VISION and MISSION STATEMENTS

Our Vision


It is our vision that students at Bethlehem School can become productive learners if they are provided with effective instruction, appropriate curriculum, and a supportive school environment.


Our Mission


The staff members at Bethlehem School believe that the school exists to promote and nurture student learning and development academically, physically, socially, and emotionally. We also believe that it is our role to provide various methods, technology, materials, and experiences to enable students to maximize their capabilities. We will actively seek and explore new ideas and research-based strategies, in order to provide students with quality educational experiences. We will also seek to foster an atmosphere of respect and support. By doing so, we will provide a supportive, safe environment in which students can reach their full potential.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Bethlehem High School is a K-12 school located in the north end of Holmes County, close to the Alabama state line. It has in recent years developed career academies for the high school, including a culinary arts academy that runs the Wildcat Cafe on Fridays.


Unique School Strengths for Next Year

Bethlehem HS made a number of key changes over the summer, including re-assigning teachers in areas of school weakness. We paid particular attention to adolescent reading, as reading scores have tended to decline around 6th grade. Throughout the last school year, the school received the ongoing support of a reading coach, who helped to implement school-wide reading processes (Seven Steps to Success). BHS also benefited from the full-time support of a school improvement specialist, who conducted walk-throughs, strengthened the writing program, and reoriented the school academically.


Unique School Weaknesses for Next Year

Due to budgetary constraints, this year BHS will have only a half-time school improvement specialist and a half-time reading coach.


Student Demographics

BHS has approximately 537 students, K-12, enrolled for the 2009-2010 school year. The majority of students are white (fewer than 10 students are non-white). Of the 537 students, 296, or 55 percent, are eligible for free- or reduced-price lunch. (Of these, 73 percent are free and 27 percent are reduced.)


Student Attendance Rates

BHS calculates a daily attendance rate. Between August 24 and October 1, an average of 34 students (6 percent) are absent on a given day.


Student Mobility

Student mobility is extremely low. On occasion, a student will leave to attend another school for a week (such as Poplar Springs or a school in Alabama) and will quickly return. BHS has developed a reputation as a good school and this contributes to the stability of the population.


Student Suspension Rates

In school year 2008-09, there were 17 out-of-school suspensions and 1 placement into an alternative setting. These numbers resulted from 10 incidents, involving 12 boys and 6 girls. All students were white.


Student Retention Rates

Not available.


Class Size

Class sizes are below the constitutionally required limits in all grade levels.


Academic Performance of Feeder Pattern

BHS is its own feeder pattern. It is essentially a self-contained K-12 school with little in- or out-migration.


Partnerships and Grants

N/A


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 Jerry Dixon School Principal, Social Studied, Physical Education 3 16 Under Mr. Dixon's leadership, BHS moved last year from a D to a B school.
Assis Principal Janie Lolly Elementary Education, Educational Leadership 2 5 Ms. Lolly served as the school's school improvement specialist and guided the curricular changes that led to improvement.

* 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 Elementary Education; Reading Endorsement 18 6 Ms. Mitchell has assisted the school in establishing school-wide academic routines and shares in the credit for the school's improved school grade

* 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)
Holmes County's policy is to hire only Highly-Qualified teachers whenever possible. Holmes County School Board is currently participating in the FastPacks grant that assists teachers in becoming Highly Qualified. Human Resources at the District Office 05/2010 All BHS teachers are highly qualified per the NCLB definition


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
NA NA NA NA


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
430017260100000


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
No data submitted



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Title I, Part A, supports additional instructional staff and supplemental academic programs and materials such as computer-based remediation.


Title I, Part C- Migrant

NA


Title I, Part D

Part D funds are used to support dropout prevention activities and the alternative school that receives students who need an alternative setting.


Title II

These funds are used for professional development to assist teachers in improving their instructional methods and for classroom reduction.


Title III

NA


Title X- Homeless

NA


Supplemental Academic Instruction (SAI)

SAI funds are primarily used to support summer school and summer reading camp.


Violence Prevention Programs

Holmes County operates programs in conjunction with the county health department, using Title IV funds, targeting alcohol, tobacco and other drug use.


Nutrition Programs

Holmes County participates in the US Department of Agriculture free breakfast and lunch programs. As noted above, approximately 55 percent of BHS students qualify for free or reduced-price lunch.


Housing Programs

NA


Head Start

NA


Adult Education

Holmes County partners with Washington-Holmes Technical Center to provide adult education services.


Career and Technical Education

Career and Technical Education programs are offered to high school students in areas such as culinary arts, business and agricultural sciences.


Job Training

NA


Other

NA


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Rosanne Mitchell
Jerry Dixon
Tonya Amerson
Janie Lolley
Bonnie Jefferson
Carol Gillespie
Cheryl Whitaker


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

As a K-12 school it was decided to have a representative from elementary, middle, and elementary. The team initially met to discuss data and to look at trends. As a K-12 school the team decided to focus on the different needs of the elementary, middle, and high school. The team members will relay information to each group of teachers that they represent.


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

The RtI Team met and decided which member would be responsible for gathering and inputting information related to their area. The team agreed to meet weekly until the plan was completed to discuss progress and needs. It was agreed to disseminate the information in the School Improvement Plan to the faculty in team meetings. Monitoring of the plan will be conducted by the RtI Team.




RtI Implementation

Describe the data management system used to summarize tiered data.

Data systems are provided through Dashboard housed at PAEC and provides information on student assessment and demographic information.


Describe the plan to train staff on RtI.

The district RtI team will meet with school principals and describe RtI and the process by which RtI will be implemented by teachers. The RtI team will then conduct faculty and team meetings to transmit applicable information and to discuss varied strategies to successfully manage RtI requirements. The district team will reconvene and discuss successes and areas of further training needs.



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:
Grades 4,8,10: Writing
Grades 3,4,6,7,8,9,10: Reading
Grades 3,4,5,6,7,9,10: Math
Weaknesses:
Grade 5: Reading/Main Idea, Author's Purpose
Grade 8: Math/Geometry,Data Analysis
Grades 8,11: Science/Life&Environmental Sciences,Scientific Thinking,Performance Tasks


Instructional Calendar Development


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

Instructional Focus Calendars are reviewed each year. Adjustments are made according to school calendar and the data from the previous year. Faculty meetings and grade level/content area meetings are held to assure fidelity to implementation. Classroom walkthroughs are utilized to monitor implementation.


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

Reading: Main Idea/Author' Purpose
Mathematics: Geometry/Data Analysis
Science: Life&Environmental Sciences, Scientific Thinking, Performance Tasks


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

1. Teachers will have access to dashboard.
2. Teachers will be given lists of students that fall into the lower quartile in identified subgroups.


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

BHS does not offer formal applied or integrated courses. However, instructional staff consistently emphasize the real-world application of coursework, and students can participate in career academy offerings.


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?

1. Eighth grade students are enrolled in a Careers class.
2. Eighth grade students input appropriate information into the FLDOE Major Areas of Interest system.
3. High school students are given an opportunity to select classes based upon possible career choices and also personal interests. The schedule is developed upon these requests.




DO

Direct the Instructional Focus


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


Lesson plans are aligned across grade levels/content areas through team meetings. Data is reviewed and patterns are discerned. Lessons are developed around these patterns.


How are instructional focus lessons developed and delivered?

Focus lessons are developed based upon student needs/data. Notebooks are developed for each grade level/content area. Lessons are pulled from FCAT Explorer, the Differentiated Accountability webiste and grade level/content area text. Instructional focus lessons are delivered whole group, small group, and one on one.


How will instructional focus lessons be revised and monitored?

Instructional focus lessons are revised based upon student needs/data. Lessons are monitored by the administrative staff through classroom walkthroughs.




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.


The FAIR is used as the reading assessment, K-12, and BHS also is using the FLDOE-developed math and science assessments. These assessments are used as specified by the FLDOE.


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

When math and science data are received, the school has a consultant who reviews that data, by subject area and grade level, together with the FAIR data. Data are shared with the leadership team who make decisions on the individual student level in terms of appropriate instructional supports.


Maintenance


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

BHS is using the focus calendars created by the FLDOE BSI, and these calendars integrate ongoing assessment and maintenance of benchmark mastery.


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.

The school improvement specialist and the reading coach are primarily responsible for reviewing progress monitoring data. They hold meetings with individual faculty members (and, at the elementary level, grade levels) to identify instructional modifications.


Monitoring


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

The principal is responsible for conducting regular classroom walk-throughs using the district-developed protocol. The principal also is responsible for ensuring that the school faculty use the FLDOE instructional calendar and implement the common board.

The leadership team are primarily responsible for data analysis and instructional recommendations based on that data analysis.




ACT

Supplemental and Intensive Instruction/Interventions


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


Reading: K-6 SRA
Lang. Arts. 7-12 McDougall Littel


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

Both reading series include supplemental instruction for students who fail to master content through initial instruction. As BHS implements its RTi plan, faculty are learning how to structure supplemental and intensive instruction, especially at the middle- and high-school levels.


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

The reading coach plays a lead role in identifying staff needs. Holmes County strongly prefers in-house support to external professional development, and minimizes teacher time away from the classroom.


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

Students who score a level 1 or 2 on any FCAT area are identified at the beginning of the school year, and their progress is monitored closely. When progress monitoring data are received, students who are scoring below a (projected) FCAT level 3 are added to the list of students who are monitored.


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

FAIR and math and science assessments, together with district-led writing prompts, are used to measure instructional effectiveness.


Enrichment


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

Holmes County offers Florida Virtual School for students wishing to accelerate and/or enrich their academic coursework. Holmes County is working diligently on expanding its offerings, especially to high school students, through technology.


Describe how students are identified for enrichment strategies.

School counselors conference with high-achieving students beginning in middle school.




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)
PLCs are not in use at BHS. There is no common planning time and in a small school, there are not natural groupings of teachers to organize as PLCs. NA NA NA NA


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

Holmes County is a rural county with few pre-K offerings, including VPK. However, as a small district most young children have siblings already established in Holmes County schools and so transition is not really an issue of concern.


Postsecondary Transition

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

Most students at BHS who pursue higher education, do so at one of the regional community colleges (such as Chipola). Others attend FSU or UF, or attend college in Alabama. Counselors meet individually with students, beginning in the 8th grade, to figure out major areas of interest and coursework. BHS finds that its students who pursue higher education are prepared for their coursework.



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

No Other Goals were submitted for this school

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



No Attached school’s Differentiated Accountability Checklist of Compliance



School Advisory Council



School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
To support school improvement initiatives. 2675



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


The SAC meets regularly to discuss school activities, academic progress and parent involvement.


SAC Members

Members
1)  Jerry Dixon,   Principal
2)  Betty Lewis,   SAC Chair
3)  Ross Hawthorne,   Student
4)  Mindy Dampier,   Student
5)  Tonya Amerson,   Teacher
6)  Mark Bryan,   Teacher
7)  Susan Steverson,   Teacher
8)  Babs Miller,   Business Member
9)  Don Hatcher,   Parent
10)  Alison Justice,   Parent
11)  William Yarbrough,   Parent
12)  Sherry Myers,   School Support Personnel
13)  Janie Lolley,   Assistant Principal
 

AYP DATA

No Data Found
No Data Found
No Data Found


SCHOOL GRADE DATA

Holmes School District
BETHLEHEM HIGH SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 66%  69%  92%  28%  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%  70%      132  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? 58% (YES)  65% (YES)      123  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         520   
    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
    BETHLEHEM HIGH SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 63%  69%  85%  36%  253   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%  73%      135  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? 68% (YES)  66% (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         522   
    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
    BETHLEHEM HIGH SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 55%  57%  60%  36%  208   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 48%  66%      114  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? 38% (NO)  67% (YES)      105  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         427   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         D  Grade based on total points, adequate progress, and % of students tested