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VISION and MISSION STATEMENTS

School Mission Statement:

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

Beliefs:

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

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

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

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Altha School had its beginnings over a century ago in 1906 when Martin Richards donated three acres of land, and Altha patrons donated $300 towards construction of a school. The Calhoun County School Board added $1000 and the first public school was built just south of the present day United Methodist Church. By 1919 enrollment was 276 and many students aspired to graduate from high school. At the request of several parents, the School Board granted high school status to the Altha School on June 2, 1919. The first high school diplomas were awarded in 1922 to Miss Lucille Langford and Miss Mae Peacock. By 1926, enrollment grew and classes overflowed into the adjacent Masonic Lodge and Methodist Church. Area citizens petitioned the Calhoun County School Board to have a Freeholders’ election for the purpose of bonding themselves to pay an additional two mills in taxes to raise $20,000 to build a larger school. Sixty-six freeholders voted for and only one voted against the measure. The result was the construction of a two-story red brick school built on a five-acre plot at the corner of Glisson and Main Streets (today the "white building"). In 1927, Avie Baggett, Ester Brooks, Willie B. Denham, Florence Martin, Annie Kingry, Leonard Dunlap, Otis Peacock, and James Troupe received their diplomas at the first graduation exercise to be held at the new red brick school. In 1939-1940 the building received its first renovation when Roosevelt’s Public Works Administration assisted in renovating the 1926 red brick building. A pitched roof with gabled ends replaced the flat roof which had developed bad leaks. Covered alcoves with arched portals graced the front entrances and the building gleamed with a coat of white paint. The auditorium was transformed into classrooms, restrooms were renovated, steam heat replaced the old hot air system, and the former home economics classroom became the lunchroom serving hot lunches. During the renovation, elementary students attended classes in vacant houses about town, junior high students met in the Methodist Church, and the senior high classes (except for agriculture and physical education) met in the Baptist Church. The school plant was enlarged in 1950 with the addition of the gymnasium. Altha Wildcats now had an indoor court, bleachers, and lights. The entire 1st - 12th grades shared the white building until 1985 when construction of new administrative offices and elementary classrooms was completed. In 1990, through the efforts of a group of concerned citizens, the Calhoun County School Board received a grant to restore and preserve the old white school building. In June of 1999, 27 acres of land east of the present campus were purchased. Coach Arthur Faurot promptly broke ground to turn this piece of ground into a much needed
regulation size baseball field. His efforts were rewarded in 2002 when “The Cotton Patch” was named the Florida Baseball Field of the Year. In 2007, a new weightroom facility was completed, the "white building" Building One was repainted, the front of the building was landscaped, trees were planted along Highway 71, and concrete foundations were placed for the "senior picnic area" out front. As well, tile work on the floor of the gym annex and main office area was completed. During the summer of 2008, two of our elementary classroom wings were demolished by the Florida Department of Environmental Protection to clean up a recurring contamination problem. Portables were brought in to house the students that normally occupy these classroom wings. The school district has received funding from Florida DEP to build new classrooms to replace those two wings. Due to budget issues both at the State and Local levels, construction has been postponed at this time. During the summer of 2009, more renovations occurred around the campus which included extending the administration wing to accommodate a teacher work area away from the main part of the school office and painting inside the old white building. Also, the gymnasium underwent remodeling with an updated AC/Heater System, removal of the old heating pipes and the covering of the outdated windows with an insulated wall. Portables brought in during the DEP cleanup of 2008 were removed and those classes were absorbed into existing classrooms around the campus. Inside the White Building a fresh coat of paint covers all the walls and the lockers were given structural updates.

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

Unique School Strengths for Next Year

This school year, the faculty and staff of Altha Public School has endeavored to become a Positive Behavior Support school to increase academic performance, increase safety, decrease problem behavior, and establish positive school cultures. This school year we also have both a new principal and a new assistant principal. Altha Public School continues to offer Intensive Reading Classes for Level 1 and 2 Disfluent and Fluent Readers. Level 3 9th Graders are enrolled in a Reading Class designed to incorporate reading strategies to help enhance their progress in all areas. Also incorporated into the Master Schedule was a Speech Class which incorporates higher level reading strategies for the Level 4 and Level 5 Readers in order to advance their progress. Also there is an Intensive Math Class for the 11th and 12th Graders who have not pass the FCAT Math Test and a College Prep Math Class to prepare students for entering College Mathematics. All Students With Disabilities at the Middle and High School Level continue to be placed in General Education classes with support facilitation being provided by a certified Exceptional Student Education Teacher.

Students with Disabilities Made AYP in Reading.

Unique School Weaknesses for Next Year

The unique weaknesses of Altha Public School for this school year include:
*There are new faculty members in key positions such as Intensive Reading.
*There is a new administration with both a new Principal and a new Assistant Principal.
*The main focus of attention for our administration is on the Middle School/High School for our school is a PreK to 12th Grade Campus.
*The teachers in the Middle School and High School share dual grade level teaching duties with teachers having both middle and high school classes.
*There are activities that are not appropriate for every grade level on the campus such as those appropriate for Elementary might not be appropriate for High School and vice versa.
*The scheduling of classes for Middle School/High School is difficult when trying to make a master schedule but made more so when having to add the Elementary to accomodate lunch, music, P.E. and other pertinent aspects of our students daily activities.

Student Demographics

Altha Public School serves a school population that consists of 627 students from a small, rural community in Northwest Florida. According to the 2007-2008 State Public Accountability Report 96.8% of students are White, 1.8% are Hispanic, 0.8% are American Indian, and 0.6% are Multi-racial. Economically disadvantaged students account for 43.7% of the population. Additionally, 18.2% of students are Students with Disabilities (SWD), 0.2% are classified as English Language Learners (ELL), and 1.9% of students are gifted.

Student Attendance Rates

According to the Florida School Indicators Report in 2007-2008 which is the latest data, Altha Public School had 12.2% of its school population absent 21+ days.

Student Mobility

According to the Florida School Indicators Report in 2007-2008 which is the latest data, the mobility rate of the school is 2.7%.

Student Suspension Rates

According to the Florida School Indicators Report which is the latest data, Altha Public School’s percent suspension rate in 2007-2008 was: In-school 8%, Out-of-school 3%; In 2006-2007 the data was divided into three categories (Elementary, Middle and High respectively): In-school 0%, 18.0%, 10.7%, Out-of-school 1.7%, 8.6%, 4.7%. In 2005-2006 again the data was divided into three categories (Elementary, Middle and High respectively) In-school 0%, 23.5%, 12.2%, Out-of-school 0.3%, 13.7%, 5% The suspension rates have diminished over the past three years.

Student Retention Rates

The student retention rate at Altha Public School for the past school year was 4% The district offers credit recovery during the summer and then during the school year for students who fail courses.

Class Size

The average class size at Altha Public School for 2008-2009 in general education classes in Pre-K-3 is 14.88, in Grades 6-8 it is 18.14, and in Grades 9-12 it is 11.91 students.

Academic Performance of Feeder Pattern

Altha Public School is unique for we are a PreK to 12th Grade combination school with all three grade levels housed on one campus. The school maintained high academic standards over the last several years and has been an A school for the past 3 years. However we have not met AYP status under federal guidelines since 2006.

We also receive students from Carr School (K-8) has been an A school for the last seven years. For the last six years Carr School has earned an A school grade from Florida’s A+ program and for the last five years, achieved AYP status under federal guidelines.

Partnerships and Grants

Partnerships and Grants
1. The school has an articulation agreement with Chipola College which allows our students access to Dual Enrollment courses.
2. Take Stock in Children-Role: Provide mentors and post-secondary scholarships for selected Altha Public School Students.
Altha Public School is fortunate to have strong partnerships with our local business community. They provide much needed resources and support to our school on a regular basis throughout the school year.

STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Ladona Kelley, Stephanie Brogden, Kennesse Dew, Loraine McClellan, Teresa Estes,

Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).

The team will meet once a month to engage in the following activities: Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at the high risk for not meeting benchmarks. Based on the above information, the team will identify professional development and resources. The team will also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan

The RtI Leadership Team takes an active role in the development and implementation of the SIP. The problem-solving process utilized by the RtI team is essential to both problem identification and implementation of effective solution focused interventions necessary for school improvement. The RtI Leadership Team has identified a variety of concerns across all tiers, which include not only the academic needs but the social/emotional needs of students as well. To address the needs of students at Altha Public School, the RtI Leadership Team has recommended initial intervention strategies which include, but are not limited to, the following: clear expectations for instruction, alignment of processes and procedures, and increased progress monitoring/data analysis.

RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN), FAIR,mini-assessments given from Instructional Focus Calendars developed by the state, and FCAT
Midyear: Florida Assessments for Instruction in Reading (FAIR), mini-assessments given from Instructional Focus Calendars, Progress Monitoring data
End of Year: FAIR,Calhoun Writes, FCAT

Describe the plan to train staff on RtI.

Professional development will be provided to teachers throughout the year. One session was held last May to introduce teachers to the RTI process. The RtI team will evaluate additional staff professional development needs during team meetings. Professional Development will be provided during teacher planning time. County Staff and the school-based RtI Coach or Guidance Counselor will deliver the professional development.

School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Strenghts:
ELEMENTARY:
Reading-Words and Phrases
Mathematics-Number Sense, Concepts and Operations, Data Analysis and Probability
Writing-Narrative Writing
Science-Earth and Space Sciences

MIDDLE SCHOOL:
Reading-Main Idea and Details, Plot and Purpose
Mathematics-Data Analysis and Probability
Writing-Persuasive
Science-Life and Environmental Sciences

HIGH SCHOOL:
Reading-Reference and Research, Comparison/Contrast, Cause and Effect
Mathematics-Geometry and Spatial Sense
Writing-Expository
Science-Life and Environmental Science


Weaknesses:
ELEMENTARY:
Reading-Comparison/Contrast, Cause and Effect
Mathematics-Measurement
Writing-Expository
Science-Scientific Thinking

MIDDLE SCHOOL:
Reading-Words and Phrases, Main Idea and Details
Mathematics-Geometry and Spatial Sense, Measurement
Writing-Expository
Science-Earth and Space Sciences

HIGH SCHOOL:
Reading-Reference and Research, Comparison/Contrast, Cause and Effect
Mathematics-Measurements, Number Sense, Concepts and Operations
Writing-Persuasive
Science-Physical and Chemical Science

Instructional Calendar Development

What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading, writing, mathematics, and science?

The instructional focus calendars were created in July 2009. The instructional focus calendars will be updated in October 2009 as determined by disaggregated data results from the September Math and Science Baseline Tests and FAIR assessments. We will reevaluate again in January 2010 as determined by the disaggregate data results from the December Math and Science Baseline Tests and FAIR assessment.

The 2009 FCAT result were utilized to develop the instructional focus calendars. Data results from the September and December Math and Science Baseline Tests and FAIR assessments will also be utilized.

Teachers will be responsible for determining the instructional focus of whole group lessons, and small group/differentiated instruction.

Benchmarks were selected as indicated by students’ strengths and weaknesses, which were measured by progress on class work assignments, formal and informal assessments, and data results.

The duration of instruction for each Benchmark was determined by the amount of time allotted in the instructional focus calendar to ensure that students are exposed to all tested Benchmarks prior to FCAT testing. Within the amount of time allotted in the instructional focus calendar, teachers will provide instruction on each tested Benchmark, allow the students an opportunity to practice, assess the students’ knowledge, and then re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting.

Administration will conduct classroom observations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the instructional focus calendar is being utilized and implemented effectively. The RtI Coach will assist teachers who are demonstrating signs of struggling with instructional focus calendar implementation.

Teachers who are struggling with implementing the instructional focus calendar will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The RtI coach will provide additional assistance to the teacher.

Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading, writing, mathematics, and science)?

ELEMENTARY:
Reading-Comparison/Contrast, Cause and Effect
Mathematics-Measurement
Writing-Expository
Science-Scientific Thinking

MIDDLE SCHOOL:
Reading-Words and Phrases, Main Idea and Details
Mathematics-Geometry and Spatial Sense, Measurement
Writing-Expository
Science-Earth and Space Sciences

HIGH SCHOOL:
Reading-Reference and Research, Comparison/Contrast, Cause and Effect
Mathematics-Measurements, Number Sense, Concepts and Operations
Writing-Persuasive
Science-Physical and Chemical Science

What is the process to ensure instruction is based on individual students’ needs, as opposed to the master schedule?

As teachers work through the instructional focus calendar and assess students' mastery of the skills, they will reteach to the students who have not mastered the assessed benchmark. Other students will be offered enrichment opportunities.

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

Teachers work to integrate lessons that demonstrate real world applications into the instructional calendar. Nonfiction articles are used to incorporate current events into lessons.

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

Students are required to select a Major Area of Interest before entering 9th grade. All 9th, 10th, and 11th grade students work through CHOICES, a program to help them identify career interests. Each student is assisted by the guidance counselor and career specialist on which classes to take in support of his or her Major Area of Interest. The 12th grade students also participate in Career Fair in Jackson County and Career Shadowing.

DO

Direct the Instructional Focus

How are lesson plans and instructional delivery aligned across grade levels and subject areas?

Subject area teachers and Grade Level Teachers will meet to determine the areas of students' strengths and weaknesses as demonstrated by class assignments and assessment results. Lesson plans will be created for differentiated instruction, which provides lessons for all levels of students, below mastery, at mastery, and above mastery. Teachers will meet to share best practices and curriculum resources.

How are instructional focus lessons developed and delivered?

Focus lessons will be developed for each subject area based on the review of previous assessments of the students to determine the areas where they are weakest. The focus lessons selected are aligned to the Benchmarks that are annually assessed on the FCAT and will be a 5-10 minute focus lesson taught at the beginning of each class period.

How will instructional focus lessons be revised and monitored?

Student mastery on mini-assessments based on the focus lessons will determine if the focus lessons need to be revised and/or re-taught.
Teachers and administrators will ensure the effectiveness of the focus lessons by analyzing data results from focus lessons as they are re-assessed intermittently throughout the year. Proficiency of skills and benchmarks should also be evident in skills and Benchmarks that are taught as part of the whole group instruction.

CHECK

Assessment

Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.

Monthly mini-assessments based on the focus lessons will be administered with approximately 10 questions per Benchmark.

How are assessments used to identify students reaching mastery and those not reaching mastery?

Mastery will be set at 80%. Mastery is set at higher than the traditional score of 70% to ensure student proficiency of each benchmark. The assessment results will be used to determine the instructional focus of whole group lessons. Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those student earning less than 50%, additional instruction and practice opportunities for those students earning between 50 – 70%, and enrichment/advance instruction to students earning 80-100%

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built into the Instructional Focus Calendar?

Students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency.

Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Teachers will meet weekly. The meetings will either be grade level or content areas. These meetings will continue throughout the year.
A teacher will de designated to record notes from the meeting, and the notes will be submitted to the administrative staff. Members of the administrative staff will attend meeting on a rotating basis.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

The Principal and Leadership Team will meet with teachers either during weekly meetings, or one-on-one to discuss assessment results and student progress. During these meetings, lesson plans, data binders, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs.

The instructional coaches will assist teachers with providing instruction on the focus lessons either by modeling whole group instruction or assisting the teacher in providing small group instruction. The instructional coach will also help with the process of grading, recording, and charting student scores.

ACT

Supplemental and Intensive Instruction/Interventions

Identify the core, supplemental, and intensive instruction and interventions.

ELEMENTARY:
Core: Reading – Scott Foresman Florida Reading Street

Intensive Instruction and Interventions: My Sidewalks on Scott Foresman Reading Street; SRA Reading Mastery, and SRA Corrective Reading

Core: Math – Harcourt

Core: Science – Scott Foresman Science

Core : Social Studies - Scott Foresman: The United States

MIDDLE SCHOOL AND HIGH SCHOOL: Read 180, Reading Advantage, Impact, Rev It Up, Jim Burke’s 50 Essentials`

ALL:
Supplemental: Math – Accelerated Math, Mascot Math

Supplemental: Reading - Accelerated Reader: Elements of Reading; Mascot Reading; Buckle Down Reading, Successful Reader, Leap Track Assessment & Instruction System, Six Minute Solution, Rewards, Great Leaps Reading: FCAT Explorer, Earobics, Florida Achieves; Reading Plus/PAVE; and Headsprout.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target areas?

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized. Computerized programs or instructional software in addition to Internet instructional Web sites such as FCAT Explorer will be utilized. Teachers will utilize instructional strategies or best practices discussed in professional development workshops to provide different methods of providing instruction to students in non-mastered areas.

How does the school identify staff’s professional development needs to improve their instructional strategies?

Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by administrators’ observations, teacher surveys, and student performance/data analysis, will determine the need for professional development sessions.

Which students will be targeted for supplemental and intensive instruction/interventions?

As a result of progress monitoring (class work assignments and assessment results) and observations (classroom teacher, administrators, instructional coach, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions.

How will the effectiveness of the interventions be measured throughout the year?

All personnel providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. DA Baseline assessments from the Instructional Focus Calendar will also be utilized to determine the effectiveness of supplemental instruction.

Enrichment

Describe alternative instructional delivery methods to support acceleration and enrichment activities.

Students who typically exceed mastery levels participate in the school’s gifted, honors, dual enrollment, and advanced placement classes. Students may also enroll in elective classes that include foreign language, music, vocational courses, etc.

Describe how students are identified for enrichment strategies.

FCAT results, in addition to student progress in a specific course, as well as assessment results (ACT, SAT, CPT) that demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and academic programs. Teacher recommendation is also taken into consideration. If students indicate proficiency on benchmarks, teachers will inCorporate advanced academic materials.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

• Notification of (School in Need of Improvement) SINI Status
  No Attached Notification of (School in Need of Improvement) SINI Status
  
  
• Public School Choice with Transportation (CWT) Notification
  No Attached Public School Choice with Transportation (CWT) Notification
  
  
• Notification of (School in Need of Improvement) SINI Status
  No Attached Supplemental Educational Services (SES) Notification
  
  

Pre-School Transition

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

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

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

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

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

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

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

Postsecondary Transition

Note: Required for High School- Sec. 1008.37(4), F.S.

Altha Public School will focus on encouraging students to take Honors, AP, or Dual Enrollment courses by conducting more teacher discussion on these courses as well as having each student speak with the guidance counselor regarding their postsecondary plans. This will include sharing information and requirements to become eligible for Bright Futures. The guidance counselor will track graduation requirements and Bright Futures requirements and intervene as necessary. The PSAT will be given to all tenth graders and the CPT will be given to all eleventh graders. All college bound students are encouraged to take Spanish I and Spanish II. The Seniors yearly participate in local College days and the Armed Services Recruiters regularly visit our campus. All students in Grades 9-12 have developed an ePep which is reviewed yearly by students, parents, and the guidance counselor. This is a plan of high school curriculum where a major area of interest is declared and careers are explored to help students focus on post secondary preparations. An exit interview is conducted by the guidance counselor with each senior individually to discuss and assist with post secondary transitions plans. Parents meetings are conducted with 9th, 10th, 11th, and 12th grades yearly to inform parents as well as students of the high school requirements and also to assist parents in the role of helping their children plan for the future.

PART II: EXPECTED IMPROVEMENTS

Other Goals

No Other Goals were submitted for this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Jim Burke Materials		$0.00
Parental Involvement	Fred Jones "Tools For Teaching, Parent Edition"		$300.00
Total: $300.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Reading Consultant: Dr. Kathy Oropallo		$4,000.00
Mathematics	Mathematics Consultant: Linda Walker		$3,000.00
Writing	Writing Consultant: Dr. Kathy Oropallo		$4,000.00
Science	Science Consultant: Dr. Szpyrka		$8,000.00
Total: $19,000.00
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $19,300.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

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 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.

Describe the Activities of the School Advisory Council for the Upcoming Year

SAC Members

AYP DATA

SCHOOL GRADE DATA