VISION and MISSION STATEMENTS

School Vision
It is the vision of Poplar Springs High School that students will be effective communicators, creative problem solvers, reflective thinkers and self-directed lifelong learners. All students will develop a strong foundation for continual learning.

School Mission
At Poplar Springs School we believe that all students can learn and high student achievement can be accomplished. A well qualified staff will provide students with a safe and secure learning environment where they will take advantage of a wide variety of resources and learning strategies. We will provide a foundation for our students to become responsible and productive citizens.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Poplar Springs is a rural public school serving grades PreK-12. It was built in 1927 and occupies a new facility as of January, 2005. The school site consists of approximately 55 acres of land which includes an agricultural plot, including greenhouse, and athletic amenities.

PSHS has 29 full time teachers, 2 support staff, 3 lunchroom staff, 1.66 custodial workers, 5 aides, 1 maintenance, 4 bus drivers, 2 school administrators, and 1 WINGS coordinator for a total of 48.66 employees. The reading coach is part-time as she is shared with another school in the district. One full time teacher is the media specialist. Also, one of the full time teachers serve as a Guidance Counselor.


Free and reduced lunch rates are significantly higher than the state average making PSHS a Title One school.


Unique School Strengths for Next Year

Poplar Springs High School is the center of the community. Events scheduled at the school are widely attended by the parents and community members. The school received a school grade of "D" for the 2004-2005 school year. Faculty, staff, and students have worked hard over the past three years to maintain a "B". PSHS was only three points from a "A" last year and returned to school for the 2009-2010 year with determination to reach the "A" that has eluded the school thus far.

90% of the criteria for AYP was met during the 2008-2009 school year.


Unique School Weaknesses for Next Year

Poplar Springs High School has struggled to make AYP. Provisional AYP was earned during the 2005-2006 school year. During the 2008-2009 school year PSHS made AYP in writing and graduation rate. The school has struggled to make AYP in reading with the white population and economically disadvantaged students over the last two years. However, PSHS made AYP in math with white students for the last two years. Yet economically disadvantaged students have not.


Student Demographics

The current enrollment in grades PreK-12 is 333. Racial composition is 96.09% white, 3% black,.60% hispanic, and .30% multi-racial. The percent of gifted students is .006%.


Student Attendance Rates

The student attendance rate was 88% for the 2008-2009 school year.


Student Mobility

The mobility rate of the school was .04% for the 2008-2009 school year.


Student Suspension Rates

The student suspension rate for ISS was .03% and OSS is .06% for the 2008-2009 school year.


Student Retention Rates

The retention rate of the school was .05% for the 2008-2009 school year.


Class Size

Class sizes have been reduced in all grades and across the curriculum. As a small school, there has often been only one class per grade in elementary (Pre-K through 6) and one class per subject per grade in middle and high school. Pre-K has 18 students, one teacher and one aide. There are two kindergarten classes. One class has 15 students and the other has 16 students. First grade has co-teachers and 29 students. Second grade has 20 students. Third grade has two sections with each class having 13 students. Third grade was divided because it is the first year of FCAT testing and last years third grade students didn't perform as well as in years past. Fourth grade has one class with 21 students. Fifth grade has one class with 20 students. Sixth grade has 23 students and have the same teacher for language arts, math, science, and social studies. Beginning in seventh grade students change classes throughout the day. Seventh grade students had to be divided into two sections because there are 33 students. Eighth grade has 24 students and one section. Nineth grade students are in two sections due to discipline issues from the last year. The current enrollment for nineth grade is 22. Tenth grade has 25 students and one section in English and science, but is divided into two sections for math and social studies. Eleventh grade has 24 students and one section. Twelth grade has 17 students and one section. Modified inclusion is provided through the use of ESE teachers as support facilitators.


Academic Performance of Feeder Pattern

PSHS does not have a feeder school as it is a Pre-K- 12 site.


Partnerships and Grants

Chipola College sponsors the Educational Talent Search. This program is designed for students in grades 6-12 who come from a variety of backgrounds and educational abilitites. The goal of the program is to provide opportunitites for present and post secondary educational and career planning. They attend various activities such as field trips to colleges and meet as a group to focus on study strategies and other important skills to better prepare them for their future.

A Chipola representative comes to PSHS multiple times a year to meet with high school students regarding post secondary education planning. Chipola further offers qualifying students the opportunity for dual enrollment or early admission.

PSHS students have the opportunity to participate in the Literature and Language Festival at Chipola as well as the Math Olympiad competition.

The school partners with the Panama City Newsherald for newspapers in education.


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

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record *
Principal Gordon Wells BS- Physical Education, Georgia Southwestern College; MA- Health, Physical Education, and Recreation, Murray State University; 12 additional hours completed for Alternative Certification in Educational Leadership in Holmes County, FL 11 6 Principal of Poplar Springs High School 2008-2009
:
Grade B
63% of students reading at or above grade level
• 62% of students making a year's worth of progress in reading
• 60% of struggling students making a year's worth of progress in reading WHITE, ECONOMICALLY DISADVANTAGED students in this school need improvement in Reading. 74% of students at or above grade level in math
• 74% of students making a year's worth of progress in math
• 71% of struggling students making a year's worth of progress in math
ECONOMICALLY DISADVANTAGED students in this school need improvement in Math. 79% of students are meeting state standards in writing.39% of students at or above grade level in Science.
Assis Principal Mrs. Laura Watford BS- History and English, Troy State University; Master of Education-Troy State University at Dothan; Ed.S.-Curriculum and Instruction, University of West Florida; Certified in history 6-12, English 6-12, and ESOL endorsed; Applied for addition of Educational Leadership to certificate 5 1 AP of Poplar Springs High School in 2008-2009:
Grade B
63% of students reading at or above grade level
• 62% of students making a year's worth of progress in reading
• 60% of struggling students making a year's worth of progress in reading WHITE, ECONOMICALLY DISADVANTAGED students in this school need improvement in Reading. 74% of students at or above grade level in math
• 74% of students making a year's worth of progress in math
• 71% of struggling students making a year's worth of progress in math
ECONOMICALLY DISADVANTAGED students in this school need improvement in Math. 79% of students are meeting state standards in writing.39% of students at or above grade level in Science.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
Reading Rosanne Mitchell BS in Elementary Education
Reading Endorsed 		1 5 Ms. Mitchell has been the reading coach at Bethlehem High School for the past 5 years. She has worked with teachers in grades kindergarten through 12th grade. During which time the school has improved from a D school to a high B school for the last 2 years. She assisted with the implementation of a literacy leadership team and SURF (Supervised Uninterrupted Reading for Fun) time that encouraged the motivation of teachers and students in the area of reading. Ms. Mitchell also works closely with administration to analyze the school’s data and develop plans of action to improve student achievement.Currently, Ms. Mitchell is the reading coach at Bethlehem High School and Poplar Springs High School.

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
Partnering new teachers with veteran teachers Principal On-going
Mentor/Mentee relationships Principal Ongoing
Individual Professional Development Plans Principal/Teacers August 2010
Current Employee Recommendations/Referals Principal Ongoing
On-site professional development/Learning Communities Principal/Literacy Team Ongoing


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
No data submitted


Staff Demographics

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Qualified % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed
293.4312441.441.410017.2010


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Don Beasley David Hausner Mr. Hausner is a first year teacher. Mr. Beasely is an experienced teacher with proven FCAT scores. Meeting during common planning time
Laura Watford Sharla Grantham Mrs. Watford is the assitant principal and Mrs. Grantham is a second year teacher. We have no other science teachers in grades 7-12. Meetings during common planning times. Mrs. Watford has arranged for Mrs. Grantham to go observe a high school teacher within the district.



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Title I part A provides funding and support for professional development activities, parent involvement activities, technology needs, SES services, etc.


Title I, Part C- Migrant

Title I Part C addresses the issues that are common to migrant students and assists these students with their educational needs.


Title I, Part D


Title II

Title II, Part D provides technology assistance plus scientifically research based materials in classrooms. Title II, Part A funds professional development activities and supports class size reduction.


Title III


Title X- Homeless

Title X provides funding to assist identified homeless students with school supplies, medical care and tutoring opportunities.


Supplemental Academic Instruction (SAI)


Violence Prevention Programs


Nutrition Programs

Poplar Springs participates in the federal free and reduced lunch program.


Housing Programs

N/A


Head Start

N/A


Adult Education

N/A


Career and Technical Education

PSHS works with the Washington Holmes Technical College in Chipley, FL and provide the opportunity for students to attend the college half days during the school year as well as enroll in summer classes.


Job Training

PSHS works with the Washington Holmes Technical College in Chipley, FL and provide the opportunity for students to work through the DCT program. Students meet once a week and learn employment skills such as creating a resume, professional etiquette, etc.


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal Gordon Wells and Laura Watford provide 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 adequate professional development to support RtI implementation, and communicates with parents
regarding school-based RtI plans and activities.

General Education Teachers, Don Beasley, Shirley Owens, Jana Singletary, and Rhonda Steverson provide information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.

Exceptional Student Education Teachers Deborah Henderson and Lacy Marsh: Participates in student data collection, integrates core instructional activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as coteaching.

Reading Coach Rosanne Mitchell: Develops, leads, and evaluates school core content standards/ programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to
be considered “at risk;” assists in the design and implementation for progress monitoring, data collection, and data analysis;
participates in the design and delivery of professional development; and provides support for assessment and
implementation monitoring. Provides guidance on K-12 reading plan; facilitates and supports data collection
activities; assists in data analysis; provides professional development and technical assistance to teachers regarding databased
instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.

School Guidance Counselor Zeb Brown: 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. He further provides quality services and expertise on issues ranging from program design to
assessment and intervention with individual students. In addition to providing interventions, school social workers continue to link child-serving and community agencies to the schools and families to support the child's academic, emotional,behavioral, and social success.

Kenny Tate develops or brokers technology necessary to manage and display data; provides professional
development and technical support to teachers and staff regarding data management and display.



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

The Instructional 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 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 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 Instructional Leadership Team met with the teachers and principal to help develop the SIP. 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, Activating Strategies, Teaching Strategies, Extending, Refining, and
Summarizing); and aligned processes and procedures.




RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN); Assessment and Information Management System
DIBELS; DOE Baseline assessments in mathematics and science; Florida Comprehensive Assessment Test (FCAT)

Progress Monitoring: PMRN, Curriculum Based Measurement (CBM), FCAT Simulation, Learn Network

Midyear: Florida Assessments for Instruction in Reading (FAIR),
DOE Mid-year assessment

End of year: FAIR, FCAT

Frequency of Data Days: twice a month for data analysis


Describe the plan to train staff on RtI.

Professional development will be provided during teachers’ common planning time and small sessions will occur throughout
the year. Two PD sessions entitled: “RtI Plan: Laying the Foundation" and "Effective Instructional Strategies" will take place in October and in December. The RtI team will also evaluate additional staff PD needs during the bi-weekly Instructional Leadership Team meetings.



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?


Grade 3 students in 2008-2009 were below state and district averages in reading and math. However during the 2007-2008 school year our third grade students scored 90% 3 and above in reading and math which was well above state and district averages. Due to our third grade performance last year we opted to divide the class in half and provide more one on one instruction to better prepare our students for testing.
Our fourth grade students performed above state and district averages in reading and math. The writing scores were below state and district averages. However, during the 2007-2008 school year our fourth graders scored 43% 3 and above while during the 2008-2009 school year they scored 75% 3 and above. We did drastically improve our scores though we did not meet state and district averages. Our fifth grade students were above state and district averages in reading, math, and science. They too had large gains over the previous year particularly in science. Our sixth grade students were above state and district averages. Our seventh grade reading students were below state and district but improved from the previous year. They were above state and district in math. Our eighth grade students were below state and district in reading, math, science, and writing. They fell in every category from the previous year. This disappointing performace led us to divide the class in half for this school year. Our ninth grade students were below state and district in reading but improved from the previous year. They were above state and district in math and dramatically improved from the previous year. Our tenth grade was below state and district in reading, above in math and above district in writing. Our eleventh grade students were below state and district in science but improved over the previous year.


Instructional Calendar Development


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

PSHS uses the instructional focus calendars provide by the Bureau of School Improvement for reading, math, and science.


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

PSHS will focus on reference and research as well as main idea, plot, and purpose in the reading strands. Geometry and spatial sense as well as measurement are areas to focus on in the math strands. In science the focus will be on earth/space. In 4th grade narrative writing and expository in 8th and 10th will be the focus.


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

Teachers follow pacing guides and assess student mastery. As mastery is determined those with non-mastery on a benchmark are remediated. Those students who did master the benchmark will receive enrichment. Teachers are monitored through lesson plans and data notebooks. IEP's are followed for those students who are ESE. Intensive reading remediation is provided to level 1 and 2 students through single block or double block reading classes. Math remediation is provided in class. RTI provides for intervention for those students who did not master the benchmark. All teachers are in field and highly qualified.


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

All 8th grade students take an integrated American History course which provides career planning. They use choices and FACTS.org to determine career interests. They select a major area of interest and update their portfolio as needed. Vocational classes allow students to complete the gold seal vocational program and receive a bright futures scholarship if they meet all qualifications. The early childhood vocational program is beginning an academy and providing a certification program for completers. Teachers provide "real world activities" whenever possible.


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 register for classes and the schedule provides for student's interests. Elective classes such as business, agriculture, and art are offered. These classes often focus on skills for jobs and can offer internship opportunities. Family night is an opportunity to share with parents all the options for students in grades 9-12. Dual enrollment and early admission, vo-tech, and florida virtual school are all discussed.




DO

Direct the Instructional Focus


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


Teachers are encouraged to use the DA website for instructional delivery guides and lesson plans. The website provides lesson plan formats that allow the teachers to focus on differentiated instruction and the three tiers of RTI. All teachers are required to use a common board configuration. In addition the pacing calendars and instructional delivery guides provided by DA are utilized. All teachers will use the instructional devlivery guides as lesson plans.


How are instructional focus lessons developed and delivered?

PSHS uses the lessons developed by Broward County and posted on the differentiated accountability website.


How will instructional focus lessons be revised and monitored?

Student mastery on mini-assessments provided after lesson delivery will determine if the teacher needs to move to tier two and re-teach the lesson. The lessons will be monitored through the use of data notebooks and weekly lesson plans turned into the principal.




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.


Mini-assessments are given after focus lessons. If funds permit study island will be purchased for remedial math. Teacher made assessments will also be used for remedial classes.


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

Mastery of the subject matter is 80%. This higher level of performance will provide for mastery of the benchmark. Results of the assessments will determine remedial groups to re-teach the benchmark. Those who don't reach 80% will go to tier two. Those students falling below 50% will receive intensive instruction. Those falling between 50%-70% will receive the opportunity to practice the benchmark to obtain mastery. Those students who scored 80%-100% will receive enrichment.


Maintenance


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

Those students who do not master a benchmark are given enrichment and advanced instruction. These opportunities may include projects, hands on skills, and other activities to challenge them.


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 once a month to reveiw assessment data. These meetings will be facilitated by the principal. Evidence of progress monitoring data will be determined by lesson plans, IFC's, data notebooks, test averages, and student work. Administration will attend meetings but will also meet with teachers by subject and one-on-one as needed.


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 school based administrators will conduct informal classroom walkthroughs on a daily basis and formal walkthroughs every 2 weeks. They will serve as resources and coaches. They will require weekly classroom lesson plans as well as reviewing classroom assessments. They will also review IFC's, data notebooks, mini-assessments, class averages, and student work will provide information as to needed intervention. There is no instructional coach and a part-time reading coach who will be involved in reviewing the reading data.




ACT

Supplemental and Intensive Instruction/Interventions


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


All classes utilize state adopted textbooks and materials.
Teachers use strategies and best practices as provided through professional development and professional learning comm
CCRP: Harcourt TrophiesAccelerated Reader
SIRP: Elements of Reading: Comprehension
Elements of Reading: Fluency
Elements of Reading: Phonics and Phonemic Awareness
Elements of Reading: Vocabulary
Great Leaps
Read Naturally
Saxon Phonics

CIRP: Harcourt Trophies Intervention Program
Reading Mastery
SRA
TECHNOLOGY: AutoSkill - Academy of Reading
Compass
FCAT Explorer
Ed Mark
Lightspan
SuccessMaker

Middle school: Glencoe Literature: The Readers's Choice
SIRP
Be a Better Reader
Rev It Up

Reading Advantage
REWARDS
SRA
The Six-Minute Solution
CIRP

Great Leaps

READ 180


Accelerated Reader
AutoSkill - Academy of Reading
FCAT Explorer
SuccessMaker
ThinkLink
Study Island

High School
Developmental Reading
(9th grade regular reading course)
Be a Better Reader
Ramp It Up

SIRP ACTION magazine
Glencoe Literature: The Reader's Choice Be a Better Reader
Jamestown Critical Reading Series Glencoe Reader
Reader's Handbook READ Magazine
Reading and Writing Sourcebook
REWARDS
Quick Reads

The Six-Minute Solution
Timed Reading Plus

CIRP: Great Leaps

Tech: FCAT Explorer
SuccessMaker
ThinkLink



ThinkLink
Waterford






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

Non-fluent level 1 and 2 students in grades 9-12 are double blocked. They use the Ramp It Up program to provide instruction. Level 1 and 2 students in grades 6-8 are double blocked in the READ 180 program. Fluent 1 and 2 students in grades 9-12 are in a single block reading program using "Be a Better Reader". Level 1 and 2 students in grades 6-8 are single blocked using Be a Better Reader. Math students receive remediation in the classroom setting using small group and FCAT explorer. Study Island will be purchased if money permits.


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

District directed professional development as well as PAEC professional development is utilized. Teachers identify their own professional development through their Individual Professional Development Plans.
Administration walkthroughs, one-on-one meetings, review of data, and teacher IPDP's are used. Data disaggregation from FCAT is also used to determine weaknesses and areas of concern.


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

Those students who are disfluent in reading and scoring levels one or two are double blocked for reading. Those students who score a level one or two in reading but are fluent are placed in a single block of instruction. Math students scoring level 1 and 2 are targeted for remedial instruction in the classroom. As data is determined based on FAIR, Florida provided test for baseline data, and mini assessments. Students not mastering will be targeted for intensive instruction.


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

The RTI process will make evident the effectiveness of interventions. Issues such as school attendance, behavior issues, and family problems will be addressed and resolved as much as possible. Consistent implementation of differentiated accountability and accomodations will help narrow gaps in achievement.


Enrichment


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

Students are offered elective classes such as art, business, and agriculutre. Math students who scored level four or five on FCAT are able to take accelerated math classes. Honors classes are offered at grades 10-12. AP courses are offered throught FLVS. Dual enrollment and early admission are offered through Chipola College. All students in grades K-12 will participate in one book, one school. The book selections will be determined based on appropriateness of the age level.


Describe how students are identified for enrichment strategies.

FCAT results and previous year's math grades are used to determine appropriate placement for 8th graders in albegra I. Honors classes are determined by teacher recommendation and previous years grades. AP course enrollment through FLVS is determined by student interests, grades and test scores. Enrollment in programs through Chipola is determined by GPA and minimum test score performance on ACT, SAT, or CPT.




Professional Learning Communities

PLC Organization (grade level, subject, etc.)PLC LeaderFrequency of PLC MeetingsSchedule (when)Primary Focus of PLC (include Lesson Study and Data Analysis)
Elementary Principal Monthly Wednesdays (after school) Monitor and analye the effectiveness of focus calendars, analyze data and monitor data from FCAT strands,mini assessments, and teacher created tests, share ideas for classroom enrichment, share best practices
Middle and High School Principal Monthly Wednesdays (after school) Monitor and analye the effectiveness of focus calendars, analyze data and monitor data from FCAT strands,mini assessments, and teacher created tests, share ideas for classroom enrichment, share best practices, discuss writing across the curriculum


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

PSHS participates in the Florida School Readiness program which allows implementation of a Voluntary Pre-kindergarten program. Students are assessed twice a year using the Dial Three Assessment once at the beginning of the year and again at the end of the year, the Check Off System using the Work Sampling System which is ongoing, and the ELA (Early Learning Literacy) twice a year.


Postsecondary Transition

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

PSHS will encourage more students to take the ACT, SAT, or CPT in preparation for post secondary readiness. More rigorous classes on campus such as dual enrollment and AP courses are being planned for the 2010-2011 school year. Math for College Readiness was implemented this school year for those students who performed below grade level on the CPT in preparation for their first year of college. Students continue to participate in the college and career awareness program called Educational Talent Search (TRIO)through Chipola College.



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

No Other Goals were submitted for this school

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 10/5/2009 1:58:22 PM)



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.



Projected use of SAC FundsAmount
No data submitted



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


The PSHS school advisory council will continue to monitor the school improvement plan and make suggestions for change where appropriate.


SAC Members

Members
1)  Gordon Wells,   Principal
2)  Barbara McSwain,   SAC Chair
3)  Randon Tate,   Student
4)  Shirley Owens,   Teacher
5)  Anna Taylor,   Teacher
6)  Zeb Brown ,   Teacher
7)  Jamie Bryan,   Business Member
8)  Freddie McIntosh,   Business Member
9)  Benjie Worley,   Business Member
10)  Kim Tate,   Parent
11)  Jo Lynn McIntosh,   Parent
12)  Janet Watson,   Parent
13)  Evelyn Rodriguez,   Community Member
14)  Robert Trim,   Community Member
15)  Sharon Hayes,   Community Member
16)  Betty Carnley,   School Support Personnel
17)  Maranda Lewis,   School Support Personnel
 

AYP DATA

No Data Found
No Data Found
No Data Found


SCHOOL GRADE DATA

Holmes School District
POPLAR SPRINGS HIGH SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 63%  74%  79%  39%  255   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 62%  74%      136  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 60% (YES)  71% (YES)      131  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         522   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested


    Holmes School District
    POPLAR SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 62%  71%  75%  36%  244   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 59%  82%      141  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 57% (YES)  77% (YES)      134  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         519   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested


    Holmes School District
    POPLAR SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 64%  60%  76%  32%  232   Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 64%  73%      137  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
    		•
    Adequate Progress of Lowest 25% in the School? 55% (YES)  71% (YES)      126  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         495   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         B  Grade based on total points, adequate progress, and % of students tested