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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

PONCE DE LEON HIGH SCHOOL'S VISION:
Ponce de Leon High School's administration, faculty, and support staff visualize literate students who are seekers of meaning and knowledge and are using this knowledge to satisfy their curiosity about life's complexities as they explore. These students will discover the old and compare it to the new as they strive to clarify their own identity and understand a world of many cultures and different beliefs.
As these students progress through the educational process, they will recognize their responsibility for changing conditions detrimental to human development, opportunity, and community. They will promote equity, tolerance, understanding, and acceptance of all people. The VISION mirrors an educational environment that provides for the development of the potential of all students and allows students to progress at their own ability level---yes, an environment rich with language, the arts, mathematical exercises, scientific explorations, and a program that inspires the art of communication with confidence. Looking to the future, students will harness knowledge in productive ways. The world of technology will be nothing to them. They will have developed skills to enter another phase of education. Ponce de Leon students will be "lifetime learners."

PONCE DE LEON HIGH SCHOOL'S MISSION:
With a philosophy grounded in the firm belief that each student is a unique person of intrinsic worth, Ponce de Leon High School's faculty and staff have a clear mission: to support an educational program which accomodates individuality rather than uniformity.
Building upon this basic belief that our students are individuals of diversified interests, aptitudes, talents, and goals, we seek to offer a program which accepts each student for who he is; thus, one that has a diversified curriculum of educational equity and reality-based relevance to the world beyond the classroom. Our mission requires that our teachers gain a greater knowledge of the student as an individual and use that knowledge to assist the student in developing the potential which is inherent in each. As educators, we pledge that this mission will be an ongoing one as we seek to make a positive difference in the lives of the sons and daughters of Ponce de Leon High School and to make our vision a reality.

SCHOOL PROFILE DEMOGRAPHICS

Ponce de Leon High School is located on the western side of Holmes County, a rural county in the Florida panhandle. The school is accredited by the Southern Association of Colleges and Schools. The majority of the community members are Caucasian and are employed outside of the immediate area. Ponce de Leon High School serves students in grades 6-12. This year's enrollment is approximately 432 students. This enrollment has fluctuated from around 404 to 450 over the past 8 years. It seems that, as there are those that move out, others move in to balance the process. A graduation class for PDLHS over the past 10 years has varied from 45 to 60 students.

Ponce de Leon High School offers a variety of curriculum resources designed to enhance its students' educational endeavors. These include extended access services to the media center, a DCT program, a vocational school program, a Choices career program, Internet access, Sunlink, Accelerated Reading, STAR, Read 180, and Auto Skills. The school is completely wired for voice, video, and data that feeds back to the media center. A media retrieval system provides remote access from the classroom. Cable, WIRELESS 1, Dish Network, and a closed-circuit television system allows PDL High School to supplement its curriculum with a variety of educational programs that include teleconferencing and distance learning. Also, PDL High has a television production studio that enables students to produce television broadcasts for the school.

The community center for Ponce de Leon is the school. Most of the events are well attended. Every effort is expended to articulate the school's programs to the community and to involve parents in their children's education. Various methods of communication are used: teacher/parent conferences at school, telephone conferences, notes/letters to parents, newspaper, progress reports, accountability reports, etc.

*Student population is consistent with that of the surrounding area within the county: 97% white and 3% other.
*Population by grade level: 65 - 6th grade; 72 - 7th grade; 75 - 8th grade; 62 - 9th grade; 52 - 10th; 51 - 11th; and 54 - 12th as of this writing. Approximately one-half of the students are eligible for free or reduced lunch;
*Staff includes: 25 full-time faculty; 2 part-time faculty; 2 Administrators; 1 Guidance Counselor; 1 Reading Coach; 1/2 time Curriculum Coordinator; 1 Media Specialist; 2 ESE Instructional Aides; 4 Office Support Staff; 4 Cafeteria Personnel; and 4 Custodial Employees.
*Average class size for grades 9-12 is 17 and for grades 6-8 is 21.
*ESE teachers offer support in 6 core curriculum courses for inclusion students.
*Ponce de Leon Elementary is our feeder school.
*Special Programs include: A Dual Enrollment offered through Chipola College, Technical programs offered through Washington Holmes Technical Center and DCT.

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

"School Match" is not required of Ponce de Leon High School.

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Mr. Buddy Brown is the principal at Ponce de Leon High School. He served as the PDL High assistant principal from 1999-2005, principal from 2005-2007, served in the District office the 07-08 school year, and returns to PDLHS this year. He has a Master's Degree in Educational Leadership, is certified as a Social Science teacher(6-12), and has his Principal certification. Mr. Todd Jones is our assistant principal. This is his second full year as our assistant principal. He has a Master's Degree in Educational Leadership and currently participates in our District's adminstrative learning pool.

Both of these gentlemen are outstanding leaders of our school. Both are involved in the development and implementation of the school currirculum, sports programs, and other school activities such as homecoming and school trips. They are supportive of teachers' needs, and they listen to teachers' and students' concerns. They talk to teachers about ways to increase students' academic achievement and implement these ways, and they provide financial assistance for materials, workbooks, computer lab upkeep, etc.,

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Extra money and extra planning periods are two incentives that have been helpful in recruiting and retaining highly qualified techers for high-need academic areas. 

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

NA

School Wide Improvement Model

Note: Required for Title I

Our school focuses on reading across the curriculum to improve student performance in all disciplines. All teachers at Ponce de Leon High School are working to help students improve their reading skills. Also, the principal, assistant principal, curriculum coordinator, and reading coach have developed and implemented a reading program using mandatory reading courses that include the Sunshine State Standards. Students are tested on their reading abilities and placed in programs that will help them improve their reading skills. All of our teachers of reading have earned their reading endorsement certification and are committed to helping students improve .

Our research-based School Improvement Model is designed to help the students who have failed FCAT Reading to improve their reading skills, to become better readers, and to eventually pass the FCAT. In grades six, seven, and eight, the one-third of the students that scored the lowest on FCAT Reading are scheduled in an Intensive Reading program which consists of two back-to-back fifty-minute classes every school day. The other two-thirds of the sixth, seventh, and eighth grade students are in one fifty-minute reading class and one fifty-minute computer lab class every day. This computer lab class emphasizes reading. The middle school reading classes are taught by teachers who have their reading endorsement.

In high school, all ninth grade students are scheduled into a fifty-minute reading class every day; however, the ninth grade students who failed FCAT Reading are in an Intensive Reading class, as are the tenth, eleventh, and twelfth grade students who failed FCAT Reading. The teachers of all of these reading classes have their reading endorsement.

NCLB Public School Choice

Note: Required for Title I

Ponce de Leon High School's administration and faculty communicate with parents and guardians of its students in the following ways:
1. Local newspaper (Holmes County Advertiser--weekly)
2. School newspaper (every two months)
3. School Accountability Report (annually)
4. Student Progress Reports (every four and one-half weeks)
5. Student Report Cards (quarterly)
6 Notices/Information are posted on the school's website
7. All teachers have voicemail via telephone for incoming messages
8. Letters to parents about conferences regarding their child's Academic Improvement Plan
9. Phone calls regarding parent/teacher conferences, meetings, etc.
10. Letters mailed to parents of seniors regarding their child's requirements for graduation
11. Letters mailed to parents of seniors regarding their child's grade point average (if below 2.5)
12. E-mail to parents that request information about their child's grades, behavior, etc.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

Ponce de Leon High School consists of grades 6-12; therefore, the faculty and staff are involved in helping the elementary school's fifth graders have a smooth transition to the sixth grade. A day is scheduled for them to tour Ponce de Leon High School, meet and talk with the teachers, the assistant principal, the principal, the lunchroom ladies, etc. Also, several times during the school year the elementary school students come to the high school for various activities such as ballgames, plays, homecoming skits, etc.

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Ponce de Leon High School's teacher mentoring program focuses on beginning teachers. The beginning teachers are assisted by the principal and assistant principal with their transition into the school's instructional environment. Beginning teachers are helped by other teachers who give them valuable information about the school's curriculum, programs, activities, and classroom management techniques. Also, veteran teachers are called upon to help the beginning teachers with the workable implementation of various teaching strategies and effective curriculum delivery. The principal evaluates the beginning teacher from time to time during the school year and gives assistance and guidance in the needed areas so that the beginning teacher will make progress throughout the year in his or her role as an effective instructor.

No Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Ponce de Leon High School has several "Extended Learning" Programs
:
WINGS: WINGS is an after school program that provides remediation in reading, writing, math, and science to students in grades 6,7, and 8. Field trips are also provided for these students. This program is from 3 p.m. until 5 p.m. every school day of the week except Friday. It goes from August through June. Free bus transportation is provided for the students, and free, after-school snacks are also provided. This program has increased student achievement in reading and writing skills, and it has also improved some students' self-esteem The program has approximately 60 students and 5 teachers that work Monday through Thursday. This program is funded by a grant that will be in effect this school year and next school year.

SUMMER SCHOOL: Summer school is provided by the district for students who have failed English during the school year. .

DUAL ENROLLMENT: Ponce de Leon High School and Chipola College have a dual enrollment program in English and in math. Students who qualify can take College English (4 semester hours) and College Math (3 semester hours) at Ponce de Leon High School and receive a total of seven semester hours from Chipola College. This program helps students to get a "jump" on their college credits while they are still in high school.

ENROLLMENT IN OKALOOSA-WALTON COLLEGE: Students who qualify may enroll in various courses offered by Okaloosa Walton College. Students go to one of Okaloosa Walton's campuses to take courses. This program helps students to take college courses while they are still enrolled in high school.

VOCATIONAL-TECHNICAL SCHOOL: Students who qualify may attend the Vocational-Technical School in Chipley for free, or they may attend the Voc-Tech School in DeFuniak Springs. The DeFuniak Springs vocational school is not in Ponce de Leon High School's district; however, so if students go there, they have to pay for the programs. The vocational school programs help students to take advantage of the opportunity to learn a trade before they finish high school. Transportation by van can sometimes be made available to students at a low cost per week if necessary. Students earn high school credits for their time at vocational school.



DCT: This program helps students who qualify to attend school a certain number of hours a day and to go to a job a certain number of hours a day. Students in this program will receive a paycheck and school credits for their work on the job.

TEACHERS VOLUNTEER TIME: Teachers volunteer their time before and after school and during their planning period to tutor students in their areas of weakness.

SCHOOLS GRADED C OR BELOW

Professional Development

PAEC in Chipley, Florida, and our district curriculum lady, Sheri Brooks, have been instrumental in providing inservice opportunities to our faculty. The inservice workshops on differentiated instruction that have been provided for teachers have been a great help in meeting the needs of our students. Our teachers are aware of the importance of effective differentiated instructional strategies and they realize that these strategies are essential for the academic success of their students.

Disaggregated Data

Student achievement data used to determine the effectiveness of instructional strategies consists of FCAT scores, NRT scores, WOW Writing scores, Thinklink assessments, and class subject tests. The data should eventually show that students have improved on their previous assessments and scores.

Informal and Formal Assessments

Informal assessments used during the school year to measure student progress include FOCUS lessons. These are approximately ten minute lessons on reading or math. Certain designated teachers spend approximately 10 minutes each class period on a previously given reading lesson, and other designated teachers spend approximately 10 minutes per class period on a previously given math lesson. WOW Writing assignments are also used as informal assessments of students'
writing needs. A formal assessment used three times during the school year isThinklink. It's used for reading, math, and science assessments. Thinklink scores reveal students' weaknesses in certain areas so that these areas can be strengthened before the next assessment. Reading teachers implement the MAZE, FORF, and DIBELS to monitor students' comprehension and fluency. Teachers utilize the District Reading Plan to help them meet the needs of the students in reading. And, of course, there is the FCAT and the NRT. Scores and data from these tests are used to monitor students' progress and these tests help teachers determine the needs of their students and to act on these needs.

Alternative Instructional Delivery Methods

Ponce de Leon High School's administration and faculty are unique in that every one of us want our students to do well academically; therefore, we try various strategies in order to meet the needs of our students. We are very much aware of how important data is in this effort. Our students work in small and in large groups. Students tutor other students. Teachers team teach. Students go to computer labs at different times during each nine-week period for various on-line programs (such as Auto-Skills). Teachers have hands-on activities in their classrooms. Reading teachers have tables and comfortable chairs in their classrooms rather than the tradiutional student desks so their students are in an environment more condusive to learning. Teachers' instructional methods also allow for the accelerated students to be challenged in their efforts to excel.

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

A college and career awareness program called Educational Talent Search (TRIO) has been implemented by Chipola to help students prepare for their futures. A representative from Chipola meets with these students on a regular basis and provides opportunites for field trips to various local colleges.
During the 2005-2006 school year, the Teen Trendsetter reading mentorship program sponsored by Volunteer Florida was implemented. This program pairs a high school student with a 3rd grade student and provides materials for the high school mentor to work with the 3rd grade student in reading. This successful program will be continued for the 2008-09 school year.
During the 2007-2008 we incorporated a Public Service Academy focusing on our Business Department.
The Business teacher will be offering students the opportunity to earn a certificate with Microsoft.

Responsibility of Teaching Reading for Every Teacher

FOCUS lessons and assessments have been provided for all grade levels and content area teachers. Teachers are incorporating these lessons and assessments into their daily classroom activities. Classroom libraries are being maintained by the teachers with checkout available to all students.

Quality Professional Development for Teachers and Leaders

Professional Development is offered for all faculty and staff through state, district, and school level in-service opportunities. Our area educational consortium (PAEC) offers professional development relative to the needs of their clients. These needs are based upon surveys conducted yearly. Our district, Holmes, also conducts educational needs surveys to seek areas in which teachers and leaders need professional development. The district and school also looks at data to determine in-service needs. Workshops offered through our district at the beginning of this school year include data analysis, math standards crosswalk, Dashboard training, writing, and the use of text sets in the classroom.

Small Learning Communities (SLC)

Ponce de Leon High School is progressing toward providing a cohesive curriculum that enables our students to advance seamlessly from one grade to another. Within our school we offer our students opportunities to work cooperatively with their peers through our reading classes, business classes, agriculture classes, literature circles, and drama classes. Also, there are opportunities for teachers to work cooperatively across content areas.

Intensive Intervention in Reading and Mathematics

Intensive Reading Intervention is provided to our students as prescribed by our District Reading Plan.

Students in grades 11 and 12 who have not mastered the Math FCAT receive intensive instruction in their problem areas. FOCUS lessons are used in regular mathematics classes to minimize the number of students requiring intensive math.

Parental Access and Support

Ponce de Leon High School encourages parental involvement. Our School Advisory Council is very active and has allocated funds for various workbooks and computer-based programs, among other things, that the faculty has asked for that will meet the needs of their students. In addition, we utilize the following: County newspaper and our outside sign is used to inform parents of school events and recognize student achievement in all areas of education.
Our school Website is updated to share information with parents.

Parents are informed about and encouraged to join booster clubs in extra curriculur areas.
Parents will serve as the majority membership on the School Advisory Council.

Applied and Integrated Courses

Ponce de Leon High School has a strong vocational education program. Our Agriculture program, Business Technology, and Family and Consumer Science programs have been successful for many years. Incoming 9th grade students are encourage to begin a program of student in one or more of these areas. All of our vocational programs are active in their related clubs, participating in competitions, holding state offices, and attending local, state, and district meetings. In addition, our Child Development program participates in the program "Teen Trendsetters". This program provides materials for our second and third year students to work with 3rd grade students at Ponce de Leon Elementary School.

Course Choice Based on Student Goals / Interests / Talent

Student scores, interest surveys, and career opportunities are taken into account for our student offerings. Our school offers several honors courses. Ponce de Leon High School also has a dual enrollment program with Chipola College in Marianna. Dual enrollment courses are ENC 1101, MAC 1114, and MAC 1140. These three courses (one English and two Math) total ten semester hours that students take to an on-campus college. We also offer DCT for our seniors and students who meet the criteria may attend vocational school in Chipley after they have attended four classes at our school. A vehicle and driver are provided for vocational school by our district office. Also, our Drama Department has had "Dinner Theaters" for many years. There is community, student, and faculty involvement in the production of our dinner theaters. This involvement makes these dinner theaters fun, successful, and memorable.

Master Schedules Based on Student Needs

Ponce de Leon High School uses data from FCAT, NRT, State (FORF), fluency checks and all other available data to create the Master Schedule. This schedule accommodates students with regard to remediation, acceleration, course request, and graduation. In early spring each year, the curriculum coordinator and the guidance counselor meet with students by grade level (ninth through twelfth grades), in small classes. Each student is given a copy of his or her transcript and a copy of the master schedule and students are reminded of graduation requirements and Bright Futures Scholarships. Students are given scheduling forms to take home to discuss with their parents. Students then return the signed forms to the curriculum coordinator or the guidance counselor. These two faculty members examine the students' forms and, if necessary, the curriculum coordinator or the guidance counselor meets with students and/or parents individually to discuss scheduling needs. The curriculum coordinator and/or the guidance counselor then verifies that each student will be taking required courses and electives.

Academic and Career Planning

Students utilize Choices, through the Florida Department of Education website, to create a four year high school plan. They also choose a major area of study. This plan is reviewed and updated yearly by the guidance counselor and the students. Tenth and twelfth grade students attend a career fair sponsored by Chipola College each spring. Career magazines are given to students in Career classes (and other classes) to enhance their knowledge of possible careers. Also, some teachers have speakers to attend their classes and give students information on various careers.

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	According to the Florida Department of Education's 2007-2008 Adequate Yearly Progress Report for Ponce de Leon High School, 95% of our students were tested in FCAT READING. All student subgroups met AYP targets. Fifty-four per cent (54%) of the lowest 25% made learning gains. Sixty % (60%) of all students made learning gains in Reading. Reading Proficiency was met.
*Objective:	On the 2009 FCAT Reading Test : 65% of students will meet high standards in Reading and 65% of students will make a learning gain in Reading.
*Strategies:	1. Identify students who have scored Level 1 on FCAT Reading and provide these students with senior tutors in the classroom. 2. Provide students with FCAT practice workbooks for school use and home use. 3. Hire additional staff or get volunteers to provide help with reading to students in need. 4. Provide data analysis training to faculty members. 5. Present reading training sessions facilitated by the school staff, county staff, and the district staff (PAEC), etc., to the faculty. 6. Provide FCAT reading software to be used in individual classrooms and in the computer labs. 7. Provide ESE students with various grade-level reading materials. 8. Utilize strategies for reading instruction across the curriculum. 9. Utilize the Accelerated Reader program and the STAR reading program. 10. Provide after-school tutoring with faculty members. 11. Create Academic Improvement Plans for Level 1 and Level 2 students in reading. 12. Assign students to a computer lab fifty minutes a day, five days a week, which provides online programs in reading. 13. Utilize the FCAT Explorer online program in reading. 14. Provide online reading assignments in the classroom. 15. Utilize Dashboard, an online program in all Computer Labs, in the classrooms, and in the media center. 16. Utilize the Progress Monitoring Reporting Network (PMRN), DIBELS, and Read 180. 17. Employ a full-time Reading Coach. 18. Utilize the reading coach to demonstrate/model effective reading lessons in an effort to coach and monitor colleagues. 19. Schedule all 9th graders into a reading class every day of the week. 20. Implement classes in reading every day for all students that did not pass FCAT Reading. 21. Give diagnostic tests in reading and math to targeted students. 22. Enroll all students who did not pass FCAT Reading in appropriate Reading classes.
*Evaluation:	Utilize data analysis of the following: FCAT Reading Scores----Grades from Reading Courses in the classroom-- Utilize Progress Monitoring Reporting Network (PMRN)---DIBELS---FCAT Explorer--Dashboard
*Evidence-based Program(s):	FCAT Explorer online program-----Progress Monitoring Reporting Network online program--------DIBELS----Read 180---Elements of Literaature------Florida Virtual School---Accelerated Reader---Dashboard Middle School INTENSIVE READING course # 1000010 High School INTENSIVE READING course # 1000410 READ 180------Glencoe Literature Reader's Choice------Auto Skills----FCAT Explorer----STAR----Acceleratered Reader----DIBELS
*Professional Development:	Update training of faculty on Progress Monitoring Reporting Network (PMRN)------Update training of faculty on Dashboard data------Update training of faculty on dissaggregating and analyzing data that measures students' yearly achievement-----Continue taking courses for "Reading Endorsement" to be added to teaching certificate------Continue conducting and participating in school-based, county-based, and district-based workshops and inservice on FCAT related teaching strategies---Continue to utilize PAEC workshops---Update training of faculty on Auto Skills----Update training of faculty on Dashboard data----Reading Coach will provide professional development---Technology will be used effectively for analyzing data.
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Study Island in Reading for all students in grades 6, 7, 8. Ponce de Leon High School Advisory Council $650.00 Ramp Up to Literacy Reading Program Textbook funds $2,160.00 Read 180 Flex Books Textbooks $700.00 Total: $3,510.00 Technology Description of Resources Funding Source Available Amount Read 180 Upgrade Textbook $2,500.00 Total: $2,500.00 Professional Development Description of Resources Funding Source Available Amount Ramp Up to Literacy Professional Development Title II $4,856.00 Total: $4,856.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $10,866.00
*Non-Highly Qualified Instructors:	All of the Reading teachers have their Reading Endorsement and are dedicated to helping students improve their reading skills.
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	According to the Florida Department of Education's Adequate Yearly Progress Report for Ponce de Leon High School,At the end of the 2006-2007 school year, 95% of our studensts were tested in FCAT Math. All subgroups met AYP targets. Fifty percent (50%) or more of the lower 25% made learning gains, and 50% or more of all students made learning gains. The percent proficient in Math was 74% and the Math proficiency was met.
*Objective:	On the 2009 FCAT Math test, 75% of our students will meet high standards in Math, and 78% will make learning gains in Math.
*Strategies:	1. Infuse FCAT Math strategies across the math curriculum. 2. Create Academic Improvement Plans for FCAT Level 1 and Level 2 students. 3. Math instructors will teach "focus" lessons daily and give mini-assessments every two weeks and use this data to drive their instructional focus. 4. Place middle school students in a Computer Lab on FCAT Explorer online programs to improve their reading skills. 5. Place high school students that have failed the FCAT Math in a remedial FCAT Math class and on Auto Skills computer program. 6. Provide FCAT Math software for use in individual classrooms. 7. Present FCAT Math training sessions to the faculty. 8. Utilize the FCAT Explorer online program. 9. Utilize the State of Florida FCAT Practice booklets. 10. Utilize FCAT workbooks. 11. Provide inservice through school-based, county-based, and district-based (PAEC) workshops. 12. Administer and utilize Dashboard and Dashboard data.
*Evaluation:	Utilize the following: FCAT Math Scores-------School Grades--------FCAT Explorer online program data-----Glencoe Math Textbooks---Auto Skills data---Dashboard data
*Evidence-based Program(s):	FCAT Explorer-----------Glencoe Math Series--------DIBELS ------Auto Skills--------Dashboard
*Professional Development:	Update training for FCAT Explorer online program-----Update training for Dashboard online program-----Continue conducting and participating in school-based, county-based, and district-based workshops on FCAT related teaching strategies------Continue to utilize PAEC inservice workshops Train faculty for Progress Reporting Mentoring Network online program----Update training on utilizing Dashboard----Update training on utilizing Auto Skills and AutoSkills data
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 Online program to remediate students Poncse de Leon High School Advisory Council $200.00 Total: $200.00 Professional Development Description of Resources Funding Source Available Amount Three days with Mathematics Consultant Professional Development Funds $2,500.00 Total: $2,500.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $2,700.00
*Non-Highly Qualified Instructors:	All of the math teachers are certified by the state and highly qualified. All of our math teachers are dedicated to helping students improve their math.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	According to the Florida Department of Education's 2007-2008 Adequate Yearly Progress Report for Ponce de Leon High School, 74% of our students met high standards on the FCAT Writing Test. The Writing Percent Proficient increased, and the Writing Proficiency was met.
*Objective:	On the 2009 FCAT Writing Test, 75% of our students will meet high standards in Writing.
*Strategies:	1. Provide the faculty with training on writing skills and infusing writing into all content areas. 2. Use various writing prompts for class writing assignments in language arts, English, history, and science classes. 3. Create Academic Improvement Plans for students whose FCAT Writing level is below Level 3. 4. Provide faculty with training on analyzing the writing rubric based on FCAT writing. 5. Provide practice in writing across the curriculum in all areas. 6. Train students to use the writing scoring rubric, then use this rubric to edit their own papers and the papers of other students. 7. Utilize FCAT Practice Writing workbooks. 8. Assign students time in a computer lab and/or on computers in the classroom to work in FCAT Explorer, Progress Monitoring Reporting Network, and other software programs. 8. Train students to write persuasive and expository essays and to grade them according to the writing rubric. 9. Train students to write grade-level "timed essays." 10. Utilize the DIBELS program. 11. Continue implementing the county-wide "Working On Writing" (WOW) at least twice a year. 12. Utilize Dashboard and Dashboard data. 13. Encourage students to write articles for the school newspaper 14.Vigorously implement the "Six Traits of Writing" and the "District Writing Plan." 15. Continue to require students to write reports, compositions, essays, etc. in science, history, and English classes especially, but in other classes also.
*Evaluation:	Utilize the folowing: FCAT Writing Scores------Teacher given Grades on Writing Assignments-------FCAT Explorer data--------DIBELS-------Progress Monitoring Reporting Network online program---Scores on WOW writing sample---Scores on Six Traits of Writing compositions----Dashboard data
*Evidence-based Program(s):	FCAT Writes Rubric------FCAT Explorer online program-------Progress Monitoring Reporting Network online program-------DIBELS-------Six Traits of Writing--------Dashboard
*Professional Development:	1. Training of teachers in the use of FCAT Writing Rubric for the scoring of practice FCAT essays 2. School-based, county-based, and district-based workshops on teaching FCAT Writing strategies across the curriculum 3. Update training in online writing programs 4. Utilize workshops, materials, etc., from the Panhandle Area Education Consortium (PAEC) 5. Inservice on Six Traits of Writing 6. Inservice on utilizing Dashboard data
*Objective:
*Strategies:
*Evaluation:
*Evidence-based Program(s):
*Professional Development:
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount Three days with a Literacy Consultant working with writing. Title VI $4,500.00 Total: $4,500.00 Other Description of Resources Funding Source Available Amount Writing Workbooks Ponce de Leon High School Advisory Council $200.00 Total: $200.00 Final Total: $4,700.00
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	According to the Florida Department of Education's 2007-2008 Adequate Yearly Progress Report for Ponce de Leon High School, 40% of our students met high standards on the FCAT Science Test.
*Objective:	On the 2009 FCAT Science Test, 50% of our students will meet high standards in Science.
*Strategies:	1. Use FCAT Science workbooks to gain and maintain knowledge in Science 2. Utilize Dashboard data 3. Use FCAT type Science questions on tests and other class assignments. 4. Implement hands-on Science projects 5. Challenge students to "Make, Show, and Tell" Science projects of their own.
*Evaluation:	Classroom Science Tests---------Science Projects-------FCAT Science Test Scores---Dashboard and Dashboard Data
*Evidence-based Program(s):	Science textbooks-------FCAT Science workbooks----------FCAT Explorer
*Professional Development:	Inservice on Science activities that can be implemented by teachers of other courses (Math, English, P.E. History, etc.)
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 Inservice on techniques of teaching science District Office $500.00 Total: $500.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $500.00
*Non-Highly Qualified Instructors:	MIDDLE SCHOOL SCIENCE TEACHERS----All middle school Science teachers are both in-field and highly qualified.
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	The School Climate Survey was returned by 35% of parents/guardians.
*Objective:	The percentage of parents/guardians returning the School Climate Survey will increase to at least 40%, and parent/guardian involvement in school activities will increase.
*Strategies:	1. Communicate with parents/guardians via newsletters and website. 2. Continue to use Phonemaster to contact parents about students' absences. 3. Hold open house for parents to get schedules of students' classes, courses, teachers, etc. and to meet the teachers. 4. Contact parents through phone calls, written communication, and school conferences to discuss their children's learning needs. 5. Advise parents to be a member of or to, at least, attend School Advisory Council meetings. 6. Publish a school calendar of relevant dates, including progress report and report card dates, in the local newspaper. 7. Encourage parents to utilize the school's Webpage, and to e-mail teachers about their child's progress, grades, etc.
*Evaluation:	At least 40% of parents/guardians will return the School Climate Survey, and there will be an increase in the number of parents/guardians that attend school related activities.
*Evidence-based Program(s):	NA
*Professional Development:	NA
*Objective:
*Strategies:
*Evaluation:
*Evidence-based Program(s):
*Professional Development:
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount Material mailed to parents and/or guardians of students Principal's budget $100.00 Total: $100.00 Final Total: $100.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	Not available at this time.
Objective:	Ponce de Leon High School will increase student scores in reading, writing, math, and science.
Strategies:	1. Use student data analysis results to find more effective educational strategie to meet the needs of our students. 2. Utilize educational online programs. 3. Utilize school and district inservice training. 4.Teachers will be dedicated in their attempts to meet the needs of their students.
Evaluation:	Compare last school year's FCAT scores in Reading, Math, Science, and Writing to this coming school year's (2008-2009) FCAT scores in Reading, Math, Science, and Writing, and implement effective educational strategies that will meet the needs of our students.
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Increase health and fitness activities & awareness
Needs Assessment:	More emphasis needs to be placed on students' health and physical fitness so that they will better realize the importance of eating healthy foods and exercising and the role this plays in being more effective in their school work.
Objective:	Ponce de Leon High School will increase student (and parent) awareness of the importance of eating healthy foods and getting regular exercise. Ponce de Leon High School will strive to plan and implement programs and activities that will allow students to get more exercise on a regular basis.
Strategies:	1 Encourage students to participate in athletic programs. 2. Invite speakers to the classroom to share information on nutrition. 3. Implement a "Fitness Program." 4. Implement a "Wellness Day." 5. Place fitness and nutrition into the curriculum. 6. Provide students with materials on fitness, wellness, and nutrition. 7. Have teachers to implement lessons on fitness and nutrition. 8. Have the school nurse to talk to students about nutrition and fitness and teach students how to take blood pressure. 9. Organize after school "Walk Days."
Evaluation:	Administration will view teachers' lesson plans. Students will complete a surey on the progress they are making in regards to their nutrition and fitness. This survey can be utilized to further increase student awareness of the importance of good nutrition and regular exercise and implement better and/or more programs and activities on nutrition and fitness.
Evidence-based Program(s):	NA
Professional Development:	Attend workshops on ways to increase health and fitness activities and awareness------Utilize material that will benefit students in increasing health and fitness awareness-------------Implement enjoyable health and fitness activities for students
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $0.00
End of Increase health and fitness activities & awareness Goal
Additional Goal: PDLHS will provide a safe and secure environment.
Needs Assessment:	Ponce de Leon High School needs to continually improve the stakeholders' (parents, students, faculty, staff, administration, and community members) perception of safety as measured by the Ponce de Leon High School Climate Survey. The school also needs to strive to decrease the number of students' school-related accidents and incidents.
Objective:	Ponce de Leon High School will continually strive to maintain a safe and secure school building and school campus. School buses and school bus travel safety will also be a top priority. Plus, the number of students' school related accidents and incidents will decrease.
Strategies:	1. Maintain a sufficient number of teachers and other school personnel to be on duty in student parking areas and school bus areas during busy times of each school day. 2. Place duty teachers in hallways during busy times of each school day. 3. Conduct classroom management workshops. 4. Stress and enforce student tardy and discipline policies. 5. Conduct practices on what to do when and if a tornado hits the school building. 6. Conduct announced lockdowns. 7.Strictly enforce dress codes. 8. Stress the imlportance of reporting any suspicious activity by anyone to the administration. 9. Stress the importance of reporting any safety hazard to the administration.
Evaluation:	Ponce de Leon High School Climate Survey and the Ponce de Leon High School Detail Discipline Offense Form ZSD 006-01
Evidence-based Program(s):	None
Professional Development:	Various training and information received from workshops that deal with school safety.
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 PDLHS will provide a safe and secure environment. Goal
Additional Goal: Improve integration of curriculum and technology
Needs Assessment:	Computer technology classes need to continually be offered through inservice workshops and teachers and administraators need to take full advantage of them. These workshops should teach teachers how to integrate computer technology into their curriculum. Teachers and administrators should also take advantage of the online program, Technology Literacy for Teachers, offered by PAEC. Once the integration of computer technology enters into each teacher's lesson plans, the effective implementation of this will help the students to be more proficient--not only in their school work, but also in their jobs of the future.
Objective:	Ninety per cent of Ponce de Leon High School's teachers and administrators will be technology literate by June 2009.
Strategies:	1.Provide computer training by asking teachers who are computer literate to work with teachers who are not computer literate. (This can be done during teachers' planning periods.) 2. Conduct school and county computer technology workshops. 3. Grant teachers the time away from school to attend computer technology workshops. 4. Implement lesson plans that involve the use of computer technology. 5. Coordinate computer technology workshops with PAEC. 6. Continue to provide an in-school computer technology specialist to help teachers and administrators improve their computer technology skills. 7. Meet with the district computer specialist every few weeks to discuss updated information on computer technology, etc. 8. Require teachers to view, print out, and utilize material from a website that pertains to his/her specific curriculum.
Evaluation:	The administration will confer with teachers about the degree of their computer technology skills (after the teachers have attended computer technology workshops) and make recommendations accordingly. Teachers who have completed computer technology workshops will be graded by the computer technology instructor on what they have learned from the workshops. The administrators and/or the in-school computer technology specialist will view teachers' lesson plans and classroom student activities and make suggestions, give advice, and/or require more computer technology inservice, etc.
Evidence-based Program(s):	None
Professional Development:	School and county computer technology workshops
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 Improve integration of curriculum and technology Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Study Island in Reading for all students in grades 6, 7, 8.	Ponce de Leon High School Advisory Council	$650.00
Reading	Ramp Up to Literacy Reading Program	Textbook funds	$2,160.00
Reading	Read 180 Flex Books	Textbooks	$700.00
Total: $3,510.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Read 180 Upgrade	Textbook	$2,500.00
Mathematics	Online program to remediate students	Poncse de Leon High School Advisory Council	$200.00
Total: $2,700.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Ramp Up to Literacy Professional Development	Title II	$4,856.00
Mathematics	Three days with Mathematics Consultant	Professional Development Funds	$2,500.00
Writing	Three days with a Literacy Consultant working with writing.	Title VI	$4,500.00
Science	Inservice on techniques of teaching science	District Office	$500.00
Total: $12,356.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Writing	Writing Workbooks	Ponce de Leon High School Advisory Council	$200.00
Parental Involvement	Material mailed to parents and/or guardians of students	Principal's budget	$100.00
Total: $300.00
Final Total: $18,866.00

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

Ponce de Leon High School's Advisory Council assists in the development of the School Improvement Plan and is solely responsible for the final decision making at the school relating to implementation of the School Improvement Plan. The Advisory Council meets throughout the school year and acts on a carefully planned agenda. The input, feedback, and funding provided by the members of the Advisory Council are extremely beneficial in helping the school to meet the needs of the students. Ponce de Leon High School usually receives about $3800.00 to $4,000.00 from the School Advisory Council. This money is spent for materials, sofware, books, etc. that will be utilized to meet the needs of our students, especially with their reading needs.

SAC Members

IMPLEMENTATION EVALUATION

When the data from the Sunshine State Standards Diagnostic Tests, all FCAT Tests, Auto-Skills, and Dashboard, etc. are received and analyzed, an end of the year evaluation of this information will be conducted by the administration and the faculty. A master schedule will be implemented that will utilize the "School Improvement Plan" and meet the needs of our students.

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