or improve their scores. 11. Implement District Writing Plan. 12. Inform parents and the community through various media sources about the FCAT practice activities and extended learning opportunities. 13. Provide incentives for students who score 6.0 (Perfect Score) and those scoring 4.5 and above.
*Evaluation:	Success of the objectives will be evidenced by the results of the 2009 FCAT Writes and the Writing subtest of the SAT. Results of the two district essay assignments will be analyzed and reported to the district.
*Evidence-based Program(s):	6 Traits of Writing, Piece by Piece, Write Starts, Mastering Ideas and Mastering Writing Skills, McDougal Little Language Network
*Professional Development:	FCAT Writing holistic scoring for new staff SAT Essay scoring for new staff Training on district writing manuals and Piece by Piece, Write Starts, Mastering Ideas, Mastering Writing Skills, and Mastering Revising and Editing Summer curriculum alignment meetings and data analysis
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount Turnitin.com School budget $1,928.00 Total: $1,928.00 Professional Development Description of Resources Funding Source Available Amount Curriculum Alignment, data analysis SAC $500.00 Total: $500.00 Other Description of Resources Funding Source Available Amount Incentives MPO $200.00 Total: $200.00 Final Total: $2,628.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based on a review of 2008 FCAT and PLAN/ACT results in science, we will continue to focus on improving student achievement for all our students by 5%. We will be focusing instruction in the following science strands: Physical and Chemical; Life and Environmental Sciences.
*Objective:	By June 2009, 59% of our 11th grade students will have achieved a level 3 or higher as evidenced by the results of the Science subtest of the 2009 FCAT. By September 2009, the schoolwide score on the ACT in Science will be 22.0 as evidenced by the Science subtest of the 2009 ACT Score Report.
*Strategies:	1. Provide more science lab materials and equipment. 2. Increase the number of students participating in Science Research. 3. Provide more hands on science lab experiences. 4. Encourage more students to participate in science extra-curricular activities such as Robotics and SECME. 5. Continue to support training and Professional Development opportunities for teachers. 6. Encourage teachers to pursue National Board Certification. 7. Science teachers will participate in Curriculum Mapping. 8. Attend inservice on aligning the New Bodies of Knowledge (BOK) to the current FCAT. 9. Individual Professional Development Plans to meet individual teacher needs for success on FCAT strands or AP content. 10. Utilize best practices. 11. Use department Chair and NBCT as trainers. 12. Provide incentives for students who score level 3 or above. 13. All ESE regular diploma students have been mainstreamed into regular science classes, in order to address the need of increasing annual learning gains of the lowest 25%.
*Evaluation:	Success of the objectives will be evidenced by the results of the 2009 FCAT Science subtest, along with ACT Score reports and school grades. Results of the district required assessments will be analyzed to measure progress towards this objective.
*Evidence-based Program(s):	Pearson/Prentice Hall Chemistry, Glencoe Science Biology, Holt Modern Biology, Glencoe Science Physics, Kendall Hunt BSCS Science, Prentice Hall Physical Science, Wiley and Sons Integrated Sciences, Current Publishing Life on an Ocean Planet, Holt Physics, AMSCO FCAT Science, FCAT Coach
*Professional Development:	Curriculum Mapping Inservice on new pacing guides Train teachers on new science standards and how to bridge them to current FCAT Science test Data Analysis
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Textbooks: Physics Textbook $1,039.68 Textbook: Research Textbook $224.25 Total: $1,263.93 Technology Description of Resources Funding Source Available Amount Computers for virtual labs Replenishment $4,596.00 Total: $4,596.00 Professional Development Description of Resources Funding Source Available Amount Vertical Teaming Inservice $500.00 Total: $500.00 Other Description of Resources Funding Source Available Amount Science Lab Supplies Science Research Funds $1,250.00 Science Lab Supplies Science Lab Funds $4,605.00 Science Lab Supplies FFE $60,000.00 Incentives MPO $200.00 Total: $66,055.00 Final Total: $72,414.93
*Non-Highly Qualified Instructors:	All teachers and paraprofessionals are highly qualified and this is not applicable.
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	Based on a review of the VIPS and district based data of volunteer hours, our school had an average of 18.1 hours per student average.
*Objective:	By May 2009, we will achieve a 2% increase in our per student average volunteer hours to 20.23% as evidenced by the data in the VIPS Volunteer Records.
*Strategies:	1. Continue utilizing school marquee, electronic sign, web page and weekly e-mail newsletter to advertise parent meetings and involvement opportunities. 2. Continue mailing of Mustang Hoofnotes newsletter to parents and community members. 3. Increase number of parents receiving e-mail newsletter by requesting information at registration and newsletters. 4. Continue utilizing Synrevoice automated phone system to call parents to inform and remind of upcoming important events and testing. 5. Continue utilizing school wide voice mailbox system for leaving messages for teachers to foster better communication. 6. Publicize school web page and e-mail address on written communications. 7. Publicize School Advisory Council information on the web page and newsletters to increase parental awareness of plan. 8. Inform parents of school wide volunteer opportunities. 9. Encourage parent involvement in mentor programs, especially minorities from the community, to work with at risk students. (Equity Plan) 10. Parent Liaison will share information received at Parent Leadership meetings with parents and the community via e-mail news, Hoofnotes, SAC and Mustang Parent Organization meetings. 11. Continue participation in Five Star School Award. 12. Increase business partners at the school. 13. Continue with Career Day. 14. Continue hosting Middle School parent informational meeting and Open House. 15. Continue hosting the Back to School Night shortly after school begins, for all parents to meet the teachers and staff. 16. Work with the Mustang Parent Organization on improving parent involvement at our school. 17. Continue Parent volunteer/Business Partner recognition activities at end of year luncheon. 18. Marketing for the "Be There" campaign will include letters sent to parents, flyers around the school, advertisement on the school reader boards and the web page.
*Evaluation:	Success of this objective will be evidenced by the VIPS (Volunteers in Public Schools) Data for volunteer hours. We will monitor these records quarterly to measure progress towards the objective.
*Evidence-based Program(s):	Florida Partnership for Family Involvement in Education (PIRC)at www.floridapartnership.usf.edu/ Http://www.bethere.org
*Professional Development:	Not Applicable for this objective
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Hoofnotes (Bi-monthly newsletter) School Operating Budget $2,000.00 Parental Communications PSRF $210.00 Parental Communications School Operating Budget $1,500.00 Volunteer and Business Partner Recognition Employee Fund $1,000.00 Total: $4,710.00 Final Total: $4,710.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	N/A
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Attendance Rate
Needs Assessment:	Based on a review of our 2008 Attendance rate compared to all schools and the district average, we will focus on improving the attendance rate for all of our students.
Objective:	By June 2009, the attendance rate will increase to 95.96% as evidenced by the district attendance reports.
Strategies:	1. Teachers to conduct period by period attendance records on computer. 2. Use computer technologies to better track and document absences and to correct discrepancies. 3. Communicate student absences to parents via the Synrevoice system or telephone contacts by teachers, deans and/or guidance counselors. 4. Improve communications to parents and students concerning the consequences of excessive absences such as receiving a failure due to absences or being withdrawn from school for non-attendance. 5. Homeroom teachers will utilize the Attendance Referral process forms to document contact with parents about unexcused absences. 6. Provide Student Planner/Agenda books with the Student Handbook in it and have teachers review attendance policies and the appeals process with students during first few days of school. 7. Inform students of State laws concerning suspension of students’ drivers licenses due to excessive absences. 8. All students with a history of unexcused absences will meet with the dean and parent to discuss student responsibilities. An attendance contract will be required to be signed. 9. Continue using an Attendance Appeals committee for students to appeal excessive unexcused absences. 10. Continue using the Campus monitor throughout the school day. 11. Continue In-School Suspension Program as an alternative to Out-of-School Suspension. 12. Continue with Freshmen Orientation program before school starts to help with the transition into the high school and to inform students of the importance of attendance, safety and discipline issues. 13. Provide incentives for those students who meet 100% attendance rate.
Evaluation:	Success of this objective will be evidenced by the 2008-09 County Attendance Report. We will be monitoring the attendance reports quarterly.
Evidence-based Program(s):	Not applicable for this objective
Professional Development:	Not applicable for this objective
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Student Planners/Agenda books SAC $4,100.00 Mustang Round-Up (Freshman Orientation) SAC $500.00 Incentives MPO $200.00 Total: $4,800.00 Final Total: $4,800.00
End of Attendance Rate Goal
Additional Goal: Secondary Schools of National Prominence (SSNP) : Rigorous and Relevant Programs
Needs Assessment:	Merritt Island High has several rigorous and relevant programs set up within the school to meet the needs of different types of students: Advanced Placement Diploma, Mustang Academic Scholars Program, Collegiate High School, Academy of Hospitality Management, Advanced Placement, Dual Enrollment, honors, gifted and credit retrieval courses. As a result of the rigorous and relevant courses offered here, two students are 2009 National Merit Scholarship semi-finalists and 178 of the 2008 graduates received Bright Futures Scholarships.
Objective:	By July 2009, the number of students enrolled in Advanced Placement courses will increase by 2% as evidenced by the AP Score Report from the College Board. By July 2009, the percent of students scoring a 3 or higher on the AP exams will be 55% as evidenced by the AP Score Report from the College Board. By May 2009, the percent of M.I.H.S. students enrolled in dual enrollment and early admission classes will increase by 2% as evidenced by the BPS scorecard. By August 2009, the number of graduating seniors receiving Bright Futures Scholarships will increase by 2% as evidenced by the Bright Futures web site. By 2009, the enrollments in CTE programs will be increased by 2% as evidenced by student data in AS400 for the 2008-2009 school year. By 2009, the enrollments of Black and Hispanic students in AP, Honors, Dual Enrollment and Level 3 classes will increase by 2% as evidenced by data in AS400 for the 2008-2009 school year.
Strategies:	1. Provide information on the Advanced Placement courses and their requirements to all students prior to Spring registration. 2. Provide information on the Dual Enrollment courses and their requirements to all students prior to Spring registration. 3. Include articles in the school newsletter, e-mail news and school web page of the benefits and requirements of taking Advanced Placement and dual enrollment courses. 4. Collaborate with Brevard Community College (BCC) to offer a dual enrollment awareness session to all 9th, 10th and 11th graders with an overall 2.5 GPA by April 2009. 5. Counselors will discuss requirements of Advanced Placement and dual enrollment courses with their respective students. 6. Continue reviewing level 3 and above students of minority subgroups to determine if they are taking advantage of Advanced Placement or dual enrollment classes. 7. Continue to promote the Mustang Academic Scholars, Career Academy and Collegiate High School programs. 8. Guidance counselors will work individually with minority students to encourage enrollment in AP, Honors, Dual Enrollment and Level 3 classes.
Evaluation:	Success of these objectives will be evidenced by the AP Score Report, BPS Scorecard data, AS400 Reports, Bright Futures web site data, Equity Plan and enrollment records. Results of these objectives will be monitored each semester and once score reports are received.
Evidence-based Program(s):	Career Choices by Academic Innovations; Investigating Your Career by Thompson Learning
Professional Development:	Continue site based SREB training Bi-monthly district curriculum meetings Monthly school department meetings Monthly Guidance Chairperson meetings District training for counselors on SSNP Advanced Placement training for Counselors Vertical teaming training for Advanced Placement
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount AP Training Inservice $700.00 AP Training for Counselors, Vertical Teaming SAC $1,349.00 Total: $2,049.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $2,049.00
End of Secondary Schools of National Prominence (SSNP) : Rigorous and Relevant Programs Goal
Additional Goal: Secondary Schools of National Prominence (SSNP): Individualized Program of Study
Needs Assessment:	In 2007-08, 94.78% of our 9th graders completed an e-Pep and 91.79% chose a Major Area of Interest in their Career Research class with the help of the guidance counselor. We offer the PLAN and PSAT to assist students with personalizing their programs of study. This year, our 11th grade Academy of Hospitality Management students will be participating in paid internships this summer
Objective:	By May 2009, 100% of 9th grade students will have completed their Electronic Personal Education Plan (e-Pep) on FACTS.org and selected a Major Area of Interest (MAI) as evidenced by the Student System Summary Report. By January 2009, 100% of the 10th grade students will take the PLAN as evidenced by the PLAN school report.
Strategies:	1. Ninth graders will be scheduled for a Career Research and Decision Making class where the e-Pep will be filled out as part of the curriculum. 2. The Career Research instructors and the 9th grade guidance counselor will collaborate in guiding the students through the process of initiating their e-Peps. 3. All 9th graders will meet on an individual basis with their guidance counselor to discuss their MAI and e-Pep. 4. Parents will be informed using media sources such as the newsletter, e-mail news and web page on how to access their child's e-Pep on the internet. 5. Continue to offer career technical classes based on student interests and needs. 6. Use the MAI's to ensure that students enroll in the correct academic and elective courses to achieve their goals. 7. Involvement of counselors in the dissemination of PLAN results to students and parents. 8. Encourage more students to participate in the Academy of Hospitality Management, Mustang Academic Scholars Program, Collegiate High School and dual enrollment courses. 9. Guidance will track students each semester to ensure they are on track for graduation. 10. Credit retrieval will be available to students during the school day including before and after school second semester.
Evaluation:	Success of this objective will be evidenced if 100% of 9th graders have completed their E-Peps and chosen an MAI. Results of this objective will be monitored through reports run from FACTS.org. and AS400 each semester. Success will also be evidenced by maintaining or improving our graduation rates as evidenced by the BPS Scorecard and the District Equity Plan.
Evidence-based Program(s):	Not applicable for this objective
Professional Development:	Monthly guidance chairperson meetings Monthly Department contact meetings State University System Workshop for Counselors
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Supplement for teacher to provide additional credit retrieval outside the school day PSRF $2,250.00 Total: $2,250.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $2,250.00
End of Secondary Schools of National Prominence (SSNP): Individualized Program of Study Goal
Additional Goal: Secondary Schools of National Prominence (SSNP) : Personalized Small Learning Communities
Needs Assessment:	For the 2008-09 school year, enrollment in our Mustang Academic Scholars Program, Collegiate High School and the Academy of Hospitality Management involves 106 students. We have students who work on improving their GPA and credit status for graduation in our credit retrieval lab called STARS. We are also working this year to bring 2 new academies to our school: a Fine Arts and Engineering Academy.
Objective:	By August 2009, enrollment in our Small Learning Communities of the Academy of Hospitality Management, Collegiate High School and Mustang Academic Scholars Program (MASP) will increase by 20% as evidenced by enrollment data on AS400. By August 2009, two additional career academies will be implemented as evidenced by the Master Schedule.
Strategies:	1. Continue year of planning for 2 identified career academies in 2008-09, Engineering and Fine Arts. 2. Disseminate information advertising enrollment opportunities in the Academy of Hospitality Management, Collegiate High School and Mustang Academic Scholars Program, as well as the new Academies, to parents, students and community through the newsletter, e-mail news, website, parent meetings and registration materials. 3. A school team will share information with faculty, staff and community from SREB and NAF workshops. 4. Summer Curriculum Development. 5. Continue collecting and analyzing data on Academy students and their performance. 6. Continue identifying community partnerships to assist with student placements and contributing to the Academy.
Evaluation:	Success of this objective will be evidenced if there is a 20% increase in enrollment in our SLC's. Results of the objectives will be monitored each semester through enrollment records in AS400.
Evidence-based Program(s):	Glencoe Hospitality and Tourism
Professional Development:	Monthly Guidance Chairperson meetings Monthly Department Contact meetings Career Academy Conferences Advisory Committee Meetings
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount Career Academy Enhancements Capital Projects $50,000.00 Total: $50,000.00 Professional Development Description of Resources Funding Source Available Amount Curriculum Development for 2 Academies SLC $20,000.00 Professional Career Academy Conference SLC $12,000.00 Total: $32,000.00 Other Description of Resources Funding Source Available Amount Academy Director Class Size $25,567.00 NAF Membership CECU $1,000.00 Total: $26,567.00 Final Total: $108,567.00
End of Secondary Schools of National Prominence (SSNP) : Personalized Small Learning Communities Goal
Additional Goal: Technology
Needs Assessment:	We have actively promoted student and parent use of Edline. In addition, many of our parents and teachers communicate through e-mail. We have added new staff to the school this year. Many of the new staff members came from outside the district or are new to teaching and are not familiar with our current communication products so they will need to be trained. In the classroom, teachers bring podcasting and other technologies into their instructional delivery methods. We began renovations this past summer to update our current classrooms to the 21st century standard.
Objective:	By 2009, 100% of teachers will be using Edline to report grades, homework and attendance as evidenced by Edline Utilization Reports. By May 2009, there will be a 10% increase in the number of parents and students who have activated their Edline accounts as evidenced by the Edline Utilization Reports. By 2010, we will achieve a student to modern computer ration of fewer than 5:1 as evidenced by the Computer Inventory Reports.
Strategies:	1. Develop a plan for delivering age-appropriate Internet safety curriculum to students. 2. Implement the Make It Take It program 3. Each teacher will post to Edline at least once every 2 weeks. 4. Each student will receive their Edline access codes in homeroom. 5. Parents will be able to pick up their activation codes at Open House and Parent conferences in addition to the school day. 6. Computers will be updated with modern computers within the replenishment cycle to meet the needs of the students.
Evaluation:	The success of these objectives will be evidenced from the Edline Utilization Reports and the Computer Inventory Reports. The results of Edline will be monitored each grade posting. The results of our computer replacement will be monitored each semester.
Evidence-based Program(s):	Scholastic SAM
Professional Development:	Site based inservices on Edline and AS400 will be offered by the Technology Integrator Team Site based inservices on the use of the new technology in our classrooms Reading Coach will provide training on how to use SAM and Crystal reports At least one school representative will attend the Brevard Educational Technology Conference
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount Technology Lab Update FFE $50,000.00 Printers CTE Labs Voc. replacement $6,000.00 Photo Lab Replenishment $30,000.00 Cameras School budget $750.00 Total: $86,750.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $86,750.00
End of Technology Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Textbooks: Journeys	Textbooks	$1,180.00
Reading	Textbooks: Read 180	Textbooks	$37,000.00
Reading	Textbooks: Edge	Textbooks	$13,227.47
Reading	Textbooks: Vocabulary	Textbooks	$500.00
Mathematics	Textbooks for Reading in the Content Area	Textbook	$1,080.50
Science	Textbooks: Physics	Textbook	$1,039.68
Science	Textbook: Research	Textbook	$224.25
Total: $54,251.90
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Computers for Reading classrooms	Replenishment	$9,192.00
Reading	Computers for Reading Lab	PSRF	$1,100.00
Mathematics	Six computers for Math intervention class	Replenishment	$4,596.00
Writing	Turnitin.com	School budget	$1,928.00
Science	Computers for virtual labs	Replenishment	$4,596.00
Secondary Schools of National Prominence (SSNP) : Personalized Small Learning Communities	Career Academy Enhancements	Capital Projects	$50,000.00
Technology	Technology Lab Update	FFE	$50,000.00
Technology	Printers CTE Labs	Voc. replacement	$6,000.00
Technology	Photo Lab	Replenishment	$30,000.00
Technology	Cameras	School budget	$750.00
Total: $158,162.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	6 of 7 supplement to provide additional sections in Reading for Level 1 and 2 students	PSRF	$7,546.00
Reading	Supplement for teacher to provide additional assistance	PSRF	$2,250.00
Reading	Curriculum Alignment	PSRF	$1,394.00
Mathematics	Curriculum Alignment, data analysis	SAC	$800.00
Writing	Curriculum Alignment, data analysis	SAC	$500.00
Science	Vertical Teaming	Inservice	$500.00
Secondary Schools of National Prominence (SSNP) : Rigorous and Relevant Programs	AP Training	Inservice	$700.00
Secondary Schools of National Prominence (SSNP) : Rigorous and Relevant Programs	AP Training for Counselors, Vertical Teaming	SAC	$1,349.00
Secondary Schools of National Prominence (SSNP): Individualized Program of Study	Supplement for teacher to provide additional credit retrieval outside the school day	PSRF	$2,250.00
Secondary Schools of National Prominence (SSNP) : Personalized Small Learning Communities	Curriculum Development for 2 Academies	SLC	$20,000.00
Secondary Schools of National Prominence (SSNP) : Personalized Small Learning Communities	Professional Career Academy Conference	SLC	$12,000.00
Total: $49,289.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Incentives	MPO	$200.00
Reading	Reading Coach	Reading Coaches	$42,613.00
Reading	.40 Teaching Unit	PSRF	$23,868.00
Mathematics	Incentives	MPO	$200.00
Writing	Incentives	MPO	$200.00
Science	Science Lab Supplies	Science Research Funds	$1,250.00
Science	Science Lab Supplies	Science Lab Funds	$4,605.00
Science	Science Lab Supplies	FFE	$60,000.00
Science	Incentives	MPO	$200.00
Parental Involvement	Hoofnotes (Bi-monthly newsletter)	School Operating Budget	$2,000.00
Parental Involvement	Parental Communications	PSRF	$210.00
Parental Involvement	Parental Communications	School Operating Budget	$1,500.00
Parental Involvement	Volunteer and Business Partner Recognition	Employee Fund	$1,000.00
Attendance Rate	Student Planners/Agenda books	SAC	$4,100.00
Attendance Rate	Mustang Round-Up (Freshman Orientation)	SAC	$500.00
Attendance Rate	Incentives	MPO	$200.00
Secondary Schools of National Prominence (SSNP) : Personalized Small Learning Communities	Academy Director	Class Size	$25,567.00
Secondary Schools of National Prominence (SSNP) : Personalized Small Learning Communities	NAF Membership	CECU	$1,000.00
Total: $169,213.00
Final Total: $430,915.90

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, junior high 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.

Yes. Agree with the above statement.

SAC Involvement

SAC meets monthly at least 9 times during the year at regularly scheduled meetings; sub-committees may meet as needed. All meetings are open to the public and are advertised to be “in the Sunshine”.
The SAC is the sole body responsible for the final decision-making at the school relating to the implementation of school improvement. The SAC also assists in the evaluation of the school data, in the preparation of the school improvement plan, in the establishment of the school's annual budget and will assist in the evaluation of the school improvement plan. SAC members participate in the decision making process at meetings by advising and assisting with educational needs; establish priorities; plan educational goals; provide training, instructional materials and technology; address student support services, safety and discipline. Members approve changes to the SIP as well as expenditures of SAC funds. SAC also jointly decides with the school faculty how A+ recognition funds are spent.

For the 2008-09 school year, our SAC annual allocation was $7,249.00. These funds will be used to help implement SAC funded parts of the SIP.

SAC Members

IMPLEMENTATION EVALUATION

The School Advisory Council (SAC) of Merritt Island High School will review our School Grade, NCLB/AYP and the SAT/ACT/PLAN Reports on a yearly basis. The data retrieved from these three sources as well as our FCAT scores will help SAC to plan better for areas in need of school improvement and better student performance. SAC will also analyze the Client Surveys, the Teachers Surveys and the Students Surveys and review the implementation of the different training opportunities that the teachers and staff are receiving throughout the year.
The final evaluation of the successful implementation of the school improvement plan will be based on our School Grade and NCLB/AYP as well as the meeting of our objectives found in our goals of the plan.

Professional Development sections:

Reading: All staff will continue to receive training on progress monitoring.
All staff will attend school based professional development on Lexiles and how to use them to supplement instruction.
All staff will continue to be trained in Basic, Proficient and Advanced lessons by the school team that attended the Southern Regional Educational Board (SREB) workshops.
Continue recruiting staff to become gifted endorsed.
Continue to provide opportunities for staff to hone data analysis skills and content area reading strategies.
Summer Curriculum Alignment/Data Analysis

Mathematics: Math Leadership Team meetings
District and School meetings
Bodies of Knowledge and pacing guides training
FCAT Performance Task Training
Summer Curriculum Alignment/Data Analysis

Writing: FCAT Writing holistic scoring for new staff
SAT Essay scoring for new staff
Training on district writing manuals and Piece by Piece, Write Starts, Mastering Ideas, Mastering Writing Skills, and Mastering Revising and Editing
Summer curriculum alignment meetings and data analysis

Science: Curriculum Mapping
Inservice on new pacing guides
Train teachers on new science standards and how to bridge them to current FCAT Science test
Data Analysis

SSNP: Rigorous and Relevant Programs:
Continue site based SREB training
Bi-monthly district curriculum meetings
Monthly school department meetings
Monthly Guidance Chairperson meetings
District training for counselors on SSNP
Advanced Placement training for Counselors
Vertical teaming training for Advanced Placement

SSNP: Individualized Program of Study:
Monthly Guidance Chairperson meetings
Monthly Department Contact meetings
State University System Workshop for Counselors

SSNP: Personalized Small Learning Communities:
Monthly Guidance Chairperson meetings
Monthly Department Contact meetings
Career Academy Conferences
Advisory Committee Meetings

Technology: Site based inservices on Edline and AS400 will be offered by the Technology Integrator Team
Site based inservices on the use of the new technology in our classrooms
Reading Coach will provide training on how to use SAM and Crystal reports
At least one school representative will attend the Brevard Educational Technology Conference

REPORTING

Baseline Data Report

Note: Baseline Data Report is required for all Repeating F, F schools and D schools that were F in 2005-2008 and all Schools in Need of Improvement (SINI).

FCAT Assessed Grade Level: 3
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 4
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 5
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 6
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 7
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 8
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 9
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 10
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

FCAT Assessed Grade Level: 11
	Reading Baseline Data		Mathematics Baseline Data		Writing Baseline Data		Science Baseline Data		Baseline Data
	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery	% Mastery	%Non- Mastery
	0	0	0	0	0	0	0	0	0	0
Name of Assessment Used

Baseline data aggregated at school level

End of Baseline Data Report

Mid-Year Report

2008 SCHOOL IMPROVEMENT MID-YEAR REPORT Differentiated Accountability Status:

End of Mid-Year Report

AYP DATA

SCHOOL GRADE DATA