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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Vision Statement:

Calhoun County School District strives to be a world class school system; preparing today’s students for tomorrow’s world.

Mission Statement:

Calhoun County School District is committed to excellence, ensuring that each student achieves his or her highest potential in a global society.

Blountstown Middle School Mission:

Blountstown Middle School is committed to providing students with quality educational experiences that will encourage and enable them to be productive citizens and lifelong learners in an ever-changing world.

SCHOOL PROFILE DEMOGRAPHICS

Blountstown Middle School is located in Calhoun County, a rural county in Northwest Florida bordered by the Apalachicola River on the east. Blountstown Middle School (BMS) is one of five schools in the district and is the only school serving grades 6 – 8 exclusively. The school is located in Blountstown, the county seat. We, at Blountstown Middle School, are constantly seeking new opportunities to expand the experiences of our rural community and to challenge our students to become respectful, responsible and ready to excel.

BMS Heritage
Blountstown Middle School has a long history marked by milestones beginning when it was called Mayhaw High School, which was the segregated school for African American students. Originally, Mayhaw High School was housed in two buildings on the present day Clay Mary Park site. Mayhaw High School was named by a former teacher/principal. She named it Mayhaw High School after the Mayhaw berry that grows along riverbanks and in swampy areas. Due to over crowding of the two building school, often time classes were held in local churches. In 1955, a new building was constructed and Mayhaw High School, serving grades K – 12, was moved to the present site of Blountstown Middle School.

The last class graduated from Mayhaw High School in 1970. All schools in Calhoun County were desegregated in 1970 and Mayhaw High School became Blountstown Jr. High School, serving seventh and eighth grade students. During the school year 1990 – 1991, under the Principalship of Michael Johnson, Blountstown Jr. High School implemented the middle school concept becoming Blountstown Middle School. At this time renovations and building construction occurred. The east wing was built during the 1990-1991 school year. The south wing was built in 1993-1994 for a band and choral room and a pre-vocational technology lab. The gym was renovated in 1996-1997, adding a lobby. The gym was dedicated to Carlton Smith Sr., a former teacher/coach of Mayhaw High School, renaming the gym Carlton “Coach” Smith Arena. The Health building was built in 1998. Blountstown Middle School has been fully accredited by the Southern Association of Colleges and Schools since 1972.

In the fall of 1995, Blountstown Middle School received an award as a Florida Distinguished Title I School and was nominated for the national award. BMS was then nationally recognized in the spring of 1996 at the International Reading Conference as one of the Title I Distinguished Schools in the United States. In October, 1999, BMS was recognized as being a "B" school and received $26,000 for high scores and a 95% promotion rate. In the 2001-2002 school year, BMS received an "A" on the Florida School Grading System. Again, in 2002-2003, 2003-2004, and in 2005-2006 BMS received an "A" for the school grade and BMS earned a "B" for the 2004-2005 school year. Despite the hard work of both the faculty, staff, and students, BMS dropped to a "C" for the 2006-2007 school year but worked hard to earn our "A" back for the 2007-2008 school term. The faculty and staff work hard to promote a positive light and maintain a tradition of excellence at Blountstown Middle School.

BMS and Community Demographic Data
The students of Blountstown Middle School are residents of a rural community with a population of 13, 017. The racial composition of the community is predominantly Caucasian (80%) with approximately (16%) African American, 1.3% Native American, .5% Asian, .1% Native Hawaiian, 3.8 % Hispanic, 1% reporting some other race, and 1.5% persons reporting two or more races.

Currently BMS has a total of 251 students. The only feeder school is Blountstown Elementary School. The current student teacher ratio is 13 to 1. 50% of our student population is female and 50% is male. 72% of our school population is Caucasian, 20% is African American, 2% is Hispanic, 4% is Multiracial, 1% is Asian, and less than 1% is Indian or Native American. 30% of our students are identified as students with disabilities. 25% of our instructional staff is male and 75% is female. 5% of the instructional staff is African American and 95% is Caucasian.

Some challenges the school faces are sharing a band and choral teacher with the high school, living in an economically depressed area, working to get teachers highly qualified, and providing extended day programs for our students.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Neva Miller is the Principal of Blountstown Middle School and Keith Summers is the Assistant Principal. Both have earned their master's degree in Educational Leadership. As instructional leaders, these two individuals have designated student learning and positive student behavior as the focus of Blountstown Middle School and aligned the curriculum and instruction of the school so that students are learning the necessary information and the teachers are using the best teaching strategies. Mrs. Miller previously served as the assistant principal and curriculum coordinator for 7 years. 2007-2008 marks her first year as Principal of Blountstown Middle School. Mr. Sumner previously served as the assistant prinicpal and curriculum coordinator. Both are active administrators who facilitate weekly grade level meetings, oversee the curriculum, and conduct classroom walk throughs.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Our district is offering a one time stipend of $2000.00 to any teacher who is currently enrolled in the reading endorsement program and completes it by December 2008. Also, our school board has agreed to hire any retired teachers who wishes to return to the classroom at the pay scale of someone who has been teaching for fifteen years rather than have their salary at the beginning teacher level. Any teacher who is hired and not considered to be highly qualified, must sign a letter of intent to become highly qualified within three academic years.

Mr. Michael Johnson, Director of Student Services attended a career fair in Leon County, Florida in the spring of 2007. 2007-2008 school year marked the first time a position of Administrative Assistant to the Superintendent was initiated. Mrs. Barabara Hathaway serves in this capacity. Some of her duties include recruiting HQT, posting job openings in the newspaper and on the world wide web, and acting as public relations for the school district.  

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

School Wide Improvement Model

Note: Required for Title I

Blountstown Middle School implements the Plan, Do, Check, Act, School Improvement Process Model focusing on data-driven and research-based School Improvement Planning. Each member of the faculty plays a vital part in the planning and continuous monitoring process to achieve the greatest success for our students.
PLAN: Formulate a plan: Teachers and administrators have regular opportunities to meet, plan, share student data, create focus lessons and assessments. Student achievement data are disaggregated by administrators and teachers. Patterns and trends are identified in instructional subgroups along with weak and strong objective areas. Teachers know, based on data analysis, weaknesses of their students on targeted benchmarks. Teachers focus on SSS as evidenced in teachers’ lesson plans and classroom observations.
DO: Teachers concentrate and collaborate on teaching benchmarks. Focus lessons are taught across the school and curriculum.
CHECK: Teachers administer short, frequent assessments with SSS test items resembling FCAT on targeted benchmarks. There is ongoing, informal and formal assessments to monitor individual student progress, including mastery of the Sunshine State Standards. Progress monitoring assessments (Gates-MacGinitie, TOWRE, Oral Reading Fluency, and Calhoun Writes) are administered at the beginning of the first and second semesters and at the end of the year as well as ThinkLink test to monitor student progress in reading, math and science to ensure all students are receiving the remediation and instruction that they need.
ACT: Sustain learning by teachers providing alternative instructional delivery methods as provided to support remediation, acceleration and enrichment strategies. School Administration and district and school reading coach frequently monitors classroom instruction through observations and data analysis. Blountstown Middle School implements the following School Improvement Process. Faculty members are selected for various school improvement committees based on their subject areas. Goals for each identified area of weakness are outlined by the USDOE and written by the SIP chair. The goals are shared with the different school improvement committees. Each committee then develops strategies to work toward meeting these goals. The plan is then written with a vision of two years. Next the plan must go before a peer review committee that makes revisions and edits. Once edited, the plan must be approved by Blountstown Middle School Advisory Committee, which is responsible for the final decision making before the plan is to be approved by the Calhoun County School Board. Our study groups engage in regular collaborative interactions around research based strategies. This provides opportunities to reflect on classroom practice and analyze student learning data. Opportunities are then provided for teacher learning groups to share their findings and recommendations with other staff members.

NCLB Public School Choice

Note: Required for Title I

The written parental involvement policy is made available to the local community and updated periodically to meet the changing needs of parents and the school. In addition to the written parental involvement policy, Blountstown Middle School communicates with parents via the following methods:

1. Progress Reports from from all Calhoun County Schools are sent home every three weeks.

2. Failure Notices are mailed home at the mid-point during a nine weeks.

3. Semester Failure Notices are mailed home in January.

4. Monthly BMS Newletter/Calendar of Events.

5. BMS website: www.blountstownmiddle.org

5. News articles in the two local newspapers.

6. News spots on the local radio station.

7. Individual FCAT scores are sent home to parents along with a detailed personalized explanation of how to read and interpret these test scores that has been developed by the Florida State Department of Education.

8. Parent/teacher telephone conferences.

9. A parent e-mail list was established at the beginning of school inviting any parent to give their e-mail address to the guidance department so parents can be informed of upcoming school events on a regular basis.

10. A parent orientation night exclusively for parents of 6th grade students.

11. 2 school signs that display messages to parents and visitors.

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 applicable.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Currently the Blountstown Middle School mentoring program specifically focuses on assisting beginning teachers to adjust to the school culture and environment and learn teaching strategies and classroom discipline procedures. Each beginning teacher is assigned a peer teacher that acts as a resource and provides feedback on teaching instruction. The peer teacher evaluates the beginning teacher's performance and must assist them to receive satisfactory progress as assessed by the principal. Currently, there are two beginning teachers at Blountstown Middle School: Jenna Barfield and Matthew Nichols. Peer mentors for the 2008-2009 school year are: Stephanie Brogden and Melissa O'Bryan. The beginning teacher program is currently in a restructuring phase under the guidance of consultant, Mrs. Pat Suggs.

A district reading coach visits once a week to assist with testing of students and mentoring of teachers.

Teachers who complete the 6 compentencies for the Reading Endorsement by Decemebr 2008 are awarded a one time stipend of $2000.

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Due to the efforts of the technology teacher and cooperation of the faculty, the Computer Lab is open and available before and after school for students to receive additional help. The lab was also open this past summer for students to maintain and build skills. NCSLearn enables us to implement the curriculum solution that is best for our school's needs. NCSLearn's Management System allows teachers to easily customize instruction, generate reports, and accurately assess, track, and forecast student progress at any time.

Qualified students may receive supplemental educational services such as tutoring at the Calhoun County Public Library after school hours. Transportation is provided to the library and the services are funded through the Calhoun County Sheriff's Office.

Most of the Blountstown Middle School faculty either coaches athletic teams or works with a club or activity. We are fortunate to have girls’ volleyball, boys’ football, girls’ and boys’ basketball, girls’ softball, cheerleading, band, chorus, Student Council, National Junior Honor Society, library aide positions, technology classes, science academies and Junior Christians in Action.

BMS hosted the extended school year program for students with disabilities and a 6th grade reading camp. Summer school for middle school students was also offered at Blountstown Middle School this past summer.

During the 2005-2006 school year, Blountstown Middle School made the transition to the inclusion model. As of today, 100% of the student with disabilities are either in a resource setting or a regular classroom setting. Students with exceptionalities, who teachers felt could make the transition, were placed in a regular academic classroom with support facilitation for all academic classes.

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

Addressed in mathematics goal and reading goals, also through the use of mobile labs, technology, and science academies

Responsibility of Teaching Reading for Every Teacher

Addressed in reading goal.

Quality Professional Development for Teachers and Leaders

Addressed in reading, math, science, and writing goal, also through teachers' Individual Professional Development Plan

Small Learning Communities (SLC)

Teachers will participate in the book study centered around effective teaching strategies. A learning community will be established to look at the practices and results of the 6th grade transition.

Intensive Intervention in Reading and Mathematics

Students who score a level 1 or 2 in reading are placed in a 90 minute intensive reading class. Students who score a level 2 and who meet certain requirements are enrolled in a 45 minute intensive reading class. Intensive reading classes are designed to meet the specifif need of each student. Student's comprehension, fluency, and reading level are monitored throughout the school year.

Parental Access and Support

Addressed in Parental Involvement Goal.

Applied and Integrated Courses

Addressed in the Science Goal.

Course Choice Based on Student Goals / Interests / Talent

Students who are not in need of reading remediation are afforded the opportunity to take an elective class such as wheel, band, chorus, technology, science academy, or library aides, also through the Florida Virtual School Opportunities.

Master Schedules Based on Student Needs

The master schedule is designed with our student population in mind. First priority is to see that all students in need of reading remediation receive it. ESE students are scheduled so that their schedule supports the areas they are weakest in. Math remediation is also addressed through the master schedule.

Academic and Career Planning

All 7th grade students receive career education through their social studies class. Transfer students who have not succsssfully completed the career planning class prior to enrollment at BMS will receive a PE class with career planning. The guidance counselor works with 8th grade students to complete a career portfolio that they will take with them to the high school.

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The 2007-2008 school report card data indicated that only 56% of the bottom 25% of 6th grade students (who meet the criteria for school grade) made learning gains in reading on the 2008 FCAT Reading SSS test.
*Objective:	At least 60% of students in the bottom 25% of 6th graders(who count for school grade) will make at least one year's growth on the 2008-2009 FCAT SSS Reading test.
*Strategies:	1. All students earning a level 1 on the 2007-2008 FCAT reading test will be enrolled in a 90 minute reading program (Read 180 or My Reading Coach). 2. All students earning a level 2 on the 2007-2008 FCAT reading test will be enrolled in a 90 minute reading program (Read 180) or students who historically have earned a level 2 on FCAT and meet other criteria on the Calhoun County Reading Plan, may be placed in a 45 minute intensive reading class. 3. All students earning a level 1 or 2 on the 2007-2008 FCAT reading test will be administered the Gates MacGinitie reading test three times a year for progress monitoring. 4. All students will be issued a progress monitoring report on pre-set scheduled dates that will display the diagnostic tests results gathered throughout the year. 5. Students who score at the beginning reader level of the Read 180 Scholastic Reading Inventory test will be enrolled in the My Reading Coach program. 6. All students will be afforded the opportunity to receive computer assisted instruction targeting the areas of weakness at least twice a week. 7. Reading teachers will receive data analysis training to target areas of weakness based on the 2007-2008 FCAT reading test results. 8. Students will be tested three times a year by an on-line diagnostic test known as Think Link. Teachers will use the reports generated to plan for instruction. 9. Students scoring a level 1 or 2 on the FCAT reading test will be administered the FORF, which is a fluency check that is reported on-line to DOE, at least 3 times a year. 10. Reading teachers will administer the Diagnostic Assessment of Reading (DAR) two times a year (to students in need as deemed necessary by the GMRT and TOWRE (which is given 3 times a year)) to assess the level of performance for each of the five major components of reading instruction. 11. Fluency checks will be implemented into the reading classes through the use of “6 Minute Solutions”. 12. Students with disabilities who are mainstreamed will benefit through the support facilitation model of inclusion. 13. Teachers will participate in weekly grade level meetings to discuss needs of students. 14. Fidelity checks will be conducted monthly for all reading classes by the district reading coach. 14. The school's Literacy Team will meet quarterly to discuss reading strategies and data. 15. Explore possibility of using "Study Island" to enhance the reading program. 16. Reading teachers will receive inservice training opportunities with Dr. Kathy Oropallo scheduled throughout the year with follow-up support.
*Evaluation:	Formative evaluations will include the Gates MaGinitie Test, the TOWRE test, NCSLearns reports, DAR test, ThinkLink Learning assessment tool, and teacher made assessments. Summative evaluation will consist of the 2007-2008 FCAT SSS Reading test. The objective will be met when at least 58% of the bottom 25% (who count for school grade) make at least one year's growth in reading as measured by the 2008-2009 FCAT Reading SSS test.
*Evidence-based Program(s):	Read 180 program, My Reading Coach, NCSLearns CAI, the 6th grade reading series and Scholastic Read XL which are all research based and proven effective for student achievement.
*Professional Development:	Read 180 training, Data Analysis update, My Reading Coach training, Inclusion training, weekly grade level meetings and Dr. Oropallo, reading consultant.
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 Dr. Oropallo, reading consultant $1,496.00 Total: $1,496.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $1,496.00
*Non-Highly Qualified Instructors:	Matthew Nichols is a first year teacher who has his integrated curriculum certification and is just now beginning his work towards the reading endorsement. Each teacher has weekly access to the district reading coach, Kay Tipton. Weekly grade level and subject area meetings are conducted to discuss reading strategies and for teachers to receive guidance from veteran teachers.
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The 2007-2008 school report card indicated that 62% of the students in the lowest 25% (who meet the criteria for school grade) made learning gains in mathematics. Only 13% of the lowest 25% in the 6th grade made learning gains in math.
*Objective:	At least 40% of the lowest 25% of 6th grade students (who count for school grade) will make at least one year's growth on the 2008-2009 FCAT SSS Math test.
*Strategies:	1. Math teachers will develop activites centered around identified areas of weakness as reported by FCAT reports and Dashboard reports. 2. Students will be afforded the opportunity to receive computer assisted instruction targeting areas of weakness at least twice a week. 3. The guidance counselor and ESE department head will identify students with disabilities and teachers will receive a list of their accommodations and modifications. 4. Students will be given an FCAT screening test, through the use of ThinkLink Assessment, at least three times a year which will be recorded on the progress monitoring report. 5. Math teachers will enroll their students in FCAT Explorer and provide opportunities for enrichment sessions. 6. Teachers will participate in weekly grade level meetings to discuss needs of students. 7. Math teachers will be afforded the opportunity to participate in math inservice during pre-school planning and during the year if the need arises (Mona Ramirez - PAEC - new math standards). 8. Teachers will participate in Dahsboard/Data Analysis update training to better understand math trends which are evident. 9. Students with disabilities who are mainstreamed will benefit through the support facilitation model of inclusion. 10. 6th grade students who take advantage of the computer math lab before school will be rewarded with incentives and/or prices. 11. FCAT chats specifically designed for mentoring opportunities will be conducted at least twice a year. 12. Teachers, guidance and administration will explore the idea of implementing a Math Night Workshop or a Saturday Math Workshop for students and parents. 13. Explore using "Study Island" to enhance the maht program.
*Evaluation:	Formative evaluations include the ThinkLink Assessment Tool, NCSLearns reports, and teacher made assessments. Summative evaluation will be made using the 2008-2009 FCAT Math test. The goal will be met when at least 60% of students in the 6th grade (who count for school grade) earn at least a year's growth as measured by the 2008-2009 FCAT Math SSS test.
*Evidence-based Program(s):	NCSLearns, Prentice Hall Mathematics Textbook and FCAT Explorer.
*Professional Development:	Continued training on the use of NCSLearns computer program, Dashboard updates for data analysis, math inservice provided through PAEC's FAME project and the math initiative and mah standards workshop provided by Vicki Davis/Nicole Purvis.
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
*Non-Highly Qualified Instructors:	N/A
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The state averages for the 2007-2008 FCAT Writes test were: Combined 4.2, Persuasive 4.2 and Expository 4.2 The results for Blountstown Middle School for the 2007-2008 FCAT Writes test were: Combined 3.8, Persuasive 3.8 and Expository 3.9. The percentage of regular education 8th grade students (who count toward school grade) earning a score of on grade level or above (3.5) was 85% according to the school report card.
*Objective:	The percentage of regular curriculum 8th grade students (who count towards school grade) earning a score of on grade level or above will increase by at least 1%.
*Strategies:	1. Language Art teachers and the guidance counselor will analyze FCAT writing test results to determine the overall outcome of the 2007-2008 FCAT writing test. 2. Language Arts teachers will implement timed writing test at least three times a year (September, December, and April) with the district office providing the prompt (Calhoun Writes). The results will be shared with the faculty. 3. All teachers will include performance based questions in all subject areas which will require a detailed written response. 4. The district will support the 6+1 Traits writing inservice at all teachers throughout the school year. 5. Writing folders, which house student examples of their writing, will be created and updated as the students progress through middle school. 6. All 7th and 8th grade standard curriculum students will enroll and participate in the on-line writing program known as My Access.
*Evaluation:	Formative evaluations include the Calhoun Writes Upon Request, in-class essays, extended response questions, and teacher made assessments. A summative evaluation will be made by comparing the 2007-2008 writing scores to the 2008-2009 writing scores.
*Evidence-based Program(s):	6 Traits of Writing, My Access
*Professional Development:	Teachers will continue to receive district support for the 6+ Traits of Writing. Language Arts teachers will participate in "My Access" training opportunities. Dr. Oropalla, writing consultant, will provide writing 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 My Access Student Subscription $973.79 Total: $973.79 Professional Development Description of Resources Funding Source Available Amount Dr Orapallo training (also for reading) $1,496.50 My Access Workshop $2,365.79 Total: $3,862.29 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $4,836.08
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The statewide percentage of 8th grade students earning a score of on grade level or above on the 2007-2008 FCAT SSS Science test was 40%. The percentage of regular education 8th grade students (who count toward school grade) at Blountstown Middle School earning a score of on grade level or above on the 2007-2008 FCAT SSS Science test was 46%.
*Objective:	The percentage of regular education students (who count toward school grade) scoring a level 3 or higher on the 2008-2009 FCAT science test will be 50% or greater.
*Strategies:	1. Science teachers will provide opportunities for students to conduct lab experiments for scientific investigations. 2. Science teachers will implement FCAT prep material into the curriculum. This material was purchased along with new textbooks published by Holt. 3. The 2007-2008 Science test scores will be analyzed and given to the science teachers. 4. Science teachers will provide students with the opportunity to receive computer-assisted instruction in science at least weekly. 5. Students will take a science diagnostic test (Thinklink) 3 times a year. Reports will be used to plan curriculum. 6. 7th and 8th grade students who qualify will be afforded the opportunity to participate in a science academy that has a research component. Students had to apply in the spring of 2008 for placement in the fall. The requirements were students must have earned at least a 3 on the Reading and Mathematics portion of the 2008 FCAT SSS. 7. Students will participate in computer assisted instruction in science topics when they attend the lab with their science teacher. 8. Teachers will follow the science curriculum map created during the summer of 2007. 9. Science teachers will implement new science standards. 10. Science teachers will attend science inservice offered during pre-planning facilitated by Dr. Szpyrka. Follow-up support will be provided. Science teachers and administration will complete surveys addressing the implementation of science curriculum. 11. Science Academy students will use the "Brain-Pop" software available in the science/technology lab. 12. Science teachers will participate in weekly grade level meetings to discuss students strengths and weaknesses. 13. Explore possibility of purchasing Study Island to work on science topics.
*Evaluation:	Formative evaluations will be made by using Thinklink reports, NCSLearns reports, teacher observations, and science test supplied with the textbook. The 2008-2009 FCAT science test will be used as the summative evaluation tool. The science goal will be met when a comparison of scores shows that the percentage of regular education students scoring level 3 or higher is 50% or greater.
*Evidence-based Program(s):	NCSLearns, FCAT Explorer and Holt science textbook.
*Professional Development:	Science teachers will receive science inservice to learn how to effectively implement the textbooks and related materials. Science teachers will participate in summer workshops designed to align the science curriculum.
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 Consultant/resources with Dr Szpyrka $3,104.00 Total: $3,104.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $3,104.00
*Non-Highly Qualified Instructors:	N/A
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	At the beginning of the 2008-2009 school year, Blountstown Middle School had 15% of its parents enrolled in the on-line student grade system known as Ed-Line.
*Objective:	At the end of the 2008-2009 school year, there will be at least 40% of Blountstown Middle School parents who have an active Ed-line account.
*Strategies:	1. Send home activation letters in Augutst to parents informing them of their Ed-line account. 2. Ensure the web link to Ed-line is available from Blountstown Middle School's home page. 3. Develop a e-mail list of parents and comminicate the availability of Ed-line to parents. 4. Communicate the availability of Ed-line to parents through school newsletters and calendars. 5. Provide the needed support to parents in order to activate theie accounts. 6. Host a 6th grade orientation/parent night and inform parents about e-mail list and Ed-Line availability. 7. Provide a connect-ed call to parents informing them of the availability of Ed-Line.
*Evaluation:	An evaluation of the number of acticated Ed-line accounts will be conducted after 1st semester and at the end of the 2008-2009 school year.
*Evidence-based Program(s):
*Professional Development:	Training will be conducted during the 1st nine weeks to teachers to ensure teachers are equipped with the necessary skills to post grades and other pertinent information to Ed-line.
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 Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	No data available for Blountstown Middle School. Schools with no ROI values shown can be classified into three different situations. These are schools who: 1. Do not have enough cases to calculate a meaningful index; 2. Have either learning gains or program costs missing; and 3. Have fewer than 30 students tested school-wide.
Objective:	Objective Blountstown Middle School’s ROI percentile ranking will increase by at least one percentile point.
Strategies:	Strategies to improve annual learning gains: 1. Use student data analysis results to find or construct more effective educational strategies that fit the needs of students and staff. ·2. Identify lowest quartile students and provide additional support through personnel and supplemental curriculum resources. ·3. Continue to provide high quality teacher professional development and monitor its implementation. Strategies to lower the cost per weighted fulltime equivalent students. · Utilize school and district in-service training. · Increase participation in programs provided by the Department of Education such as FCAT Explorer. · Continue to use purchased programs effectively and increase student participation.
Evaluation:	The percentage of students with learning gains will be divided by the program costs per weighted FTE students at the school.
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Positive Behavior Of Students
Needs Assessment:	Blountstown Middle School generated 67 office referrals that were coded under defiance or disrespect.
Objective:	The number of office referrals generated on Blountstown Middle School campus coded defiance or disrespect will decrease by at least 5% when compared to the number of referrals coded the same way from the 2007-2008 school year.
Strategies:	1. The BMS Positive Behavior Plan Core Team will meet during the summer to revisit and modify the BMS Positive Behavior Plan (PBP). 2. All faculty members will be trained in the implementation of the school wide BMS Positive Behavior Plan. 3. Students will be recognized quarterly as being Respectful, Responsible, and Ready to Excel by attending a "R" Party. 4. Teachers will be encouraged to establish an incentive system within their classrooms. 5. A school wide incentive system will be established to recognize students who are Respectful, Responsible, and Ready to Excel. 6. The PBP Coach will receive yearly training and updates. 7. Discipline data will be shared with the faculty monthly. 8. School wide theme of "Tiger Pride" will be displayed. 9. Explore creating a "Tiger Pride" committee. 10. Investigate involving ESE students in creating a social inclusion club.
Evaluation:	An evaluation of this goal will be assessed at the end of the 2008-2009 school year. The goal will be met when there is at least a 5% decrease in the number of office referrals (coded defiance or disrespect)generated on BMS campus when compared to the number generated during the 2007-2008 school year.
Evidence-based Program(s):	University of South Florida's Positive Behavior System
Professional Development:	Core team training and Coach's update training.
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 Rewards, incentives General Fund $100.00 Total: $100.00 Final Total: $100.00
End of Positive Behavior Of Students Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Writing	My Access Student Subscription		$973.79
Total: $973.79
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Dr. Oropallo, reading consultant		$1,496.00
Writing	Dr Orapallo training (also for reading)		$1,496.50
Writing	My Access Workshop		$2,365.79
Science	Consultant/resources with Dr Szpyrka		$3,104.00
Total: $8,462.29
Other
Goal	Description of Resources	Funding Source	Available Amount
Positive Behavior Of Students	Rewards, incentives	General Fund	$100.00
Total: $100.00
Final Total: $9,536.08

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

The Blountstown Middle School Advisory Council operates under a written set of by-laws in accordance with state guidelines. The Blountstown Middle School Advisory Council meets at least four times a year to discuss school problems and concerns such as the physical plant improvement, financial appropriations and approves the school improvement plan. Using needs assessments from parents, students, teachers, and community members, the BMS staff and SAC identified and addressed areas of need. (See attached membership list at end of document.)

SAC Members

IMPLEMENTATION EVALUATION

Reading is a primary focus at Blountstown Middle School and a continuous evaluation is conducted to ensure all students are receiving the type of instruction and remediation they need. In addition, Blountstown Middle School has earned grades of B (1999),C(2000),C(2001), A(2002),A(2003),A(2004) B(2005), A (2006), C (2007) and A (2008). A progress monitoring report on student growth in the areas of reading, math, science, and writing is sent to the superintendent three times a year. The data for this report is generated by ThinkLink assessment tool, FORF, Calhoun Writes, and Science screening tests. Further analysis of student growth is measured using the FCAT ACTION PLAN, which is required by the Superintendent. The School Improvement Plan's strategies are checked on at mid-year (January) and again at the end of the year (May) to make sure all strategies have been implemented effectively. This is the responsibility of the School Improvement Chair along with the assistance of each department chair, the district reading coach, and the principal. Each goal is evaluated at the end of the year to see if it was met. This process starts the beginning of the SIP for the next school year.

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