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VISION/MISSION/BELIEF STATEMENTS

Note: Required for Title I

Mission Statement:

"The Forest High School community is committed to providing the skills and education necessary for students to reach their full potential."

Vision Statement:

Forest High School is committed to excellence and equity in education. Our students will achieve at a high level of academic performance, function effectively in the community, and make contributions to the broader society.

To accomplish this goal, Forest High School commits itself to involving school personnel, community members, and students and their families as partners in an ever-evolving educational process. Forest High School will provide an environment of excellence and responsibility which will foster intellectual, social, physical, emotional, and ethical growth for all of our students. Through motivation and encouragement, Forest High School will help students achieve their fullest potential.

Students must continue to learn and grow after their time at Forest High School. While student choices will vary, Forest High School will encourage students to pursue both a career direction and continued education. Forest High School will guide all students in planning for their success both during and after high school.

The Forest High School community, which involves students, their families, faculty, staff, and the community, will work together to realize this vision in an environment where all the contributions are mutually respected and valued.

Belief Statements:

•The Forest High School educational environment encourages school-to-career skill development and post-secondary education by providing a wide variety of core and elective courses as well as sports and activities.

•Forest High School provides a safe learning environment in which students can be successful as individuals, as members of a team, and within the community.

•Forest High School fosters open communication between the school and home and encourages family involvement.

•Forest High School teachers are provided with staff development opportunities to master technologies and instructional strategies that improve student performance.

•Forest High School promotes an equal opportunity learning environment and encourages all students to respect the cultural diversity of others.

•Forest High School provides motivation and encouragement to the students to help them achieve their goals.

SCHOOL PROFILE DEMOGRAPHICS

Community and School Profile

Forest High School is a large high school located in Marion County, Florida. Ocala, the county seat of this rapidly growing and diversely populated county, has a population of approximately 75,000 residents. Marion County’s population of almost 350,000 has gained approximately 23,000 people since the 2000 census. The profile of the typical Marion County resident includes only 42% who are Florida natives. The growth rate of the county’s minority population far exceeds that of the state and nation with Hispanic growth at 166%, Samoan 200%, Filipinos 130%, Asian Indians 125%, and Japanese 115%. The median age in the county is 43 and 13.7% possess a Bachelor’s degree or higher.

Employment among men exists predominantly (84%) across four categories: business and licensed professionals, construction, factory workers and transporters, and sales.
Most jobs for women are found primarily in three fields: business or licensed professionals, health care and food service industries, and sales and office work. The county’s major industries are horse breeding and tourism.

Almost half of Marion County households (45%) receive some type of Social Security payment, which is evidence of the county’s large base of senior citizens. This diversification, along with a central location, mild climate, close proximity to universities and international airports, and a large number of thriving retirement developments, has contributed to the population growth. The Marion County School Board, the State of Florida (all departments) and Munroe Regional Medical Center are the three largest employers.


School Demographics

Forest High School is the oldest accredited high school in the state and is the oldest high school in Marion County; however, the current facility opened in 2005. Forest is fortunate to have two official business partners: Bank of America and Progress Energy. These business partners, along with others, provide support to FHS in a variety of ways, including in-kind donations, grants, and human resources.

Our greatest strengths are our strong sense of pride, our modern facilities, our implementation of educational technology and our commitment to continuous improvement. In addition, Forest effectively uses resources to implement a curriculum that enables all students to meet and exceed expectations for student learning. Our school seeks and retains well-qualified personnel and fully supports ongoing staff development.

The greatest challenges for Forest High School are raising the achievement of our lower quartile of students, continuing to implement and improve our incorporation of reading strategies across content areas utilizing student data to its full potential, and developing procedures for handling an ever growing and diverse population of students and staff.

The Forest High student population consists of 2,409 students in grades 9-12. There are 677 students in 9th grade, 602 in 10th, 553 in 11th, and 577 in 12th. The school is continuing to grow and has the largest population of any public school in Marion County.

The ethnic makeup of the school is very diverse. The population of the schools sub-groups is as follows:
Males - 51.3%
Female - 48.7%

White - 66.4%
African American - 16.5%
Hispanic - 12.1%
Asian - 1.7%
Am. Indian/Alaskan - .5%
Multi racial - 2.9%


Forest High School School’s freshmen come from several feeder middle schools. The freshman class is currently the largest class on campus. The main schools that the current 9th graders attended last year are as follows:

Osceola Middle School 47%
Fort King Middle 25%
Howard Middle 6%
Bellview Middle 3.5%
Lake Weir Middle 3.5%
Westport Middle 3%
Out of County/Private 12%


The 2008 graduation rate at Forest was _______



Forest High School currently has 414 ESE students. The school employs 26 people in the ESE department—one staffing specialist, 14 ESE teachers, and 11 assistants/Instructional Paraprofessionals. Many students have more than one exceptionality.

The breakdown of exceptionalities is as follows:

Educable Mentally Handicapped 35 7.1%
Trainable Mentally Handicapped 4 .8%
Orthopedically Impaired 17 3.46%
Speech impaired 14 2.85%
Deaf/Hard of Hearing 5 1.01%
Visually Impaired 2 .4%
Emotionally Handicapped 27 5.49%
Specific Learning Disabilities 185 37.67%
Gifted 151 30.75%
Autistic 13 2.64%
Language Impaired 20 4.07%
Other Health Impaired 18 4.66%
Total 491 100%



Forest High School is proud of our award-winning Engineering and Manufacturing Institute of Technology (EMIT), one of our finest examples of interdisciplinary and cross-curricular experiences for students. EMIT offers a broad curriculum in all subjects and is interdisciplinary in its approach. This program was recognized by the Southern Region Education Board in its 1997 publication containing best practices in education. EMIT represents one of the premier applied technology programs available in the state of Florida. Team teaching and cooperative learning characterize an academy dedicated to developing leadership techniques, enhancing problem-solving skills, and building the work habits sought by employers in today’s highly competitive job market. Students learn to set and achieve goals, develop critical thinking skills, and prepare for a career in fields related to engineering, drafting and design, and manufacturing processes. Drafting requirements are integrated with mathematics, language arts, and social studies to mirror the complex social and technological realities of the 21st century. The EMIT program is heavily supported, philosophically and financially, by Progress Energy, with whom we are doing ongoing research in energy conservation. Along with EMIT, subject area teachers are constantly working to align curricula, and meetings are held to develop cross-curricular connections.

Forest High School offers numerous Advanced Placement courses, including:
• AP Latin (0706360)
• AP Spanish Language (0708400)
• AP Art-Drawing Portfolio (1004300)
• AP World History (2109420)
• AP US History (2100330)
• AP US Government and Politics (2106420)
• AP Psychology (2107350)
• AP English Language and Composition (1001420)
• AP English Literature and Composition (1001430)
• AP Calculus AB (1202310)
• AP Statistics (1210320)
• AP Biology (2000340)
• AP Chemistry (20003370)
• AP Physics B (2003420)

Student activities reflect the diversity of Forest High School. Opportunities currently offered at Forest High School include the following:

Academic Clubs/Groups:

• Academic Team
• Art Club
• Drama Club/Thespians
• French Club
• Latin Club (JCL)
• Journalism Club
• National Honor Society
• Spanish Club

Career & Technical Student Organizations:
• Future Business Leaders of America (FBLA)
• Future Farmers of America (FFA)
• Future Educators of America (FEA)
• Florida Public Service Association (FPSA)
• Health Occupations Students of America (HOSA)
• Skills USA (Culinary Arts and Television Production)
• Technology Students of America (TSA)

Government:
• Student Government

Service Clubs:
• Anchor Club
• ASTRA
• Interact

Special Interest Clubs:
• Book Club
• Fellowship of Christian Athletes (FCA)
• Students Against Destructive Decisions (SADD)
• Krazy Kats (Pep Squad)
• JROTC

Athletics:
•Football (Boys)
•Cross Country (Boys & Girls) •Weightlifting (Boys & Girls)
•Bowling (Girls) •Baseball (Boys)
•Volleyball (Girls) •Track (Boys & Girls)
•Golf (Boys & Girls) •Tennis (Boys & Girls)
•Slow Pitch Softball (Girls) •Flag Football (Girls)
•Swimming (Boys & Girls) •Cheerleading (Girls)
•Basketball (Boys & Girls) •Lady Cat Dancers (Girls)
*Soccer (Boys & Girls) *Wrestling

SCHOOL MATCH

Note: Required for all Assistance Plus Schools

QUALITY STAFF

Highly Qualified Administrators

Note: Required for Title I

Mr. Chester Gregory - Principal
Degree-Masters of Science in Educational Leadership, High School Principal Certification
Mr. Gregory has three years experience as an AP for Discipline and 17 years experience as AP for Curriculum.

Mrs. Carol Bounds - Assistant Principal for Instruction
Degree-Education Specialist, Certification Educational Leadership
Mrs. Bounds held the position of Curriculum Coordinator for 12 years. This is her fifth year as Assistant Principal for Instruction.

Mr. Gary Merians - Assistant Principal for Discipline
Degree-Masters of Science in Educational Leadership, Dean for 10 years
This is his third year as Assistant Principal for Discipline.


Mrs. Donna Otzel is the Assistant Principal for Curriculum.
Degree -Ed. Specialist, Certification Educational Leadership
Dean for three years
Assistant Principal for Instruction 2 years
This is her second year as Assistant Principal for Curriculum.


Forest High School's Administration is composed of administrators who are highly experienced and work together to assess data, to appraise teacher effectiveness, and to evaluate present programs and consider new ones. These administrators, along with other members of the Administrative team (Deans, Athletic Director, Student Activities Director, and Vocational Administrator) monitor school safety, facilities, equity, and staff development. The Administrative Team is supported by the entire Forest staff and welcomes all staff input.

Recruitment/Retention of Highly Qualified Teachers

Note: Required for Title I

Marion County has made great strides in teacher recruitment, which includes a variety of strategies to recruit highly qualified teachers in all areas. District and school administrators have been trained by recognized local and national experts in the current trends surrounding recruiting and retention. A team of principals has identified core areas of competency for teachers. Common interview questions and scoring rubrics have been developed for each area and are used for all teacher interviews. Marion County has developed a team of administrators who go on nation-wide recruiting trips to interview and hire highly qualified teachers according to District and decree guidelines.

The District believes that meaningful retention strategies need to be implemented to insure that highly qualified teachers choose to continue employment with the District. The District provides a salary competitive with surrounding districts and yearly negotiated salary increases are provided. Professional development opportunities are regularly provided to enrich and support teachers. Staff development is research based and many courses directly address State mandated endorsements (REESOL). Thus, in an effort to make professional development attractive to teachers and to serve as a retention tool, professional development is to provide as follows:
host a demonstration classroom and receive visitors and observers
provide modeling lessons in his/her classroom
provide modeling lessons in other classrooms
mentor teachers in the process of acquiring the skill presented
act as a trainer when needed/selected
serve on a District Staff Development steering committee to review and monitor skill acquisition 

Show Attached Staff List 

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: Required for Title I

Several State and Federal programs support the efforts of Forest High School administration and staff to educate the students who are assigned to us. Title II dollars provide staff development activities to improved basic instructional programs and to assist administrators and teachers in meeting highly qualified status. Title III dollars provide some educational materials and support serves of immigrants and English Language Learners. Title IV provides funds for programs such as Red Ribbon Week and violence prevention in the schools. Title X provides funds and services for the homeless.

In addition, the Health Department provides asthma programs and nurses that oversee school health clinics. Perkins dollars are used to enhance selected vocational programs.

School Wide Improvement Model

Note: Required for Title I

Forest High School uses a team of cross-curricular teachers and interested parents to write the School Improvement Plan. This team uses surveys, parent and teacher input, but mostly "data" to write a plan that fits the needs of the FHS students.

Our School Improvement Plan is put on the FHS website where anyone can view it. Teachers access the site to write grants and to establish goals for their Individual Professional Development Plan. Parents, moving to the area, might go to the site to see what strengths and weaknesses FHS exhibits.

Goals are written to expressly improve student learning which should impact student achievement.

In addition, the Continuous Improvement Model (CIM) has been fully implemented at Forest High School. Teachers of grade 9 & 10 use the Marion County School District Focus Calendar Assessment for Reading, Mathematics, or Science to focus on the appropriate skills. Once each month, students are assessed on the Benchmarks/Standards for the covered skills. The assessments are in FCAT format and focus on taught skills. Teachers are responsible for remediation of students who have not mastered (80%) the measured skill. Teachers of grades 11 & 12 focus lesson are tuned to SAT/ACT materials.

NCLB Public School Choice

Note: Required for Title I

Parents receive many forms of communication from FHS. Each nine weeks, parents receive an interim report at four and one half weeks and a report card at the end of the nine weeks that is a report of grades, attendance, and conduct. In the spring, parents receive test scores and notification of student's proficiency in reading, math, science, and writing.

In addition, parents receive monthly newsletters that have a complete listing of all academic and sports events for the coming month. There is also a marquee, which lists important upcoming events.

A new communication system, AlertNow, is a phone system that calls all parents or groups of parents that need important or emergency information.

No Attached Public School Choice Notice to Parents file

No Attached Notification of SINI Status file

Pre-School Transition

Note: Required for Title I

MENTORING AND EXTENDED LEARNING OPPORTUNITIES

Teacher Mentoring

Note: Required for Title I

Each new teacher is assigned a mentor at the beginning of his/her assignment by Assistant Principal of Curriculum, Donna Otzel. Mentors are chosen according to subject matter of the new teacher and experience of the mentor. The mentors are paid a small stipend to advise and steer that beginner toward a successful first assignment. In addition, the district provides on-going training using a variety of sources such as Nationally Board Certified Teachers and the Harry Wong Videos and the Wong book "The First Days of School."

Low performing teachers are identified by the Principal and Assistant Principals as classroom visitations take place. Low performing teachers might also be identified by low test scores and poor achievement of their students.

Mentor teachers might assist with the following: technology, electronic grade book, classroom rules, classroom management, lesson planning, etc.

Forest High School also meets with new teachers to Forest on a monthly basis. These meetings is designed to serve as an ongoing inservice to expose these new teachers to all programs at Forest.

Show Attached Teacher Mentoring List

Extended Learning Opportunities

Note: Required for Title I

Forest High School provides a zero period (7:45-8:45 a.m.) for Band and Weight Lifting. Tutoring is also offered in the Media Center from (3:15-4:00 p.m.) on Tuesdays and Thursdays. A record is kept on all student attendance and those tutoring. This offers the administration a way to evaluate the provide other services. In addition, the Media Center has extended hours Monday – Friday from 7:45-8:45 a.m. for any students wishing to use the facility. Marion Virtual School can be accessed by students who are grade point or credit deficient with assistance from their guidance counselor and the credit lab personnel. Some students also use Marion Virtual School to take additional credits. We also have some mentoring programs, such as Strength of the Young that help struggling students get back on track.

We also offer a summer programs for various student groups, such as ROTC and band. Forest also offers a summer orientation camp for incoming freshmen and extended school year (ESY) for exceptional students.

SCHOOLS GRADED C OR BELOW

Professional Development

Disaggregated Data

Informal and Formal Assessments

Alternative Instructional Delivery Methods

SCHOOLS OFFERING PRIMARILY GRADES 6 THROUGH 12

Different Innovative Approaches to Instruction

The following innovative approaches are being used at Forest High School:
Differentiated Instruction
Small Learning Communities
Focus Calendar Assessments on pertinent benchmarks
Intensive Reading (Grade Specific)
Intensive Mathematics

Responsibility of Teaching Reading for Every Teacher

Forest High School approaches reading as a school-wide effort. The Reading Coach has lead inservice training on reading strategies that are used across the curriculum. We have several teachers who are reading endorsed or who are working toward the endorsement. The Reading Focus Calendar is provided for every teacher so that the entire school can be working on the same benchmark. Teachers across the curriculum use Read-Alouds or use novels as part of their instruction.

Quality Professional Development for Teachers and Leaders

Marion County Public Schools provide the bulk of staff development. Title II dollars are used to provide quality courses for teachers who need Master Inservice Points. IDEA dollars are used for ESE teachers who need on-going training to serve special needs students. Perkins dollars are made available for vocational/technical instructors who receive assistance in developing quality courses. Forest High School provides on-going training in ever changing technology.

Small Learning Communities (SLC)

Forest High School is making their first attempt at developing Small Learning Communities. Teams of teachers were assembled for 9th and 10th grade students. These teams of teachers will have approximately 150 students. They will meet once a week to assess how the students are progressing. The team will establish a culture in which each student will operate. Similar rules, study skills, and test taking skills will be emphasized as established by each team

Intensive Intervention in Reading and Mathematics

Can be found in the SIP under each goal area under "strategies" for each sub group.

Parental Access and Support

Forest High School parents are an integral part of the team. The School Advisory Council (SAC) is open to any interested parent. There is an active PTO for parents who like to support teachers and lift the spirit of teachers by providing lunches and treats from time to time. Each sport has parents who are boosters who provide everything from transportation to their presents at sporting events. The AFROTC has a parent group who helps sustain the unit. The Band Boosters are present at each event and provide the muscle for moving equipment and props. The school uses the Alert Now program to advise parents of events or of impending school changes due to weather, etc. Forest High School has an excellent website in which parents can get all kinds of information

Applied and Integrated Courses

Forest High School has a wide variety of vocational/technical courses that could be considered applied/integrated courses. Health Occupations, Culinary Arts, Web Design, Marketing, Criminal Justice, Drafting, Agriculture Science, and TV Production all have components of application. When you look at the benchmarks for these courses, you often see an integration of English, math, science, and social studies as well.

Course Choice Based on Student Goals / Interests / Talent

Each student must select a “major” based on their interest and talent before they enter high school. Each year the student meets with their counselor to determine if the selected major still remains their choice. Students may change majors, but the goal is for students to focus on an area of instruction that will benefit them as they progress into the world of work or in high education.

Master Schedules Based on Student Needs

Each spring, the Assistant Principal of Curriculum asks for input from students and teachers about courses they would like to see implemented. In addition, each student meets with their counselor to plan the next year’s schedule of classes. The Master Schedule reflects the number of classes needed for both required courses and elective courses

Academic and Career Planning

The Forest High School Counseling team takes the lead in academic and career planning. As explained before, the counselor meets with each student at least once a year to plan the student schedule and to discuss the “major” course of study. Students can also make an appointment with their counselor if they are having any kind of problem with academic subjects or problems of a more personal nature.

GOALS

Goal: Reading *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Ninety-nine percent of FHS tenth graders were tested on FCAT. Forty-nine percent of all students were reading on or above grade level which was a 1% gain from last year. In the lowest performing quartile, 45% percent of the students made learning gains. The following sub-groups* are in need of improvement to meet the target of 65% scoring at or above grade level: *African American students: 23% performed on or above grade level *Economically Disadvantaged students: 30% performed on or above grade level *Students with Disabilities: 16% performed on or above grade level *Hispanic students: 37% performed on or above grade level *White students: 57% performed on or above grade level
*Objective:	Sixty-five percent of African American students will score at level 3 or above on the FCAT Reading Assessment.
*Strategies:	As outlined in the Marion County District Reading Plan, the students in the lowest quartile (Level 1 and Level 2 students) will have reading either every day in a Read 180 Lab or in a 100 minute class every other day. Administrators and teachers are being educated on how to use data to improve instruction by using Pearson Inform, Pearson Benchmarks and START report type information . Teachers are targeting students who might benefit from additional one-on-one instruction. Additional strategies/activities include: Explore reading programs (Literary Discussion groups), continued use and expansion of large print book collection in the Media Center, UNRAAVEL, Kagan Activities, Focus Calendar Assessment data, FCAT Explorer, utilize Inform to identify areas of student weakness and develop focus lessons and timelines for their implementation;develop methods of assessment and evaluation; monitor progress and timelines.
*Evaluation:	African American students who received a Level 1 or 2 on the FCAT are in Intensive Reading. Students will be given the SRI (Scholastic Reading Inventory) three times during the school year to progress monitor. Focus Calendar Assessments will be used as on-going evidence of growth. Students will also be given fluency and comprehension checks through out the programs. There should also be frequent checks of tardies, attendance records, and behavior referrals for Level 1 and Level 2 students. In addition, FHS's Reading Coach can assist content teachers in reading strategies. These students should be better prepared to pass the 2009 FCAT. Other methods of evaluation include: •Dynamic Indicators of Basic Early Literacy Skills (DIBELS) •Focus Calendar Assessments (FCA) to identify trends and individual needs •Florida Oral Reading Fluency (FORF) •Scholastic Reading Inventory (SRI), administered three times each year *Common End of Course Evaluation Florida Comprehensive Achievement Test
*Evidence-based Program(s):	Read 180 reading intervention software Reading & Writing Sourcebooks from SRA USA Today Reading Program
*Professional Development:	Read 180 teachers will have on-going training and support from the District Reading Team and the FHS Reading Coach. The every other day reading classes will be given extensive training by the FHS Reading Coach in reading in the content area, the use of the Source Book materials, and any other new materials. Content Area teachers will be given training in reading strategies by the FHS Reading Coach and by district staff when offered. In addition, the following trainings may be offered: • FOR PD • CAR PD • Kagan Training • Additional training in use of Larry Bell's UNRAAVEL techniques
*Objective:	Sixty-five percent of Hispanic Students will score at least a 3 or above on FCAT Reading Assessment.
*Strategies:	As outlined in the Marion County District Reading Plan, the students in the lowest quartile (Level 1 and Level 2 students) will have reading either every day in a Read 180 Lab or in a 100 minute class every other day. Administrators and teachers have access to student data by using Pearson Inform and Pearson Benchmarks. Teachers use this data to target students who might benefit from additional one-on-one instruction. Additional strategies/activities include: • Explore reading programs (Literary Discussion groups) • Continued use and expansion of the large print books collection in the Media Center. • UNRAAVEL • Kagan activities • Focus Calendar Assessment data to focus on areas of need • FCAT Explorer • Utilize Inform to identify areas of student weakness and develop focus lessons and timelines for their implementation; develop methods of assessment and evaluation; monitor progress and timelines • Rosetta Stone software to improve English proficiency and vocabulary Students who received a Level 1 or 2 on the FCAT are in Intensive Reading. Students will be given the SRI (Scholastic Reading Inventory) three times during the school year to monitor progress. Focus Calendar Assessments will be used as on-going evidence of growth. Students will also be given fluency and comprehension checks throughout the programs. Other methods of evaluation include: • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Focus Calendar Assessments (FCA) to identify trends and individual needs • Florida Oral Reading Fluency (FORF) • Scholastic Reading Inventory (SRI), administered three times each year • Florida Comprehensive Achievement Test (FCAT), administered yearly • Common End of Course Exams • Monitor use and performance in Rosetta Stone program for ELL students. • Read 180: Reading intervention software • Reading & Writing Sourcebooks from SRA • My Guide: individualized learning program based on each student’s FCAT performance Read 180 teachers will have on-going training and support from the District Reading Team and the FHS Reading Coach. The every other day reading classes will be given extensive training by the FHS Reading Coach in reading in the content area, the use of the Source Book materials, and any other new materials. Teachers of Juniors and Seniors will be given training in the use of USA Reading Program. Content Area teachers will be given training in reading strategies by the FHS Reading Coach and by district staff when offered. In addition, the following trainings may be offered: • FOR PD • CAR PD • Kagan Training • Additional training in use of Larry Bell's UNRAAVEL techniques
*Evaluation:	Students who received a Level 1 or 2 on the FCAT are in Intensive Reading. Students will be given the SRI (Scholastic Reading Inventory) three times during the school year to monitor progress. Administration will also monitor absences, tardies, and referrals. Focus Calendar Assessments will be used as on-going evidence of growth. Students will also be given fluency and comprehension checks throughout the programs. Other methods of evaluation include: • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Focus Calendar Assessments (FCA) to identify trends and individual needs • Florida Oral Reading Fluency (FORF) • Scholastic Reading Inventory (SRI), administered three times each year • Florida Comprehensive Achievement Test (FCAT), administered yearly • Common End of Course Exams • Monitor use and performance in Rosetta Stone program for ELL students.
*Evidence-based Program(s):	Read 180 Labs - reading intervention software Great Source Materials Reading and writing sourcebooks from SRA USA Today Reading Program
*Professional Development:	Read 180 teachers will have on-going training and support from the District Reading Team and the FHS Reading Coach. The every other day reading classes will be given extensive training by the FHS Reading Coach in reading in the content area, the use of the Source Book materials, and any other new materials. Teachers of Juniors and Seniors will be given training in the use of the USA Today Reading Program. Content Area teachers will be given training in reading strategies by the FHS Reading Coach and by district staff when offered. In addition, the following trainings may be offered: • FOR PD • CAR PD • Kagan Training • Additional training in use of Larry Bell's UNRAAVEL techniques
*Objective:	Sixty-five percent of Students with Disabilities (SWD) on the Diploma Option will score at Level 3 or above on the FCAT Reading Assessment. Students on the non-diploma option will show one year of growth on an Alternative Assessment instrument.
*Strategies:	Students with Disabilities (Diploma Option) have been included in regular education classes and have been afforded the same remediation opportunities as regular education students. As outlined in the Marion County District Reading Plan, the students in the lowest quartile (Level 1 and Level 2 students) will have reading either every day in a Read 180 Lab or in a 100 minute class every other day. Administrators and teachers have access to student data by using Pearson Inform and Pearson Benchmarks. Teachers use this data to target students who might benefit from additional one-on-one instruction. Additional strategies/activities include: • Explore reading programs (Literary Discussion groups) • Continued use and expansion of the large print books collection in the Media Center. • UNRAAVEL • Kagan activities • Focus Calendar Assessment data to focus on areas of need • FCAT Explorer • Utilize Inform to identify areas of student weakness and develop focus lessons and timelines for their implementation; develop methods of assessment and evaluation; monitor progress and timelines • Extended School Year (ESY) In addition, the Deaf/Hard of Hearing students are given special instruction in Pro-Read material.
*Evaluation:	Non-diploma SWD will be given an alternative assessment to ascertain reading growth. Diploma students who received a Level 1 or 2 on the FCAT are in Intensive Reading. Students will be given the SRI (Scholastic Reading Inventory) three times during the school year to monitor progress. Focus Calendar Assessments will be used as on-going evidence of growth. Students will also be given fluency and comprehension checks throughout the programs. In addition, Level 1 and 2 students attendance, tardies, and discipline records will be monitored for more information. Other methods of evaluation include: • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Focus Calendar Assessments (FCA) to identify trends and individual needs • Florida Oral Reading Fluency (FORF) • Scholastic Reading Inventory (SRI), administered three times each year • Florida Comprehensive Achievement Test (FCAT), administered yearly • Common End of Course Exams, where applicable • Florida Alternative Assessment
*Evidence-based Program(s):	• Read 180: Reading intervention software • Reading & Writing Sourcebooks from SRA • Pro-Education Materials Reading Milestones
*Professional Development:	ESE teachers will have on-going training through the FDLRS and the ESE office. Corrective Reading and Read 180 teachers will have on-going training and support from the District Reading Team and the FHS Reading Coach. The every other day reading classes will be given extensive training by the FHS Reading Coach in reading in the content area, the use of the Source Book materials, and any other new materials. Junior nd Seniors will be given training in the use of USA Today in the Classroom. Content Area teachers will be given training in reading strategies by the FHS Reading Coach and by district staff when offered. In addition, the following trainings may be offered: • FOR PD • CAR PD • Kagan Training • Additional training in use of Larry Bell's UNRAAVEL techniques Training on using Reading Milestones
*Objective:	Sixty- Five percent of Economically Disadvantaged students will score a 3 or above on the FCAT reading assessment.
*Strategies:	As outlined in the Marion County District Reading Plan, the students in the lowest quartile (Level 1 and Level 2 students) will have reading either every day in a Read 180 Lab or in a 100 minute class every other day. Junior and senior students will be utilizing the USA Today reading program. Administrators and teachers have access to student data by using Pearson Inform and Pearson Benchmarks. Teachers use this data to target students who might benefit from additional one-on-one instruction. Additional strategies/activities include: • Explore reading programs (Literary Discussion groups) • Continued use and expansion of the large print books collection in the Media Center. • UNRAAVEL • Kagan activities • Focus Calendar Assessment data to focus on areas of need • FCAT Explorer • Utilize Inform to identify areas of student weakness and develop focus lessons and timelines for their implementation; develop methods of assessment and evaluation; monitor progress and timelines • Free breakfast/lunch programs
*Evaluation:	Students who received a Level 1 or 2 on the FCAT are in Intensive Reading. Students will be given the SRI (Scholastic Reading Inventory) three times during the school year to monitor progress. Focus Calendar Assessments will be used as on-going evidence of growth. Students will also be given fluency and comprehension checks throughout the programs. In addition, frequent checks on Level 1 and Level 2 students attendance, tardies, and behavior will also be monitored. Other methods of evaluation include: • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Focus Calendar Assessments (FCA) to identify trends and individual needs • Florida Oral Reading Fluency (FORF) • Scholastic Reading Inventory (SRI), administered three times each year • Florida Comprehensive Achievement Test (FCAT), administered yearly • Common End of Course Exams
*Evidence-based Program(s):	Read 180: Reading intervention software Reading & Writing Sourcebooks USA Today Reading Program
*Professional Development:	Read 180 teachers will have on-going training and support from the District Reading Team and the FHS Reading Coach. The every other day reading classes will be given extensive training by the FHS Reading Coach in reading in the content area, the use of the Source Book materials, and any other new materials. Content Area teachers will be given training in reading strategies by the FHS Reading Coach and by district staff when offered. In addition, the following trainings may be offered: • FOR PD • CAR PD • Kagan Training • Additional training in use of Larry Bell's UNRAAVEL techniques
*Objective:	Sixty five percent of White Students will score a 3 or above on the FCAT Reading Assessment.
*Strategies:	As outlined in the Marion County District Reading Plan, the students in the lowest quartile (Level 1 and Level 2 students) will have reading either every day in a Read 180 Lab or in a 100 minute class every other day. Junior and senior students will use the USA Today reading program. Administrators and teachers have access to student data by using Pearson Inform and Pearson Benchmarks. Teachers use this data to target students who might benefit from additional one-on-one instruction. Additional strategies/activities include: • Explore reading programs (Literary Discussion groups) • Continued use and expansion of the large print books collection in the Media Center. • UNRAAVEL • Kagan activities • Focus Calendar Assessment data to focus on areas of need • FCAT Explorer • Utilize Inform to identify areas of student weakness and develop focus lessons and timelines for their implementation; develop methods of assessment and evaluation; monitor progress and timelines African American students who received a Level 1 or 2 on the FCAT are in Intensive Reading. Students will be given the SRI (Scholastic Reading Inventory) three times during the school year to monitor progress. Focus Calendar Assessments will be used as on-going evidence of growth. Students will also be given fluency and comprehension checks throughout the programs. Other methods of evaluation include: • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Focus Calendar Assessments (FCA) to identify trends and individual needs • Florida Oral Reading Fluency (FORF) • Scholastic Reading Inventory (SRI), administered three times each year • Florida Comprehensive Achievement Test (FCAT), administered yearly • Common End of Course Exams • Read 180: Reading intervention software • Reading & Writing Sourcebooks from SRA • USA Today Reading Program Read 180 teachers will have on-going training and support from the District Reading Team and the FHS Reading Coach. The every other day reading classes will be given extensive training by the FHS Reading Coach in reading in the content area, the use of the Source Book materials, and any other new materials. Teachers of Juniors and Seniors will be given training in the use of the USA Reading Program. Content Area teachers will be given training in reading strategies by the FHS Reading Coach and by district staff when offered. In addition, the following trainings may be offered: • FOR PD • CAR PD • Kagan Training • Additional training in use of Larry Bell's UNRAAVEL techniques ________________________________________ Objective Sixty-five percent of Economically Disadvantaged students will score a 3 or above on the FCAT reading assessment. Strategies As outlined in the Marion County District Reading Plan, the students in the lowest quartile (Level 1 and Level 2 students) will have reading either every day in a Read 180 Lab or in a 100 minute class every other day. Junior and senior students will be utilizing the USA Today Reading program. Administrators and teachers have access to student data by using Pearson Inform and Pearson Benchmarks. Teachers use this data to target students who might benefit from additional one-on-one instruction. Additional strategies/activities include: • Explore reading programs (Literary Discussion groups) • Continued use and expansion of the large print books collection in the Media Center. • UNRAAVEL • Kagan activities • Focus Calendar Assessment data to focus on areas of need • FCAT Explorer • Utilize Inform to identify areas of student weakness and develop focus lessons and timelines for their implementation; develop methods of assessment and evaluation; monitor progress and timelines • Free breakfast/lunch programs
*Evaluation:	Students who received a Level 1 or 2 on the FCAT are in Intensive Reading. Students will be given the SRI (Scholastic Reading Inventory) three times during the school year to monitor progress. Administation will also monitor absences, tardies, and referrals. Focus Calendar Assessments will be used as on-going evidence of growth. Students will also be given fluency and comprehension checks throughout the programs. Other methods of evaluation include: • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Focus Calendar Assessments (FCA) to identify trends and individual needs • Florida Oral Reading Fluency (FORF) • Scholastic Reading Inventory (SRI), administered three times each year • Florida Comprehensive Achievement Test (FCAT), administered yearly • Common End of Course Exams
*Evidence-based Program(s):	• Read 180: Reading intervention software • Reading & Writing Sourcebooks from SRA USA Reading Program
*Professional Development:	Read 180 teachers will have on-going training and support from the District Reading Team and the FHS Reading Coach. The every other day reading classes will be given extensive training by the FHS Reading Coach in reading in the content area, the use of the Source Book materials, and any other new materials. Content Area teachers will be given training in reading strategies by the FHS Reading Coach and by district staff when offered. In addition, the following trainings may be offered: • FOR PD • CAR PD • Kagan Training • Additional training in use of Larry Bell's UNRAAVEL techniques
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Novels for additional reading District Budget $2,000.00 USA Today Newspapers (twice per week) District Budget $2,000.00 Total: $4,000.00 Technology Description of Resources Funding Source Available Amount Projectors Technology Budget $4,000.00 Total: $4,000.00 Professional Development Description of Resources Funding Source Available Amount Teacher training on projector use Staff Development Budget $500.00 Total: $500.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $8,500.00
*Non-Highly Qualified Instructors:	Ecliff Telford, Leslie Roskovich, Elizabeth Collins, Shelly Lang,Sheri Ellam and Amanda Diamond-Reyes are currently teaching out of field and are working towards certification and endorsments. Each of these teachers are going through the district endorsement program.
End of Reading Goal

Goal: Mathematics *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Ninety-nine percent of Forest 10th graders took FCAT Mathematics. Seventy-seven percent of those students passed the FCAT with high standards. Eighty -two percent of those students made learning gains. Two sub groups, White and Hispanic scored above the target score of sixty eight with 84% and 72% respectively. African American students scored 55% on or above grade level. Students with Disabilities scored 38% on or above grade level. Economically Disadvantaged students scored 63 % at or above grade level. These three subgroups showed at least a 9% increase in scores. The pass rate trend over the past three years has been constant in the 77-78% range.
*Objective:	Sixty-eight percent of Economically Disadvantaged will score a 3 or above on the FCAT Mathematics Assessment..
*Strategies:	• All students receiving a Level 1 on FCAT mathematics will have one semester of remedial mathematics. • Focus Calendar Assessments • Textbook and teacher made exams • FCAT Explorer • Kagan activities • Classroom Performance System: Interactive student feedback system • Improved technology in math classrooms to enhance instruction • Use of manipulatives in lower level math classes
*Evaluation:	• Common semester exams will be given. • Common end of course exams will be given. • Focus Calendar Assessments (FCA) will be given and remediation will take place with the goal that mathematics students will pass the 2008 FCAT. • Benchmark Testing • FCAT Explorer
*Evidence-based Program(s):	• Focus Calendar Assessments • State Adopted Textbooks
*Professional Development:	• District staff development • Kagan Training • Educational Technology trainings
*Objective:	Sixty-eight percent of Students with Disabilities (diploma option) will score a Level 3 or above on the FCAT Mathematics Assessment. Students with Disabilities (non-diploma option) will show at least a year's growth on an alternative assessment (Brigance).
*Strategies:	SWD students (diploma option) will be placed in a semester of remediation class using hands-on materials. In addition, the class size will be limited to 25 students or less. SWD students (non-diploma option) will be placed with ESE teachers who will work on life skills mathematics. Implement the revised district Focus Calendar Assessments. Other strategies that may be implemented: • Focus Calendar Assessments • Textbook and teacher made exams • FCAT Explorer • Kagan activities • Classroom Performance System: Interactive student feedback system • Improved technology in math classrooms to enhance instruction • Use of manipulatives
*Evaluation:	• Common semester exams will be given. • Common end of course exams will be given. • Focus Calendar Assessments (FCA) will be given and remediation will take place with the goal that mathematics students will pass the 2007 FCAT. • Benchmark Testing • FCAT Explorer
*Evidence-based Program(s):	State Adopted Textbooks Focus Calendar Assessments (FCA)
*Professional Development:	• District staff development • Kagan Training • Educational Technology trainings
*Objective:	Sixty-eight percent of African American students will score at Level 3 or above on the FCAT Mathematics Assessment.
*Strategies:	• All students receiving a Level 1 on FCAT mathematics will have one semester of remedial mathematics. • Focus Calendar Assessments • Textbook and teacher made exams • FCAT Explorer • Kagan activities • Classroom Performance System: Interactive student feedback system Tutoring from National Honor Society students offered on Tuesdays and Thursdays from 3:00-4:00 PM. • Improved technology in math classrooms to enhance instruction • Use of manipulatives
*Evaluation:	• Common semester exams will be given. • Common end of course exams will be given. • Focus Calendar Assessments (FCA) will be given and remediation will take place with the goal that mathematics students will pass the 2007 FCAT. • Benchmark Testing • FCAT Explorer
*Evidence-based Program(s):	Focus Calendar Assessments State Adopted Textbooks
*Professional Development:	• District staff development for designing semester and end of course exams • Kagan Training • Educational Technology trainings
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 Projectors Technology Budget $2,000.00 Total: $2,000.00 Professional Development Description of Resources Funding Source Available Amount Teacher training to learn to use projectors Staff Development $500.00 Total: $500.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $2,500.00
*Non-Highly Qualified Instructors:	All FHS mathematics teachers are highly qualified.
End of Mathematics Goal

Goal: Writing *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Ninety-two percent of FHS 10th graders improved their reading scores by at least 1%. The sub-groups improvement scores were White 93%,African American 94%, Economically Disadvantaged 88%, Students with Disabilities 72%. The Hispanic sub-group did not imrove and scored 2% lower with 80% showing improvement.
*Objective:	Hispanic students will improve their writing scores by at least 1% on the writing portion of the FCAT.
*Strategies:	Ninth and tenth grade students will be given demand writing assignments each nine weeks in English classes. In addition, World History teachers will give 10th grade students demand writing each nine weeks. Writing teachers will be given an opportunity to holistically score each others demand writing to help calibrae writing scores.
*Evaluation:	Teachers will look at their demand writing scores to see if students are consistently scoring a 3.5 or above on their writing with the goal that students will be successful on the 2009 FCAT by scoring a 4.
*Evidence-based Program(s):
*Professional Development:	Writing Across the Curriculum Holistic Scoring for new teachers and World History Teachers Kagan Training for English teachers
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 Teachers will be trained in holistic scoring. District $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
End of Writing Goal

Goal: Science *Note: Required for Title I Scroll down for school data
*Needs Assessment:	Forest High School performance on FCAT Science score fell from 48% to 37%. This is a 9% drop in scores.
*Objective:	Science proficiency scores will improve to at least 50% on the FCAT Science test. Unfortunately, the trend over the last two years has not been good. There was an 11 point drop in proficiency scores.
*Strategies:	Focus Calendar Assessments (FCA) with the goal that remediation will take place so that 11th pass the 11th grade 2008 FCAT. Teacher made exams Department pacing guides Explore possible student incentives for motivation.
*Evaluation:	FCAT Data Focus Calendar Assessment data which will be used to remediate students to enhance their performance on the 2009 FCAT.
*Evidence-based Program(s):	State Adopted Textbooks Focus Calendar Assessments
*Professional Development:	Reading in the Content Area instruction by the FHS Reading Coach for Integrated Science and Biology teachers. Reading Endorsement offered to all science teachers.
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 Projectors Technology Budget $2,000.00 Total: $2,000.00 Professional Development Description of Resources Funding Source Available Amount Teacher training to use projectors Staff Development $500.00 Total: $500.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $2,500.00
*Non-Highly Qualified Instructors:	All Science Teachers Highly Qualified.
End of Science Goal

Goal: Parental Involvement *Note: Required for Title I
*Needs Assessment:	Parent Survey School Advisory Committee PTO membership Empirical evidence consistently indicates a need for improved parent involvement.
*Objective:	To increase parent involvement in FHS parent groups (SAC, PTO, AFROTC Flight Groups, Athletic Booster groups by sport, etc..
*Strategies:	Tables for parent enrollment in PTO & other parent groups at Orientation & Open House. Invitation to parents in the newsletter.
*Evaluation:	SAC Membership PTO Membership Sports Booster Membership AFJROTC Flight Groups Parent Survey
*Evidence-based Program(s):
*Professional Development:
*Objective:	To have an open campus for parents and students prior to school starting in the fall.
*Strategies:	Incoming new students will have a chance to get a schedule and move around campus visiting classrooms.
*Evaluation:	Bsed on observation of administration.
*Evidence-based Program(s):
*Professional Development:
*Objective:	To involve parents at Open House
*Strategies:	Tables for parent enrollment in PTO & other parent groups at Orientation & Open House. Invitation to parents in the newsletter.
*Evaluation:	SAC Membership PTO Membership Sports Booster Membership AFJROTC Flight Groups Parent Survey
*Evidence-based Program(s):
*Professional Development:
*Objective:	To hold Open House for ESOL Parents and students to increase involvment.
*Strategies:	Have students write the invitations in Spanish and English Provide Refreshments as a welcoming gesture Give out information about the school and the ESOL program
*Evaluation:	Sign in sheet to determine the success of the event
*Evidence-based Program(s):
*Professional Development:
*Objective:	To hold a parent night for Advanced Placement Students in the fall
*Strategies:	Teachers would be introduced and give a short explanation and expectations for of their course. Teachers would be available to answer questions at the end.
*Evaluation:	Percentage of parents in attendance
*Evidence-based Program(s):
*Professional Development:
*Objective:	To hold a spring orientation for incoming 8th graders
*Strategies:	Get information to all the feeder schools and the newspaper Set up tables to get out information on programs, clubs, etc. Have brochures ready for the “majors” that are offered at FHS
*Evaluation:	Percentage of parents in attendance
*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 Paper & Printing School Budget $500.00 Total: $500.00 Final Total: $500.00
End of Parental Involvement Goal

Goal: Return on Investment
Needs Assessment:	2006-2007 School Year Forest High School Percentile Rank 64% Mathematics Learning Gaines 73% Reading Learning Gaines 49% School Grade C Total Cost of per WFTE $5,197
Objective:	This school would like to remain in the middle third or higher.
Strategies:	Fully implement and monitor the implementations of the reading, math, and science plans. Increase learning gains by implementing strategies listed in the reading, math, and science goals.
Evaluation:	Overall learning goals will improve and expenses will be reduced as indicated by the ROI index.
End of Return on Investment Goal

ADDITIONAL GOALS

Additional Goal: Student Health & Wellness
Needs Assessment:	National studies indicate an increase in teenage obesity and diabetes.
Objective:	To increase fitness and awareness of the dangers of obesity and diabetes
Strategies:	All students will participate in a health and physical fitness program during their high school career as defined by the district's plan. Student health and fitness information will be communicated to the parents through the school newsletter
Evaluation:	Presidential Fitness evaluations Review the District Plan for wellness and fitness
Evidence-based Program(s):	Presidential Physical Fitness program
Professional Development:	District inservice for health and physical education teachers.
Objective:	Physical Education students will become more physically fit.
Strategies:	FHS 9th graders will begin a fitness program called "FitnessGram."
Evaluation:	Students are tested at the beginning and end of the course.
Evidence-based Program(s):	Fitness Graham Program
Professional Development:	Ongoing in-service through Marion County Schools in-service program and staff development..
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount Printing of materials for "Fitness Gram" $600.00 Total: $600.00 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: $600.00
End of Student Health & Wellness Goal
Additional Goal: Technology
Needs Assessment:	Forest High School will continue to update and train students, staff and administration to use technology correctly and ethically.
Objective:	Forest High School will continue to upgrade technology and support those who use the technology.
Strategies:	FHS Technology Team will support teachers and administration.
Evaluation:	Climate surveys
Evidence-based Program(s):
Professional Development:	Offering of inservice on all new hardware and software. Continuation of support for all teachers using technology
Budget:
Evidence-based Program(s)/Material(s) Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Technology Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Professional Development Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $0.00
End of Technology Goal
Additional Goal: Independant small learning communities
Needs Assessment:	A Small Learning Community (SLC), also referred to as a School-Within-A-School , is a form of school structure that is increasingly common in secondary schools to subdivide large school populations into smaller, autonomous groups of students and teachers. The primary purpose of restructuring secondary schools into SLCs is to create a more personalized learning environment to better meet the needs of students
Objective:	FHS will establish teaching teams for 9th and 10th grade teachers.
Strategies:	Groups will meet weekly to discuss students who may be having problems. In addition, the groups will plan for common learning activities. The groups will establish a common culture.
Evaluation:	Minutes from meetings FCAT scores from group
Evidence-based Program(s):
Professional Development:	Teams will meet on early release days and as needed to implement the work of the teams.
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 Study Books (not named yet) School Budget $1,200.00 Total: $1,200.00 Other Description of Resources Funding Source Available Amount No Data No Data $0.00 Total: $0.00 Final Total: $1,200.00
End of Independant small learning communities Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Novels for additional reading	District Budget	$2,000.00
Reading	USA Today Newspapers (twice per week)	District Budget	$2,000.00
Student Health & Wellness	Printing of materials for "Fitness Gram"		$600.00
Total: $4,600.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Projectors	Technology Budget	$4,000.00
Mathematics	Projectors	Technology Budget	$2,000.00
Science	Projectors	Technology Budget	$2,000.00
Total: $8,000.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Teacher training on projector use	Staff Development Budget	$500.00
Mathematics	Teacher training to learn to use projectors	Staff Development	$500.00
Writing	Teachers will be trained in holistic scoring.	District	$500.00
Science	Teacher training to use projectors	Staff Development	$500.00
Independant small learning communities	Study Books (not named yet)	School Budget	$1,200.00
Total: $3,200.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Parental Involvement	Paper & Printing	School Budget	$500.00
Total: $500.00
Final Total: $16,300.00

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.

No. Disagree with the above statement.

SAC Involvement

Forest High School Advisory Council is an open forum. Any interested parent may be part of the SAC.

The Forest High School Advisory Council (SAC) meets once a month September through May. Each school in Florida is given $5.00 per student for School Improvement. The SAC is responsible for dispersing the money for school improvement activities. In the past, the SAC has approved money for teacher grants and Staff Development. In addition, the council has an agenda which keeps them up to date on what is happening in and around FHS.

SAC Members

IMPLEMENTATION EVALUATION

Forest High School Administration and faculty will actively monitor on-going school improvement initiatives and determine the effectiveness of the plan. If any part of the plan is deemed to be ineffective, changes will be made for a more effective implementation.

FHS School Improvement Plan will be posted on the school website. All grants written by FHS stakeholders must address the SIP.

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