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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

District Vision Statement:

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

District Mission Statement:

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


School Mission Statement

Altha Public School strives to provide every student the opportunity to excel academically, emotionally, and socially in a safe, positive environment.

Beliefs

Altha Public School believes each student should be recognized as a unique individual who should be allowed to perform at full potential academically, emotionally, and socially – regardless of race, gender, ethnic or social background, religious beliefs, or ability.

Altha Public School believes that a caring relationship between teachers and students is vital to ensure the success of every child.

Altha Public School recognizes that a Pre-K through twelfth grade school has greatly varied age differences and needs, which provide unique opportunities and challenges. Therefore, Altha Public School believes it is crucial for teachers, parents, and community members, collaboratively, to provide students with experiences that will enable them to become productive citizens.

SCHOOL PROFILE DEMOGRAPHICS

Altha Public School is a small, rural, Pre-K - 12 school located in northern Calhoun County, Florida. The instructional staff consists of 35 classroom teachers, 3 Part Time classroom teachers, 1 Elementary ESE teacher, 2 Full Time Middle/High School ESE Inclusion Teachers, 3 Part Time classsroom/ Middle/High School ESE Inclusion Teachers, 1 Reading Coach, 2 Media Specialists, 4 P.E. teachers, 1 Music teacher, 1 Speech Therapist, 1 Guidance Counselor for grades Pre-K-7, 1 Guidance Counselor for grades 8-12, and 1 Curriculum Coordinator/General Support person. 30% of the teachers hold Masters Degrees and 2% have earned their Specialist Degree. Altha Public School received a school grade of "A" in 2008 and in 2007. In 2006, 2005 & 2004 we made a "B", and in 2003 we made an "A".

The 2007-08 SPAR reports the following data: student population was approximately 607 students with 43% of those qualifying for free/reduced lunches, and 18% identified as Students with Disabilities. This population consisted of 96% Caucasian, 1% Multi-racial, 2% Hispanic, and 1% American Indian. Altha Public School is in compliance with the class size amendment.

In 2006-07, the latest graduation rate data available, Altha Public School's rate was 70.9%, slightly above the state average of 69.8%.

Altha School had its beginnings over a century ago in 1906 when Martin Richards donated three acres of land, and Altha patrons donated $300 towards construction of a school. The Calhoun County School Board added $1000 and the first public school was built just south of the present day United Methodist Church. By 1919 enrollment was 276 and many students aspired to graduate from high school. At the request of several parents, the School Board granted high school status to the Altha school on June 2, 1919. The first high school diplomas were awarded in 1922 to Miss Lucile Langford and Miss Mae Peacock. By 1926, enrollment grew and classes overflowed into the adjacent Masonic Lodge and Methodist Church. Area citizens petitioned the Calhoun County School Board to have a Freeholders’ election for the purpose of bonding themselves to pay an additional two mills in taxes to raise $20,000 to build a larger school. Sixty-six freeholders voted for and only one voted against the measure. The result was the construction of a two-story red brick school built on a five-acre plot at the corner of Glisson and Main Streets (today the "white building"). In 1927, Avie Baggett, Ester Brooks, Willie B. Denham, Florence Martin, Annie Kingry, Leonard Dunlap, Otis Peacock, and James Troupe received their diplomas at the first graduation exercise to be held at the new red brick school. In 1939-1940 the building received its first renovation when Roosevelt’s Public Works Administration assisted in renovating the 1926 red brick building. A pitched roof with gabled ends replaced the flat roof which had developed bad leaks. Covered alcoves with arched portals graced the front entrances and the building gleamed with a coat of white paint. The auditorium was transformed into classrooms, restrooms were renovated, steam heat replaced the old hot air system, and the former home economics classroom became the lunchroom serving hot lunches. During the renovation, elementary students attended classes in vacant houses about town, junior high students met in the Methodist Church, and the senior high classes (except for agriculture and physical education) met in the Baptist Church. The school plant was enlarged in 1950 with the addition of the gymnasium. Altha Wildcats now had an indoor court, bleachers, and lights. The entire 1st - 12th grades shared the white building until 1985 when construction of new administrative offices and elementary classrooms was completed. In 1990, through the efforts of a group of concerned citizens, the Calhoun County School Board received a grant to restore and preserve the old high school building. In June of 1999, 27 acres of land east of the present campus were purchased. Coach Arthur Faurot promptly broke ground to turn this piece of ground into a much needed regulation size baseball field. His efforts were rewarded in 2002 when “The Cotton Patch” was named the Florida Baseball Field of the Year. In 2007, a new weightroom facility was completed, the "white building" Building One was repainted, the front of the building was landscaped, trees were planted along Highway 71, and concrete foundations were placed for the "senior picnic area" out front. As well, tile work on the floor of the gym annex and main office area was completed. During the summer of 2008, two of our elementary classroom wings were demolished by the Florida Department of Environmental Protection to clean up a recurring contamination problem. Portables were brought in to house the students that normally occupy these classroom wings. The school district has received funding from Florida DEP to build new classrooms to replace those two wings. Due to budget issues both at the State and Local levels, construction has been postponed at this time.

Most importantly, our students continue to excel in all areas: high academic achievement, state and national recognition in sports and extra-curricular activities, and vast numbers of hours invested in volunteer service.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Mr. Ronnie Hand serves as the Principal of Altha Public School.
-Graduated from Florida State University in 1971 with a BS Degree in Industrial Arts
-Taught Industrial Arts at Blountstown High School from 1971 to 1974
-Worked in private business for many years while serving as School Board Member in Calhoun County
-Received a Masters Degree in Educational Leadership from Florida A & M in 1991
-2000-2003 Principal of the Calhoun County Adult School—During this period of time the number of graduates increased from 13 in 2000 to 37 in 2003.
-2003-2005 Principal of Blountstown High School---During this time Blountstown High School improved its school grade from a C to a B.
-2005-Present - Principal of Altha Public School---Prior years' grades were B's, with 2007 and 2008's grades being an A!



Mrs. Ladona Kelley serves as General Support person at Altha Public School.
-BS Elementary Education - FSU
-Masters Educational Leadership - FAMU
-Certified in Elementary Education grades 1-6 and Primary Education grades K-3
-Reading Endorsement
-ESOL Endorsement
-Middle Grades Integrated Curriculum
-Taught Title I grades 2-8, 3rd grade, and 6-8 grade Intensive Reading
-Employed with Calhoun County School Board since August 1993

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

The district and school will recruit and retain highly qualified teachers by advertising for available positions, providing reading professional development to all teachers, and providing support through reading coaches. Any teacher who is hired and not considered highly qualified must sign a letter of intent to become highly qualified within three academic years.

Also, our school board has adopted the policy of hiring any retired teacher who wishes to return to the classroom at the pay scale of fifteen years experience rather than the beginning teacher level.

The district continues to maintain a district level person, Mrs. Barbara Hathaway, to assist with policies, incentives, etc. to recruit and retain highly qualified teachers. 

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

School Wide Improvement Model

Note: Required for Title I

Altha Public School implements Florida's Continuous Improvement 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.

All Faculty members participate in the selection of "Goals" for every teacher serves on a committee based on their subjects and areas of expertise. All faculty members are charged with analyzing the data, including but not limited to, test scores, grades, observations, and surveys to provide input into the school improvement plan. Each committee then identifies objectives for each area of weakness which are outlined by the district and state government. Based on data, each committee then develops strategies to work toward meeting these objectives. Additionally, professional development needs and resources are also identified. The plan is presented for faculty & administration approval and goes before the school advisory council, for their approval. Next the plan goes before a peer review committee. Once completed, the plan must be approved by the Calhoun County School Board.

The School develops and implements the School Improvement Plans and Activities, the Local Educational Agency oversees and works in consultation with the school in developing and assisting with the School Improvement Plan, so that each school can make Adequate Yearly Progress toward meeting the state student academic achievement standards. The State Educational Agency works in conjunction with the Local Educational Agency by providing funds and monitoring progress towards attaining Adequate Yearly Progress.

The SIP assures that each School In Need of Improvement will spend a minimum of 10% of their overall allocation for high quality profession development for the instructional staff.

NCLB Public School Choice

Note: Required for Title I

Altha Public School is not a Title I school and therefore not required to provide choice options for students.

However, Altha School realizes that communication with parents/guardians is vital to the success of our school. Parents are contacted regularly as to school-wide events, as well as on an as-need-basis regarding individual student needs. Our diverse student population - grades Pre-K - 12 presents unique challenges.

Altha School communicates with parents/students via the following methods:

-Annual school-wide open-house

-Third grade parent night

-Ninth grade student/parent orientation conducted by the guidance counselor

-Senior Parent Night conducted by the guidance counselor

-Low G.P.A. Notices sent to parents at Beginning of the Year, Mid-year and End of Year

-School news is reported to the two local newspapers in addition to a regular student written (journalism class is responsible) column that appears each week.

-School Marquee in front of the campus

-Silent Bullentin Board which runs continuously on school's closed circuit television network

-School wide bullentin boards located around campus and Scholarship Bullentin board located outside guidance office

-Progress reports are sent home every 3rd and 6th Week of grading period.

-Mid-year failure notices

-Weekly Assignment sheets and planners are used with elementary students in grades K - 5

-School website (mass media class is responsible)

-Individual FCAT scores provided by the Florida State Department of Education are sent home to parents annually.

-AR e-mail notices to parents

-Connect Ed communication service used as an outreach communication network tool to keep parents informed of important announcements as well as student attendance

Upon enrollment, guidance counselors note if communication with parents will require translation and if needed, alternative communication is made available.

Because Altha Public School failed to make Adequate Yearly Progress for the 2004-2005 school year, students who scored level 1 or 2 on the FCAT were given the option of either remaining at Altha or transferring to another school in the district: K-5 students could transfer to Blountstown Elementary School, 6-8 students could transfer to Carr School, and 9-12 students could transfer to Blountstown High School. Altha Public School is no longer identified as a Title I school; however, students who elected to transfer to another school in the district in previous years may still attend that school, however the district will no longer provide transportation.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

Calhoun County provides full day PK services and programs for students at Altha Public School, Blountstown Elementary School, and CARR School. The district serves children who are ages three and four in the PK Handicapped Programs and children who are four years old in the Voluntary Pre-K Program (VPK).

Eligibility for the PK Handicapped Program:

In conjunction with our FDLRS Center at PAEC, we host at least two Child Find PK screenings per year. During the screening process children are screened in the areas of motor, concepts, speech/language, vision, and hearing. The assessment tool used is the DIAL-3. If a child scores below the required criteria, he or she is referred for an in depth evaluation. Evaluations include but are not limited to: Vineland Adaptive, Developmental Profile, Goldman Fristo for articulation, PLS-4 for language, and the Stanford Binet. Our personnel responsible for the evaluations include Speech Language Pathologists, psychologist, guidance counselors, ESE teachers and other staff as needed. Personnel responsible for the implementation of the appropriate programs are our PK teachers, SLPs and support staff. If the child meets eligibility for one of our Exceptional Student Education programs, he or she may attend the PK Handicapped Program once a formal staffing is held. Individual screenings are also done on an as needed basis.


Eligibility for the Voluntary Pre-K Program:

Florida provides a Voluntary Pre-K Program for any child who turns four years old by September 1st. Calhoun County provides a VPK Program in conjunction with our PK Handicapped Programs. We also host a VPK Program during the summer months as well.


Curriculum:

The PK programs in Calhoun County use quality, research based educational programs. We are currently using the Early Literacy & Learning Model Plus (ELLM Plus) in conjunction with Saxon Early Learning and Letter Land at BES.


Parent Involvement:

Parents of our PK handicapped children participate in Individual Educational Plan (IEP) meetings at least one time per year. Parent Child Connection activities are held at each school in conjunction with our parent services project. Our parent liaison plans up to two events at each school per year which target our PK students and parents.


Funding:

The funding for our PK programs comes from state and federal entitlement projects. We also receive VPK monies for each child served in our VPK classrooms.


Collaboration with Agencies:

Our local FDLRS Center at PAEC works collectively with the district to host Child Find screenings. The Early Steps Program also works closely with the school district to identify children who need special education services by their third birthday. The Technical Assistance and Training System for Programs Serving Prekindergarten Children with Disabilities (TATS) Project also supports the school district through trainings, observations, materials, etc.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Altha School's faculty includes two Nationally Board Certified teachers. These teachers are available to mentor other faculty members.

The district's "Preparing New Educators Program" provides a support network for non-tenured teachers. The district has also employed Mrs. Pat Suggs as a consultant in teacher mentoring/coaching for beginning teachers. This program is called CTIP-Calhoun Teachers Induction Program.

During the 2008-2009 school term, a veteran teacher has been assigned to all new and beginning teachers for mentoring purposes. Each "beginning teacher" is assigned a trained "peer teacher" that serves as a resource person and provides feedback.

Seven teachers have received additional training in Clinical Education and are available for Student Teaching assignments.

A District Reading Coach/Mentor and a school-based Reading Coach/Mentor has been hired and provides guidance to reading teachers and training in reading endorsement competencies to enable teachers to become highly qualified. They are also available to model reading strategies in any content area.

In addition, qualified tutors for teachers of core academic subjects who are not highly qualified will be provided, and once they have successfully passed certification exams the teachers will be provided a small stipend and reimbursement for exam cost.

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

The district provides Summer Reading Camp for students in 3rd grade, 5th - 7th grade, and 10th grade who scored Level 1 on FCAT Reading. Extended School Year is also provided for students with disabilities during the summer and is facilitated by a certified ESE teacher. Additionally, teachers recommended second grade students who scored below the 35 percentile on the SAT 10 to attend Summer Reading Camp. These programs are coordinated with Carr Elementary and Middle School, Blountstown Elementary School, and Blountstown Middle School. Both programs utilize supplemental, scientific research-based curriculums.

11th & 12th grades who have not passed the FCAT are also provided after-school tutoring in both Reading and Math.

Title I funds are also used to contract with the Calhoun County Public Library to provide Summer Reading Camps at each of the satellite sites, computer classes, and Parent/Student Resource Centers.

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

Several methods in which Different Innovative Approaches to Instruction are addressed in the goals for technology as well as with the other goals of mathematics, science, reading and writing. Several teachers on campus utilize SmartBoards, Interwrite Tablets, Projector/PowerPoint Presentations along with utililzing both of our mobile laptop labs. We also have a Literacy Team which meets monthly in order to plan and implement training to the remaining facutly researched based strategies that work across all content and grade levels. The Reading Coach also models/assists teachers in strategies to improve students' reading skills and regularly assesses and progress monitors student performance.

Responsibility of Teaching Reading for Every Teacher

This is addressed in the reading goal.

Quality Professional Development for Teachers and Leaders

Professional Development is offered for all faculty and staff through the state, district and school level. Each teacher completes an Individual Professional Development Plan based on his/her teaching assignment and individual needs. Specific professional development is addressed in the school improvement goals for each area including reading, writing, mathematics, science, and technology.

Small Learning Communities (SLC)

Teachers will participate in book studies according to their grade level and content area. All faculty will study the book by Jon Gordon entitled "The Energy Bus." Others include but not limited to: Six Plus One Traits of Writing and Fred Jones-Tools for Teaching. There are also numerous professional books on Inclusion which will be studied with faculty choosing which topic best meets their needs.

Intensive Intervention in Reading and Mathematics

Those students, who in reading and/or mathematics, making a level 1 or 2 on the FCAT are provided instruction in an intensive class. Interventions are further discussed in the respective School Improvment Goals of Mathematics and Reading.

Parental Access and Support

Parental Access and Support is addressed in the Parental Involvment Goal. Information on Calhoun District Schools and Altha Public School are easily accessible to parents via the Internet. Altha Public School also participates in the EdLine Online Student/Parent portal where student data such as assignments, grades and attendance are available to both students and parents. Altha Public School also subscribes to the Connect-ED service which enables school administrators to record, schedule, send, and track personalized voice messages to students, parents, and staff in minutes.

Applied and Integrated Courses

Students are offered a variety of applied and integrated courses at Altha Public School in Business Technology, Televsion Productions, Mass Media, Culinary Arts, and Agriculture as well as integrated mathematics and science classes. The Agriculture classes are focused on Horticulture due to the location of a world renowned plant labratory and nursery being located in our community. Students are also offered more courses in mathematics such as Algebra 1A and Algebra 1B as well as science courses such as Anatomy/Physiology and Chemistry.

Course Choice Based on Student Goals / Interests / Talent

Altha Public School reviews the results of all standardized testing and surveys to tailor its curriculum to student's interests and desires. Each year, our curriculum is adjusted to reflect these needs. Altha Public School strives to offer courses in a variety of areas, and at levels to meet the needs, interests, and talents of our student population.

We have several academies that are in place to provide students with choice of program of study as a major area of interest in their high school career. The goal of these programs is to empower students to develop their skills and knowledge in the major area of interest of their choice. During the scheduling process each year, students are asked to complete and/or review their Choices interest inventory, their ePep and their Major Area of Interest. This is done to allow students to update their major area of academics, interest and career goals.

The following major areas of interest are available at Altha School: Academy of Communications and Multi-Media Technology, Agricultural Machinery Mechanics, Horticulture Science and Services, Assistant Automotive Detailing Specialist, Assistant Landscape Technology, Digital Media and Broadcast Communication, Drama-Theatre Arts, Educational Studies, Culinary Operations, Florist Assistant, Language Arts, Mathematics, Music-Choral Music, Physical Education, Salon Services Assistant, Science, and Social Studies.

Students may select from a variety of elective courses at Altha Public School including chorus, informational technology, mass media, TV productions, agriculture, Spanish, culinary arts, weightlifting, physical education, business technology, speech, leadership skills, law studies, psychology and peer counseling. Students may also elect to take courses via the Florida Virtual School and/or dual enrollment courses offered on both the high school and Chipola College campuses. Students entering 9th grade 2007-08 are required to select a major area of interest that includes four courses in a chosen field. The students’ career paths will be tracked and updated on a yearly basis through an ePep career plan.

Master Schedules Based on Student Needs

The master schedule is designed with our student population in mind. Priority is given to students in need of reading and/or mathematics remediation. Altha Public School is providing a reading coach to oversee the reading remediation program and is also providing testing for progress monitoring. All the middle and high school Exceptional Student Education students are being mainstreamed into a regular education classroom through the Inclusion model where support facilitation is being provided by certified ESE teachers.

Academic and Career Planning

Career Tracks are developed by the students with help from their parents and the guidance department. Seniors participate in Senior Shadow Day and 9-12th Grades attend Career Day in Jackson County. Loraine McClellan, District Career Guidance Counselor, assists students with career exploration and guidance. Beginning in the January of 2009, our 12th students, 18 years or older, will be able to take career classes in law enforcement, firefighting, or corrections through Chipola College. Minor details still need to be addressed such as the insructor and transportation.

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	According to the Spring 2008 FCAT reading scores, only 34% of 10th Graders met high standards in reading. There were 68 students in grades 5th-10th that did not make learning gains. We need to focus attention on these students and their reading instruction.
*Objective:	Our objective is for each grade level reading teacher to target their specific students that did not make reading learning gains in 2008. We will target these students to provide quality reading instruction assuring that a minimum of 50% of the students will attain reading learning gains in 2009. The 10th Grade students not passing the 2008 FCAT Reading portion (11th Grade Students in 2009) are being provided Intensive Reading Remediation to prepare them for FCAT Reading Retakes.
*Strategies:	1. All students in grades 3-10 will be administered the Thinklink Reading Assessment 3 times a year. The results will be used for instructional planning and progress monitoring. Reading Coach and Classroom Teacher/September 2008, January 2009, May 2009 2. Content area teachers will focus on reading strategies in their content area. Reading Coach and Classroom teacher/August 2008-May 2009 3. Reading and content area teachers will focus on answering FCAT short response questions. Reading Coach, reading teachers, content area teachers/August 2008-May 2009 4. Reading Coach and Literacy Team will provide in-service on researched based “reading strategies in the content area”. Reading Coach and Literacy Team/August 2008-May 2009 5. A consultant, Dr. Kathy Oropallo, will provide reading instruction and feedback on the implementation of reading strategies to Grade 4 and 5 teachers as well as with our Middle and High School Reading Teachers. Consultant and reading teachers/August 2008-May 2009 6. All reading teachers will have a common planning time in order to meet together to share ideas, progress monitor and etc. Reading teachers/August 2008-May 2009 7. The Inclusion model of instruction will be implemented where Exceptional Student Education students are mainstreamed into regular education classes with a qualified support facilitator providing academic assistance. Content area teachers and ESE teachers/August 2008-May 2009
*Evaluation:	Evaluations will be on-going with these students, using the Thinklinks Reading Assessment. This assessment informs teachers of students’ reading strengths and weaknesses and also makes predictions as to how they might perform on FCAT. The objective will be met if a minimum of 50% of the 68 targeted students in grades 5th-10th make learning gains on the Spring 2009 Reading FCAT.
*Evidence-based Program(s):	•FCAT Explorer is a supplemental practice and skills reinforcement tool based on Florida’s Sunshine State Standards •Research based strategies are used across the curriculum to support and improve student reading comprehension. Research continues to indicate a positive impact on students’ reading abilities when teachers utilize strategies across the content areas. •Dashboard data analysis tool •ThinkLinks progress monitoring •Scott Foresman Reading Street Series •Read 180 •Six Minute Solutions
*Professional Development:	•Rock The Block Workshop (Dr. Oropallo) •Researched Based Reading strategies •Vocabulary Instruction •Comprehension Strategies •New Reading Series Professional Development (Scott Foresman)
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount New Reading Series $40,933.00 Dr. Oropallo Rock the Block Workshop Materials Title II Professional Development Fund $2,001.38 Total: $42,934.38 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 Rock the Block Reading Workshop, Consultant (Dr. Oropallo) Title II Professional Develpment Funds $2,001.38 New Reading Series Training $0.00 Total: $2,001.38 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $44,935.76
*Non-Highly Qualified Instructors:	Tawnya Traylor is teaching middle school reading. She is in the process of becoming reading endorsed through our district program.
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The 2008 FCAT Math results indicated that 30% of students in grades 3-10 scored level 1 or level 2 in the area of mathematics. 78% of the students were at or above grade level in math. 72% of the students made a year’s worth of growth and 67% of struggling students made a year’s worth of growth. 2008 FCAT data also indicated that 49% of the 5th Grade students scored in achievement levels 3 and above compared to the state average of 61%. AYP data indicates that only 33% of students with disabilities scored at or above grade level.
*Objective:	Of the students in grades 3-10 (who count for school grade), 70% will maintain a score of level 3 or above, or show a years worth of growth on the 2009 FCAT.
*Strategies:	1. Analyze FCAT Math data to determine at-risk students and possible weaknesses in the curriculum. Guidance & Math Teachers/August 2008 2. Continue Intensive Basic Skills classes for 9th - 12th grade students who scored below Level 3 on FCAT Math. IBS Teachers/2008-2009 3. Identify the lowest quartile and utilize assessment tools and available resources to remediate. Math Teachers/2008-2009 4. All students in grades 1 through 8 will receive remediation during their math or wheel classes via CCC and/or FCAT Explorer. Math teachers/2008-2009 5. A paraprofessional will be employed to manage the computer lab to better facilitate the implementation of math remediation using CCC and/or FCAT Explorer. 6. Monitor all students closely for progress via progress reports twice each nine weeks. Math Teachers/2008-2009 7. Monitor all students via ThinkLinks assessment tool, in September, January and April, and remediate. Math Teachers/2008-2009 8. Continue to offer students classes such as Algebra 1A and 1B to satisify credit requirements for graduation. Math Teachers/2008-2009 10. Provide opportunities for professional development for all math teachers. Calhoun County School Board/2008-2009 11. The 5th Grades will departmentalize with one highly qualified mathematics teacher providing instruction to all 5th Grade students. 5th Grade mathematics teacher/2008-2009 12. The Inclusion model of instruction will be implemented where Exceptional Student Education students are mainstreamed into regular education mathematics classes with a qualified support facilitator providing academic assistance. 13. Teachers will incorporate weekly lessons designed to provide students with hands-on experiences in problem solving, higher order thinking experiences and critical thinking word problems which connect to other academic areas and real life taking their mathematics knowledge to a higher level.
*Evaluation:	Teacher observations and classroom assessments in conjunction with student performance data from FCAT Explorer and ThinkLinks will be used to monitor progress and provide prescriptive diagnostic information for individual students. The objective will be met if 70% of all students in grades 3-10 maintain a level 3 or higher or show a year’s worth of growth on the 2009 FCAT.
*Evidence-based Program(s):	•Harcourt - Elementary Math Series; •Prentice Hall - Middle School Math Series; •Houghton Mifflin - Algebra; •McDougal Littell & Prentice Hall - Geometry; •McDougal Littell - Integrated Math; Larson, Hostetler, Hodgkins – Algebra II •Spectrum •NCS Learns CAI •FCAT Explorer •Thinklinks
*Professional Development:	•Continue training as needed on the use of Thinklinks, NCS Learns CAI and Dashboard Data Analysis •SmartBoard and Interwrite Pad 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 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:	All mathematics instructors are highly qualified.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The 2007-08 FCAT Writes scores indicate that 47% of 4th graders were proficient in writing (3.5 and higher)compared to statewide totals of 77%, 94% of 8th graders were proficient in writing, and 79% of 10th graders were proficient in writing.
*Objective:	The 4th, 8th, and 10th grade FCAT Writing scores (for all students in grades 4, 8, & 10) will increase overall proficiency by 1% or more on the 2008-2009 FCAT Writing test.
*Strategies:	1. Administer Calhoun Writes in grades 2-10 to coordinate with the county curriculum maps. 2. All language arts teachers are responsible for following the county curriculum maps as they relate to the individual grade level expectations. 3. Teachers will demonstrate modeled and shared writing in grades K-1. 4. Teachers will complete at least one short response or extended response weekly in content areas. This may be independent writing the students do or they may be shared writing experiences. Short response and extended response items will be included on tests in all content areas. This strategy aligns with the goals of changing to an inclusion classroom environment. 5. All teachers in grades K-12 will include weekly writing lessons in their lesson plans. These writing lessons may be independent writing assignments, modeled writing, or shared writing experiences for all grade levels. 6. The practice of inclusion has been applied to all middle and high school ESE students at our school. ESE Teachers will provide support facilitation for the students and subject area teachers in the content areas classrooms affected by this change. A paraprofessional facilitator for inclusion will provide additional assistance for some content area teachers. 7. 6 plus 1 Traits implementation will be continued Pre-K through 12. Book study groups based on grade levels will revisit/review/renew the strategies of the traits. Additionally, each teacher will create and maintain a personal sample set of student papers to represent each trait. Teachers will collect at least two student papers for each of the six traits. These samples will allow teachers to review positiv classroom strategies they have used incorporating writing into their classrooms. 8. All teachers will continue to use research based strategies as a means of enhancing reading, studying and writing skills related to the overall school curriculum. 9. At least one class will publish a school newspaper that will incorporate the 6 plus 1 traits. 10. Continue to implement Cornell Notes grades 3 – 12 in all curriculum areas. 11. All middle & high school teachers will include a writing assignment in every class each nine week period. Non language arts teachers are responsible for the traits of Ideas, Organization and Word Choice. Language arts teachers are responsible for all six traits. 12. The "My Access Writing" program will continue to be used in the 7th & 8th grades.
*Evaluation:	1. Calhoun Writes scores will be documented each administration. 2. Proficiency levels (scores of 3.5 or higher) on the 2008-2009 FCAT Writes for grades 4, 8, and 10 will increase by 1% or higher when compared to the 2007-2008 FCAT Writes scores.
*Evidence-based Program(s):	•6 plus 1 Traits of Writing •Cornell Notes
*Professional Development:	•School wide incorporation of the principles of Jon Gordon's "The Energy Bus" will be used to increase positive thinking and personal interactions. • ESE Workshop Inclusion 2008-July 2008 • ESE Workshop Inclusion/Co-Teaching-July 2008 • Third and Fourth Grade writing workshop with Dr. Oropallo-September 2008 • Rock The Block Reading/Writing Workshop with Dr. Oropallo-August 2008
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Dr. Oropallo Workshop Materials PAEC Grant $1,906.00 Total: $1,906.00 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 (Dr. Oropallo) Grade 3-4 Grant $2,745.76 Consultant (Dr. Oropallo) PAEC Grant $1,906.00 Total: $4,651.76 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $6,557.76
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Based on 2007-2008 FCAT science scores, students at Altha Public School scored low in the area of Earth and Space Science. Altha students in the 5th Grade correctly answered only 57% of the Earth and Space Science questions. The percentage of these questions answered correctly dropped to 55% for 8th Grade students and dropped futher to 50% for 11th Grade. Even though these scores are at or above the state average, they represent the weakest area of performance for Altha students. To remedy this weakness, all areas of science will continue to be stressed, however special emphasis will be placed on curriculum involving Earth and Space Science.
*Objective:	Altha students will correctly answer 60% or more of the questions on the Earth and Space Science Section of the 2009 Science FCAT.
*Strategies:	1. All General Science Teachers will emphasize Earth and Space Science in their curriculum. Science teachers/2008-2009 2. All General Science Teachers will utilize FCAT practice materials to reinforce sutdent knowledge and familiarize students with science test format. Science teachers/2008-2009 3. When practical, science teachers will incorporate demonstrations and/or hands-on activities into their lessons. Science teachers/2008-2009 4. Science teachers will continue to implement district curriculum maps developed through a collaborative effort of teachers in grades 3-12 and Dr. Szpyrka. Science teachers/2008-2009 5. Elementary teachers will continue to adjust daily schedules as needed to incorporate curriculum maps. Elementary teachers/2008-2009 6. The 5th Grades will departmentalize with one highly qualified science teacher providing instruction to all 5th Grade students. 5th Grade Science teacher/2008-2009 7. Higher level science courses will be offered to the high school by highly qualified instructors. High School Science teachers/ 2008-2009 8. Middle/high school science teachers will be located together in the same building to increase planning and implementation of science skills. Middle/High School Science Teachers/2008-2009 9. A science teacher will become a Science Lab Coach to increase the use of our Science lab across the grade levels. Science teacher/2008-2009 10. Utilize FCAT Science Explorer across the grade levels as it becomes available. Science teachers/2008-2009 11. The Inclusion model of instruction will be implemented where Exceptional Student Education students are mainstreamed into regular education science classes with a qualified support facilitator providing academic assistance.
*Evaluation:	Progress will be measured by comparing scores on the Earth and Space Science area of the 2008-2009 FCAT to scores in the same area on the 2007-2008 Science FCAT. Student scores on pre/post tests will be used to periodically check student progress.
*Evidence-based Program(s):	•State adopted curriculum materials. •FCAT Science Explorer
*Professional Development:	•Opportunities are available for online courses, school-based inservice, and district provided inservice. •Curriculum mapping/Science benchmarks •Sc:iii (Science collaboration: Immersion, Inquiry, Innovation)
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Integration of New Science Standards/ Curriculum Maps Title II Professional Development Funds $3,788.23 Total: $3,788.23 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 (Dr. Szpyrka) Title II Professional Development Funds $3,788.24 Total: $3,788.24 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $7,576.47
*Non-Highly Qualified Instructors:	All science instructors are highly qualified.
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	Upon review of Parent School Climate Surveys, a total of 19% of parents returning surveys responded either negatively or made no response in area of school communication, therefore more effective and positive communication should made to improve communications between home and school.
*Objective:	The percentage of parents answering negatively or giving no response to the communication part of the parent survey will decrease by 2%.
*Strategies:	1. Newsletters and calendars will be sent home and placed in area businesses. 2. Ed-line and Grade Quick will be used to offer parent portals to student data such as assignments, grades and attendance information. 3. The school will host a parent/family night every 9-weeks. 4. Strategies will be used to increase positive communications home. 5. Measures in communication with parents will provide early intervention and prevention. 6. Provide opportunities for Alumni of Altha Public School to take an active role in the school. 7. Research methods to increase participation of both Parents and Teachers in the School's Parent Teacher Organization.
*Evaluation:	Parent School Climate Survey Result-- Decrease in total negative responses or no responses in area of communication. Number of parent participation in family/parent events.
*Evidence-based Program(s):	•Climate Survey provided by Calhoun County School Board was compiled from several commercially prepared surveys in previous years
*Professional Development:	•Continue with in-house professional development for all teachers on use of Edline and Grade Quick, and parental involvement ideas •Utilize county in-service for “Super Users” and train the trainers for Edline and Grade Quick, as offered
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:	Altha Public School's 2006-2007 ROI-Percent of highest ROI Value is 58%. The PK-12 Membership is 624, the Program Cost per WTFE is $6,123, and the Average Teacher Salary is $37,766.
Objective:	Altha Public School’s ROI percentile ranking will increase by at least one percentile point.
Strategies:	Strategies to improve annual learning gains: · Use student data analysis results to find or construct more effective educational strategies that fit the needs of students and staff ·Identify lowest quartile students early and provide additional assistance · Provide strategies to parents for their student’s academic improvement · Continue to provide high quality teacher professional development and monitor its implementation Strategies to lower the cost per weighted fulltime equivalent student: · Reallocate school resources to better implement teaching, learning and class-size mandates · Purchase research-based materials · Use purchased programs effectively and increase student participation · Increase participation in programs provided by the Department of Education · Utilize school and district in-service training
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: Technology
Needs Assessment:	Technology's role in education has increased tremendously in recent years. It is imperative that teachers be technology literate. On the Inventory of Teacher Technology Skills Test which is administered to our teachers, the lowest area was "Research" with an average of 84% Correct. It was followed by "Productivity" at 87%, "Basic Operations" at 88%, "Social, Ethic and Human Issues" at 89% and "Planning Management and Instruction" at 94%. "Communication" was the highest area at 95%.
Objective:	The Altha Public School faculty will increase their school-wide average on the technology test to 92.
Strategies:	1. Utilize InfoSource for technology professional development 2. Continue to provide a school representative for the District Technology Committee 3. Continue to provide school based technology mentoring for teachers as needed 4. Utilize reporting system for reporting technology problems 5. Continue to utilize both mobile laptop lab in the classroom 6. Utilize technology in content area classrooms such as Smartboards, Interwrite tablets, projectors and supplemental online video resources (United Streaming). 7. Teachers will incorporate into their classrooms, aspects of both the Edline and Grade Quick programs.
Evaluation:	Results of 2009 Technology test.
Evidence-based Program(s):	•InfoSource (How to Master) •Inventory of Teacher Technology Skills Test
Professional Development:	•InfoSource •School-based Edline training •School-based GradeQuick training •School-based technology mentoring
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 Technology Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	New Reading Series		$40,933.00
Reading	Dr. Oropallo Rock the Block Workshop Materials	Title II Professional Development Fund	$2,001.38
Writing	Dr. Oropallo Workshop Materials	PAEC Grant	$1,906.00
Science	Integration of New Science Standards/ Curriculum Maps	Title II Professional Development Funds	$3,788.23
Total: $48,628.61
Technology
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Rock the Block Reading Workshop, Consultant (Dr. Oropallo)	Title II Professional Develpment Funds	$2,001.38
Reading	New Reading Series Training		$0.00
Writing	Consultant (Dr. Oropallo) Grade 3-4	Grant	$2,745.76
Writing	Consultant (Dr. Oropallo)	PAEC Grant	$1,906.00
Science	Consultant (Dr. Szpyrka)	Title II Professional Development Funds	$3,788.24
Total: $10,441.38
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $59,069.99

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 Altha School Advisory Council operates under a written set of by-laws in accordance with state guidelines. The council meets a minimum of four times per year and assists in preparing and evaluating the school improvement plan, and provides assistance in the preparation of the school’s annual budget (lottery/school improvement funds, and school recognition funds).

SAC Members

IMPLEMENTATION EVALUATION

Teachers, administrators, guidance counselors, support personnel as well as district personnel are committed to the needs of the students at Altha School. This team works together to see that every student is successful. Classroom, ESE and Title I teachers along with other support personnel diagnose and monitor progress making the required interventions as noted in the students IEP and/or Success Plan.

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