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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Vision:
DeLaura's Vision is to provide a quality education in a friendly and supportive environment.

Mission:
Our mission is to provide a positive school environment where students may develop their individual skills and talents and prepare for their future endeavors in high school and beyond. Our school culture will foster security, responsibility, respect, and achievement for all.

SCHOOL PROFILE DEMOGRAPHICS

2008 Profile/Demographics:
DeLaura Middle School is a forty year old facility located in Satellite Beach on the east coast of central Florida. The school serves students of Satellite Beach, Indian Harbor Beach,areas of Patrick Air Force Base, the southern tip of Merritt Island, portions of Suntree on the mainland, and the incorporated ares of South Patrick Shores. Our community is composed of several large residential developments, apartment complexes, and condominiums. There are no large businesses or industrial centers in the area. Mostly shops and business entities, in general, are concerned with supplying services to the residents. The majority of parents at DeLaura are engaged in professional, engineering, technical, and military occupations.

DeLaura's student population for 2008-2009 is 704 students. (see figure for details:
Gender
________________Majority________________ Minority
Gr__________Male____Female__________Male________ Female________Total
7___________164 _____144_____________35__________27___________ 370
8___________139 _____133_____________26__________36___________ 334
Total _______303 _____277_____________61__________63___________ 704
Gender %
_______________Majority %__________________ Minority%
Gr_______Male_____Female_____________Male________Female_______Total
7________44.30____38.90______________9.40_________7.20________52.50
8________41.60____39.80______________7.70________10.70________47.40
Total ____43.03____39.34______________8.66_________8.94_______100.00

Ethicity
______________ Male____________________________ Female
Gr _____A___B___H___I/M __W_________A____B___H____I/M__W_____Total
7_______3___5__14___13___164________6____3__10______8__144____370 8_______0___9___9____8___139________3____5__12_____16__133____334

Our students and community feel a great sense of pride in the school, view academic instruction positively, and consistently demonstrate strong support for the student population, curricular, and extracurricular programs. DeLaura's primary focus is to provide a quality education for all students and to maximize student potential. Brevard Public Schools and the state of Florida recognize DeLaura Middle School as a high performing school and an A rated school for the seventh consecutive year.

Highly Qualified Administrators
Jeremy Salmon brings a leadership style that fosters collaboration among stakeholders. His visionary ability coupled with his knowledge and experience with middle school curriculum will prove to be a winning combination for the school. He holds a professional certificate for Educational Leadership, Social Science 6-12, and is Middle School Endorsed. Mr. Salmon holds a BA in Education and a Masters degree in Educational Leadership. Under his stewardship, DeLaura has embarked on a Pre-Advanced Placement philosophy that has added accelerated and advanced courses to the curriculum. Staff development was completed in the spring of 2005 by College Board consultants.

Dr.William Hewitt - Dr. Hewitt works as administrator in charge of curriculum development. His education includes: EdD, PhD, Masters Counseling, BS Engineering, AS Aerospace, General Studies and Instructional Technology. He fosters innovative strategies in teaming, master schedule design, and techniques which has improved the learning environment. DeLaura has consistently earned an "A" rating and during that time the school's overall student achievement has improved.

James Macheras - Mr. Macheras brings in a body of experiential knowledge which will further help increase student achievement at the school. Mr. Macheras holds a Master's degree and is certified in Mathematics, business education, and school administration.


Recruitment/Retention of Highly Qualified Teachers:
DeLaura Middle School utilizes district recruiting information as well as the district web site employment postings of positions available. Interviews are afforded to those individuals with appropriate Florida certification (or documentation of eligibility). Applicants generally will go through three interviews conducted by school administrators and one by an academic team of teachers.

Show attached staff list


ADDITIONAL REQUIREMENTS


School Wide Improvement Model
The continuous improvement model is used. The school is part of the district's network of schools. Accreditation is addressed through the district model.

Communication with Parents
The SPAR report is available on the school website, and a printed copy is available for review in the school's front office. The school improvement website address is currently linked to the DeLaura website.



Pre-School Transition:
Not Required



Teacher Mentoring:
New teachers - District Induction Program & New teacher academy
Professional Development and Assistance Plans
NBCT teachers provide coaching and mentoring services to new teachers, colleagues, and beginning teachers.
Assistant Principal/Dean monitors the school's mentoring program.
Faculty is inclusion trained by Florida Inclusion Network

Extended Learning Opportunities include:
Academic Support Program--We have a small number of FCAT level 1 reading and math students and received $5,290.00 to support the remediation program at the school. Our ASP plan includes the hiring of one extended day Language Arts teacher to pullout students needing skills development in reading and writing for a cost of $3,773.00. Also in the spring of the year three mathematics teachers host a week of skills in mathematics from Monday through Friday for two hours each evening (30 hours total). These teachers are paid on their hourly scale for the extra time worked this totals $810.00. Then the remaining $707.00 dollars is used for class materials and postage.

Enrichment/GSP/Advisory Flex Time is held bi weekly for one class period. Students receive information about character education, GSP lessons on career planning, high order thinking etc, and other related topics.
Gifted Seminars--These seminars are schedule on a term basis and focus on such topics as decision-making, critical thinking, career planning, and other GSP related topics.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

Not required

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Jeremy Salmon presents a leadership style that fosters collaboration among stakeholders. His visionary ability coupled with his knowledge and experience with middle school curriculum will prove a winning combination for the school. He holds a professional certificate for Educational Leadership, Social Science 6-12, School Principal, and is Middle School Endorsed. Mr. Salmon holds a BA in Education and a Masters degree in Educational Leadership. Under his stewardship, DeLaura has embarked on a Pre-Advanced Placement philosophy that has added accelerated and advance courses to the curriculum. Staff development was completed in the spring of 2005 by College Board consultants.

Dr.William Hewitt - Dr. Hewitt has worked as the administrator in charge of the curriculum area. His education includes: EdD, PhD, Masters Counseling, BS Engineering, AS Aerospace, General Studies and Instructional Technology. He fosters innovative strategies in teaming, master schedule design, and techniques which has improved the learning environment. DeLaura has earned an "A" for the past seven years and during that time the school's overall standing has steadily improved.

James Macheras - As the Dean/Assistant Principal, Mr. Macheras brings in a body of experiential knowledge which that further helps increase student achievement at the school. Mr. Macheras holds a master's degree and is certified in Mathematics, business education, and school administration.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

DeLaura Middle School utilizes district recruiting information as well as the district web site employment postings of positions available. Interviews are afforded to those individuals with appropriate Florida certification (or documentation of eligibility). Applicants generally will go through three interviews conducted by school administrators and one by an academic team of teachers.  

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

School Wide Improvement Model

Note: Required for Title I

The continuous improvement model is used. The school is part of the district's network of schools. Accreditation is addressed through the district the model with the SACS.

NCLB Public School Choice

Note: Required for Title I

The SPAR report is available on the school website, and a printed copy is available for review in the school's front office. The school improvement website addresse is currently linked to the DeLaura website to allow viewing of the SPAR.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

Not Required

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

New teachers - District Induction Program
Professional Development and Assistance Plans
NBCT teachers provide coaching, peer shadowing and mentoring services to new teachers, colleagues, and beginning teachers.
Assistant Principal/Dean monitors the school's mentoring program.
Faculty is inclusion trained by Florida Inclusion Network.

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Extended Learning Opportunities include:
Academic Support Program--We have a small number of FCAT level 1 reading and math students and received $5,290.00 support the remediation program at the school. Our ASP plan includes the hiring of one extended day language arts teacher to pullout students needing skills development in reading and writing for a cost of $3,773.00. Also in the spring of the year three mathematics teachers host a week of skills development in mathematics from Monday through Friday for two hours each evening (30 hours total). These teachers are paid on their hourly scale or awarded hours for the extra time worked this totals $810.00. Then the remaining $707.00 dollars is used for class materials and postage.

Enrichment/GSP/Advisory Flex Time--Is held bi weekly for one class period. Students receive information about character education, GSP lessons on career planning, higher order thinking etc, and other related topics.
Gifted Seminars--These seminars are schedule on a term basis and focus on such topics as decision-making, critical thinking, career planning, and other GSP related topics.

SCHOOLS GRADED C OR BELOW

Professional Development

NA

Disaggregated Data

NA

Informal and Formal Assessments

NA

Alternative Instructional Delivery Methods

NA

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

DeLaura has fully embraced the Secondary Schools of National Prominence (SSNP) and the areas that follow will provide a snapshot of our school initiatives for SSNP.

DeLaura offers a combined Language Arts 3 and US History course to 8th grade students. This class is team taught by a language arts and social studies teacher. Also we use electronic tablets in our Algebra and mathematic classes to engage students while providing a hands on opportunity to use technology and demonstrate math skills. Reading and math remediation are supported through the use of computer labs, pullout programs and Class Works. DeLaura offers parents and students access to Edline for progress updates and to enhance instruction and communication.

Responsibility of Teaching Reading for Every Teacher

Within the school all teachers have a responsibility to teach and reinforce reading skills through cross curricular activities and projects. The reading teacher provides classroom instruction for all FCAT level 1 and 2 students. Also these reading and ESE classes are supported with an instructional assistant.

Our reading coach is available on a weekly basis to meet with the teacher teams and provide staff development to all core areas. This year we are continuing to focus on develeopment of a strong reading foundation throughout the school.

Quality Professional Development for Teachers and Leaders

Professional development is provided by state, district and school supported inservices and workshops. For example, DeLaura provides workshops for the Language Arts teachers and Social Studies teachers on writing and scoring rubrics.

Also, DeLaura and Hoover Middle School collaborate on conducting joint in-services on Secondary Schools of National Prominence.

The schools assigned reading coach provides resource/training to our Child Study Team, Interdisciplinary Teams, and content area teachers including related Arts, i.e., classroom mentoring, assessment training, and modeling reading skills.

Small Learning Communities (SLC)

Our small learning communities include six interdisciplinary academic teams, which include the core teachers, math, English, science and social studies Approximately 110 students are scheduled into each of these teams with the same four teachers throughout their daily schedule. Also, we have two related arts teams which students are scheduled into that complete the seven period (course) schedule.

In 2007-2008, DeLaura became a model school (the only secondary school in Brevard) for its professional learning communities and academic programs as recognized by Dr.Dufour on his website www.everythingplc.com.

Intensive Intervention in Reading and Mathematics

All students who are FCAT reading levels 1 or 2 are required to take intensive reading. All FCAT math level 1 and 2 students are required remediation. At DeLaura,our reading and math students utilize ClassWorks programs that assist with skills development and participate in class and in pullout programs. Retained students are provided an alternative schedule to help ensure their success and meet with the school counselors bi monthly or as needed.

Parental Access and Support

BPS strives to achieve transparency in all programs in Brevard Public Schools. At DeLaura we are following this lead and a primary goal is to communicate with all whom we work and instruct to be open for parents. In turn, we solicit support from stakeholders to assist with providing the best learning environment for students.

One initiative has been to host a climate conference each year for parents, community and education leaders to share their thoughts and ideas as well as their perception of DeLaura.

Through our parent support,we have been afforded opportunities to recognized student achievement by hosting an end of the year "gala" for our eighth graders.

DeLaura has an active parent organization that supports classroom instruction, fund raising events, and athletic programs within the school. This organization also provides direct support to the teachers through monetary funds for classroom supplies, teacher conferences and workshops.

Applied and Integrated Courses

Through the career and technical education courses--Career and Education Planning, Technology, Business Education, and Family and Consumer Sciences, students gain basic understanding of these areas globally. Also exploratory wheel electives help integrate fine arts into a students understanding of the opportunities available in the post secondary environment.

Course Choice Based on Student Goals / Interests / Talent

Course choice is a primary consideration for students requesting advanced (PreAP), and high school credit courses. Electives are scheduled based on student needs, ability and interest of the students, i.e., music, world language, and Algebra and Geomtry course. Gifted students are served through an integrated model in core classes. GSP students may enroll in a wide variety of classes from advanced (PreAP) core courses to high school credit bearing courses, as well as exploratory wheels, and performing arts.

Master Schedules Based on Student Needs

In the spring of the year, we host a climate conference for parents, community, and education leaders within our boundary area. During this climate conference, visitors experience a student's schedule through visits to classes and observe the instruction process first-hand. Lunch is served through our school cafeteria at the same general time with the students. After lunch all, guests come together for a round table discussion to share ideas and take part in a question and answer time with the school's administration.

Also in the spring, a district promoted climate survey is sent home to each household asking parents to complete and the survey and return to the school. Basically, the survey encompasses facilities, faculty and staff, instruction, budget, and other health and welfare areas of the school. This data is complied and the results is returned to the school for use.

A school survey is administered in the spring to all students, faculty, and parents soliciting their input on the state of DeLaura.

Other factors that are considered in the master schedule include meeting with our feeder elementary schools to review the registration process for the upcoming year. From this meeting, counselors set up a visitation schedule for each school and meet with students. Also a parent orientation is held in the spring to provide a snapshot of the school programs and general information for the next year.

Once we have conducted all the visits and meetings, students complete a request form for the desired courses. These requests are complied by course and from interest in each course a tentative set of courses then form the basis of the master schedule for the coming year. The counselors work with teachers, parents, and students on getting the best sequence of courses for indivdual student interests and needs.

Academic and Career Planning

In the seventh grade individual meetings are held with every student to develop a career plan. These meetings help develop and individual program of study for the student. From the initial meeting in the seventh grade a follow up meeting is held with the student, parents, and guidance counselor in the eighth grade. As part of the Secondary Schools of National Prominence every seventh grader is required to pass a career planning course and complete an ePep prior to being promoted to the ninth grade. Seventh graders who do not complete the course have a wavier request and are scheduled into the careers course in the 8th grade.

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based on the 2008, A+ Plan for Forida, DeLaura received an "A" for the seventh year and met all criteria of the Federal Law, No Child Left Behind Act (NCLB) and AYP. For the 2009 school year DeLaura's annual report card shows: 1. 88% of all students are at or above grade level on the FCAT (SSS) a 1-pont drop from 2006 2. 70% of students making 1 year's worth of progress 3. 71% of the lowest 25% of students made a year's worth of progress in reading
*Objective:	1. By 2009, students in 7th and 8th grade will increase the percent of those scoring level three or higher from 88%(2008) to 90%(2009) on the Florida A+ Plan for reading as evident by the 2009 FCAT assessment results. 2. By 2009, students in the 8th grade will increase the Annual Learning Gain by 5% from 70% (2008) to 75%(2009) on the FCAT (SSS) spring assessment. 3. By 2009, the lowest 25% of students in grades 7 and 8 will increase their annual learning gains by 3% from 71% to 74% as evident by 2009 FCAT results in reading. 4. By 2009, FCAT level 1 and 2 students will increase their achievement by scoring at the level 3 or higher achievement level on the 2009 FCAT reading assessment. 5. By 2009, all teachers will implement non-negotiables in the classroom as evident by progress monitoring and classwork walk-thoroughs inspections.
*Strategies:	1. Utilize CRISS strategies in grades 7-8. 2. Identify the lowest 25% for each grade in reading and decrease the achievement gap between minority and majority students on FCAT reading by participating in remediation in the classroom and in the Class Works computer lab. 3. Develop and implement the electronic PMP for Level 1 and 2 students and struggling readers. 4. Continue use of the Renaissance Learning Accelerated Reader through Language Arts and social studies classes with students reading grade level appropriate books identified from the approved reading list and taking an AR test. 5.Utilize supplemental reading materials to achieve continuous improvement in both grades. 6. Provide differentiated instruction through the implementation of a Pre-Advance Placement program to add rigor, relevance and relationship to the curriculum; through staff development with Dr. Connery, Brain Smart. 7. Implement cross-curriculam activities in reading, across all content areas for all subgroups, i.e, individual student assignments reflect these connections, and through the homeroom reading program. 8. Implement and use Classworks programs in a lab and classroom setting to raise the performance of level 3 and higher students. 9. Provide sign-in and passwords to students and implement the use of the FCAT EXPLORER in reading in grades 7 and 8. 10. Provide sign-in and password information to parents and student on Edline for progress monitoring of individual student performance. 11. Utilize ESOL trained Language Arts teachers for English Language Learners (ELL) to increase student achievement. 12. Utilize Scholastic Reading Inventory with grades 7 and 8 as a means of checking student progress throughout the school year. 13. Increase reading comprehension in World Cultures and US History by integrating activities. For example, in social studies using read, think, and write strategies (students outline, use vocabulary handouts, and highlighting). 14. Utilize the textbook resources such as FCAT prep books in all social studies classes. 15. Use FCAT oriented Research and Reference strategies in social studies. 16. Use Read Think and Write strategies for primary sources, documents and first-hand accounts. 17. Increase the level of reading and writing throughout the social studies department this school year as evident by the assignments and homework required. 18. Utilize student portfolios in reading, writing, math, science to document student progress, and SRI testing. 19. (ASP) Use the extended day supplement to hire a Language Arts teacher to remediate FCAT level 1 and 2 students throughout the pullout program; utilize computer assisted instruction in the areas of need for skills development. 20. (ASP) Develop a pullout schedule that will consist of a Monday-Friday schedule and be a full class period to start in August 2008 through May 2009, at a cost of $3,773.00 for the year. 21. (ASP) Provide instructional resources, copied/printed materials and progress reports to students participating in the ASP program at a combined cost of $707.00 for the school year. 22. Use the processes of literacy; reading, writing, speaking, viewing, listening, thinking and expressing through multiple symbol systems (non-negotiable). 23. Teachers model and practice the strategies of expert readers (non-negotiable). 24. Students read independently with accountability while teachers read to and with students (non-negotiable).
*Evaluation:	A continuous cycle of visual assessment and inquiry by the staff and SAC will be used to determine if the elements of continuous improvement are working as well as teachers doing progress monitoring. The overall results of school improvement and student achievement will be based on FCAT scores, the Florida A+ Annual Report, and the Federal Annual Yearly Progress (AYP) reports, as well as the end of year ASP reports are used. Other tools that are used in decision-making is Scholastics testing results, class walk-thorough results to help detect tends.
*Evidence-based Program(s):	BPS-First in Nation Strategic Plan, History Alive World History and Geography, Eastern Hemisphere, McDowell Littell, 2005 Voyager Passport Journeys 1 and II, 1st edition
*Professional Development:	Voyager Passport Reading Journey 1/II/with Anthology 2008/1st Florida Edition voyager "Just Read Florida" Leadership Conference, Aug 2008 District Inservices Sep 2008 and Feb 2009 (I.e., Scholastic Reading Inventory, and reading)
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Language Arts Extended day teacher Academic Support $3,773.00 Reading Books Voyager Textbook Funds $17,250.00 Total: $21,023.00 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 Just Read Florida SIP $800.00 National, State, Regional Conferences SIP $600.00 Total: $1,400.00 Other Description of Resources Funding Source Available Amount Progress Reports and newsletters Academic Support $137.00 Printing of instructional materials for remediation Academic Support $100.00 Total: $237.00 Final Total: $22,660.00
*Non-Highly Qualified Instructors:	The Reading staff at DeLaura Middle School is all highly qualified. Highly Certified In-Field Instructors: Reading must be taught by reading certified or reading endorsed personnel, or the teacher may be certified in another subject area provided that she is working on reading certification or endorsement (per district and state requirements).
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based on the 2008, A+ Plan for Forida, DeLaura received an "A" for the sixth year and met all criteria of the Federal Law, No Child Left Behind Act (NCLB) for AYP. For the 2006 school year DeLaura's annual report card shows: 1. 91% of all students are at or above grade level on the FCAT (SSS). 2. 87% of students making 1 year's worth of progress in math 3. Math students earned 43.1% (2399 points) of possible points (5568) on the short response writing portion of the FCAT.
*Objective:	1. By 2009, students in 7th and 8th grades will increase the annual learning gains of students by 3% from 91% to 94% on the FCAT(SSS) assessment. 2. By end of term 1, 2008 conduct a mock math writing diagnosic to target student performance on the performance task long and short response FCAT questions as evident by school report. 3. (ASP) By spring 2009 three mathematics teachers will conduct a week of skills development, "Five Strands 5-Nights" target FCAT level 1 and 2 students, to raise their performance on or above grade level as measured by the 2009 FCAT math results. 4. (ASP) by 2009 develop a schedule for three mathematics teachers to conduct tutoring 5 consecutive two hours sessions to take place at DeLaura in the evening at a cost of $810.00 teacher pay and $707.00 copying and printing costs. 5. By the end of 2009 students will improve their overall performance on the performance task to 50% or more as evident on the FCAT assessment.
*Strategies:	1. Provide advanced math opportunities in Algebra for 7th and 8th grade. 2. Conduct individual conferences, each semester with teachers to analyze and discuss test results from previous year. 3. Provide student test results from previous year and current year "FCAT Underconstruction" binder to use as a resource tool for identifying areas of focus for lesson development. 4. Provide State, District and School results on FCAT through a Power Point presentation as a means of developing an awareness of the school's current status and focus on specific needs areas such as Item Specification recognition and use. 5. Utilize previous and current assessment data to develop electonic PMP's for all Level 1 students. 6. Utilize small and flexible grouping for remediation of Level 1 and 2 students. 7. Conduct higher order mathematic activities through Algebra Honors and Geometry Honors classes. 8. Provide a data team update from the 2008 FCAT administration to the faculty during preplanning. 9. Utilize technology to help remediate, or enhance the mathematics curriculum (Classworks, FCATEXPLORER, etc.) 10. Using the Class Works computer software and math remediation strategies to decrease the achievement gap between minority and majority students. 11. Math department teachers will meet, discuss, analyze Item Specifications and Anchor Papers release from the Florida DOE. 12. All math teachers will incoporate training received in long and short response writing in both grade levels. 13. Utilize small classes, and seminar sessions for level 1 math students and level 2 students. 14. Create and administer a mock math writing test for grades 7 and 8 in the fall term 2008. 15. Math teachers will explain the FCAT grading system to all students. 16. Mock math writing results will be review with the students by there math teacher and the results will be placed in the student's portfolio. 16. Family and Consumer Science, Business Education and Technology teachers will utilize FCAT supported test items to reinforce mathematics and measurement skills with 7th and 8th grade students. 17. (ASP) Hire three mathematics teachers on an hourly scale, to host skills development sessions in the evening on the five strands of FCAT math at a cost of $810.00.
*Evaluation:	1. Meeting the mathematics objectives will be through FCAT scores and the Florida A+ Annual Report Card, as well as the Federal Annual Yearly Progress (AYP) report (NCLB). 2. Results from mock math writing diagnostics for short and long response items analyzed. 3. Class walk-thorugh results used for trends analysis and decision-making.
*Evidence-based Program(s):	Prentice Hall, and McDougal Littell Collegeboard Pre Advanced Placement Curriculum Philosophy on vertical teaming and alignment SREB (2007) Adding Rigor to the curriculum and staff development sessions on professional learning communities
*Professional Development:	District In-service day, i.e., curriculum mapping, task performance and item analysis inservices. "Just Read Florida" with math and reading connections Item Specification Training. Joint collaboration with Hoover Middle School on SSNP Initiatives
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Additional Hourly Pay for 3 math teachers Academic Support $810.00 Total: $810.00 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 Conference Registration and Transportation SIP $1,100.00 Total: $1,100.00 Other Description of Resources Funding Source Available Amount Printing of instructional materials for FCAT math "Five Nights of FCAT" Academic Support $235.00 Copy cost remediation Academic Support $235.00 Total: $470.00 Final Total: $2,380.00
*Non-Highly Qualified Instructors:	The Mathematic staff at DeLaura Middle School are all highly qualified.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based on the 2008 FCAT Writes Plus report the writing scores remeined at 3.5 being on grade level. All criteria of the Federal Law No Child Left Behind Act (NCLB) was met in writing. For 2007 school year DeLaura's annual report shows: 1. 97% of the students scored a 3.5 or higher in Expository essay. 2. 97% of the students scored 3.5 or higher in Persuasive essay. 3. 94% of the students scored 3.5 or higher in the Combined areas between expository and persuasive essays. 4. School average for FCAT Writes Plus was 4.8 surpassing the district by .6 points.
*Objective:	1. By 2009 the school average, between expository and persuasive will increase from 4.8 to 5.0,(.2 points). 2. By 2009, (Grade 8) the general curriculum students will increase the percent scoring 3.5 or higher from 97% to 98% as reported on the A+ results. 3. For the 2009 school year, improve writing performance by using the extended day teacher in Language Arts to assist students by raising individual scores to 3.5 or above as identified through the mock writing diagnostic test.
*Strategies:	1. Implement a school-wide writing program to enhance writing instruction and assessment in both grades (ref. District Writing Plan). 2. Inservice LA's and SS teachers on rubics scoring for Writing. 3. Inservice teachers on writing through CRISS, Six-trait and holistic scoring and rubrics training . 4. Implement a mock writing exercise that will be scored by a team of Language Arts teachers using district created prompts and provide feedback to the students in their Language Arts class. 5. Use informational media as a means of communicating information about the writing process and FCAT Writes Plus, i.e., school newsletter, school website, and Kibbles and Bits--bulk emailing of information and in parent academy meetings. 6. Use the A3AIP program as progress monitoring for level 1 and retained students. Develop a remediation plan for the deficient content areas, conduct parent conferences and provide progress updates on academic improvement through 5-week and 9-week progress reports. 7. Provide FCAT Writes Plus scores from previous students and scored essays for analysis by individual teachers analysis. 8. Provide writing assistance through the flex time at least bi - weekly to identified students. 9. (ASP)Allocate funds for tutoring in reading/writing remediation through extended day pay. 10. Provide funding to support substitutes for Language Arts teachers for mock writing rubics training and scoring through school funds. 11. Increase writing participation by students through use of complete sentence in social studies. 12. In social studies use Read, Think and Write strategies will be used with primary sources, documents and 1st-hand accounts. 13. Utilize portfolios for writing through the Language Arts class. The portfolios will be placed inside the school's portfolio to past to the next grade. 14. (ASP) Utilize the extended day teacher to remediate students who have been identified through a diagnostic screening results as performing low on the mock writing assessment with individual assistance. 15. (ASP) Provide progress reports to students and parents on writing progress through a paper assessment and Edline. 16. Analyze the district grammar test and provide the results to each Language Arts teacher for targeting needs improvement areas.
*Evaluation:	Assessment of the writing objectives will be through the FCAT Writes Plus, teacher assessment of student writing and student portfolios. Also the mock writing results will be considered along with other assessments in decision making. Class walk-through results will be analyzed for trends and decision-making.
*Evidence-based Program(s):	6 Traits of Writing Dr. Connery's Brain Smart CRISS District Resources:Piece by Piece; Write Starts; Mastering Ideas; Mastering Writing Skills; Mastering Revising & Editing
*Professional Development:	Faculty--Holistic Scoring and Rubrics training Six traits CRISS Inclusion and Team training
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Extended Day Language Arts Teacher Academic Support $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 Writing Consultant SIP $600.00 Total: $600.00 Other Description of Resources Funding Source Available Amount Mock Writing Substitutes SIP $2,310.00 Total: $2,310.00 Final Total: $2,910.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based on the 2008 FCAT Science results DeLaura had 69% of its eighth grade students scoring at levels 3-5; an average scale score of 348 points based on a 500 point scale. For the 2008 school year DeLaura's FCAT Science report shows: 1. 5% of the eighth grade students scored at level 1. 2. 26% of the eighth grade students scored at level 2. 3. 48% of the eighth grade students scored at level 3. 4. 20% of the eighth grade students scored levels 4 or 5. 5. 43% of the eighth grade students earned points from the performance task questions (earned 1483pts out of a possible 3480pts).
*Objective:	1. By 2009, increase the scale score of grade 8 students from 350 to 360 on the FCAT SSS assessment. 2. By 2009, improve student performance on the short and extended response portion of the science FCAT SSS test. 3. By 2009, provide hands-ons experience to both 7th and 8th grades through district sponnsored field trips, i.e., BLAST 7th grade, and SEINE for grade 8. 4. By 2009, 50% of the 8th grade science student will earn performance task question points, with no student earning zero points as evident on the science FCAT score report.
*Strategies:	1. Provide remediation and enrichment materials for science students and use these resources weekly with students. 2. Have all seventh grade students participate in a science field trip to Space Camp (BLAST) to develop an awareness of the importance of science and hand-ons science. 3. Provide enrichment opportunities to Pre Advance Placement students to attend Sea Camp for additional hands-on science experiences. 4. Provide hands-on experiences to both 7th and 8th grade students both in the classroom and outside the classroom through lab experiements, experential learning opportunities through and field trips. 5. Provide an active science research program that participates in district, regional, and state competitions. 6. Provide technology, software, and laptop computer labs for student use in science. 7. Utilize science workbooks formatted to FCAT Sunshine State Standards and target the science performance task standards through daily lesson activities such as Performance Task bell activities. 8. Have the science research students participate in science research workshops to help develop critical thinking skills. 9. Curriculum mapping of grades 7-8 content in science to ensure unifying topics are incorporated into DeLaura's science curriculum. 10. All science teachers meet with the school's reading coach during team meetings.
*Evaluation:	1. FCAT results reported in 2009. Science Research results reported in the spring of 2009. 2. Teacher follow up activities from field trips and experiential activities throughout the school year. 3. Science research fair results in February 2009 for regional and April 2009 for State Science Fair results. 4. Use of class walk-thorough for trends analysis and decision-making.
*Evidence-based Program(s):	Florida Holt Science and Technology, 2006 Websites: Discovery, Science Service, NASA etc. BPS-First in Nation Strategic Plan
*Professional Development:	District workshops and inservices District Science Inservice Sep 2008 FAST regional conference Oct 2008 Joint inservice with Hoover Middle School on SSNP and related initiatives
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 Conferences State, Regional SIP $700.00 Total: $700.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $700.00
*Non-Highly Qualified Instructors:	All DeLaura Science teachers are Highly Certified In-Field Instructors: Science must be taught by science certified personnel. Two science teachers are National Board Certified Teachers. Three science teachers hold master degrees 1 in educationa and two in Early Adolscence in Science. One teacher with an EdS degress with a masters in
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	2007-2008 Client Survey results indicated: Willingness to listen to parents - 83% rated this area satisfactory to excellent. Regularly communicates using a variety of methods Involvement of parents in school affairs - 74% rated this area as satisfactory to excellent. Informative printed communications - 77% satisfactory to excellent ratings. The number of volunteer hours for 2008 was 4686.83 hours, as reported on the Golden and Silver School Award and school volunteer report.
*Objective:	1. By 2009, the volunteer hours for 2009 will increase to 13 hours per student enrolled to 9,256 hours. (We had 142 volunteers in 2007-2008, as reported on the Golden and Silver Award and volunteer report.) 2. By 2009, modes of communications will continue to improve through specific programs that will 1) keep parents better informed, 2) provide more parental input into improving DeLaura, and 3) participation/involvement of parents with their child, "Be There" BPS initiative.
*Strategies:	1. Increase parent and community involvement through the formation of a parent organization--DeLaura Parent Organization (DPO). 2. Host a climate-leadership forum in the spring for district, community leaders, and parents to open channels of communication, allow for feedback, and participation in school affairs. 3. Expand mentoring program to include high school students and other qualified adults, ie, Senior Volunteer Program, and other senior citizen organizations. 4. Communicate with parents through agendas, newletters, marquee, website, and bulk email. 5. Recruit parent volunteers through the various DPO programs throughout the year. 6. Increase the volunteer program through increased parent participation. 7. Improve student volunteer program through communcations in the Piper newsletter, afternoon announcements, word-of-mouth, and through the school's parent organization (DeLaura Parent Organization). 8. Increase School Advisory Council effectiveness through newletter info, website devoted to parent, and SAC information. 9. Utilize Kibbles and Bits list server to disseminate information about school activities. 10. Encourage student volunteerism through the Service Learning Club and activities. 11. Parents of 7th and 8th grade students will receive Edline information and sign up during pre-registration in August 2008. 12. Utilize Edline as a means of communicating school news as well as academic updates. 13. A parent volunteer will attend a monthly parent leadership team meeting at the district.
*Evaluation:	Golden and Silver report, volunteer logs and report. Annual climate survey results and individual and group feedback. Number of families subscribed to list service.
*Evidence-based Program(s):	District in-service on community/parent involvement i.e., parent leadership in-service; Climate Conference, Client Surveys.
*Professional Development:	State and District inservices, i.e., Parent Leadership Inservice
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 Conference Registration SIP $152.00 Total: $152.00 Other Description of Resources Funding Source Available Amount July Newsletter SIP $320.00 Total: $320.00 Final Total: $472.00
End of Parental Involvement Goal

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

ADDITIONAL GOALS

Additional Goal: Secondary Schools of National Prominence (SSNP)
Needs Assessment:	DeLaura is recognized on the everythingplc.com website as a PLC school and we are 8th in the state on points earned through the A+ plan. We have 370, 7th grade students to be teamed by core content areas and 334 8th grade students teamed by core content areas. 1. All 7th graders require the career and technical education course. 2. All 8th graders require follow up as they prepare to enter the high school. 3. All 8th graders require completion of the secondary educational planning form (4-Year Plan). 4. All students need to be challenged through utilizing the College board, and Southern Region Education Board's philosophies (literally high expectations, high performance).
Objective:	1. By 2009, professional learning communities (PLCs) will improve grade 7 and 8 student achievement as evident by assessment and promotion results. 2. By 2009 ,the enrollment in advanced courses and high credit courses (P-AP) will increase by 2% as evident by school data in the AS400. 3. (IPS)By 2009 all 7th graders will have completed an initial Individual Program of Study (POS) as evident by school guidance department data records. 5. By 2009, small learning communities(SLC - interdisciplinary teams) will improve student achievement as evident of by the school earning an "A" on the state A+ grading system. 6. By 2009, all 7th grade students will complete the career course, individual parent meeting. and have an ePEP as reported from Facts.org and AS400 reports.
Strategies:	1. (PLC) Create professional learning communities within the faculty to focus on specific areas i.e., team leaders will be curriculum and student focused, Departments are content areas, Data Analysis team will analyze assessment data and desemminate information to faculty, and professional book club comprise of faculty. 2. (SLC) Create small learning communities for students i.e. interdisciplinary teams, and yearlong enrichment clubs, provided through a service learning grant a mothers and daughters book club. 3. (SLC) Develop interdisciplinary teams in grades 7and 8 in the core content areas, (Language Arts, Mathematics, Science, and Social Studies). 4. (PLC) Implement vertical teaming with the feeder school both up and down the feeder chain. 5. (PLC) Conduct articulation meetings annually with vertical teams within the feeder chain. 6. (SLC) Schedule students to homerooms and clubs in 7th and 8th grades. 7. (PLC) Analysis of the FCAT results by the data team and desemminate to faculty. 8. (PLC) Reading team provides strategies to the faculty bi-monthly. 9. (SLC) Increase opportunities for students to have an additional elective course through a seven period day in support of providing extended opportunities for exploring other content areas. 10. (SLC) Schedule students to interdisciplinary teams with full commonality of students in the core academic classes. 11. (PLC) Faculty participate in a professional book club which meets months to select, read, and review current professional publications, i.e., "Good to Great", "Fish" etc. 12. (SLC) Disseminate information to parents about Pre Advanced Placement courses in the spring 2008 through the vertial team (PLC) process and by encouraging "Be There". 13. (P-AP)Offer additional sections of Pre Advanced Placement (P-AP) courses in core areas and in high school credit courses to support interdisciplinary teams. 14. (POS) Schedule parents and student for a face-to-face meeting with the school counselor to discuss the student's program of study and interest. 15. (PLC) Disseminate information to the faculty on National Board Certification through faculty meetings, email and in-services. 16. (SLC) Increase learning opportunities throughout the school year and into summer for students in need of assistance (for example: extended hourly operation of the learning lab for 1 hour a day, 3 days a week). Lab will be manned by a school teacher assistant or certified teacher to support the SLCs. 17. (PLC) Increase the number of NBCT certified teachers by 2 teachers by 2008 evident by the number of highly qualified teachers attending the NBCT BPS celebration and reported to the state. 18. (PLC) Apply for recognition as a middle school model on the "everythingplc" website by 2008. 19. (IPS) The school counselor will conference with parents and students of all incoming 7th grade students.
Evaluation:	1. 9-week report cards with over 70% on the honor rolls. 2. District attendance reports reflect over 95% of student's in-school attendance. 3. FCAT results will indicate over 92% of student in a high performing category on the A++ plan in reading, writing and math. 4. NBCT results released in the fall of the year. 5. Class walk-through results used in decision making.
Evidence-based Program(s):	Southern Region Education Board NAEP College Board Pre Advanced Placement Philososhy PLC Model www. everythingplc.com Class walk-thorough trends and analysis
Professional Development:	District approved inservices for SSNP--"Building a System of Shared Leadership for small learning communities, Personalizing the learning environment in small learning communities, and Developing Rigorous and Relevant Instructional Practices in small learning communities." SREB conference. Model Schools Conference
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Five Strands 5-Nights Math SIP $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 Individual Programs of Study coping SIP $100.00 Printing Registration Information SIP $700.00 Total: $800.00 Final Total: $800.00
End of Secondary Schools of National Prominence (SSNP) Goal
Additional Goal: Attendance
Needs Assessment:	DeLaura is at 95.6% attendance as of the end of the 2008 school year and district strategic plan objective goal is 95% or higher attendance.
Objective:	By 2009, DeLaura's attendance will increase from 95.6% to 97% as evident by district attendance quarterly and end of year reports.
Strategies:	1. Communicate with parents the district policy on attendance via center-voice, newsletters, and parent conferences. 2. Print attendance report quarterly for students with 3 or more days absent. 3. Counselors meet with students who have 3-5 absences and communicate in writing to parents. 4. Implement "Every Minute of Every Day" quarterly incentive for good attendance. 5. Conduct an attendance appeals panel once a semester to address situations warranting attendance appeal waviers.
Evaluation:	District Quarterly reports School reports from AS400
Evidence-based Program(s):	Peer Counseling research reports on impact of non-attendance.
Professional Development:	District in-services on maintaining data in the AS400 student system; "Be There" initiative.
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 Every Minute of Every Day Attendance SIP $100.00 Total: $100.00 Final Total: $100.00
End of Attendance Goal
Additional Goal: Inclusion Exceptional Student Education
Needs Assessment:	Approximately 77 students are on individual education plans at DeLaura and 59% are full inclusion; 41% have resource and learning stratgies classes. Thirty-one of these ESE students are consultative and are in general education classes. The remaining 36 are on IEPs taking resource classes with ESE teachers. Seven ESE students are on IEPs and are in Gen Ed science and world cultures classes with the teacher using a support facilitation model. Ten ESE students are on IEPs and are in Gen Ed science and US History classes with the teacher using the support facilitation model.
Objective:	1. By 2009, review all new 7th grade ESE students for possible inclusion. 2. By 2010 enroll students who have demonstrated a readiness (ESE 7th and 8th students) in general education classes with ESE teacher and general education teacher co-teaching the class. 3. By 2009 train new teachers faculty on inclusion strategies. 4. By 2013, 100% of student with disabilities(SWD)will access the general curriculum for at least 80% of their school week (unless limited by the student's IEP) by the end of 2010.
Strategies:	1. Update the inclusion plan for the school by 2008-2009. 2. Schedule student using a support facilitation model into general education classes. 3. Utilize ESE teacher and General Education teachers to co teach. 4. Update AS400 to reflect co-teaching by the ESE and General Education teachers. 5. Monitor the progress of ESE and General Education students. 6. Train faculty on the Inclusion process.
Evaluation:	AS400 reports indicating students in a co-teaching model. Grade reports indicating progress FCAT scores in Spring 2009
Evidence-based Program(s):	"Accommodations, Assisting Students with Disabilities", Florida Department of Education Booklet.
Professional Development:	State sponsored Inclusion Workshop for ESE teachers and teams. Workshop on Accommodations Team training on inclusion implementation
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 Teacher Teaming SIP $1,000.00 Total: $1,000.00 Other Description of Resources Funding Source Available Amount Copy cost Inclusion meetings SIP $25.00 Total: $25.00 Final Total: $1,025.00
End of Inclusion Exceptional Student Education Goal
Additional Goal: School Data Analysis FCAT
Needs Assessment:	DeLaura is ranked 8th in the state on the A+ plan. FCAT scores consistently above 85% in reading, math, and writing. Science FCAT scores are at 69%.
Objective:	DeLaura middle school is ranked 8th in the state for student achievement as referenced in the A+ plan for 2008. Under the strategic plan “First in the Nation”, DeLaura’s goal for 2009 is to improve the school’s overall ranking from 8th to one of the top 3 school's in the state through students achievement.
Strategies:	1.Form a data team composed of teachers, support and administration to analysis the 2008 FCAT results over the summer months of 2008. 2.Develop a data action plan for 2008-09. 3.Present the data team’s findings and plan to the faculty during the preplanning in-service in August 2008. 4.Provide staff development for the Language Arts and Social Studies teachers 1st semester 2009 on Writing and Holistic scoring of essays. 5.Conduct two mock writing sessions for all students. 6.The content area responsible for SRI will update portfolios and complete makeup testing. 7.Review SRI results with students prior to each round of testing. 8.After each SRI testing, have student revise and update their goals sheet in the portfolio. 9.Develop a mock science FCAT test for 8th grade science and administer in either January or February.
Evaluation:	A+Plan FCAT Results End of Year Follow meeting
Evidence-based Program(s):	Results will be based on observation by administration, FCAT results, mock writing pre and post essays, student portfolio reviews. Other reports from teachers and Class Works reports.
Professional Development:	School inservice on Holistic Scoring, Preplanning pesentation by the data team.
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 Data Team Off Site visit to other schools SIP $25.00 Total: $25.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $25.00
End of School Data Analysis FCAT Goal
Additional Goal: Technology
Needs Assessment:	District client survey report: quality of technology - 80% as satisfactory to excellent. Florida Innovates School Survey: modern computers designated as having been purchased within the past 4 years. School computer inventory identifying 50 computers in lab use that are greater than 4 years old.
Objective:	1. By 2010, 100% of teachers will be using Edline to report grades, homework and attendance via the Internet as evidenced by Edline Utilization Reports. (Alignment: District Technology Plan Goal – Increase Parent and Community Communications. 2. By 2010, DeLaura Middle School will achieve a student to modern computer ratio of fewer than 5:1 as evidenced by Computer Inventory Reports. (Alignment: District Technology Plan Goal – Enhance Student Learning Opportunities and Experiences.) 3. By 2009, increase to 100%, the number of teachers using 21st century classroom technology for classroom instruction. 4. By 2009, provide internet safety awareness training first semester through the Florida Attorney General's office. 5. By 2009, become a center for interactive videoconferencing and distance learning.
Strategies:	1. Provide training to teachers on procedures and best practices for managing all Edline features, including assignments, sharing folders, posting reports, and communicating with parents and students. 2. Replace aging equipment through the computer refresh program to include eliminating 30 older computers in the CTE lab; upgrade memory to 21 of those units to comply with minimum memory requirements and place them in the Classworks lab; DCR obsolete equipment in the Classworks lab. 3. Continue DeLaura’s Instructional Technology PLC each Wednesday to address the use of 21st century classroom technology as it relates to department and team. 4. Train teachers and implement technology associated with curriculum textbooks to enhance instruction. 5. Provide internet safety awareness training and presentation presented by the Florida Attorney General, 2009. 6. Train teachers on the use of incorporating Classworks lessons and activities into their instruction.
Evaluation:	The annual client survey results for items 9 and 10 which address specifically the quality of technology instruction and equipment; FCAT scores for Level 1 and 2 students who use Classworks; FCAT scores and Classworks progress reports for teachers supplementing instruction with Classworks; progress reports from Scholastic Reading Inventory; progress monitoring from faculty; school focused surveys for 2009; and number of Edline accounts activated by parents and students.
Evidence-based Program(s):	A physical visit to the school will verify that the technology is in place and the assessment results of students amplify that technology is being used by both students and teachers. District facility inspections.
Professional Development:	Train teachers in the use of office productivity software, Classworks, Professional Monitoring Plan, Edline and Gradequick (electronic grade reporting). Train teachers in the use of classroom technology equipment. Develop a sharing program for teachers to use other ideas.
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 Remote presentation equipment School Technology Incentive $2,852.00 Computer workstation refreshment Computer Refreshment Program $36,126.77 Total: $38,978.77 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: $38,978.77
End of Technology Goal
Additional Goal: Increase student participation in Fine Arts programs.
Needs Assessment:	Participation in the Fine Arts is presently above 75% of the total student enrollment. DMS is a Music Demonstration School with renewal in 2010.
Objective:	1. By 2009 school year, particpation in the Fine Arts program will increase by 10%.
Strategies:	1. Bring representative groups to recruitment programs at elementary feeder schools. 2. Offer 6th grade visitation tours to the middle school in the spring. 3. Assist with the purchase of sound system/audio/lighting equipment for Fine Arts programs. 4. Purschase music for student instruction. 5. Assist with the purchase uniforms for performing groups. 6. Arrange and purchase transportation to recruitment porgrams. 7. Purschase instruments for student use. 8. Purschase consumable art supplies.
Evaluation:	Involvement data from Participation in the Fine Arts programs will be calculated relative to the total student population.
Evidence-based Program(s):	Direct observation of student performances will be viewed by administration. Student/parent surveys reflect favorably on the music program at DeLaura Middle School.
Professional Development:
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 No Data No Data $0.00 Total: $0.00 Final Total: $0.00
End of Increase student participation in Fine Arts programs. Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Language Arts Extended day teacher	Academic Support	$3,773.00
Reading	Reading Books Voyager	Textbook Funds	$17,250.00
Mathematics	Additional Hourly Pay for 3 math teachers	Academic Support	$810.00
Writing	Extended Day Language Arts Teacher	Academic Support	$0.00
Secondary Schools of National Prominence (SSNP)	Five Strands 5-Nights Math	SIP	$0.00
Total: $21,833.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Technology	Remote presentation equipment	School Technology Incentive	$2,852.00
Technology	Computer workstation refreshment	Computer Refreshment Program	$36,126.77
Total: $38,978.77
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Just Read Florida	SIP	$800.00
Reading	National, State, Regional Conferences	SIP	$600.00
Mathematics	Conference Registration and Transportation	SIP	$1,100.00
Writing	Writing Consultant	SIP	$600.00
Science	Conferences State, Regional	SIP	$700.00
Parental Involvement	Conference Registration	SIP	$152.00
Inclusion Exceptional Student Education	Teacher Teaming	SIP	$1,000.00
School Data Analysis FCAT	Data Team Off Site visit to other schools	SIP	$25.00
Total: $4,977.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Progress Reports and newsletters	Academic Support	$137.00
Reading	Printing of instructional materials for remediation	Academic Support	$100.00
Mathematics	Printing of instructional materials for FCAT math "Five Nights of FCAT"	Academic Support	$235.00
Mathematics	Copy cost remediation	Academic Support	$235.00
Writing	Mock Writing Substitutes	SIP	$2,310.00
Parental Involvement	July Newsletter	SIP	$320.00
Secondary Schools of National Prominence (SSNP)	Individual Programs of Study coping	SIP	$100.00
Secondary Schools of National Prominence (SSNP)	Printing Registration Information	SIP	$700.00
Attendance	Every Minute of Every Day Attendance	SIP	$100.00
Inclusion Exceptional Student Education	Copy cost Inclusion meetings	SIP	$25.00
Total: $4,262.00
Final Total: $70,050.77

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

"Each school advisory council shall assist in the preparation and evaluation of the school improvement plan." Also the council addresss certain school issues as required by section 1001.42(16), Florida Statute.

The following areas have been considered in the preparation of this plan:
Total school budget
Curriculum
Technology
Staff Development
Instructional Materials
Staffing Plan
Student Support Services
Safety and Discipline
Student Health and Fitness
Indoor Environmental Air Quality
Inclusion
Parent Involvement
Data review
School survey information

SAC Members

IMPLEMENTATION EVALUATION

Evaluation's will be through annual district surveys, audits, and state assessments of student achievement coupled with the school's overall grade from the A+ Plan. Other measures to be used: Climate Conference feedback, Climate Survey 2009 and administrator observations through class walk throughs.

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