VISION and MISSION STATEMENTS
The Graduation Assistance Program is dedicated to providing a quality educational program that is centered on preventing and reducing juvenile delinquency. The program is operated in partnership with DJJ, the feeder schools, families, law enforcement, community organizations, and other agencies. We are committed to a balanced approach that effectively provides troubled youth with guidance, education, and discipline in a caring environment to enable them to accept responsibility and become productive members of the community.
The Graduation Assistance Program will ensure that students are provided services and interventions that will increase their opportunities toward a happy, successful, and productive future. To achieve this goal, the staff at the GAP will provide the following:
Programming that will increase student academic skills.
Programming which increases student cognitive and social skills, especially with regard to reasoning, decision making, anger control, empathy, conflict resolution, leadership skills, and retention skills.
Programming that increases student employability skills, especially employment seeking and retention skills.
An environment that promotes student and public safety.
PART I: CURRENT SCHOOL STATUS
SCHOOL PROFILE/DEMOGRAPHICS
Brief History and Background of the School
For several years, parents, principals, teachers, law enforcement, and
administrators expressed a need for an alternative learning
environment for students who were experiencing severe academic,
behavioral and/or attendance problems. The Holmes District School Board responded to this need by supporting and funding the Graduation Assistance Program. The GAP opened 13 years ago as a public alternative school. Today it serves over 80 students annually. Innovation and individual expression have been combined with high academic expectations to form a rewarding and successful learning environment for our at risk youth.
We are a district school, just like any other school in Holmes County, and abide by the same policies and regulations, as well as taking all the state required tests, such as the FCAT. Our entire staff is employed by the Holmes County School Board. We use the same Sunshine State Standards every school uses, but we are very focused on providing life skills, social skills, employability skills, and anger control skills that will form the basis for students transitioning back to regular schools or into jobs in our community.
Unique School Strengths for Next Year
The GAP's faculty is unique in that both teachers were previously administator's at other schools. Administrator Jean West has over 32 years of teaching and administrative experience. She is certified in English 6-12, ESE K-12, Guidance and Counseling Pre-k-12, Middle Grades Endorsement, Psychology 6-12 and has her Reading Endorsement. Odell Paul has over 35 years of teaching and administrative experience. He is certified in English 5-9, Foreign Language German K-12, and School Principal all levels. Kyle Newsom has over 12 years teaching and administrative experience. He is certified in Educational Leadership, Elementary Education 1-6, Middle Grades Integrated Curriculum 5-9, Physical Education K-12, and School Principal all levels.
Unique School Weaknesses for Next Year
Several major factors impact GAP students: poverty, family turbulence, behavior, truancy, student mobility and involvement with the criminal justice system. Because of these factors a majority of the students are functioning below grade level. In addition to teaching grade level materials, teachers are in a constant process of remediating basic skills. Behavior problems further impact student learning, with classroom disruptions and the student discipline process reducing time available for instruction.
Student Demographics
GAP Black% Hispanic% White% Female% Male% Total
Grade 6 0 0.00% 0 0.00% 6 100.0% 1 16.6% 5 83.3% 6
Grade 7 0 0.00% 0 0.00% 6 100.0% 2 33.3% 4 66.6% 6
Grade 8 0 0.00% 0 0.00% 6 100.0% 2 33.3% 4 66.6% 6
Grade 9 0 0.00% 0 0.00% 6 100.0% 2 33.3% 4 66.6% 6
Grade 10 0 0.00% 1 20.0% 4 80.0% 1 20.0% 4 80.0% 5
Grade 11 2 50.0% 0 0.00% 2 50.0% 1 25.0% 3 75.0% 4
Grade 12 0 00.0% 0 0.00% 2 100.0% 0 00.0% 2 100.0% 2
Student Attendance Rates
GAP calculates a daily attendance rate. Between August 24 and October 1, an average of 2 students (5 percent) are absent on a given day.
Student Mobility
The GAP started the 2007-2008 school year with 30 students and ended the year with 41. During the year there were 89 enrollment actions and 89 withdrawals. There were multiple enrollments and withdrawals for some students who were incarcerated in the juvenile justice system.
Student Suspension Rates
A total of 9 students were suspended in 2008-2009 for the following reasons:
DEF Defiance of Authority= 4
AGG Agressive Act= 1
INF Instigating a fight= 1
SCS See comments section= 1
SXM Minor Sexual Misconduct= 2
Student Retention Rates
Fewer than 5% of students at the GAP were retained last year.
Class Size
15 students per class on average.
Academic Performance of Feeder Pattern
We receive students from all schools in the district.
Partnerships and Grants
We have partnerships with the Department of Juvenile Justive and the CASE Coalition.
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
| Position | Name | Degree(s)/ Certification(s) | # of Years at Current School | # of Years as an Administrator | Prior Performance Record * |
|
Principal
|
Jean West
|
West, Jean B 381938 English, (grades 6 - 12) Professional 7/1/2009 - 6/30/2014
West, Jean B 381938 Exceptional Student Education, (grades K - 12) Professional 7/1/2009 - 6/30/2014
West, Jean B 381938 Guidance And Counseling, (prekindergarten - Grade 12) Professional 7/1/2009 - 6/30/2014
West, Jean B 381938 Middle Grades, Endorsement Professional 7/1/2009 - 6/30/2014
West, Jean B 381938 Psychology, (grades 6 - 12) Professional 7/1/2009 - 6/30/2014
West, Jean B 381938 Reading, Endorsement Professional 7/1/2009 - 6/30/2014
|
12
|
27
|
2008-2009 Adequate Yearly Progress (AYP) Report - School Level - Page 1 Holmes HOLMES COUNTY SUPERINTENDENT'S OFFICE - 9001
Did the School Make Adequate
Yearly Progress? NO Percent of Criteria Met: 79%
Total Writing Proficiency Met: NA 2008-2009 School Grade:
Total Graduation Criterion Met: NA
95% Tested Reading
95% Tested Math
Reading Proficiency Met Math Proficiency Met
TOTAL NO NO NO NO
WHITE NO NO NA NA
BLACK NA NA NA NA
HISPANIC NA NA NA NA
ASIAN NA NA NA NA
AMERICAN INDIAN NA NA NA NA
ECONOMICALLY DISADVANTAGED NO NO NA NA
ENGLISH LANGUAGE LEARNERS NA NA NA NA
STUDENTS WITH DISABILITIES NA NA NA NA
2007-2008 Adequate Yearly Progress (AYP) Report - School Level - Page 1 Holmes HOLMES COUNTY SUPERINTENDENT'S OFFICE - 9001
Did the School Make Adequate
Yearly Progress? NO Percent of Criteria Met: 85%
Total Writing Proficiency Met: NA 2007-2008 School Grade:
Total Graduation Criterion Met: NA
95% Tested Reading
95% Tested Math
Reading Proficiency Met Math Proficiency Met
TOTAL YES YES NO NO
WHITE NO NO NA NA
BLACK NA NA NA NA
HISPANIC NA NA NA NA
ASIAN NA NA NA NA
AMERICAN INDIAN NA NA NA NA
ECONOMICALLY DISADVANTAGED NO NO NA NA
ENGLISH LANGUAGE LEARNERS NA NA NA NA
STUDENTS WITH DISABILITIES NA NA NA NA
2006-2007 Adequate Yearly Progress (AYP) Report - School Level - Page 1 Holmes HOLMES COUNTY SUPERINTENDENT'S OFFICE - 9001
Did the School Make Adequate
Yearly Progress? YES Percent of Criteria Met: 100%
Total Writing Proficiency Met: NA 2006-2007 School Grade:
Total Graduation Criterion Met: NA
95% Tested Reading
95% Tested Math
Reading Proficiency Met Math Proficiency Met
TOTAL YES YES YES YES
WHITE NA NA NA NA
BLACK NA NA NA NA
HISPANIC NA NA NA NA
ASIAN NA NA NA NA
AMERICAN INDIAN NA NA NA NA
ECONOMICALLY DISADVANTAGED NA NA NA NA
ENGLISH LANGUAGE LEARNERS NA NA NA NA
STUDENTS WITH DISABILITIES NA NA NA NA
|
* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)
HIGHLY QUALIFIED INSTRUCTIONAL COACHES
| Subject Area | Name | Degree(s)/ Certification(s) | # of Years at Current School | # of Years as a Coach | Prior Performance Record * |
| No data submitted |
|
* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)
HIGHLY QUALIFIED TEACHERS
| Description of Strategy | Person Responsible | Projected Completion Date | Not Applicable (If not, please explain why) |
|
Recruit teachers with multiple certifications through the school web site and district web site.
|
Administrator
|
On-going as vacancies occur
|
|
Non-Highly Qualified Instructors
| Name | Certification | Teaching Assignment | Professional Development/Support to Become Highly Qualified |
|
Odell Paul
|
Paul, Odell W 342048 Holmes English, (grades 5 - 9) Professional 7/1/2006 - 6/30/2011
Paul, Odell W 342048 Holmes Foreign Language - German, (grades K - 12) Professional 7/1/2006 - 6/30/2011
Paul, Odell W 342048 Holmes School Principal, (all Levels) Professional 7/1/2006 - 6/30/2011
|
Reading 6-12
|
Working toward reading endorsement
|
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 |
| 2 | 0 | 0 | 50 | 50 | 100 | 50 | 0 | 0 | 50 |
Teacher Mentoring Program
| Mentor Name | Mentee Assigned | Rationale for Pairing | Planned Mentoring Activities |
| No data submitted |
|
ADDITIONAL REQUIREMENTS
Coordination and Integration
Note: For Title I schools only
Title I, Part A
Title I, Part C- Migrant
Title I, Part D
Title II
Title III
Title X- Homeless
Supplemental Academic Instruction (SAI)
Violence Prevention Programs
Nutrition Programs
Housing Programs
Head Start
Adult Education
Career and Technical Education
Job Training
Other
Response to Instruction/Intervention (RtI)
School Wide Florida’s Continuous Improvement Model
Professional Learning Communities
| PLC Organization (grade level, subject, etc.) | PLC Leader | Frequency of PLC Meetings | Schedule (when) | Primary Focus of PLC (include Lesson Study and Data Analysis) |
|
The two teachers at the GAP meet every morning for at least 30 minutes to discuss trends, techniques, and other ideas to keep the students engaged, and to keep the school running smoothly.
|
Administrator
|
Daily
|
Monday- Friday; 7:00- 7:30.
|
Analyze the effectiveness of FOCUS Mini-lessons, assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.
|
NCLB Public School Choice
Note: For Title I schools only
Pre-School Transition
N/A
Postsecondary Transition
Note: Required for High School- Sec. 1008.37(4), F.S.
The GAP was not listed in the High School Feedback Report.
PART II: EXPECTED IMPROVEMENTS
Reading Goal
|
| Needs Assessment: |
Based on School Grade and Adequate Yearly Progress Data:
Did the total percent proficient increase or decrease? What is the percent change?
What clusters/strands, by grade level, showed decrease in proficiency?
Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?
Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?
Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?
|
|
| Based on the Needs Assessment, Identify Area(s) for Improvement |
Objective Linked to Area of Improvement |
|
24% of our current middle school students scored level 3 or above on FCAT Reading.
|
By the end of the academic year, 50% of all current middle school students will score level 3 or above on FCAT Reading.
|
| |
Action Step |
Person Responsible for Monitoring the Action Step |
Process Used to Determine Effectiveness of Action Step |
Evaluation Tool |
| 1 |
The school will implement the new FAIR assessments to monitor student progress.
Utilize the Instructional Focus Calendar and Pacing Guide provided through the differentiated accountablity website
Implement RTI schoolwide
|
School Administrator
|
Review FAIR data reports to ensure teachers are assessing students according to the created schedule
Administrator will monitor during classroom walkthroughs
|
Effectiveness will be determined through FAIR Assessments, student data
|
| Based on the Needs Assessment, Identify Area(s) for Improvement |
Objective Linked to Area of Improvement |
|
22% of our current high school students scored at or above a level 3 on FCAT reading.
|
By the end of the 2009-2010 academic year, 50% of our current high school student will score at or above a level 3 on the FCAT reading.
|
| |
Action Step |
Person Responsible for Monitoring the Action Step |
Process Used to Determine Effectiveness of Action Step |
Evaluation Tool |
| 1 |
1 The school will implement the new FAIR assessments to monitor student progress.
2 Utilize Instructional Focus calendar and pacing guides developed by the Bureau of School Improvement
3 Teachers will utilize Student Data Analysis to target low performing students by noting low-performing students in their gradebooks and monitoring the progress of these students closely.
4 Implementation of RTI school wide
|
School Administrator
|
Reveiw FAIR data reports to ensure teachers are assessing students according to the created schedule
Principal will monitor implementation through classroom walkthroughs.
Principal will verify that teachers have indicated low-performing students in their gradebooks
|
Printout of FAIR assessments
Effectiveness will be determined through FAIR assessments
Effective will be determined through FAIR assessments and the 2010 FCAT Reading test.
FAIR assessment, student data
|
|
| |
Professional Development Aligned with Objective:
|
| Objective Addressed | Content/Topic | Facilitator | Target Date | Strategy for Follow-up/ Monitoring | Person Responsible for Monitoring |
|
24% of our middle school students scored level 3 or above on FCAT Reading.
|
FAIR training
|
Jana Singletary
|
August 2009
|
Teachers will keep a data notebook to provide assessment data on their students
|
School Administrator
|
|
22% of our high school students scored at or above a level 3 on FCAT reading
|
FAIR training
|
Jana Singletary
|
August 2009
|
Teachers will keep a data notebook to provide assessment data on their students
|
School Administrator
|
For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every Teacher
All teachers will follow the instructional pacing guides for reading and will address the targeted Reading benchmarks when appropriate in their content areas. The reading coach will continue to provide professional development for teachers by observing, monitoring, modeling, co-teaching, and planning with teachers when needed. Teachers will utilize pacing guides provided through the differentiated accountability website
|
| |
| Budget: |
| Evidence-based Program(s)/Material(s) |
| Description of Resources |
Funding Source |
Available Amount |
| McDougal Littel; Elements of Literature |
Textbook allocation |
$2,500.00 |
| Total: $2,500.00 |
| Technology |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Professional Development |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Other |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Final Total: $2,500.00 |
|
| End of Reading Goal |
|
Mathematics Goal
|
| Needs Assessment: |
Based on School Grade and Adequate Yearly Progress Data:
Did the total percent proficient increase or decrease? What is the percent change?
What clusters/strands, by grade level, showed decrease in proficiency?
Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?
Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?
Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?
|
|
| Based on the Needs Assessment, Identify Area(s) for Improvement |
Objective Linked to Area of Improvement |
|
22% of our current high school students scored at or above a level 3 on FCAT math.
|
At least 45% of our current high school students will score at a level 3 or higher on the 2009-2010 FCAT math test.
|
| |
Action Step |
Person Responsible for Monitoring the Action Step |
Process Used to Determine Effectiveness of Action Step |
Evaluation Tool |
| 1 |
Implementation of RTI schoolwide
Implementation of instructional pacing calendars provided by the office of differential accountability
|
School Adminstrator
|
Review assessment results to ensure all math strands are being addressed
Monthly meeting of RTI team
Review of student assessment data
|
Baseline and mid-year assessment results, 2010 FCAT results
Data notebooks, student assessment, student work, lesson plans
Student assessment data
|
| Based on the Needs Assessment, Identify Area(s) for Improvement |
Objective Linked to Area of Improvement |
|
18% of current Middle school students scored at or above level 3 on FCAT Math.
|
In the 2009-2010 school year, 40% of current middle school students will score at or above a level 3 on the FCAT math test.
|
| |
Action Step |
Person Responsible for Monitoring the Action Step |
Process Used to Determine Effectiveness of Action Step |
Evaluation Tool |
| 1 |
1 Administer baseline and mid-year assessment provided by DOE to 7th and 8th grade students.
2 Implementation of RTI schoolwide Principal, RTI team Monthly meeting of RTI team Data notebooks, student assessment, student work, lesson plans
3 Implementation of instructional pacing calendars provided by the office of differential accountability Principal, Math Dept Chair Review of student assessment data Student assessment data
|
School administrator
|
Review assessment results to ensure all math strands are being addressed
Monthly meeting of RTI team
Review of student assessment data
|
Baseline and mid-year assessment results, 2010 FCAT results
Data notebooks, student assessment, student work, lesson plans
Student assessment data
|
|
| |
Professional Development Aligned with Objective:
|
| Objective Addressed | Content/Topic | Facilitator | Target Date | Strategy for Follow-up/ Monitoring | Person Responsible for Monitoring |
|
22% of our high school students scored at or above a level 3 on FCAT math.
|
RTI Training
|
PAEC
|
August 2009
|
Teachers will implement the RTI strategies
|
School Administrator
|
|
18% of Middle school students scored at or above level 3 on FCAT Math.
|
RTI Training
|
PAEC
|
August 2009
|
Teachers will implement the RTI strategies
|
School Administrator
|
|
| |
| Budget: |
| Evidence-based Program(s)/Material(s) |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Technology |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Professional Development |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Other |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Final Total: $0.00 |
|
| End of Mathematics Goal |
|
Science Goal
|
| Needs Assessment: |
Based on School Grade Data:
Did the total percent proficient increase or was the percent proficient maintained?
What clusters/strands showed decrease in proficiency?
|
|
| Based on the Needs Assessment, Identify Area(s) for Improvement |
Objective Linked to Area of Improvement |
|
100% of the students taking the 2009 Science portion of the FCAT failed to meet high standards.
|
50% of the students taking the 2010 Science portion of the FCAT will meet high standards.
|
| |
Action Step |
Person Responsible for Monitoring the Action Step |
Process Used to Determine Effectiveness of Action Step |
Evaluation Tool |
| 1 |
1 Implementation of Instructional pacing calendars provided through the department of differentiated accountability.
|
Administrator
|
Review of teacher gradebooks, classroom walkthroughs
|
Student work
Lesson Plans
Teacher gradebooks
|
| 2 |
Administration of baseline and mid-year assessment instrument provided by DOE
|
Administrator
|
Review of student data
|
Student data
|
|
| |
Professional Development Aligned with Objective:
|
| Objective Addressed | Content/Topic | Facilitator | Target Date | Strategy for Follow-up/ Monitoring | Person Responsible for Monitoring |
| No data submitted |
|
|
| |
| Budget: |
| Evidence-based Program(s)/Material(s) |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Technology |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Professional Development |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Other |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Final Total: $0.00 |
|
| End of Science Goal |
|
Writing Goal
|
| Needs Assessment: |
Based on School Grade Data:
Did the total percent proficient increase or was the percent proficient maintained?
What clusters/strands showed decrease in proficiency?
|
|
| Based on the Needs Assessment, Identify Area(s) for Improvement |
Objective Linked to Area of Improvement |
|
50% of the students at the GAP failed to meet high standards on the writing portion of the 2009 FCAT.
|
75% of the students at the GAP will meet high standards on the Writing portion of the 2010 FCAT test.
|
| |
Action Step |
Person Responsible for Monitoring the Action Step |
Process Used to Determine Effectiveness of Action Step |
Evaluation Tool |
| 1 |
Students will participate in the WOW Writing in Holmes County
|
Principal, 10th grade Language arts teacher
|
Review of lesson plans, student grade data
|
Student work, teacher grade data, 2010 FCAT Writing Test
|
| 2 |
Teachers will continue to implement the 6 Traits of Writing
|
Principal
|
Review of lesson plans, student grade data
|
Student work, teacher grade data, 2010 FCAT Writing Test
|
| 3 |
All teachers will be given writing rubric for use in grading writing assignments in all content areas
|
Principal
|
Review of lesson plans, student grade data
|
Student work, teacher grade data
2010 FCAT Writing Test
|
|
| |
Professional Development Aligned with Objective:
|
| Objective Addressed | Content/Topic | Facilitator | Target Date | Strategy for Follow-up/ Monitoring | Person Responsible for Monitoring |
| No data submitted |
|
|
| |
| Budget: |
| Evidence-based Program(s)/Material(s) |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Technology |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Professional Development |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Other |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Final Total: $0.00 |
|
| End of Science Goal |
|
Parent Involvement Goal
|
| Needs Assessment: |
Based on information from School Grade and Adequate Yearly Progress Data:
Were parent involvement activities and strategies targeted to areas of academic need?
Based on information from surveys, evaluations, agendas, or sign-ins:
Was the percent of parent participation in school activities maintained or increased from the prior year?
Generally, what strategies or activities can be employed to increase parent involvement?
|
|
| Based on the Needs Assessment, Identify Area(s) for Improvement |
Objective Linked to Area of Improvement |
|
School Climate Survey indicated 50% of parents felt more varied training activities involving way to help your child succeed academically need to be offered to parents.
|
2010 Climate Survey results will show an increase of 20% regarding more training activities to help children succeed academically.
|
| |
Action Step |
Person Responsible for Monitoring the Action Step |
Process Used to Determine Effectiveness of Action Step |
Evaluation Tool |
| 1 |
1.) Teachers make phone calls to parents.
2.) Newsletters sent home to parents with tips for parents to help their child succeed academically.
3.) FCAT tips for success sent home to parents.
|
Administrator and teachers.
|
Parental feedback.
|
2010 Climate Survey
|
|
| |
Professional Development Aligned with Objective:
|
| Objective Addressed | Content/Topic | Facilitator | Target Date | Strategy for Follow-up/ Monitoring | Person Responsible for Monitoring |
| No data submitted |
|
|
| |
| Budget: |
| Evidence-based Program(s)/Material(s) |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Technology |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Professional Development |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Other |
| Description of Resources |
Funding Source |
Available Amount |
| No Data |
No Data |
$0.00 |
| Total: $0.00 |
| Final Total: $0.00 |
|
| End of Parent Involvement Goal |
|
Other Goals
No Other Goals were submitted for this school
FINAL BUDGET
| Evidence-based Program(s)/Material(s) |
| Goal |
Description of Resources |
Funding Source |
Available Amount |
| Reading |
McDougal Littel; Elements of Literature |
Textbook allocation |
$2,500.00 |
| Total: $2,500.00 |
| 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: $2,500.00 |
Differentiated Accountability
School-level Differentiated Accountability Compliance
No Attached school’s Differentiated Accountability Checklist of Compliance
School Advisory Council
School Advisory Council (SAC) Membership Compliance
The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.
Yes. Agree with the above statement.
| Projected use of SAC Funds | Amount |
| No data submitted |
|
Describe the Activities of the School Advisory Council for the Upcoming Year
The School Advisory Council will meet quarterly to discuss and review school needs including but not limited to student incentives/recognition/awards for students maintaining or improving standardized testing scores, achieving high standards on FCAT testing, and exhibiting positive student behavior and leadership. The SAC will continue to work to improve parent/school communications.
SAC Members
| Members |
|
1)
Jean West,
Principal
|
|
2)
Eli Tate,
Student
|
|
3)
Daniel Parsley,
Student
|
|
4)
Kyle Newsom,
Teacher
|
|
5)
Katherine Wynn,
Business Member
|
|
6)
Karen Parsley,
Parent
|
|
7)
Gail Tate,
Parent
|
|
8)
Kim Cullifer,
School Support Personnel
|
AYP DATA
No Data Found
No Data Found
No Data Found
SCHOOL GRADE DATA
No Data Found
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