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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Vision:

* Schools need to function as a learning organization and promote opportunities for all those who have a stake in the success of the school to work together as a community of learners.

* Students' learning needs should be the primary focus of all decisions impacting the work of the school.

* Cultural diversity can increase students' understanding of different peoples and cultures.

* A safe and physically comfortable environment promotes student learning.

* Students learn in different ways and should be provided with a variety of instructional approaches to support their learning.

Mission:

Richardson Middle School will encourage student achievement and strive to meet the diverse needs of all students in a safe and supportive environment.

SCHOOL PROFILE DEMOGRAPHICS

Richardson Middle School serves an enrollment of approximately 644 students in 6th through 8th grades, including students in the Trainable Mentally Handicapped (6-8) and Profound Mentally Handicapped (6-12) programs.
The student population at RMS is 61.6% Caucasian, 32.4% African - American, 3.4% Hispanic and 3.6% other. The percentage eligible to receive free and reduced lunch is 69%. The minority rate is 39%.

Administration includes one principal, two assistant-principals with one teaching two periods. There are 58 instructional staff members and 35 non-instructional staff. Of the instructional staff, 9 have a master's degree and one is a national board certified teacher. Of the instructional personnel, 20% are minority and 79% are caucasian. Two school resource officers and a security guard are employed on a full-time basis.

Richardson Middle School was constructed in 1957. Since the inception of Richardson Middle School, the following renovations have taken place:
- complete renovation of all student restrooms
- new band/chorus facility
- new lighting in the auditorium
- new curtain and drapes in auditorium
- two renovated classrooms
- new teachers' lounge
- resurfaced parking lot
- new cafeteria
- five new classrooms
- new all purpose room
- new conference room
- new media center
During the 2008-2009 school year the following construction will continue:
- kitchen area of former cafeteria will be renovated into a new facility for the TMH program
- upgrades will be made to auditorium


The feeder elementary schools for R.M.S. consist of the following: Eastside (2008 FCAT Grade A), Melrose (2008 FCAT Grade A), Niblack (2008 FCAT Grade B), Five Points (2008 FCAT Grade A).

Challenges/Concerns at Richardson Middle school include an increase in parental support, an increase in reading and math scores, and the implementation of a school-wide discipline plan.

The campus consists of five open-hallway wings. There is also a band/chorus building, a technology/art building, and a cafeteria. Administrative offices are located in the first wing. An auditorium is also a part of the RMS campus. This is the only one of two school auditoriums in the county and is used by some schools for special performances.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

N/A

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Keith Couey, Principal: Mr. Couey has a B.S. in Elementary Education. His Masters degree is in Educational Leadership. Mr. Couey is certified in Elementary Education and Educational Leadership. He has 14 years of experience as a 6th grade teacher working in the Drop Out Prevention (D.O.P.) during those years. He served as a teacher-on assignment for 3 years in the capacity of Dean of Students at Richardson Middle School. During this time he had close contact with all students (i.e., regular education, special education, etc.) This is his 5th year as Principal of R.M.S. While serving in the capacity of Dean of Students, the school's grade went from a "D" to a "C". Since becoming principal, RMS has maintained a "C" from 2004 to present.

Danny Owens, Assistant Principal: Mr. Owens has a B.S. in Art. His Masters is in Educational Leadership. He is certified in Art 6-12 and Educational Leadership. He was an art instructor at the high school level for 29 years. He served as an assistant principal at the high school level for one year and has served as an assistant principal at the middle school level for 7 years. During his years as an instructor he had exceptional education students mainstreamed into his classes. While serving as Assistant Principal at RMS, the school's grade went from a "D" to a "C". Since serving as Assistant Principal, RMS has maintained a school grade of "C".

Susan Summers, Assistant Principal: Dr. Summers has a B.S. in Psychology. Her Masters is in Rehabilitation Counseling. Her doctorate (P.H.D.) is in Higher Education. She is certified in English and Psychology (secondary). She is also endorsed in Reading, ESOL and Gifted. She is Nationally Board Certified in the Middles Grades, English Language Arts. Dr. Summers taught 10 years in Higher Education, and 9 years in public education for a total of 19 years. At the college level she held the following positions: University Dean, Director of Continuing Education, Chair person of Extended Studies, Dean of College of Life Long Learners. This is her first year as an Assistant Principal. She is serving as Assistant Principal of RMS, the school grade is "C". Dr. Summers is Founder of the District's First Pre-AP program ad teaches in that program as well.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Through NEFEC and its Foundation for Rural Education Excellence, Columbia County Public Schools will participate in teacher recruitment efforts designed to help districts “grow their own.” Specifically, partnerships between high schools and local community colleges are being established to increase interest in teaching within the northeast Florida region. In addition, NEFEC and its Foundation are establishing a retention program that will increase mentoring to beginning, alternatively certified, and struggling teachers. Through NEFEC’s newly created mentor cadre, high performing teachers are receiving training in mentoring skills and being matched with teachers in need of a mentor. To further the districts’ efforts to retain highly qualified reading teachers, teachers are given a variety of opportunities to receive endorsement in reading. These opportunities are specifically outlined in the professional development section of this plan.
For those teachers that are not highly qualified, the following is provided by the school:
- internet access to complete college courses
- mentoring by highly qualified staff members
- National Board certified teacher assists any teachers interested in the National Board process. 

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

School Wide Improvement Model

Note: Required for Title I

For the fourth year, Richardson Middle School is implementing the Florida Reading Initiative. This model is being implemented by all teachers in every subject area (both core curricula and elective courses). Teachers are required to use FRI strategies in their classrooms and document these FRI activities in their lesson plans. A Reading Coach is on staff to assist teachers with the implementation of FRI strategies into their classrooms. Teachers continue to incorporate techniques learned through Modern Red Schoolhouse.
Richardson Middle School will continue to implement FCIM which is a research-based and performance driven school-wide improvement model that encompasses the following components:
• Data Disaggregation and Analysis - Teachers will disaggregate preceding year's FCAT data and examine trend data to identify instructional subgroups, along with weak and strong objectives areas. Teachers will also utilize Kaplan, Maze and fluency tests to measure strong and weak areas. Teachers will be trained in data disaggregation. DART and the FCIM model will be used to help develop Instructional Focus Calendars for reading, math, writing, and science.
• Mini-assessments and other diagnostic test data will be analyzed by teachers to determine the need for reteaching, tutorials, or enrichment.
• Informal/formal assessments will be given. Diagnostic tests will be given during the first month of school. Mini-assessments will be given by classroom teachers using Florida-Achieves. Results will be discussed with the students and by teachers in team and department grade-level meetings.
All teachers do an FCAT reading or math activity in FCAT format at the beginning of each class every day. All teachers implement the "Word of the Day" which is used by teachers throughout the day during instruction. A leadership team has been established to work together with the School Advisory Council to implement school improvement. The Student Assistance Program (SAP) identifies and assists students with barriers to learning (such as depression, emotional trauma, drugs and alcohol, peer conflict, etc.) to improve student achievement school - wide.

NCLB Public School Choice

Note: Required for Title I

A variety of methods of communication are used at Richardson Middle School. One of the most commonly used is the student planner. Each teacher requires students to copy the daily agenda for that classroom into their planner. Students are then required to get a parent/guardian signature at the end of the week. Therefore, every parent/guardian is kept informed on a weekly basis regarding what is happening in each classroom. Parents are encouraged to write notes to the teacher in their child's planner if they have questions regarding the weekly agenda. The teacher will respond to the parent note through the planner or by phone. Teachers also use the planners to have students jot down important meetings (such as PTO) and have the students get the note initialed by their parent/guardian. Another method of communication is an automated calling system. The automated calling system notifies parents of student absences, meetings, and up-coming events. Notices for PTO and SAC are sent home with students and displayed on the school marquee. The school also has a web-site where parents can obtain important information regarding school activities and other general information. Some teachers use a personal web page to post important information and assignments online for students and parents. Language Arts teachers send home copies of student progress in the accelerated reading program and STAR reading levels. This CD is available for checkout by students for home use. Richardson Middle School also submits a monthly article to the Lake City Reporter (local newspaper) to be included on the school news page. Prior to FCAT testing, the guidance office sends home a booklet provided by the D.O.E. that gives test taking tips and strategies to parents. 6th, 7th, and 8th grade academic teachers also hold parent meetings at night for parents/guardians of all students for whom an AIP plan must be written. RMS distributes a monthly newsletter for students and parents. Each team participates in parent conferences to improve academics and/or behavior. Teachers use the CrossPointe grade book online provided by the county in which parents will be able to log in and check their child's progress in each class.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

N/A

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Beginning teachers are assigned a mentor teacher through our County's Teacher Assistance Program. The teachers serving as mentors have been trained by NEFEC in a three-day workshop. We presently have 9 teachers that are qualified as mentors for beginning teachers. We also have one National Board Certified teacher that serves as a mentor to teachers going through the Alternative Certification Program and mentors other teachers as needed. The mentor teachers in both of these programs monitor their beginning teacher, conduct observations, provide support materials, allow the beginning teachers to observe in their classrooms, and provide any additional assistance needed. Currently the teachers serving in a mentor position are:

Teacher Assistance Program
Susan Williams (mentor), DeDe Houk (beginning teacher)
Brenda Jackson (mentor), Shane Pope (beginning teacher)
Christy Robertson (mentor), Sherod King (beginning teacher)

The Reading Coach and National Board certified Guidance Counselor meet with beginning teachers once a week in a "learning community" environment. For example, they use this time to watch Harry Wong videos, discuss policies and procedures, and assist in alternate certification.

No Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

School Level: Many teachers also offer tutoring during the 8:00 - 8:50 time period for students that are struggling in their classrooms. The Media Center is open before school and allows students access to the internet for research purposes and school - wide math programs. There are two computer labs available as needed. The sixth grade students have the opportunity to become involved in the Early Awareness Program sponsored by the Lake City Community College which helps the student understand the benefits of graduation from high school and continuing on to higher education.
District Level: Homework and summer reading lists will be utilized to enhance reading. Tutoring sessions either before or after school will be made available as deemed appropriate.

Through Century 21 funds the students will be offered after school support and tutoring inclusive of activities addressing needy areas based on baseline data from Kaplan and FCAT assessments.

SCHOOLS GRADED C OR BELOW

Professional Development

The reading coach has materials on differentiated instruction available for check out by teachers.

Disaggregated Data

Teachers are provided the FCAT demographics report to perform data analysis at the beginning of the school year. Teachers use the data to determine instructional strategies best suited for students to achieve mastery on the FCAT.

Informal and Formal Assessments

The Maze test is a progress monitoring tool that tests reading fluency and will be given to students three times during the school year. The results determine whether a student will be in a reading intensive class for the following year. Data will be provided to all teachers.

The Oral Reading Fluency Test is a progress monitoring tool that will be given to all level 1 and level 2 students by the reading teachers three times during the school year. Data will be provided to all teachers.

Write Scores is a progress monitoring tool that will be given to students during the school year. All 6th grade students will be given the Write Scores in the Fall, Winter and Spring. The 7th grade students will take the reading test in the Spring. All 8th grade students will do the reading and writing tests in the Fall and Spring of this school year. Data will be provided to all teachers.

Language Arts use the Star Test as a progress monitoring tool to test comprehension in reading.

The Kaplan Achievement Planner will be utilized by all teachers to monitor student achievement throughtout the school year. Teachers will assess tools and lesson plans specific to the needs of students, provided by the Kaplan Achievement Planner. Teams will meet periodically to implement effective learning strategies that are data driven.

Mini-assessments are given to students in Language Arts, Math, Science and Social Studies that test student mastery of the FCAT benchmarks periodically throughout the school year.

Alternative Instructional Delivery Methods

Teachers implement FRI strategies in the classroom to teach all students. Student use FCAT Explorer and Orchard Lab. Level 1 and Level 2 students are placed in intensive reading or math classes for the year. Level 1 and level 2 students that are disfluent in reading have back to back intensive reading classes. Teachers design focus lesson on FCAT benchmarks and mini -assessments to determine student mastery. Students who master benchmark will be placed in an enrichment activity designed by the teacher or team. Students who do not provide mastery will be provided more instructional time by the teacher to achieve mastery of the particular benchmark (s). Designated teachers received CARP training to provide instructional strategies for level 2 fluent readers in the classroom as an alternative to intensive reading classes. Gifted students are placed in a gifted program provided by the county and attend once a week. The Sail program administered by Dr. Summers meet the need of the Gifted.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

Innovative Approaches to instruction can be found in the SIP Model, Additional Requirements-AlternativeInstructional Delivery Methods. Innovative approaches are also found under Additional Requirements, Extended Learning Opportunities.

Responsibility of Teaching Reading for Every Teacher

Responsibility of Teaching Reading for Every Teacher can be found in the Sip under the School Improvement Model in the Additional Requirements section.

Quality Professional Development for Teachers and Leaders

Quality Proffessional Deveopment for Teachers and Leaders can be found in the Sip under Teacher Mentoring in the Additional Requirements section. It can also be found in the Professional Development Section under Reading Goal.

Small Learning Communities (SLC)

Small Learning Committees can be found in the Additional Requirements section under Teacher Mentoring. Students are offered electives such as Art, band,chorus,PE, technology, agriculture and Sail (Avance placement program).

Intensive Intervention in Reading and Mathematics

Intensive Intervention in Reading and Mathematics can be found under Schools Graded C or below.

Parental Access and Support

Parental Access and Support can be found under section called Communication with Parents and Parent Involvement under Strategies.

Applied and Integrated Courses

Applied and Integrated Courses (Master Schedules) Based on Student Needs can be found under the section called Schools Graded C or below.

Course Choice Based on Student Goals / Interests / Talent

Course Choice Based on student goals and Needs can be found under the section called Schools Graded C or below. The counseling Department at Richardson holds conferences with students and gives interest survey prior to assigning schedules.

Master Schedules Based on Student Needs

Master Schedules Based on Student Needs can be found under the section called Schools Graded C or below.

Academic and Career Planning

Academic and Career Planning is provided by the counselor of Richardson Middle School, along with conferences, interest surveys and parent input.

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	FCAT SSS data shows that 63% of struggling students are making a year's worth of progress in reading. 67% of struggling students are making a year's worth of progress in math 87% of students are meeting state standards in writing. 30% of students at or above grade level in Science. Adequate Progress of Lowest 25% in the School? Reading 63% (YES) Math 67% (YES). Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
*Objective:	1.The number of students who made reading gains who are level 3 or higher in FCAT 2008 will maintain it for FCAT 2009. Eighty nine percent of the sudents will maintain a level 3 or higher in FCAT 2009.
*Strategies:	• Continue the “Accelerated Reader” program in language arts. • Implement school – wide reading for all students. • Continue before school tutoring and homework help programs by individual teachers. • Implement FRI strategies in all classes. • Classroom instruction in language arts classes will include FCAT practice activities. • All language arts teachers institute FCAT writing practice for all grades in FCAT format during the first semester as one of the required writing activities. • Provide extended intensive reading classes classes for low scoring students( level 1 and 2) in language arts. • Teachers will read aloud to their student for 15 minutes a class period on a rotating schedule by curriculum area (i.e., Wednesday - Math teachers, Thursday - Science teachers) throughout the year - Provide additional reading instruction for students scoring on a Level 1 on the 2008 FCAT test in the intensive reading class and continue rotation of these students through the Reading Lab. - Continue assisting teachers to incorporate reading in the content areas in their classrooms as well as implement FRI strategies by the reading coach. - A paraprofessional in the ESE Language Arts classroom will work exclusively with helping students with reading skills. - If monies are available, hire two reading tutors to work with level 1 students on a "pull-out" basis from their elective classes. - Establish classroom libraries for every teacher as monies become available. - All teachers will use FCAT Testmaker as deemed necessary. • All academic teachers will take their students to the Project GO Lab a minimum of twice a semester. • All teachers will use technology in the classroom at least once a semester (this can include but not be limited to taking students to the Project GO Lab or Orchard Lab, using in-class computers, or using other types of technology appropriate to their subject area.) • Teachers will use in-class computers to provide remediation and enrichment for needed students. • Teachers will require students to use the internet as a means of research for school projects.
*Evaluation:	Compare and analyze 2008 FCAT results to 2009 FCAT results to document whether an additional 2% of students made learning gains in Reading SSS Assessment. All students will be screened three times a year using the Maze Test. All Level 1 and 2 students will be tested three times a year for oral reading fluency using PMRN.
*Evidence-based Program(s):	•Florida Reading Initiative •Accelerated Reader •Compass Reading •Orchard Reading .FORF .Star .DAR .Kaplan
*Professional Development:	• The reading coach will provide on site professional development • Provide opportunities for all teachers (core and elective) and intervention staff to attend reading conferences and/or other appropriate and relevant trainings or workshops for enrichment activities that enhance student achievement. - Teachers who have been trained in FRI will attend Re-FRI training and new teachers will attend FRI training in June, 2009.
*Objective:	The number of students making learning gains in Reading and the number of students in the lowest 25% making learning gains in Reading will increase by 2 percent from previous year on the 2009 FCAT Reading Assessment.
*Strategies:	• Continue the “Accelerated Reader” program in language arts. • Continue before school tutoring and homework help programs by individual teachers. • Implement FRI and CRISS strategies in all classes. • Classroom instruction in all academic core classes will include FCAT practice activities in FCAT format. • All language arts teachers institute FCAT writing practice for all grades in FCAT format during the first semester as one of the required writing activities. • Provide intensive reading classes for low scoring students( level 1 and 2) in intensive reading classes. • Provide additional reading instruction for students scoring on a Level 1 on the 2008 FCAT test in the intensive reading class. • Continue assisting teachers to incorporate reading in the content areas in their classrooms as well as implement FRI strategies by the reading coach. • A paraprofessional in the ESE Language Arts classroom will work exclusively with helping students with reading skills. • If monies are available, hire two reading tutors to work with level 1 students on a "pull-out" basis from their elective classes. • Establish classroom libraries for every teacher as monies become available. • Teachers will use FCAT Testmaker as deemed necessary. • All teachers will use technology in the classroom at least once a semester (this can include but not be limited to taking students to the Project GO Lab or Orchard Lab, using in-class computers, or using other types of technology appropriate to their subject area.) • Teachers will use in-class computers to provide remediation and enrichment for needed students. • Teachers will require students to use the internet as a means of research for school projects. • All teachers will implement the "Word of the Day" in their instruction. Teachers will require students to write and define the "Word of the Day" in a composition book and be tested on these words at the end of each nine weeks. The morning annoucements will highlight the "Word of the Day" during the morning news. •Teachers will develop focus lessons and mini-assessments on FCAT benchmarks in reading. •Level 2 fluent readers will be placed in classes with teachers trained in CARPD.
*Evaluation:	Compare and analyze 2008 FCAT results to 2007 FCAT results to document whether an additional 2% of students made learning gains in Reading from the previous year. All students will be screened three times a year using the Maze Test. All Level 1 and 2 students will be tested three times a year for oral reading fluency using PMRN. Language Arts teachers will administer the STAR test at least twice a year. Write Scores will be given to students during the school year. All 6th graders will take the Write Scores in the Fall, Winter, and Spring of 2009. The 7th grade students will take Write Scores in the Spring of 2009. The 8th graders will take the Write Scores in the Fall and Winter of 2009.
*Evidence-based Program(s):	•Florida Reading Initiative •Accelerated Reader •Compass Reading .FORF •Orchard Reading •Star Reading Test .DAR .KAPLAN
*Professional Development:	• The reading coach will provide on site professional development • Provide opportunities for all teachers (core and elective) and intervention staff to attend reading conferences and/or other appropriate and relevant trainings or workshops for enrichment activities that enhance student achievement. •The reading coach is providing a CARPD training for teachers on site for 26 weeks.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount Inservice and workshops Professional Development Fund $1,000.00 Total: $1,000.00 Professional Development Description of Resources Funding Source Available Amount Principal's Academy and National Education conferences,F.R.I., Reading Coach In-Service training Re-Fri General Budget, Title II $66,629.00 Total: $66,629.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $67,629.00
*Non-Highly Qualified Instructors:	Richardson Middle School is a non-Title 1 school. The district strives to hire teachers who meet the highly qualified requirements of NCLB. When teachers meeting the highly qualified criteria are not available, teachers deemed to be certifiable are hired. In order to meet certification requirements and receive the highly qualified designation the teacher must take and pass the appropriate Subject Area Examination. Professional development designed specifically for beginning teachers is provided. New teachers are assigned a mentor to assist them in the process. For teachers who take and pass the required subject area examination, the district will reimburse the $25.00 fee for the exam. For those teachers that are not highly qualified, the following is provided by the school: • internet access to complete college courses • mentoring by highly qualified staff members • National Board certified teacher assists any teachers interested in the National Board process. There are three reading teachers currently working towards their reading endorsements. 1. Ashley M. Medeiros completed Competency 2 and 3 is currently enrolled in Competency 1. 2. Thomas Newton Rachal is in the EPI program and will continue on it for the entire year. Sergio Rodriquez completed Competency 1,2,and 3 and is presently enrolled in competency 4 and 5. He will take the State Reading Assessment for his Reading Specilist.
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The 2008 AYP report indicates that students did not show adequate years growth in the area of mathematics. The total population did not achieve math proficiency. No subgroup achieved math proficiency.
*Objective:	The percent of students making learning gains in Math will increase by 4% on the 2009 school year FCAT Math Assessment.
*Strategies:	• Provide intensive math classes for low scoring students (Level 1 and Level 2) in Math. • Richardson Middle School will initiate parent/community involvement programs to support high academic standards in mathematics. This will include, but not be limited to, homework help nights for parents, mathematics contests supported/sponsored by community businesses and/or organizations. • Instructional time will be protected by minimizing interruptions and distractions. • Continue before school tutoring and homework help programs by individual teachers. • Allow students to use Media Center before school hours to use FCAT Explorer and other Math programs. • Use the student planner to send comments about academic achievement in math to parents/guardians. • Implement CRISS strategies in classrooms. • Classroom instruction will include FCAT practice activities. • Purchase FCAT practice workbooks for classrooms as needed. • Purchase replacement calculators for 7th and 8th Grade math classes as needed. • Implement F.R.I. strategies to help students with content reading in mathematics. • Continue the use of the Orchard Mathematics Series in the math computer lab. • Use of Orchard mathematics on computers in math classrooms. • Utilize the Orchard Math test or the McDougal Littell pre-course test as a pre-skills test at the beginning of the year. • Provide for faculty (including remediation staff) to attend math conferences and appropriate workshops and training. • Provide for elective teachers to attend conferences that offer strategies for incorporating math skills into their particular elective areas. • Provide time for teachers to observe math strategies taught by teachers in the school or other schools. • Provide a variety of math materials and manipulative s suited to the needs of the students. • Utilize the Orchard Math test or McDougall Littel post course test as a post course skills test. • One paraprofessional will be dedicated to working with low performing math students in the math classroom setting on a rotating basis.
*Evaluation:	Compare and analyze the 2008 FCAT results to the 2009 FCAT results to document whether an additional 4% of students made learning gains in Math.
*Evidence-based Program(s):	• Accelerated Math • Orchard Math • F.R.I. • McDougal Littel Middle Math Textbook Series • Glencoe Mathematics Algebra I Series . Kaplan
*Professional Development:	• Create learning communities within the school. • Provide opportunities for teachers in all areas of the curriculum (including elective teachers and remediation staff) to attend math conferences and other relevant trainings (i.e., Heart of Florida Mathematics/Science Conference., FCTM, NCTM, and F.E.T.C.) • Provide in-service training on mathematics strategies. • Provide training in instructional coaching. • Provide training to assist teachers in improving reading skills within the content areas. • Provide model-teaching teachers as needed. • Provide for faculty (including remediation staff) to attend math conferences and appropriate workshops and training. • Provide for elective teachers to attend conferences that offer strategies for incorportating math skills into their particular elective areas. • Provide in-house professional development for teachers who attended the Transitioning to Algebra workshop. • Provide time for teachers to observe math strategies taught by teachers in the school or other schools. • All academic teachers will take their students to the Project GO Lab a minimum of twice a semester. • All teachers will use technology in the classroom at least once a semester (this can include but not be limited to taking students to the Project GO Lab or Orchard Lab, using in-class computers, or using other types of technology appropriate to their subject area.) • Teachers will use in-class computers to provide remediation and enrichment for needed students. • Teachers will require students to use the internet as a means of research for school projects.
*Objective:	The percent of students making learning gains in Math will increase by 3% from the previous year on the 2009 FCAT Math assessment.
*Strategies:	• Provide intensive math classes for low scoring students (Level 1 and Level 2) in Math. • Instructional time will be protected by minimizing interruptions and distractions. • Continue before school tutoring and homework help programs by individual teachers. • Use the student planner to send comments about academic achievement in math to parents/guardians. • Implement CRISS strategies in classrooms. • Classroom instruction will include FCAT practice activities. • Purchase replacement calculators for 7th and 8th Grade math classes as needed. • Implement F.R.I. strategies to help students with content reading in mathematics. • Continue the use of the Orchard Mathematics Series in the math computer lab. • Use of Orchard mathematics on computers in math classrooms. • Provide for faculty (including remediation staff) to attend math conferences and appropriate workshops and training. • Provide for elective teachers to attend conferences that offer strategies for incorporating math skills into their particular elective areas. • Provide time for teachers to observe math strategies taught by teachers in the school or other schools. • Provide a variety of math materials and manipulative s suited to the needs of the students. • One paraprofessional will be dedicated to working with low performing math students in the math classroom setting on a rotating basis. • All Math teachers will participate in the Math Initiative Program. • Math teachers will develop and use Focus Lessons and Mini - assessments based on FCAT benchmarks. • Math teachers will use FCAT Testmaker for reinforcement and assessment of math standards.
*Evaluation:	Compare and analyze 2008 FCAT results to 2009 FCAT results to document whether an additional 3% of students make learning gains in Math from the previous year.
*Evidence-based Program(s):	• Accelerated Math • Orchard Math • FRI Strategies • McDougal Littel Middle Math Textbook Series • Glencoe Mathematics Algebra I Series • Gold Seal Lesson Plans through Math Initiative . Kaplan
*Professional Development:	• Create learning communities within the school. • Provide opportunities for teachers in all areas of the curriculum (including elective teachers and remediation staff) to attend math conferences and other relevant trainings (i.e., Heart of Florida Mathematics/Science Conference., FCTM, NCTM, and F.E.T.C.) • Provide in-service training on mathematics strategies. • Provide training in instructional coaching. • Provide training to assist teachers in improving reading skills within the content areas. • Provide model-teaching teachers as needed. • Provide for faculty (including remediation staff) to attend math conferences and appropriate workshops and training. • Provide for elective teachers to attend conferences that offer strategies for incorporating math skills into their particular elective areas. • Provide time for teachers to observe math strategies taught by teachers in the school or other schools. •Teachers will participate in the Math Initiative Program.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount $0.00 $0.00 Total: $0.00 Final Total: $0.00
*Non-Highly Qualified Instructors:	Richardson Middle School is a non-Title 1 school. The district strives to hire teachers who meet the highly qualified requirements of NCLB. When teachers meeting the highly qualified criteria are not available, teachers deemed to be certifiable are hired. In order to meet certification requirements and receive the highly qualified designation the teacher must take and pass the appropriate Subject Area Examination. Professional development designed specifically for beginning teachers is provided. New teachers are assigned a mentor to assist them in the process. For teachers who take and pass the required subject area examination, the district will reimburse the $25.00 fee for the exam. For those teachers that are not highly qualified, the following is provided by the school: - internet access to complete college courses - mentoring by highly qualified staff members - National Board certified teacher assists any teachers interested in the National Board process Mr. Pope, who is out of field will be taking appropriate causes to complete his certification, he will also take the subject area subject tests. Mr. Lewis will provide additional support.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The 2008 School Accountability Report indicates that students did not show adequate years growth in the area of writing. The 2008 FCAT writing scores show that 67% of students met high standards in writing. The percentage of total students scoring at a level of proficiency has increased 18% from the previous year.
*Objective:	87% of 8th grade students met high standards in writing on the FCAT according to the School Accountability Report for 2008. Students will increase their performance by 3% (90%) for the 2009 FCAT.
*Strategies:	• Require that all 6th, 7th, and 8th grade teachers do at least one FCAT writing activity per nine weeks. • Access Internet across the curriculum to enhance writing within all academic and elective areas. • Designate a significant portion of the language arts classes to the area of writing. • All language arts teachers institute FCAT writing tests for all grades in FCAT format during the first semester as one of the required writing activities. • Protect instructional time by minimizing interruptions and distractions. • Provide opportunities for all teachers to observe writing strategies taught by teachers within the school and at other schools. • Provide in-service training for writing strategies for new teachers to the staff. • Provide opportunities for all teachers (including elective and remediation staff) to attend writing conferences and other appropriate and/or relevant workshops. • Initiate community involvement programs to support high writing standards such as writing contests supported/sponsored by community business and/or organizations. • Purchase writing software for classrooms and Project GO computer lab if monies available.
*Evaluation:	A minimum gain of 3% of students meeting high standards in writing on the FCAT will be evident as shown on the School Accountability Report for 2009.
*Evidence-based Program(s):	• FCAT Sharpen Up Workbook series • Florida Writes • Florida Reading Initiative
*Professional Development:	• Create learning communities within the school. • Provide opportunities for teachers in all areas of the curriculum (including elective teachers and remediation staff) to attend writing workshops and other relevant tranings (i.e., F.E.T.C.) • Provide in-service training on writing strategies for new staff.
*Objective:	Eighth grade students will increase their performance by 3% on the 2009 FCAT writing Assessment.
*Strategies:	• Require that all 6th, 7th, and 8th grade teachers do at least one FCAT writing activity per nine weeks. • Access Internet across the curriculum to enhance writing within all academic and elective areas. • Designate a significant portion of the language arts classes to the area of writing. • All language arts teachers institute FCAT writing tests for all grades in FCAT format during the first semester as one of the required writing activities. • Protect instructional time by minimizing interruptions and distractions. • Provide opportunities for all teachers to observe writing strategies taught by teachers within the school and at other schools. • Provide in-service training for writing strategies for new teachers to the staff. • Provide opportunities for all teachers (including elective and remediation staff) to attend writing conferences and other appropriate and/or relevant workshops. • Initiate community involvement programs to support high writing standards such as writing contests supported/sponsored by community business and/or organizations. • Purchase writing software for classrooms and Project GO computer lab if monies available.
*Evaluation:	Compare and analyze the 2008 School Accountability Report to the 2009 School Accountability Report to document whether an additional 3% of students met high standards in writing or higher.
*Evidence-based Program(s):	• FCAT Sharpen Up Workbook series • Florida Writes • F.R.I.
*Professional Development:	• Create learning communities within the school. • Provide opportunities for teachers in all areas of the curriculum (including elective teachers and remediation staff) to attend writing workshops and other relevant trainings (i.e., F.E.T.C.) • Provide in-service training on writing strategies for new staff.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Writing workshops and inservice General Fund $1,000.00 Total: $1,000.00 Other Description of Resources Funding Source Available Amount Prizes for writing contests PTO fund $250.00 Total: $250.00 Final Total: $1,250.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	The 2008 FCAT scores in Science indicate that 30% of students scored in achievement levels 3-5.
*Objective:	50% of eighth grade students will score at levels 3-5 in Science on the FCAT in 2009.
*Strategies:	• Science teachers will meet at least once a month to create a standard driven curriculum and to review the six FRI strategies established by the science department during the 2004 FRI workshop. These six strategies include: jigsaw, GIST, word wall, talking walls, think/pair/share, and circle writing. • Richardson Middle School will initiate parent/community involvement programs to support high academic standards in science. This will include, but not be limited to, homework help nights for parents and the use of student planner to continue ongoing communication between teacher and parent/guardian. • Continue before school tutoring and homework help programs by individual teachers. • The use of the FCAT practice workbooks as a pretest and posttest. • The instructional activities of scientific inquiry are designed to engage students in identifying and shaping the students’ understanding of the question under inquiry. These activities are designed to provide students with opportunity to increase their skills of writing, labeling drawings, completing concept maps, developing spreadsheets, and designing computer graphics as it relates to science. • Yearly participation by students in the six, seven and eighth grades in the science fair gives them repetitive practice in the scientific methodology. •The use of the pretest and posttest for the Too Good For Drugs program booklet. • The use of the Too Good For Drugs program booklet for students to become more aware of the problems related to the abuse of drugs. • All academic teachers will take their students to the Project GO Lab a minimum of twice a semester. • All teachers will use technology in the classroom at least once a semester (this can include but not be limited to taking students to the Project GO Lab or Orchard Lab, using in-class computers, or using other types of technology appropriate to their subject area.) • Teachers will use in-class computers to provide remediation and enrichment for needed students. • Teachers will require students to use the internet as a means of research for school projects.
*Evaluation:	Document whether 50% of eighth grade students scored in levels 3-5 in Science on the 2009 FCAT.
*Evidence-based Program(s):	McDougal Littel; Too Good For Drugs; Test Ready Science;
*Professional Development:	The professional development includes completion by all professionals in the science department of The Florida Reading Initiative workshop. The professional development also includes all professionals in the science department of The Too Good For Drugs training.
*Objective:	There will be a 20% increase in the number of students that score in levels 3-5 in Science for the 2008/2009 FCAT. In the 2008 FCAT 30% of the students scored in levels 3-5, for the FCAT 2008-2009, 50% will score in levels 3-5.
*Strategies:	• Science teachers will meet at least once a month to create a standard driven curriculum and to review the six FRI strategies established by the science department during the 2004 FRI workshop. These six strategies include: jigsaw, GIST, word wall, talking walls, think/pair/share, and circle writing. • Richardson Middle School will initiate parent/community involvement programs to support high academic standards in science. This will include, but not be limited to, homework help nights for parents and the use of student planner to continue ongoing communication between teacher and parent/guardian. • Continue before school tutoring and homework help programs by individual teachers. • The use of the FCAT practice workbooks as a pretest and posttest. • The instructional activities of scientific inquiry are designed to engage students in identifying and shaping the students’ understanding of the question under inquiry. These activities are designed to provide students with opportunity to increase their skills of writing, labeling drawings, completing concept maps, developing spreadsheets, and designing computer graphics as it relates to science. • Yearly participation by students in the six, seven and eighth grades in the science fair gives them repetitive practice in the scientific methodology. •The use of the pretest and posttest for the Too Good For Drugs program booklet. • The use of the Too Good For Drugs program booklet for students to become more aware of the problems related to the abuse of drugs. • All academic teachers will take their students to the Project GO Lab a minimum of twice a semester. • All teachers will use technology in the classroom at least once a semester (this can include but not be limited to taking students to the Project GO Lab or Orchard Lab, using in-class computers, or using other types of technology appropriate to their subject area.) • Teachers will use in-class computers to provide remediation and enrichment for needed students. • Teachers will require students to use the internet as a means of research for school projects.
*Evaluation:	Compare and analyze the 2008 FCAT scores to the 2009 FCAT scores to document whether there is an increase of 20% of eighth grade students scoring in levels 3-5 in Science on the 2009 FCAT.
*Evidence-based Program(s):	McDougal Littel; Too Good For Drugs; Test Ready Science
*Professional Development:	The professional development includes completion by all professionals in the science department of The Florida Reading Initiative workshop. The professional development also includes all professionals in the science department of The Too Good For Drugs training.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Test Ready Science $1,000.00 Total: $1,000.00 Technology Description of Resources Funding Source Available Amount FCAT Testmaker McDougal Littell CDs Overhead Projectors and workshops General Funds Professional Development Fund $1,265.00 Total: $1,265.00 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: $2,265.00
*Non-Highly Qualified Instructors:	Richardson Middle School is a non-Title 1 school. The district strives to hire teachers who meet the highly qualified requirements of NCLB. When teachers meeting the highly qualified criteria are not available, teachers deemed to be certifiable are hired. In order to meet certification requirements and receive the highly qualified designation the teacher must take and pass the appropriate Subject Area Examination. Professional development designed specifically for beginning teachers is provided. New teachers are assigned a mentor to assist them in the process. For teachers who take and pass the required subject area examination, the district will reimburse the $25.00 fee for the exam. All science teachers are highly qualified. The following support is provided by the school for teachers. - internet access to complete college courses - mentoring by highly qualified staff members - National Board certified teacher assists any teachers interested in the National Board process
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	Based on past NSSE surveys, there is a need to increase parent and community involvement in school-related activities in an effort to increase student achievement among all students and subgroups.
*Objective:	During the 2008-2009 school year, Parent participation at Richardson Middle School will increase by 1% through parent involvement in all school-related events including, but not limited to, PTO meetings, School Advisory Council Meetings, Orientation, Family Fun Night, Fall Fest, Homework Help Night and other parent workshops/informational meetings.
*Strategies:	-Increase participation in PTO meetings by involving various student groups to provide programs/entertainment -Encourage parent participation by providing workshops suggested by parent surveys. Workshops will be presented at County Office through Project CATCH grant. Workshops will include but not be limited to Positive Parenting, FCAT preparation, school attendance, homework, drugs/alcohol abuse, and school violence -Continue to provide parent orientation and Fall Fest (open house) to increase parent participation -Continue 5th grade orientation for students and parents -Continue Family Fun Night -Continue use of school web site and add all teachers email for avenue of communication with parents -Creation of additional teacher web sites -Continue weekly articles in the Lake City Reporter -Continue use of school planner as a communication tool by requiring students to copy class agendas and have planner by a parent/guardian on a weekly basis -Continue recognition of volunteers at the yearly volunteer luncheon -Continue to use automated calling system to provide parents with needed information -Provide math tutorial cd's to parents of low performing students -Creation of a school newsletter -Provide information for parents to access report cards via county website -Provide information for parents to access FCAT scores via county website -Continue Homework Help Night
*Evaluation:	-Documentation will support an increase of 1% in parent participation in 2008-2009.
*Evidence-based Program(s):	McDougal Littell Math series (tutorial cd's for parents)
*Professional Development:	Provide opportunities for teachers and staff members to attend parenting, volunteer, and business workshops that could help improve activities that enhance parent and community involvement. Continue networking with other schools to share ideas that enhance parent and community involvement. Attendance at F.E.T.C. by teachers for parent involvement related programs
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount $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 FETC Inservice/Workshops Technology Funds General Funds $1,000.00 Total: $1,000.00 Other Description of Resources Funding Source Available Amount Family Fun Night Refreshments for SAC General Funds Sip Funds, PTO Funds $1,250.00 Total: $1,250.00 Final Total: $2,250.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	Return on Investment 2006-2007: This is the most up-to-date data available from DOE. This school is in the middle third of all middle schools in the state in the Return on Investment measure. The Return on Investment (ROI) index relates financial resources expended at the school-level with measures of student performance at that school. The percentile ranking generated from the ROI index allows users to evaluate the efficiency and effectiveness of the school as compared to all other schools. This school is in the lower third of all middle schools in the state on percent of students making learning gains. This school is in the middle third of all middle schools in the state on money spent per student in this school. COLUMBIA COUNTY RICHARDSON MIDDLE SCHOOL School Return on Investment - Percentile Rank 14 Return on Investment - Percent of The Highest ROI Value 53% Percent of Students with Learning Gains Mathematics 65% Reading 51% School Grade C Total Program Cost per WFTE $6,508
Objective:	In 2008-2009, Richardson Middle School's percentile ranking will increase by at least one percentile point.
Strategies:	Strategies to improve annual learning gains: -Identify the lowest quartile early and provide additional needed assistance. -Use data to analyze student area deficiencies in FCAT cluster areas. -Continue to inform parents and provide strategies for student academic improvement. -Continue to provide high quality teacher training. Strategies to lower the cost per weighted fulltime equivalent student: -Reallocate school resources to better implement teaching, learning and class-size mandates; i.e., team teaching -Purchase research-based materials -Increase participation in programs provided by the Department of Education, such as FCAT Explorer -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. Richardson
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Technology
Needs Assessment:	The NSSE Survey and the Technology survey indicate that the use of technology is a needed component in every classroom.
Objective:	Teachers will include lessons that involve technology use by students which will be documented in their lesson plans.
Strategies:	• All academic teachers will take their students to the Project GO Lab a minimum of twice a semester. • All teachers will use technology in the classroom at least once a semester (this can include but not be limited to taking students to the Project GO Lab or Orchard Lab, using in-class computers, or using other types of technology appropriate to their subject area.) • Teachers will use in-class computers to provide remediation and enrichment for needed students. • Teachers will require students to use the internet as a means of research for school projects.
Evaluation:	Lesson plans will be checked to document the use of technology by all classroom teachers.
Evidence-based Program(s):	• Accelerated Reader and Math • Orchard Reading and Mathematics • FCAT Explorer • McDougal Littell E-tutorial on CD . Kaplan
Professional Development:	- Attendance at FETC. - Inservice and workshops that relate technology to specific subject areas (i.e., math, physical education, etc.) - In-service activities provided by staff members with expertise in particular technology areas
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount Instructional hardware(computers,printers,big projectors,etc) Proj 224 $3,300.00 Total: $3,300.00 Professional Development Description of Resources Funding Source Available Amount Inservice, Technology related Proj 421 (EETT) $1,160.80 Total: $1,160.80 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $4,460.80
End of Technology Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading			$0.00
Mathematics			$0.00
Writing			$0.00
Science	Test Ready Science		$1,000.00
Parental Involvement			$0.00
Technology			$0.00
Total: $1,000.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Inservice and workshops	Professional Development Fund	$1,000.00
Mathematics			$0.00
Writing			$0.00
Science	FCAT Testmaker McDougal Littell CDs Overhead Projectors and workshops	General Funds Professional Development Fund	$1,265.00
Technology	Instructional hardware(computers,printers,big projectors,etc)	Proj 224	$3,300.00
Total: $5,565.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Principal's Academy and National Education conferences,F.R.I., Reading Coach In-Service training Re-Fri	General Budget, Title II	$66,629.00
Mathematics			$0.00
Writing	Writing workshops and inservice	General Fund	$1,000.00
Parental Involvement	FETC Inservice/Workshops	Technology Funds General Funds	$1,000.00
Technology	Inservice, Technology related	Proj 421 (EETT)	$1,160.80
Total: $69,789.80
Other
Goal	Description of Resources	Funding Source	Available Amount
Mathematics			$0.00
Mathematics			$0.00
Writing	Prizes for writing contests	PTO fund	$250.00
Parental Involvement	Family Fun Night Refreshments for SAC	General Funds Sip Funds, PTO Funds	$1,250.00
Total: $1,500.00
Final Total: $77,854.80

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.

No. Disagree with the above statement.

SAC Involvement

The School Advisory Council is responsible for all assets of the School Improvment Plan. All of the goal chairpersons for the S.I.P. are members of the SAC. The SAC not only is responsible for developing the plan, but also responsible for its implementation, analyzing its effects, and determining if adequate progress has been made/obtained. The SAC committee also approves all expenditures that use SIP funds. Another major responsibility of the SAC is the overseeing of Family Fun Night in early April and Fall Fest in August. These annual events are sponsored by the SAC. The SAC also conducts a bi-yearly NSSE survey of faculty/staff, students, parents, and community. These survey results are used to help write the SIP. The SAC meetings are held on a monthly basis on the first Thursday of every month from 7:30 am until 8:30 am. Notification is sent home prior to the meeting to remind all members of the meeting. A light breakfast is provided for all members present. Members include school administrators, teachers, non-instructional staff, parents, community/business people, PTO representatives, student government president, and one other student member.

SAC Members

IMPLEMENTATION EVALUATION

Richardson Middle school will conduct an evaluation of the SIP at the end of the year. All teachers, administration, and SAC members will be involved in the evaluation process. Other interested parties will be welcomed. If changes are made to objectives, the SIP will be revised and sent to the School Board for approval. Changes to strategies, materials, and professional development will be integrated into the SIP and shared with stakeholders. Results from the summation evaluation will form the basis of the Needs Assessment for the coming 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