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VISION and MISSION STATEMENTS

Mission Statement:
The mission of Immokalee High School is to promote scholars through academic and personal success. We achieve this by: promoting a positive school culture where teaching and learning is enjoyed, modeling positive behavior, empowering students and their families with personal achievement data for the purpose of goal setting, setting high expectations and providing appropriate instruction, support and assistance for sustainability.


Vision Statement:
Immokalee High School creates scholars by design, not by accident. Our staff uses data to drive instruction while recognizing the needs of each learner. We will consistently implement a process of analyzing data, planning appropriate instruction based on the data, implement quality instruction aligned to standards, and assess to monitor progress.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Immokalee High School is a Title I Schoolwide program. It is located in the agricultural community of Immokalee, Florida. Our school is the only high school in our community which serves all Immokalee families.

Immokalee is a small rural town located in southwest Florida. It has an agricultural based industry comprised of citrus groves, vegetable farms and cattle ranching. Immokalee's rich land produces crops three times a year.

Immokalee has a population of approximately 27,860. The town is comprised of 71% Hispanic, 18% black, 6.3% white, and 2% American Indian. It has a large migrant population (42%) that comes to work in the fields and packing houses. Almost half (45%) of Immokalee's population is foreign born. The median household income is $24,315 which indicates 29.8% of the population is living below the poverty line.

Our school began renovations on the last student day of the 2008-09 school year. Two school buildings were refurbished with updated HVAC, ceiling tiles, flooring and walls. Architects researched our AC issues and designed mechanical rooms to solve the problems. Teachers from Building 2, which houses our Freshman Academy, are currently in portables. Since three Career and Technical classes moved to I-Tech across the street, buildings 2 and 5, which is now complete, received modifications to house general education classrooms as well as the TAPP (teenage pregnancy) classrooms and nursery. Building 2 will be completed by December. The auditorium renovations are substantial and will begin in February 2010 and be completed by August 2010. The cafeteria renovations will begin June 2010.

Unique School Strengths for Next Year

After earning a school record high of 391 accountability points on the 2007-08 FCAT and demonstrating increases in five of the accountability areas, Immokalee High School fell short of moving out of the 'F' grade by four points. This changed during the 2008-09 school year. Fifteen additional accountability points over the previous year moved Immokalee High into the 'D' level. Our Freshman Academy reading gains matched the state gains (12 percentage points). While still not achieving the percentage required by NCLB, every subgroup made gains in reading and math. The extended learning opportunities offered to ninth grade students have proven successful.

Progress monitoring is a research based practice that is used to assess students' academic performance and evaluate the effectiveness of instruction. Some of the benefits of progress monitoring we have seen are: more informed instructional decisions, more effective communication with parents and students, detailed data chats with students, meaningful relevant instruction that leads to fewer discipline referrals and higher attendance rates, and accelerated learning because students are receiving effective instruction. Because progress monitoring takes place within Professional Learning Communities, the professional discussions held regarding student achievement include best practices. The Professional Learning Communities meet weekly and discuss common assessments, universal assessments, and bench mark assessments. A comparison is made between a student's current level of achievement and grade level. Goals are identified for learning that will take place over time.

This is our third and final year of restructuring. As such, a very large percentage of the school is new. Immokalee High School has a very strong leadership team consisting of two reading coaches, an A+ Teacher on Special Assignment (works with new teachers), a content area coach, math coach and science coach. We use the coaching model for staff development. This model allows a teacher to select the level of assistance s/he needs. The highest level allows a teacher to work with a coach to plan a lesson, the coach teaches the lesson while the teacher observes. At the lowest level a teacher asks a coach to observe a lesson and provide feedback. The instruction can be reading, math, science or writing.

Our school is fortunate to have Migrant funds to address the needs of our large migrant population. The Migrant funds are used to provide a Migrant Center with teacher resources and a home school liaison. Together they address academic concerns unique to migrant students whose education is interrupted due to their family's migratory cycle (tutorial, credit retrieval, after school employment, dropout prevention and family social issues). These funds also help us assist migrant students with medical and social issues.

Unique School Weaknesses for Next Year

Several of our assessments are on-line. We have limited access to computers. Also, our renovations become a liability in that the time taken to walk from portables to computer labs causes a loss of instructional time.

Our administrative team has suffered successive losses in our Assistant Principal for Curriculum and Dean of Students. We are fortunate to have recruited from within. Kate Drilling is our TSA/Assistant Principal for Curriculum and Instruction. Oscar Olguin is the Dean of Students.

Student Demographics

As of today, 9/1/2009, the enrollment is 1350 students. 71% are Hispanic, 3% are White, 24% are Black, and 1% belong to other racial groups.

Out of the total enrollment, 90% qualify for free and reduced lunch, 36% are migrant, 11% are ESE and 14% are LEP (Limited English Proficiency) students.

OVERALL

In School Year 2008-09, our school received a school grade of 'D'.

Our school did not meet the AYP in the following areas:

Reading: BLACK, ECONOMICALLY DISADVANTAGED, ENGLISH LANGUAGE LEARNERS, HISPANIC
Math: BLACK, ECONOMICALLY DISADVANTAGED, ENGLISH LANGUAGE LEARNERS, HISPANIC
Writing: BLACK, ECONOMICALLY DISADVANTAGED, ENGLISH LANGUAGE LEARNERS, HISPANIC
Graduation:ENGLISH LANGUAGE LEARNERS, STUDENTS WITH DISABILITIES

If the FY10 criteria were to be used, our school would not meet the AYP.

READING

Based on the FY09 FCAT reading and alternative assessments, the following subgroups did not meet the AYP: BLACK (12%), ECONOMICALLY DISADVANTAGED (19%), ENGLISH LANGUAGE LEARNERS (6%), HISPANIC (20%), TOTAL (19%).

If the FY10 criteria of 72% were to be used, the following subgroups did not meet the AYP criteria: BLACK (12%), ECONOMICALLY DISADVANTAGED (19%), TOTAL (19%), HISPANIC (20%), ENGLISH LANGUAGE LEARNERS (6%)

Based on students included in FY09 school grading, 22% scored at 3 or higher in FCAT reading while 41% of the students gained in reading. Of the lowest 25% of the students, 50% gained in reading.

MATH

Based on the FY09 FCAT math and alternative assessments, the following subgroups did not meet the AYP: BLACK (28%), ECONOMICALLY DISADVANTAGED (45%), ENGLISH LANGUAGE LEARNERS (30%), HISPANIC (51%), TOTAL (46%).

If the FY10 criteria of 74% were to be used, the following subgroups did not meet the AYP criteria: BLACK (28%), ENGLISH LANGUAGE LEARNERS (30%), ECONOMICALLY DISADVANTAGED (45%), TOTAL (46%), HISPANIC (51%)

Based on students included in FY09 school grading, 51% scored at 3 or higher in math while 75% of the students gained in math. Of the lowest 25% of the students, 81% gained in math.

WRITING

Based on the FY09 FCAT writing 80% scored at 3 or above and did not improve by 1% compared to last school year. For school grading, 71% scored at the average of 3 or higher and 3.5 or higher in writing.

SCIENCE

15% scored at 3 or higher in Science.

Student Attendance Rates

Our student attendance rate for 2008-09 was 93.33%. This is up from the previous school year by .7%.

Student Mobility

Our student mobility rate is 8%.

Student Suspension Rates

Our suspension counts were as follows: In 2007-08 we had 3836 in-school suspensions and 50 OSS. At the end of this year, our Enhanced Assist Program(an alternative to OSS) was canceled due to reduced funding. This led to an increase in our OSS suspensions for the following year. In 2008-09, we had 1528 in-school suspensions and 710 OSS.

Student Retention Rates

Our retention rate declined by almost 5% from 10.6% in 2007-08 to 5.67% in 2008-09.

Class Size

Our average class size is currently 21.61.

Academic Performance of Feeder Pattern

Our feeder school is Immokalee Middle School. Their average reading score is 297.8, and the average math score is 285.8.

Partnerships and Grants

University of Florida – Lastinger Center for Learning/Collier County Education Foundation
Partnership

In 2005-2006 the Collier County Education Foundation and University of Florida – Lastinger Center for Learning formed an alliance. The partnership was created to provide Immokalee area teachers an opportunity to obtain a master of arts or specialist degree in elementary education and to promote inquiry work as a way of transforming school culture and improving practice in Immokalee schools.
The first cohort of elementary teachers began working on advanced degrees in January 2006. The Collier County Education Foundation pays 20% of the cost of each class and the Collier County School Board pays 80%. The program expanded into Immokalee High School in 2007. The aim of this job embedded professional development model is to improve teacher practice, enhance student learning and mobilize communities in support of childrens' learning and healthy development. There is also a doctoral program for administrators.
In 2007-2008 Immokalee High School formed a professional learning community and engaged in the first inquiry projects with 8 participants completing the process. Last year 12 teachers participated. Inquiry (sometimes called teacher research or action research) encourages and assists teachers in exploring innovative instructional approaches, using data effectively to make decisions and implementing the use of protocols to facilitate effective and thorough reflection on instructional practices. The research process is facilitated by Inquiry Leaders at each school. Teachers share their findings at an Inquiry Expo held in the spring. Educators who complete the process receive a stipend of three hundred dollars. More importantly, through the inquiry process teachers at IHS are involved in building a school climate where teachers continually develop capacities to enhance student achievement, where they are learning how to learn, where divergent thinking is nurtured and collaboration is valued.


Community Partnerships

Immokalee High School recognizes the need for the community’s involvement in making the education of our students successful. In this endeavor, we are proud to partner with the following agencies/organizations:

Guadalupe Tutor Corp:
This is a program that targets our brightest students by paying them in an after school job to tutor and mentor the younger children in the area schools. Each year a student works for Tutor Corp, s/he is awarded $4,000.00 in scholarship money. A student who is a Freshman and works four (4) years would have $16,000.00 of scholarship money for college.

The Immokalee Foundation:
The Immokalee foundation funds grants that support our Positive Behavior Support Program (PBS), the school band, the Renaissance Program, and BETA. The Immokalee Foundation provides Take Stock in Children Scholarships and mentors. They also have their own scholarship fund as well that many of our graduates have utilized.

6L’s Farm:
6L’s Farm has been a community partner for many years and has supported many initiatives at Immokalee High school. Most recently they also supported the PBS program. In addition, for many years they have awarded a variety of scholarships to Immokalee High School graduates. Most unique among those is the $250.00 book stipend awarded to every student who attends college. With a copy of their class schedule, every student is entitled to the stipend for four (4) years.

McDonalds:
McDonalds supports the Renaissance Club by providing gift certificates for a free meal to every student who makes the Honor Roll. This is done four (4) times per year.

Florida Gulf Coast University:
Florida Gulf Coast University sponsors the CROP program. This is an opportunity for students to explore colleges and universities prior to making the decision regarding post-secondary education. It also allows students to be exposed to higher level academics.

Southwest Florida Work Force Development Council
Boys & Girls Club of Collier County, Inc.:

These two agencies have partnered with Immokalee High School to offer an after school program. This program has an academic component as well as an enrichment component. The program is funded by the Department of Education and is the first in the State of Florida to target high school students. Seventy-five (75) students will be served. The program is voluntary and does involve family participation and community service. The program will operate Monday through Thursday from 3:00 PM to 6:00 PM for thirty-six (36) weeks.

The list could go on as the community of Immokalee and Collier County strive to support education and innovative programs such as those listed above.

Other partnerships:
Florida Community Bank – Supports PBS
Immokalee Rotary – Supports PBS
Seminole Indian Casino – Supports PBS
Rib City – Provides free dinners for Students of the Month
Other Private Individuals

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

The Collier County School District provides a systematic and strategic approach to providing services through the District Strategic Three Year Plan, the K-12 Comprehensive Reading Plan and District Consolidated Planning process. Goals and objectives of each program and department are aligned with these overarching district plans.
Title I Part A, C and D ,Title II, Part A and Title III are managed out of the same Federal and State Grants Office in Collier County. They share administrative staff so that oversight, coordination, budgeting, staffing, and monitoring are efficiently and effectively coordinated. In addition to informal communications, monthly formal administrative meetings are held to discuss program needs, issues and coordinate efforts. Support staff of the Title I Part A, Title I Part C, Title I Part D, and Title X programs also meet monthly to coordinate efforts and receive joint staff development for improving their services. Additional specific means of collaboration include:
• District Oversight Team meetings provide a forum for coordination and integration of resources to support unique needs of school sites.
• An annual migrant needs assessment, Title I program evaluation, and SIP comprehensive needs assessments all provide opportunity to identify strengths/needs and avoid duplication and fragmentation of services and resources.
• Regularly scheduled Learning Support Services meetings are held and include district level program coordinators of IDEA, Perkins, Head Start, Supplemental Academic Instruction, Advanced Placement Initiative, and Career and Technical Education.
Title I Part A and C will collaborate with Title III to provide supplemental ELL tutors to support the unique learning needs of ELL students and provide intensive intervention. In addition these grants collaborate to provide high quality training, resources and opportunities for parents to build their capacity to support their children’s education.
LEA, Title I Basic, Title I Migrant coordinate services to assist homeless parents of homeless children, and shelters representing the homeless children to resolve problems concerning registration and educational services at Title I schools. The LEA provides services in coordination with the McKinney-Vento Homeless Assistance Act.
• Title I and District joint funding of the Homeless Liaison staff position and use of additional Title I Part A funds to provide after school tutorials for homeless students in non-Title I schools.
Coordination and integration of Head Start services occurs through the following:
• Participation in the local school readiness coalition
• Activities outlined in district guidelines that address transition from prekindergarten and home to elementary schools
• Articulation and cross-training between prekindergarten providers and kindergarten teachers
• Even Start, Head Start, School Readiness, Migrant, and ESE prekindergarten services are integrated by district staff coordination.
Title I and Private School Collaboration: Title I funds are set aside to provide supplemental instruction for students in participating non-public school programs, to build the capacity of parents and for professional development of teachers in participating non-public school programs.

Title I, Part C- Migrant

Title I Migrant, Title I Basic funds jointly support provision of parent involvement meetings and workshops to build the capacity of parents.

Title I Migrant, Title I Basic, Title III funds are coordinated to provide at risk students with supplemental instructional support and resources.

Title I Migrant, Title I Basic and Title II Part A funds are coordinated to provide customized staff development that ensures students receive high quality, differentiated instruction.

Collaboration occurs with local eye doctor to provide eye exams and glasses at no cost to migrant students in need or at a discounted price to our program.

Coordination occurs with Homeless Liaison staff and Title I Migrant staff in identifying eligible students and families that can be served as homeless.

Title I Migrant and Head Start federal programs collaborate in providing preK services to migrant students in Immokalee.
Title I and Private School Collaboration: Title I funds are set aside to provide supplemental instruction for students in participating non-public school programs and for professional development of teachers in participating non-public school programs.

Title I, Part D

Title I Part D funds will be used to provide Alternative Education Classroom Assistants at Collier Academy and Phoenix Naples; these staff will integrate with district funded instructional staff to supplement and provide intervention to at risk students.

In addition, Title I Part D funds, in collaboration with Title I Part A, will be used to fund a counselor to support the Title I Part D school sites with drop out prevention, student progression and supplemental counseling support.
Title I Part A also sets aside funds that are used to provide Reading Coach to support the staff development of staff at Neglected and Delinquent school sites.

Title II

Title II, Part A collaborates with Collier County Public School’s Human Resources Dept. in providing funds that are used to reimburse teachers striving to meet Highly Qualified Teacher (HQT) requirements through subject area tests. This helps ensure that all teachers meet HQT requirements and provide high quality instruction.

Title II funds will support schools with instructional coaching, lesson planning and staff development by funding several teachers on special assignment in areas of Math, Science and Springboard; these staff will integrate with the instructional staff at school sites to ensure high quality instruction differentiated to address unique student needs.
Coordination of professional development activities, including those funded by Title II, occurs through the following activities:
•Individual schools conduct annual staff development surveys to determine staff development needs. A district comprehensive Staff Development Plan and consolidated planning coordinates all available district resources.
•Staff development within a school (including the use of Title I money) is coordinated through the SIP/Title I Plan and comprehensive needs assessment.
•Title I and II in-service is coordinated through Learning Support Services departmental curriculum staff.
•The Director of Federal, State and Competitive Grants and Programs, Executive Directors of Federal and State Grants and ELL, the Chief Academic Officer review the professional development allocations in the Title I plans and in the Title II project.
•Reading coaches receive ongoing professional development through their bi-monthly literacy team meetings. The teacher’s individual plan (IPDP) is based upon an assessment of student learning needs, and this analysis of student achievement data in reading is essential to the creation of each teacher’s professional development plan.
•The district will provide ongoing professional development and support for principals on classroom walk-through strategies, including how to give feedback to teachers.

In addition Title II funds are used, in collaboration with Title I, IDEA, District, and Reading funds, to support Reading Coaches at the following schools: BCE, CES, CPE, EES, LOE, LPE, NPE, OES, PES, PME, SGE, TBE, VES, VME, CMS, CPM, GVMS, NNMS, ORMS, PRMS.
Math Intervention Specialists will be partially supported from Title II funds, in collaboration with CSR and Title I, at the following schools: CMS, CPM, ENMS, GVMS, NNMS, ORMS, PRMS.
Title II Part A and Private School Collaboration: Title II funds are set aside to provide staff development opportunities for staff in participating non-public school programs.

Title III

The District School Board of Collier County is collaborating with the utilization of Title I and Title III grant funds. The district provides immersion teachers and bilingual tutors at individual schools with large numbers of ELL and immigrant students. Through Title III and Title I funds, additional positions of tutors, paraprofessionals and teachers have been created to enhance the instruction of English Language Learners. Those positions are above those required by the META Consent Decree.
The district counts also on the support and collaboration of the Title I funds by combining funds from Title I and Title III to support district Teachers on Special Assignment (TSAs) in providing additional services and training to teachers, tutors, and paraprofessionals. The training will occur in Title I and Title III schools. A major initiative of the Co-teaching model is being implemented with fidelity this year. This is a collaborative effort between ESE, ELL Title III and Title I schools. This will allow flexibility in the training by geographical areas, targeting specific teachers, tutors, paraprofessionals and administrators in schools with large numbers of ELL, Title I and immigrant students.
In addition, Title III will fund Teachers on Special Assignment for the SIOP model coaching positions at the secondary level. These positions will enhance training opportunities for teachers, tutors and administrators who work with large numbers of ELL students. The training and support will include classroom visitations for appraisal of training needs, training on special needs, modeling and interventions, recommendations and follow up for improvement in the utilization of taught skills. Title III grant funds will pay for additional paraprofessionals and tutors in schools where there are large numbers of ELL and immigrant students. These positions will be used to assist students in tutorials in the content area courses and/or after school programs. It is expected that students participating will increase their academic skills and therefore meet Adequate Yearly Progress (AYP).

The training that the SIOP coaches (TSAs) will provide will be onsite and clinical. It will take place in the classroom setting whereby students as well as teachers will benefit from the strategies demonstrated by the TSAs without affecting the teaching time since the teachers will not be away from the classroom for training.
Additional benefits include successful teachers and tutors leading and teaching ELL students and Title I students who in many cases have both classifications, to become literate in English, thus closing the gap between them and the mainstream population.

Title III and Title I will also collaborate in the parent workshops and teacher training as part of the parental involvement process. Two parent workshops will be prepared and delivered for parents of Title I students, ELL and immigrant students. The topics will include, but not be limited to, How to Help My Child with Homework, The United States Education System, Understanding Report Cards, How to Do Better on Tests and more. These workshops will also include community business partners such as the Sheriff’s Office and the Health Department among others. They will give orientation to parents about all the topics related to health and security.

Title X- Homeless

Coordination occurs with Homeless Liaison staff and Title I Migrant staff in identifying eligible students and families that can be served as homeless.

Support staff of the Title I Part A, Title I Part C, Title I Part D, and Title X programs meet monthly to coordinate efforts and receive joint staff development for improving their services.

LEA, Title I Basic, Title I Migrant coordinate services to assist homeless parents of homeless children, and shelters representing the homeless children to resolve problems concerning registration and educational services at Title I schools. The LEA provides services in coordination with the McKinney-Vento Homeless Assistance Act.

Title I and the District provide joint funding of the Homeless Liaison staff position and use of additional Title I Part A funds to provide after school tutorials for homeless students in non-Title I schools.
Homeless Liaison collaborates with the homeless shelters in providing services to homeless students.

The district’s Homeless Liaison, through a No Child Left Behind grant, provides support services and resources for homeless students and their families. The liaison works with school staff and community agencies to identify eligible students, expedite school registration and bus transportation, and provide school supplies. Throughout the school year, the liaison monitors enrollment data, attendance records, and grades for all homeless students through the district database and school contacts.

Supplemental Academic Instruction (SAI)

This is restricted funding which provides flexibility for school districts to use funds to help students gain at least a year of knowledge for each year in school. Strategies may include but are not limited to: high school summer school, extended day and extended year programs, class size reduction, and intervention programs.

Violence Prevention Programs

The district, through the Safe and Drug Free Schools grant and based on gathered data, determined a list of needs. Target areas included lowering incidences of bullying (violence prevention) in the schools, lowering rates of alcohol, tobacco and other drug use among students, and the development of students’ pro-social skills. To that end, programs such as Too Good for Drugs, Positive Behavior Support, Social Norming, and Guiding Good Choices have been selected for implementation in schools. Parents in the Title I schools are offered the Guiding Good Choices program led by the Title I Parent Involvement Specialist. Both Safe and Drug Free Schools and Drug Free Collier are working collaboratively to provide Guiding Good Choices classes for parents in the community. A Bullying Prevention Resource list is available on the district website.

Nutrition Programs

N/A

Housing Programs

N/A

Head Start

The Head Start Program in Collier County Public Schools serves 712 four-year-olds in targeted elementary sites based on the needs of the parents and students. The Head Start Program includes students identified for ESE services, Voluntary Prekindergarten (VPK) students, and students identified as Title I and Migrant. By coordinating efforts and funding, the all-encompassing Head Start Program is able to serve approximately 300 additional eligible students than the funding from Head Start alone supports.
Head Start provides comprehensive services to eligible families and their children. These comprehensive services include education, social services, parent involvement, and health services. These services are coordinated with the requirements of the other funding sources as a seamless service for parents and our 4-year-old students. The Head Start Program is a vital part of our school community and these students are included in all academic and extra-curricular/enrichment programs as appropriate.

Adult Education

N/A

Career and Technical Education

Career Education participants are measured using Perkins Accountability standards. For school year 2009-10 the local targets are 58% for Academic Attainment Reading, 72.89% for Academic Attainment Math, 77.84% for Secondary Technical Skills, 92.21% for Secondary School Completion, 92.91% for Secondary School Completion, 93.91% for Secondary Graduation Rate, 90.33% for Secondary Placement, 16% for Non-traditional enrollment, and 96.93% for Non-traditional completion rate. Professional development activities will be implemented to upgrade the reading instruction skills of all Career Education teachers. Reading is integrated in all CE courses. Math is integrated into business education, construction, architectural, drafting and technology courses. Teachers are trained to address the needs of ELL and ESE students as needed. Each academy/program has curriculum integration strategies specific for each subject area. Teachers are also encouraged to complete additional endorsements in CAR-PD and ELL. The district conducts CAR-PD courses for CE teachers and selected CE teachers are completing FOR_PD online with UCF. Beginning this school year students that complete Health Science 1 and Health Science 2 will be eligible to test for credit in biology, and students in Engineering will be eligible to test for credit in algebra. FCAT level 2 (fluent) students will be able to complete their intensive reading requirement in CE classes where the teacher has already completed the CAR-PD endorsement.

Job Training

Career Education supports job training through a variety of student options. Each CE course sequence includes internship and/or on-the- job training course options. In addition each course sequence includes opportunities in lower level courses to visit job sites and experience careers in programs such as teaching, health sciences, construction, culinary operations, hospitality and tourism, and criminal justice programs.

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal: Provides a common vision for the use of data-based decision making, ensures that the school-based team is implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and documentation, ensures implementation of intervention support and documentation, ensures adequate professional development to support RtI implementation, and communicates with parents regarding school-based RtI plans and activities.

General Education Teachers: Provide information about core instruction, participate in student data collection, deliver Tier 1 instruction/intervention, collaborate with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.

Exceptional Student Education Teachers: Participate in student data collection, integrate core instructional activities/materials into Tier 3 instruction, and collaborate with general education teachers through such activities as co-teaching.

Instructional Coaches: Develop, lead, and evaluate school core content standards/programs; identify and analyze existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identify systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assist with whole school screening programs that provide early intervening services for children to be considered "at risk"; assist in the design and implementation for progress monitoring, data collection, and data analysis; participate in the design and delivery of professional development; and provide support for assessment and implementation monitoring.

School Psychologist: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection, data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities. Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students.
Speech Language Pathologist: Educates the team in the role language plays in curriculum, assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systemic patterns of student need with respect to language skills.

Guidance counselors: Initiate parent conference, facilitate process, keep all stakeholders informed.

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

The Leadership Team will focus meetings around one question: How do we develop and maintain a problem-solving system to bring out the best in our schools, our teachers, and in our students?

The team meets once a week to engage in the following activities: Review universal screening data, and mini lesson results and link this 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 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 met with the School Advisory Council (SAC) and principal to help develop the School Improvement Plan. The team provided data on : Tier 1,2, and 3 targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); facilitated the development of a systemic approach to teaching (Gradual Release, Essential Questions, Teaching Strategies, Refining and Summarizing); and aligned processes and procedures.

RtI Implementation

Describe the data management system used to summarize tiered data.

Federal, state, and local services and programs will provide human and fiscal resources in the RtI implementation plan. Federal support comes through the allocation of fiscal resources from entitlement grants, such as Title I, II and III, and IDEA. State support, IDEA and Title I will provide instructional materials for core and supplemental instruction, as well as training provided by FLDOE and USF to support the district and school RtI implementation plans.

Local and IDEA support is providing a district Rti/PBS coordinator who will meet regularly with building level RtI teams and coordinators to ensure strong implementation of RtI.

School teams meet in grade level teams as professional learning communities. During these meetings teams discuss teaching and learning. Teams examine the standards to be taught, share best practices, engage in building common formative assessments and review data. As a team they have strengthened their core teaching and have established that 80% of their students will meet the requirements. Re-teaching will occur as needed for the Tier 1 students. Data Warehouse has been designed to record the minutes from these meetings as well as to follow the progress of groups and individual students. This Tier 1 data will be used during PLCs to follow the rate of student progress over time. Teachers share results and best practices.

As students fail to meet with success in Tier 1 students are referred to the school`s RtI team and Tier 2 strategies. The Data Warehouse data management system continues to follow the student's progress as monitored by the PMP. Online assessments and other data points are tracked on the charts and graphs in the Data Warehouse.





Baseline data: Progress Monitoring and Reporting Network (PMRN), FCAT

Progress Monitoring: PMRN, AIMS web, Curriculum Based Measurement,

Midyear: FAIR

End of year: FAIR, FCAT, PMRN

Frequency of Data Days: twice a month for data analysis

Describe the plan to train staff on RtI.

In June a team from the school received RtI training during a 4-day workshop, led by District staff. To provide further reaching support at the school building level, a School-Based RtI Coordinator and a PBS Coach have been designated for every school. The role of the School-Based RtI Coordinator is to oversee the problem solving process, ensure the integrity and consistency of implementation of the process, and facilitate the RtI Team Meetings.

Professional development was provided to teachers during pre-school in-service days by Rebecca Sarlo, DOE. Two additional sessions will take place in October: (1) RtI: Problem Solving Model: Building Consensus Implementing and Sustaining Problem-Solving/RtI and (2) RtI: Challenges to Implementation Data-based Decision-making, and Supporting and Evaluating Interventions. The RtI team will also evaluate additional staff professional development needs during the weekly RtI Leadership Team meetings.

The district training has incorporated a multi-tiered approach to staff development in the area of RtI. To facilitate training, a group of Professional Learning Community (PLC) team leaders and key leadership personnel from each school (K-12) completed an intensive 4 day training on RtI principles and consensus building. The PLC team leaders and key leadership personnel are charged with the responsibility to move RtI practices forward at the school level. Follow-up training will occur under the guidance of the District Coordinator of RtI/PBS through monthly on site walk throughs, problem-solving meetings, and PLC meetings. In addition, the District Coordinator of RtI/PBS will provide monthly follow-up trainings with School-Based RtI Coordinators. Teachers meet with PLCs twice a month to discuss RtI implementation at their grade level. Finally, mini workshops on RtI-related topics, such as differentiating instruction, data analysis, and specific intervention training are available through district personnel throughout the school year upon the request of a school administrator. In addition to district face-to-face training, a variety of online tools are available for use in the schools. ANGEL is being used as an online facilitator for RtI related documents, video clips, training materials and power points, research links, intervention tools, and has a district Problem Solving/Response to Intervention manual. In addition, the district has required all instructional personnel (PK-12) to complete RtI training within the next two years using the Direct Steps online training tool. Each staff member will be required to complete 3 courses.

The PLC teams will continue to monitor progress for all students throughout the year, through the use of the Data Warehouse resources.

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?

Strengths: Our 9th grade house demonstrated a 12% increase in reading. Of the lowest 25% in math, 75% made learning gains. Ninth graders this year demonstrated significantly higher proficiency in Reading in the content clusters of determining the Main Idea and Comparing/contrasting elements of text by increasing the average proficiency scores within those clusters over 15%. They also increased proficiency in determining word meaning by 3%. In Math, the 9th graders improved the percentage of students scoring level 3 by 4% from 36% in 07-08 to 40% in 08-09, demonstrating increased average levels proficiency applying data analysis/solving problems involving probability by 9%, solving problems in the Geometric strand by 8%, and in the algebraic strand by 3%.

This year's 10th grade classes demonstrated an increase in the Reading cluster of Comparing and Contrasting elements of text, applying reference and research skills, and comprehension of content area reading/non-fiction/informative text. The 10th grade students this year increased the percentage of students scoring level 3in Math by 5% from 44% in 07-08 to 49% in 08-09. These students increased average proficiency in the strands of Measurement by 11%, Algebraic thinking by 10%, and data analysis/solving problems involving probability by 8%.

Of the lowest 25% in math, 75% made learning gains. Our parent involvement (gauged by participation) continues to increase at each event.


Weaknesses: We are concerned with only 23% of 9th graders achieving reading mastery. The lowest subtest area and one we are concentrating more time on this year is Reference/Research (38%). The number of students achieving reading mastery declines to 11% for tenth graders. The reading cluster of greatest concern for 10th graders is determining the meaning of words. Additionally, even though the 9th graders showed improved skill proficiency in average score elevation in the clusters of Main Idea, Compare and Contrast and determining word meaning, and 10th graders showed improved skill proficiency in average score elevation in the clusters of Compare and Contrast. In Reference and Research, the scores are beneath the district averages and beneath the students' capacity for reading skill development and proficiency: we believe all of our students can learn to read on grade level as well as demonstrate their reading skills on standardized assessments.

Areas of concern in math are the percentage (40%-9th, 49%-10) of students demonstrating mastery on FCAT. The areas giving students difficulty are number sense (37%-9th - a 13% decline compared to last year's 9th graders), measurement (37%-9th- a 2% decline compared to last year's 9th graders), geometry (27%-10th - a 3% decline compared to last year's 10th graders), and probability (38%-10th- an 8% increase but still much lower than district average or student capacity).

We did not improve our writing scores by 1%. About 2% less of this year's 10th graders scored 3.5 or above than last year's. When the scores were disaggregated, it was our honor students who failed to make or maintain a higher level.

Seven percent less of the 11th grade students this year scored at level 3 or above in the FCAT Science test than last year's 11th graders. All strands declined in proficiency/average scores.

Our Science scores dipped by 14 points. We are still analyzing the reasons and methods by which to improve at the school and district level.

Instructional Calendar Development

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

Focus calendars were developed by instructional coaches working with teachers in July 2009. The focus calendars are based on 2009 FCAT results and include a timeline. Teams of teachers developed mini-lessons based on the New Generation standards selecting those standards indicated as weak areas on our 2009 FCAT reports. Administration will implement a continuous cycle of making classroom visitations, evaluating lesson plans, monitoring teacher data, and conducting meetings with teachers who are demonstrating signs of struggling with focus calendar or mini lesson implementation. Teachers who are struggling with implementing the calendar or mini lessons 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 subject area coaches will provide additional support to the teachers. Teachers will participate in Learning Communities and utilize the support of their colleagues through these discussions.

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

While we focus on all strands to increase the percentage of students achieving mastery (levels 3 and above), extra focus will be given to the following:
Reading-reference and research, words and phrases
Math-Number sense, measurement (9th grade) Geometry and probability (10th grade)
Writing-voice with organization
Science-Scientific thinking in each tested area

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

Once FCAT scores were released, the administration determined student learning gains by teacher and adjusted the master schedule to prevent low-performing teachers from teaching at-risk students. Teachers' gain scores or lack of gains become a basis for their professional growth plan.

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

The school offers students elective courses in art, business, technology and career studies. Our juniors and seniors also have the opportunity to be dual enrolled at ITech, a post secondary school across the street. ITech offers drafting, construction, auto mechanics, culinary arts, cosmetology and will include nursing in 2010. Summer internships are available for students in various construction fields.

A daily focus of our instruction is to make the content relevant to students' lives. Current events, sports, changes in agriculture are all examples of how instruction is made relevant.

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?

Each year our counselors meet after hours with parents to discuss where the student is currently in terms of performance, GPA, credits and FCAT scores. Students and parents are informed as to areas of strength as well as areas that need additional strengthening. A plan of action is developed. After FCAT testing, students and parents have the opportunity to participate in a course selection activity that informs them of available courses. Counselors work one-on-one with students to decide what classes will be taken.

DO

Direct the Instructional Focus

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

Grade level teachers (math and English) will meet weekly to determine the areas of students' strengths and weaknesses as demonstrated by class work assignments and assessment results. Lesson plans will be created that include a gradual release model components (explicit, guided, independent, comprehension check/assessment) as well as strategies to be used with ELL and ESE students. Methods of differentiated instruction, which provides lessons for all levels of students, will be noted on lesson plans.

How are instructional focus lessons developed and delivered?

Focus lessons were provided by a team of teachers (Science, Math) who developed the lessons based on our 2009 FCAT results. Reading focus lessons were purchased by the district and provided to all Reading teachers. The focus lessons are aligned to the SSS for each subject area. The short mini lesson is taught at the beginning of each class period. Reading, math (9, 10th and 11th/12th intensive math), and science teachers (11th grade) will teach the focus lesson that correlates with their subject area.

How will instructional focus lessons be revised and monitored?

Student mastery on mini-lessons will be determined by the results of the on-line assessment that measures each bench mark. Teachers use weekly mini lesson assessment results to determine if the focus lessons need to be revised and/or re-taught.

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.

(1) Mini assessments measure the effectiveness of mini-lessons based on SSS (science, math, reading).
(2) Teacher-made common assessments based on common courses.

(3) On-line bench mark testing (science, math)

(4) Fluency tests

(5) Writing prompts

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

Mastery is set at 80% to ensure student proficiency of each benchmark. The assessment results will be used to determine the instructional focus of whole group lessons. An item analysis of the assessment will be utilized to re-teach the questions that students missed most frequently. Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to those students earning less than 50%, additional instruction and practice opportunities for those students earning between 50-70%, and enrichment/advanced 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 meet weekly to discuss assessment results and the direction of new instruction. The meeting will be facilitated by the department head and attended by content coaches. An assigned teacher will take minutes to be submitted to the administrative staff. Members of the administrative staff will attend meetings 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 Administrative Team will meet with teachers during weekly meetings to discuss assessment results and student progress. During these meetings, lesson plans, data binders, and sample student work will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs. Progress Monitoring information (per class/teacher) will be utilized to document the process of teaching, assessing, re-teaching, and re-assessing.

ACT

Supplemental and Intensive Instruction/Interventions

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

Resources from the state adopted textbooks which are designed for core, supplemental and intensive instruction are utilized. Computerized programs or instructional software, in addition to Internet instructional Web sites such as FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of providing instruction to students in non-mastered areas. Resources and strategies provided at professional development workshops will also be utilized. Students consistently demonstrating non-mastery may be required to participate in tutorial sessions before or after school.

How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered target 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 administrator's observations, teacher surveys, and student performance/data analysis, and teacher gain scores, will determine the need for professional development session.

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, instructional coach, administrators, 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) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through FCAT Explorer 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 program and are placed in clusters with teachers who meet their academic needs through differentiated instruction. Students also enroll in elective classes that include art or foreign language.

Describe how students are identified for enrichment strategies.

FCAT results, in addition to student progress in a specific course, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and academic programs.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

• Notification of (School in Need of Improvement) SINI Status
  Show Attached Notification of (School in Need of Improvement) SINI Status (Uploaded on 9/1/2009 2:55:12 PM)
  
  
• Public School Choice with Transportation (CWT) Notification
  Show Attached Public School Choice with Transportation (CWT) Notification (Uploaded on 9/1/2009 2:55:48 PM)
  
  
• Notification of (School in Need of Improvement) SINI Status
  Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 9/1/2009 2:56:03 PM)
  
  

Pre-School Transition

Postsecondary Transition

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

*The most recent data available is for students who graduated the year before the school entered restructuring.
* Responses correlate to the numbers above.

2. In SY08, students scoring a level 1 or 2 on the previous year's FCAT Reading and/or Math test(s) were required to take an Intensive Reading or Intensive Math class. Students were encouraged to sign up for after-school tutoring. Migrant students were provided with academic support after school, schedules permitting.

3. Considering that roughly 85% of our students read below grade level, it is remarkable that 50.70% take a college prep class. The state average was 59.60%, but the state average for reading was 23 percentage points higher. We will continue to encourage our students to take more challenging classes and to offer a wider variety of honors and AP level classes.

4. Having only 10.30% of students taking Algebra 1 prior to 9th grade is something the high school has little control over. The schedule of the middle school has never relied on high school expectations or requirements. Recent articulation with our feeder middle school will improve on this.

5. At 47.60%, the number of students we had taking at least one level 3 high school math class was higher than the state average (46.90%).

6. Our dual enrollment participation for math has been historically low, due to the remote location of our school and the lack of dual enrollment opportunities for the students. With the completion of Itech, our students have a few more opportunities for upper level classes, but some of them are only offered at night when the students are unable to attend a class. This is out of the high school's control, as we do not create the schedule for ITech. We will continue to encourage students to dual-enroll.

7. The number of students who completed at least one level 3 science course was less than 2 percentage points away from the district average. With a solid foundation of two 9th grade science teachers working within the 9th grade SLC, the students have been given an opportunity to build a strong foundation of scientific knowledge before moving into upper level science classes. There is no data to support this, as science is not an FCAT tested area until students enter 11th grade. The district does not provide grade-level benchmark tests for science and end-of-course exams and grades are unreliable.

9. The number of students who took the PSAT may be low because ELL students were excluded and any student who was absent or late to school on the day the test was administered would not have received an opportunity to make-up the test. The records for this test (in regards to participation) are no longer available, so there is no hard evidence that reasons stated above are the factor for low participation on the PSAT. However, our participation rate was just under the district average.

10. We do not have a large number of students who take the SAT, because our school is not an SAT test center and students lack the resources necessary to travel into Naples or Lee County to take the test. Because neither the SAT nor the ACT are regulated by the school, state or district, the students are encouraged to take the tests, but cannot be required to do so. One reason why ACT rates have increased is due to the number of students who use a concordant score to meet the FCAT graduation requirement.

12. The number of students eligible for Bright Futures awards is low because many students do not realize the importance of GPA until it's too late. We also have a large number of ELL students who have low grades in their first year or two of high school, but whose grades improve along with their language development. The 9th grade SLC has done an excellent job of making the students aware of their roles and responsibilities as learners and the requirements for colleges and scholarships.

13. Our student participation in at least one AP class is almost 8 percentage points higher than the district average and almost 20 percentage points higher than the state average.

14. Having only 29% of students enroll in a post-secondary institution upon graduation isn't surprising. Many students choose to enter the workforce immediately after high school for many different reasons, e.g. - lack of resources for college, not having qualifying scores on ACT or SAT, immediate need for income, etc. By having a single counselor work with seniors each year, we've been able to standardize the information flow to students. More and more are applying to colleges and for scholarship and financial aid money. We also have a large number of students who are accepted to out-of-state institutions due to sports scholarships and migrant programs (Michigan State University, University of South Florida and Our Lady of the Lake, Texas). Many also choose to attend colleges that are closer to their families (Texas, North Carolina, etc.) Please see #14 and #17 for further explanation.

15. Enrollment in Independent Colleges and Universities in Florida is higher than the district and state average, but no data is available to determine why this might be.

16. Please see #14 for an explanation as to why students attend out of state colleges.

17. Our numbers for enrollment at state universities was low in 2007 due to low expectations of faculty and staff that are no longer with the school. Too many students were not encouraged to apply to college or to take the ACT and SAT. With our improved school culture, these numbers are expected to increase, for all three areas: community colleges, state universities and technical institutions.

18. These numbers are close enough to the district and state average that it's not a huge concern. However, preparing our students to be lifelong learners and to be successful in a post secondary environment will help to increase this number.

19. See #18 for explanation.

20. The number of students successfully completing remedial math is encouraging, as it's just over 20 percentage points higher than the district or state average. Intermediate Algebra numbers may be low due to the class being for elective credit only. Our advanced math numbers are well above the state average and respectively above the district average. An area of need would be the entry level math courses. As more of our students receive data-driven instruction at the high school level, the better their performance in college will be.

21. Despite the low number of students scoring a level 3, 4, or 5 on FCAT Reading, our graduates' success rates at the college level for remedial reading/writing, Freshman Comp I or II or another college-level course were all higher than the state and district averages.

PART II: EXPECTED IMPROVEMENTS

Other Goals

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
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
No Data	No Data	No Data	$0.00
Total: $0.00
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $0.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 12/8/2009 10:10:15 AM)

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.

Yes. Agree with the above statement.

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

Review, finalize and vote on School Improvement Plan.
Review baseline testing data
Review plan goals: reading, math, writing, science
Adapt plan accordingly

SAC Members

AYP DATA

SCHOOL GRADE DATA