FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: HORACE O'BRYANT MIDDLE SCHOOL

District Name: Monroe

Principal: Marian Smith

SAC Chair: Mila De Mier

Superintendent: Dr. Joseph Burke

Date of School Board Approval:

Last Modified on: 10-15-2009

Dr.Eric J.Smith, Commissioner
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399

Dr.Frances Haithcock, Chancellor
K-12 Public Schools
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399

VISION and MISSION STATEMENTS

School Mission: Our mission is to provide a challenging educational program in a caring environment where a child finds trust and security, develops a love of learning, sense of pride, a healthy self-concept, and becomes a more responsible citizen.

School Philosophy: We want our school to be a happy, caring place where students can experience success with a challenging educational program designed to develop their intellectual, social, physical, and aesthetic potential. We want to provide as many opportunities as possible for our students to explore their talents and career interests.

Because of the dynamic changes which occur in young people during this transitional period of their lives, a variety of experiences are provided to assist them to understand and adapt to changes in themselves and their environment. We are committed to providing activities where students can develop social skills and practice responsible citizenship.

School Goal / Objective: Horace O'Bryant Middle School students' achievement will be such that all students will meet or surpass all requirements to be rated an "A" school with particular focus on achieving Adequate Yearly Progress under NCLB legislation.
All departments (academic and elective), as well as grade level teams, focus on students making annual learning gains sufficient to acquire the knowledge, competencies and skills needed to master state standards as well as inspiring our children with an educational program designed for the global world that they will enter. The rigor and relevance framework is utilized to help students apply their knowledge and skills to real-world situations. Academic departments and grade level teams monitor individual students with the assistance of our Reading/Academic Coach and the school planning team.

Flexible scheduling is utilized for individual student needs when appropriate. "Student Success, Whatever It Takes!"

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Horace O'Bryant Middle School serving grades 6-8, adheres to the middle school "team" approach, with two teams at each grade level. This "school within a school" structure gives students a sense of belonging and allows teachers to focus on the individual students on their team. The team of teachers have common planning time, which provides the time to implement the RtI model and focus on student needs. Each team has a leader who is a member of the building level planning team. Teams meet twice a week and planning team meets weekly. This model provides for good communication throughout the school.

Unique School Strengths for Next Year

All teachers at Horace O'Bryant Middle School are trained in utilizing researched-based reading and writing strategies in their instruction no matter what subject they teach. With the implementation of reading and writing across the curriculum, our students are becoming more successful in these areas as evidenced by our increase in test scores, not only in our general population but also in our AYP subgroup areas.

Unique School Weaknesses for Next Year

Our school has a high population of students with disabilities. Providing these students with the regular curriculum in the least restrictive environment can be a challenge for the classroom teacher, especially in light of the large numbers and the varied accommodations involved. This is our area in need of closing the achievement gap.

Also we have an area of need in student attendance. While most of our students attend regularly, we do have students that miss many days of school and our school interventions have little or no affect on improving the situation. Our State Attorney's Office gives little or no support to chronic school attendance problems. Student attendance in school directly effects student achievement and the student drop out rate.

Student Demographics

At the beginning of the 2009-2010 school year, with a population of 702 students, 53% are males and 47% are females. 53% are currently on free or reduced lunch. 47% of the population is white, 18% black, 29% hispanic, 6% other.

Student Attendance Rates

During the 2007-2008 school year 76 students out of 860 were absent 21 or more days of school, which was 8.8% of our population. We do have a CINS/FINS counselor at our school part time that helps to address some of our chronic attendance problems.

Student Mobility

According to the DOE report on student stability for the 2007-2008 school year, Horace O'Bryant Middle School had a 96.1 % stability rate, which would leave a 3.9% mobility rate. As this statistic is derived from the difference from the first and second FTE counts in the school year, it would appear to be fairly low. However, most of our students move in or out during the summer months so that it is not disruptive to their school year.

Student Suspension Rates

In the 2008-2009 school year, we had 88 students out of 710 that received an out of school suspension, which is 12% of our population. We have implemented the Positive Behavior Support (PBS) Program at our school to be proactive with discipline. This will be our second year implementing PBS.

Student Retention Rates

During the 2008-2009 school year, four students were retained, which accounted for less than 1% of our population. We offered many opportunities to our students for credit retrieval throughout the year and in our summer program.

Class Size

Our average class size in 2008-2009, according to Survey 2, is 16.52 students. We have a high population of ESE students and we utilize the co-teaching model to increase our success in the least restrictive environment for these students.

Academic Performance of Feeder Pattern

All schools feeding into our school are "A" rated schools, some making AYP and some not. All schools not making AYP met at least 80% of the AYP criteria.

Partnerships and Grants

Our community partners allow us to provide many wonderful opportunities for our students. Many of these partnerships are in conjunction with our 21st Century after school program.

Our partnership with the Key West Botanical Garden allows our students to participate in many botanical activities during and after school.

Our partnership with the Key West Art and Historical Society provides a method, through grants, to bring artists into the school. We have applied for a "juggling" grant to be implemented in conjunction with our 21st Century Program.

Our partnership with the National Marine Sanctuary allows our 8th grade students to attend their "Coral Reef Classroom". Students receive instruction about the coral reef during science class and go out in a boat and snorkel on the reef.

A local artist provided artwork, which is on loan to us, for our hallways.

AHEC provides health information and screenings.

"Ramona's Shirt Put On" provides free jackets and shirts each year for our needy students as we have a required school uniform.

We have partnered with the College Board to increase our minority participation in higher level courses, especially in high school. With this partnership we received training for and we will be implementing the AVID program at our school this year.

As a member of NEFEC, our teachers have received training in reading strategies, math, science, grading practices and data.

The Care Center provides a Life Skills Counselor to our school.

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	Marian Smith	MEd in Educational Leadership Holds Principal Certification as well as School Leadership, Biology, Chemistry, General Science, Middle Grades	27	12	2008-2009 School Grade A, 90% AYP 2007-2008 School Grade A, 79% AYP 2006-2007 Sigsbee School Grade A, made AYP 2005-2006 Sigsbee School Grade A,Not AYP
Assis Principal	Denise Santiago	MEd in Educational Leadership. Hold Principal Certification as well as middle grades language arts certification	22	8	2008-2009 School Grade - A, 90% AYP; 2007-2008 School Grade - A, 79% AYP; 2006-2007 School GRade B, 77% AYP; 2005-2006 School Grade A, 79% AYP.
Assis Principal	Jeff Arnott	MEd in Educational Leadership. Hold Principal Certification as Middle Grades Integrated Curriculum 5-9, SS 6-12, ESE, Health K-12	1	4.5	2008-2009 School Grade - A, 90%AYP 2007-2008 School Grade D, St. Cloud High School, did not make AYP

* 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 *
Math and Science	Kathryn Bylak Brady	MED in Educational Leadership. Elementary Education (1-6). Mathematics (5-9) and General Science (5-9). Mentor/Peer Teacher.	25		2008-2009 School Grade A, 90% AYP 2007-2008 School Grade A, 79% AYP
Reading and Language Arts	Leslie P. McComsey	MEd in Educational Leadership. Bachelor of Science (secondary education (communications). Elementary Certification (1-6). National Board Certified Early Adolescent Generalist. Reading Endorsed. Mentor/Peer Teacher.	14	5	2008-2009 School Grade A, 90% AYP 2007-2008 School Grade A, 79% AYP

* 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)
All sources of recruitment are used to find high quality, highly qualified teachers/staff to meet the academic needs of our school. Teachers have been recruited from around the country. Once employed, teachers are provided ongoing support from the school district as well as our school. Mentor or Peer teachers are assigned to help monitor teacher progress and lend additional assistance. School support is continued throughout the year by the administration and support staff from the district and school. Ongoing professional development is offered to help continue the high level of expected education for all teachers. Currrently only one teacher, while certified, is not highly qualified for a part of her day.	Marian Smith	12/31/09
Highly Qualified teachers will be retained by providing support for new and beginning teachers in a mentoring program. New and beginning teachers will be assigned a mentor/peer that will assist them throughout the year. They will meet on a regular basis. This year Chris Novak, a National Board Certified Teacher, will provide this support for our new teacher.	Christine Novak	6/1/2010

Non-Highly Qualified Instructors

Name	Certification	Teaching Assignment	Professional Development/Support to Become Highly Qualified
Maria Pierce	ESE, Reading	Autism class (all subjects) and reading to ESE students	Maria is teaching in-field and is highly qualified for the reading portion of her schedule. She plans to take the middle grades integrated test so that she will be HQ all day. She has materials to prepare her for the test.

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
45	2	36	31	31	43	99	31	4	36

Teacher Mentoring Program

Mentor Name	Mentee Assigned	Rationale for Pairing	Planned Mentoring Activities
Christine Novak	Christina Boza	Ms.. Novak is a National Board Certified Teacher and excellent in the area of reading. She is outstanding with strategies for ESE students, which is our focus in closing the achievement gap. Christine has also been trained as a mentor.	MCSD has a mentoring program in place, which defines the mentoring activities. This includes weekly meetings and portfolio creation of professional development activities.

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Horace O'Bryant's RtI leadership team consists of team leaders, department heads, academic coaches, administrators, counselors, our PBS leader, ESE reading teacher, and 8th grade writing teacher. Team leaders are: Cathy Hulbert, Tara Hemphill, Jessica Wybensinger, Deborah Dingler (special education), Kyle Sheer, Eric Nelson, Barbara Fahey (ESOL teacher), and Carla O'Connar. Our department heads are Samantha Hall (math and special education), Joelle DeRoche (science), Jennifer Walker (reading/LA) and Chuck Oakwood (social studies). Our Academic coaches are Leslie Busche and Kathy Brady and our administrators are Marian Smith, Denise Santiago and Jeff Arnott. Our Guidance counselors are Linda Missert and Bill Robinson. Our PBS leader is Kellie Meczka, who is also a special education teacher. Our special education reading teacher is Christine Novak and our 8th grade writing teacher is Stephanie Manaher.

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

Grade Level teams meet twice a week during common planning time as a Professional Learning Community (PLC) to determine appropriate strategies for students. Each team consists of teachers in each core curricular area as well as a combination of ESE and ESOL teachers. Academic coaches, administrators, and counselors assist in this process. Each team leader is a member of the building level planning team and leadership team. All teachers are members of their department. Departments meet monthly to determine areas of focus, look at data and to determine school wide strategies that are needed. Department heads are a part of the school leadership team. The school leadership team determines the school-wide focus and school-wide strategies that need to be implemented. The leadership team will review Tier 1, 2, and 3 data and interventions and will use this information in the problem-solving process to ensure student success at every tier. The team will provide the support necessary to teachers and staff for instruction and interventions developed through the problem solving process.

The following roles will be utilized:
• Co-chairs (Marian Smith and Denise Santiago): Oversees the implementation of RtI school-wide and helps to coordinate and effectuate the efforts and action plans of the School-Based RtI Leadership Team.
• Facilitator (Team Leaders and Department Heads): Supports the teams’ efforts through active involvement, reporting team efforts to staff, and leading the team in the problem solving process at School-Based RtI Leadership Team meetings.
• Intervention Specialists: The intervention specialists will monitor the progress of action plans developed by the School-Based RtI Teams for their respective subjects between meetings and report results to the team. Reading intervention specialists will include Leslie Busche, Jennifer Walker, Barbara Fahey and Chris Novak. Math intervention specialists will include Kathy Brady, Samantha Hall, Kellie Meczka and Jessica Wybensinger. Science intervention specialists will include Kathy Brady, Joelle DeRoche and Cathy Hulbert. Writing intervention specialists will include Leslie Busche and Stephanie Manaher.

• Recorder and Time Keeper (Carla O'Connor): Takes meeting minutes and creates action plans during problem solving sessions and communicates them to the team and appropriate personnel.

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

Since the School Improvement Plan is a fluid document, areas of focus will change based on changes in data and needs determined by the school leadership team (teams and departments). Since all teachers are a member of a team and department, they all have a part in the development and implementation of the school improvement plan. Their ideas are brought back to the school leadership team during their regular meetings.

RtI Implementation

Describe the data management system used to summarize tiered data.

The "Snapshot" program provides FCAT data for each child to each teacher for every year the child tested. The "Edusoft" program provides benchmark assessment data to each teacher after testing. PMRN
provides the FAIR reading data for teachers. Teams will keep data and notes on individual interventions. The "SWIS" program will be used to keep discipline data for our Positive Behavior Support (PBS) program.

Describe the plan to train staff on RtI.

The school leadership team met in May of 2009 to review the RtI process and to determine how our current school model paralleled what we needed to do. We discussed the PLC meetings and reviewed a rubric to keep the teams' focus. Training for staff on RTI was planned for Preplanning 2009-2010 over a 3 day period. NEFEC assisted members of the leadership team in planning the training. On-going support for PLC teams will be provided by administrators, RtI Coach, academic coaches and counselors.

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?

Our AYP subgroups of focus will be hispanic students in the area of reading, black students in the area of math, students with disabilities in all subjects.
Our data was compiled for our current 2009-2010 students, with strengths and weaknesses as indicated:
Math: Grade 6
Strength - Number Sense
Weaknesses - Measurement and Geometry
Math: Grade 7
Strength - Geometry
Weakness - Measurement
Math: Grade 8
Strength - Data Analysis and Probability
Weakness - Geometry
Reading: Grade 6
Strength - Reference and Research
Weaknesses - Words and Phrases and Main Idea
Reading: Grade 7
Strength - Main Idea
Weaknesses - Reference and Research and Words and Phrases
Reading: Grade 8
Strengths - Words and Phrases and Main Idea
Weaknesses - Reference and Research
Science - Grade 8 from last year
Strengths - Life/Environmental Science and Scientific Thinking
Weaknesses - Physical/Chemical and Earth/Space Science

Instructional Calendar Development

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

District Curriculum leaders work with teachers to develop instructional focus calendars in the form of Pacing Guides. Emphasis is placed on our district goal of closing the achievement gap for our AYP subgroups. Our departments implement and monitor this throughout the year. Vertical teaming meetings also add an additional level of communication by departments.

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

READING - Grade 6
» LA.6.1.6.7: The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words

» LA.6.2.1.2: The student will locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, conflict/resolution, and theme in a variety of fiction

READING - Grade 7
» LA.7.6.2.1: The student will select a topic, develop a prioritized search plan, and apply evaluative criteria (e.g., relevance, objectivity, scope of content in print and online sources) to select appropriate resources for research

» LA.7.1.6.10: The student will determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools

READING - Grade 8
» LA.8.6.2.2: The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources

» LA.8.6.2.3: The student will write an informational report that includes a focused topic, appropriate facts and relevant details, a logical sequence, a concluding statement, and a list of sources used

WRITING
» LA.8.3.4.1: The student will edit for correct use of spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary

» LA.8.3.4.3: The student will edit for correct use of punctuation, including commas, colons, semicolons, quotation marks, and apostrophes

» LA.8.3.2.2: The student will draft writing by establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant

MATHEMATICS - Grade 6
» MA.6.G.4.1: Understand the concept of Pi, know common estimates of Pi (3.14; 22/7) and use these values to estimate and calculate the circumference and the area of circles

» MA.6.G.4.2: Find the perimeters and areas of composite two-dimensional figures, including non-rectangular figures (such as semicircles) using various strategies

» MA.6.G.4.3: Determine a missing dimension of a plane figure or prism given its area or volume and some of the dimensions, or determine the area or volume given the dimensions

MATHEMATICS - Grade 7
» MA.7.G.4.1: Determine how changes in dimensions affect the perimeter, area, and volume of common geometric figures, and apply these relationships to solve problems

» MA.7.G.4.4: Compare, contrast, and convert units of measure between different measurement systems (US customary or metric (SI)), dimensions, and derived units to solve problems

» MA.7.A.1.2: Solve percent problems, including problems involving discounts, simple interest, taxes, tips, and percents of increase or decrease

» MA.7.A.1.1: Distinguish between situations that are proportional or not proportional, and use proportions to solve problems

» MA.7.A.3.2: Add, subtract, multiply, and divide integers, fractions, and terminating decimals, and perform exponential operations with rational bases and whole number exponents including solving problems in everyday contexts

MATHEMATICS - Grade 8
» MA.8.G.5.1: Compare, contrast, and convert units of measure between different measurement systems (US customary or metric (SI)) and dimensions including temperature, area, volume, and derived units to solve problems

» MA.8.A.6.4: Perform operations on real numbers (including integer exponents, radicals, percents, scientific notation, absolute value, rational numbers, and irrational numbers) using multi-step and real world problems

» MA.8.A.6.2: Make reasonable approximations of square roots and mathematical expressions that include square roots, and use them to estimate solutions to problems and to compare mathematical expressions involving real numbers and radical expressions

SCIENCE - Earth/Space
» SC.8.E.5.11: Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs

» SC.8.E.5.3: Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition

» SC.8.E.5.9: Explain the impact of objects in space on each other including: the Sun on the Earth including seasons and gravitational attraction the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body

SCIENCE - Physical/Chemical
» SC.8.P.8.3: Explore and describe the densities of various materials through measurement of their masses and volumes

» SC.8.P.9.2: Differentiate between physical changes and chemical changes

» SC.8.L.18.4: Cite evidence that living systems follow the Laws of Conservation of Mass and Energy

» SC.6.P.13.3: Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both

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

Our students are selected for courses based on their needs and to provide them an academically challenging curriculum. The special education, LEP, and intensive reading schedules are built first to ensure that students' needs are met and that they have the appropriate support that they need. The remainder of the master schedule is built around these needs. Geometry is coordinated with Key West High School as the students must be transported there. Students can select band as an elective, and they are scheduled accordingly. Each year our master schedule is different, based on the different needs of our students.

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

The elective team ensures that all students are exposed to a variety of applied and integrated courses that focus on academic and career planning. Teachers are encouraged to integrate coursework to emphasize relevancy in what the students are learning.

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?

Horace O'Bryant Middle School uses a variety of data sources to design student course selections. We look at FCAT scores in math and reading. We also use fluency scores to help placement as to whether or not the student should be placed in an intensive reading block for two periods or a single intensive class. This will be replaced by the FAIR test this year. We encourage teacher recommendations for Level 3, 4 and 5 students from our own teachers as well as from our feeder schools. We always try to place students in courses in which we feel they will not only succeed, but also be challenged. We want all students to have a rigorous curriculum. We offer health and careers through our elective classes and teachers are encouraged to tie their course instruction into "life" to help students understand its relevancy to their own future. This year almost one third of our students elected to participate in our band program.

This year we are implementing the AVID program at our school. This is an elective class, with students applying and interviewing for the program. Most students in this program were scheduled into more advanced coursework as support is built in to the AVID program, such as a tutoring component. An AVID team including administrators, AVID teachers, and support teachers attended training this past summer. AVID suggests a college-going culture throughout the school, which we are implementing school-wide.

Direct the Instructional Focus

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

Curriculum area teachers meet by department a minimum of one day per month as a vertical teaming group (Professional Learning Community) to ensure scaffolding and proper management of the curriculum. Delivery of instruction, based on the standards of each particular grade level, is the responsibility of the core curriculum teacher. However, at Horace O'Bryant Middle School, we encourage all teachers to promote best reading and writing practices within their own courses. Professional Development training on implementation of the Florida Reading Initiative strategies, especially the essential six, has been provided to staff throughout the 2008-2009 school year, and again in August of 2009. Implementation of reading and writing skills throughout the curriculum helps students recognize that these skills are expected in all that they do and not just for a specific class. It reinforces the importance of these skills for students.

How are instructional focus lessons developed and delivered?

Lessons are developed by each teacher through their departments and are based on various test and item analysis as well as informal recognition of deficiencies through classroom assessments. Many ideas are born from brainstorming while others come from text books, journals, and on line resources. Department members share strategies that work and support each other in striving for success for all students. They can have lesson studies where one member teaches, other teachers observe, and follow-up reflection occurs. This builds on the strengths of each teacher in a department.

How will instructional focus lessons be revised and monitored?

Instructional focus lessons will be revised and monitored by informal and formal assessment outcomes, including the FAIR and MBA Progress Monitoring as well as the new mini assessments. There may be instances where some higher functioning classes are not in need of the particular area of focus. In these cases, the teacher must enhance or alter the lesson to meet the needs of all students. Differentiated instruction is an integral part of our school-wide teacher and learning protocol. On-going data chats will be utilized between adults and adults and students. Teams can utilize this data to determine areas in need of student practice, and warm-up (bell ringer) work can be tied to this need.

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.

Our district offers formative assessments such as the Monroe Benchmark Assessments which are administered three times a year and mimic the FCAT test. The reading and math tests are given to all grades twice and Level 1 and 2 students during the 3rd assessment. 8th grade students are administered the science test twice during the year. The 8th grade reading and math tests contain short and extended response items to monitor higher order thinking and understanding. We also have school-wide "Stop, Drop and Write" essay periods which again mimic the FCAT Writes. Teachers are asked to score using the same FCAT rubric to have consistency. We will be utilizing the FAIR test to monitor reading, and teachers have already been trained on utilizing the materials. Some teachers use the Accelerated Math and Reading programs to monitor progress throughout the year, as well as the Classworks, RiverDeep, and FCAT Explorer Programs. Our intensive reading program utilizes Read 180 or the Jamestown reading series. These all have built in assessment pieces.

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

These assessments either have a grade level equivalent or a minimum standard of acceptance to be considered on grade level. These levels or standards are used to help students see the goals to reach or exceed. The FCAT assessment sets grade level standards through level, scaled score, and developmental scale score. We look at these on the Snapshot Program to have a formative picture of students' growth throughout their school career in Monroe County.

Maintenance

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

Ongoing assessments for progress monitoring are set by the district during certain "window" periods. They are given in the fall, winter and spring with the FCAT being between the winter and spring administrations. The benchmark mastery and content area focus is monitored by the Department Head of each curriculum area. The areas of concern will then be placed in the Instructional Focus Calendar.

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.

Departments meet by curriculum area once a month and on some early release days which are scheduled around the time that our district formative assessment results or quarterly grades are due. Also, during these times, teams meet together to discuss needs of students and strategies to be used on a team or grade level basis. Team members work closely in order to enhance cross-curricular activities to support each other and strengthen the educational outcome.

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.

Our administration is the basis of our leadership team and is consistently performing informal classroom walk-throughs in all classrooms. Formal observations are also completed as well as monitoring of lesson plans. Administrators and academic coaches attending many department meetings and team meetings strengthen our PLC's. Administrators also offer support during parent conferences and in developing strategies for students. Our building level planning team works together to make decisions, brainstorm, find solutions, and disseminate information to their respective teams. This cohesive team is meant to guide the school. With the department heads and other leaders joining the building level planning team to form our leadership team this year, we will have a strong core of leadership to assist in moving our school forward and closing the achievement gap. The department heads keep the curriculum on track, review textbooks, monitor student achievement and encourage the scaffolding and vertical teaming. Team leaders meet twice a week with their team of teachers as a PLC to strategize for student success using the RtI model. This year teams and departments have received a PLC rubric to keep focus on the key areas for student success. Data talks utilizing the rubric will be in place this year between administrators/coaches and teams/departments. We have multiple other leadership teams for other important areas of our educational system such as technology, library, uniform and positive behavior support. All of these things combined are what make our teaching and learning process a success.

ACT

Supplemental and Intensive Instruction/Interventions

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

We offer reading in an intensive block, intensive single, general and advanced classes. We offer math in intensive (general with support), general, advanced, algebra and geometry (the latter two being high school credit courses). We also have a gifted program and an advanced language arts program for our gifted students. We have ESE support utilizing the co-teaching model to give our ESE students support while in the general education program when needed. Our Project Impact Program services EBD students in a self-contained environment, mainstreaming students when appropriate. Our LEP students have a range of courses based on their level of need, including beginning English and tutorials. We offer an alternative education program through Ombudsman, and a Keys Center Program for at risk students in danger of dropping out. With all of our programs we strive to provide students with a rigorous curriculum where they can meet with success.
In addition to what we offer during the school day, we have a "21st Century" before and after school program that we utilize for interventions as well as enrichment.

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

Utilizing academic coaches, paraprofessionals and after school "help" sessions, students are given supplemental support and interventions when the need is identified. Utilizing the RtI system we are hoping that the identification can be immediate with timely interventions put in place. These times of intensive and supplemental instruction are meant to help the child see that they can do it and that they can succeed.

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

Utilizing the district Professional Development survey results administrators can get a sense of what trainings are most beneficial to teachers. At the beginning of each school year teachers complete an on-line Individual Professional Development Plan, looking at student data, and indicating areas of concentration for their professional development that year. Mid year meetings are held with each teacher to see how they are doing with their IPDP and then a final review occurs at the end of the year looking at the final data. We are currently a Florida Reading Initiative School through NEFEC and our teachers have found this to be beneficial. We also have partnered with the College Board to begin to get more of our under-represented groups into AP classes at the high school level. We have implemented the AVID program this year with a core group being trained in AVID strategies this past summer. Five of our math and science teachers applied for and received the Promise Scholarship for two weeks of training in math and science this past summer as they saw that as a need and opportunity.

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

FCAT Level 1 and 2 students in reading and math and some LEP students are generally targeted for supplemental and intensive instruction. We utilize results from progress monitoring (MBA, FAIR, mini assessments) to determine which students need support and in which area they need support in. We include students identified by the team to need intervention according to the RtI model, including students in danger of failing and students with attendance problems.

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

We use formal and informal assessments, including mini assessments, to measure the effectiveness of the interventions as well as discipline reports, attendance reports, parental concerns and conferences, progress reports and grades, and teacher-student meetings. In the RtI model, teams will look at the effectiveness of interventions and change them if necessary.

Enrichment

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

To ensure that our students receive an academically enriching educational experience, teachers utilize "The Five Standards for Effective Pedagogy, which are:
Teachers and students working together
Developing language and literacy across all curriculum
Connecting lessons to students' lives
Engaging students with challenging lessons
Emphasizing dialogue over lectures

Horace O'Bryant Middle School is a Florida Reading Initiative School, implementing reading and writing strategies school-wide. Emphasis is placed on the "Essential Six" as follows:
Pre-reading strategies
Question-answer relationships
Summary Frames
Concept Maps
Column notes (Cornell Notes)
Reciprocal teaching

The following strategies are used to assist sub-groups:
Cooperative learning
Setting goals and providing feedback
Non-linguistic representation
Reinforcing effort and providing recognition
Identifying methods of a systematic approach
Using rubrics
Application to the real world
Scaffold instruction
Activate prior knowledge
Increasing time for hands-on math manipulative activities
Combining problem-solving approaches with high expectations in instruction.
Limiting drill worksheets and repetitive written practice
Reaching out to families

Describe how students are identified for enrichment strategies.

For some of our enrichment we target students based on FCAT data, MBA data, PMRN data, grades, discipline, attendance, and LEP status. Although our before and after school programs are open to all students, we make a concerted effort to encourage those needing certain improvements, enhancements or challenges to attend certain courses. We offer social, cultural, recreational and educational opportunities to build well-rounded citizens. We use "disguised learning" to make it more meaningful and enjoyable for students.

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)
Coral Conchs Team (6th grade)	Cathy Hulbert	Twice a week	Wednesday during planning period and Friday mornings	RtI student discussions and strategies as well as team activities. Mentoring Minds' "Master Instructional Strategies" will be utilized by teams as researched-based interventions.
Treasure Seekers Team (6th grade)	Tara Hemphill	Twice a week	Wednesday during planning and Friday mornings	RtI student discussions and strategies as well as team activities. Mentoring Minds' "Master Instructional Strategies" will be utilized by teams as researched-based interventions.
Seven Seas Team (7th grade)	Jessica Wybensinger	Twice a week	Wednesday during planning and Friday mornings	RtI student discussions and strategies as well as team activities. Mentoring Minds' "Master Instructional Strategies will be utilized by teams as researched-based interventions.
Mariners Team (7th grade)	Deborah Dingler	Twice a week	Wednesday during planning and Friday mornings	RtI student discussions and strategies as well as team activities. Mentoring Minds' "Master Instructional Strategies" will be utilized by teams as researched-based interventions.
Navigators Team (8th grade)	Kyle Sheer	Twice a week	Wednesday during planning and Friday mornings	RtI student discussions and strategies as well as team activities. Mentoring Minds' "Master Instructional Strategies" will be utilized by teams as researched-based interventions.
Islanders Team (8th grade)	Eric Nelson and Barbara Fahey	Twice a week	Wednesday during planning and Friday mornings	RtI student discussions and strategies as well as team activities. Mentoring Minds' "Master Instructional Strategies" will be utilized by teams as researched-based interventions.
Goliath Groupers (electives/careers)	Carla O'Connor	Once a week	Varied	Elective/Career team focuses on career and character development. Mentoring Minds' "Master Instructional Strategies" will be utilized by teams as researched-based interventions.
Reading/LA Department	Jennifer Walker	Once a month or more	Third Thursday	Curriculum development, vertical teaming, focus calendar
Math Department	Samantha Hall	Once a month or more	Third Thursday	Curriculum development, vertical teaming, focus calendar
Science Department	Joelle DeRoche	Once a month or more	Third Thursday	Curriculum development, vertical teaming, focus calendar
Social Studies Department	Chuck Oakwood	Once amonth or more	Third Thursday	Currciulum development, vertical teaming, focus calendar
Building Level Planning Team/Leadership Team	Marian Smith	Once a week	Monday after school	RTI leadership problem-solving and decision-making, school-wide planning
Positive Behavior Support (PBS)	Kellie Meczka	Once a month or more	Wednesday mornings	PBS implementation
AVID Team	Barbar Fahey and Jennifer Walker	Once a month or more	varied	AVID implementation
Induction Program	Christine Novak	Weekly	Varied	Designed to meet the needs of our beginning teacher, Christina Boza

NCLB Public School Choice

Note: For Title I schools only

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

Pre-School Transition

Postsecondary Transition

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

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
In interpreting the 2009 FCAT data with our current students we have identified the areas of improvement as being: Grade 6 - Words and Phrases Grades 7 and 8 - Reference and Research			For Safe Harbor, the number of HOB students scoring below level 3 will decrease by 10% in each AYP subgroup. Our AYP subgroups with the greatest need of improvement in reading are our students with disabilities, our hispanic students, followed by our black and low socioeconomic students, who made AYP under "Safe Harbor."
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Implementing a Positive Behavior Support Program(PBS)with both teacher and student buy in.	The PBS Coordinator attends trainings and provides information to teachers. Teachers take part in the program by rewarding postive student behaviors demonstrated through out the school.	Effectiveness will be noted by a decrease in the number of daily discipline referrals as well as an increase in responsible student behavior.	Evaluation will take place through a Comparison of the end of year referrals from previous years as well as an increase in the total number of Bucs awarded.
2	Responsibly using District adopted leveled materials.	The English Department Chair's responsibilty is to ensure teachers have the proper materials and training for the programs being taught. Teachers are responsible for program use within the classroom and making sure those students are being successful as well as challenged.	Students are engaged in the reading materials and focused on specific reading strategies offered within the text.	Monroe Benchmark Assessment progress monitoring, mini assessments, FAIR and Classroom assessments
3	Florida Reading Initiative (FRI)	The English Department Chair is responsible for encouraging the use of the Essential Six strategies within the classroom. Teachers are responsible for ensuring students use these strategies to achieve success in reading and other content areas.	Display of student work utilizing the Essential Six Florida Reading Initiative strategies should be evident in the classrooms.	Monroe Benchmark Assessment progress monitoring, mini assessments, FAIR and classroom/teacher assessments.
4	The 21st Century before and after school program will be utilized as a time for reading intervention.	Our 21st Century coordinator, Leslie Busche, will work with reading teachers to accomplish this.	Improvement in assessment scores.	Monroe Benchmark Assessment progress monitoring, mini assessments, FAIR and classroom/teacher assessments.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In reviewing 2009 FCAT data the following subgroups scored at or below a level 3: Students with disabilities -33% Economically disadvantaged - 52% Hispanic - 55% Black -46%			To keep on track with the Revised Reading and Math Proficiency Targets, 72% of HOB students will be proficient and score at or above 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	Implementing a Positive Behavior Support Program (PBS) with both teacher and student buy in.	The PBS Coordinator attends trainings and provides information to teachers. Teachers take part in the program by rewarding positive student behaviors demonstrated throughout the school.	Effectiveness will be noted by a decrease in the number of daily discipline referrals as well as an increase in responsible student behaviors.	Evaluation will take place through a comparison of the end of year referrals from previous years as well as an increase int he total number of Bucs awarded.
2	Responsibly using district adopted leveled materials.	The English Department Chair's responsibility is to ensure teacher's have the proper materials and training for the programs being taught. Teachers are responsible for program use within the classroom and making sure those studetns are being successful as well as challenged.	Students are engaged in the reading materials and focused on specific reading strategies offered within the text.	Monroe Benchmark Assessment progress monitoring, mini assessments, FAIR and classroom/teacher assessments.
3	Florida Reading Initiative (FRI)	The English Department Chair is responsible for encouraging the use of the Essential Six strategies within the classroom. Teachers, including content area, are responsible for ensuring students use these strategies to achieve success in reading and other content areas.	Display of student work utilizing the Essential Six and other Florida Reading Initiative strategies will be evident in classrooms.	Monroe Benchmark Assessment progress monitoring, mini assessments,FAIR, and classroom/teacher assessments.
4	The 21st Century before and after school program will be used to assist in reading intervention	The 21st Century co-ordinator, Leslie Busche, will work with the reading teachers to accomplish this.	Improvement in assessment scores	Monroe Benchmark Assessment, Mini Assessments, FAIR assessments, grades
5	Data Chats will be held between teachers and students after assessments	All reading teachers	Teacher documentation of chats.	Climate survey will reflect an improvement in students knowing how they are doing.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In reviewing 2009 FCAT data the following subgroups scored at or below a level 3: Students with disabilities -33% Economically disadvantaged - 52% Hispanic - 55% Black -46%			Seventy three percent (73%) of HOB's student population that takes the FCAT and are counted in the School Grade will make learning gains in the area of Reading as defined by Florida's A+ Plan. During the 2009 FCAT, 71% of the studetns achieved learning gains. To achieve this new goal, there must be a 2% increase in the number of HOB students making learning gains.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Florida Reading Initiative (FRI)	The English Department Chair is responsible for encouraging the use of the Essential Six strategies within the classroom. Teachers are responsible for ensuring students use these strategies to achieve success in reading and other content areas.	Display of student work utilizing the Essential Six Florida Reading Initiative strategies should be evident in the classroom.	Monroe Benchmark Assessment progress monitoring, mini assessments, FAIR and classroom/teacher assessments.
2	Responsibly using district adopted leveled materals.	The English Dapartment Chair's responsibility is to ensure teachers have the proper materials and training for the programs being taught. Teacher responsibility includes using the materials within the classroom and making sure those students are meeting success as well as being challenged.	Students are engaged in the reading materials and focused on specific reading strategies offered within the text.	Monroe Benchmark Assessment progress monitoring,mini assessments, FAIR and other classroom/teacher assessments.
3	AVID Student Program - Advancement Via Individual Determination	The AVID teacher is responsible for ensuring students succeed in all classes while being challenged with a rigorous curriculum. AVID content support teachers will utilize the AVID binders and Cornell Notes to help students achieve success.	Students will participate in AVID tutorials, attend field trips to colleges, and will maintain an organized binder.	AVID students wil be assessed primarily on a complete and organized binder.
4	Our 21st Century before and after school program will be utilized for reading intervention.	Our 21st Century co-ordinator, Leslie Busche, will work with reading teachers to accomplish this.	Improvement in assessment scores	Monroe Benchmark Assessment progress monitoring,mini assessments, FAIR and other classroom/teacher assessments.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
All reading objectives	Reading Strategies across the curriculum	Jennifer Walker	8/18/2009	Review lesson plans and classroom walkthroughs	Jennifer Walker
Fidelity of Reading Plan	Reading Plan implementation	Leslie Busche	6/2010	Meet with Reading department	Leslie Busche
All Reading Objectives	Implementation of reading best practices	Jennifer Walker and Leslie Busche	6/2010	Reading Department will meet as a Professional Learning Community (PLC)	Jennifer Walker and Leslie Busche

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every Teacher

During the 2008-2009 school year we became a Florida Reading Initiative FRI) School, with the majority of our staff receiving some or all of the training provided by the Northeast Florida Education Consortium (NEFEC). Implementing the Florida Reading Initiative strategies school-wide, especially the "Essential Six" strategies, ensures that our students receive high-quality research-based reading strategies in all classes. Jennifer Walker, reading department head and a FRI trainer, re-trained staff during preplanning of 2009-2010 school year. Implementation of high yield reading strategies will be monitored through lesson plans and classroom walk-throughs.

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
Partnership with NEFEC provides books and resources	NEFEC/Small and Rural School Districts	$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
Partnership with NEFEC	NEFEC	$35,000.00
Total: $35,000.00
Other
Description of Resources	Funding Source	Available Amount
Book Fair	School Fundraiser	$5,000.00
Total: $5,000.00
Final Total: $40,000.00

End of Reading Goal

Mathematics Goal

Needs Assessment:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In reviewing the scores from the 2009 Math FCAT for our current students, we have identified the following areas in need of improvement: Grade 6 - Measurement and Geometry Grade 7 - Number Sense and Measurement Grade 8 - Number Sense and Geometry.			For Safe Harbor, the number of HOB students scoring below a Level 3 will decrease by 10% in each AYP sub-group.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Student, parent and teacher awareness of deficiencies will occur through data chats and parent conferences.	The data coach will ensure that all teachers have access to their FCAT data and other testing information.The Math Department Head is responsible for holding meaningful discussions with each teacher regarding their data. Math teachers are responsible for monitoring student deficiencies on an on-going basis.	Evaluating the item analysis report from progress monitoring.	Growth in deficient areas as shown through on-going progress monitoring through the Item Analysis in the Monroe Benchmark Assessment and mini assessments.
2	Develop reasoning and problem solving skills utilizing The Van de Walle model.	The Math Department Head is responsible for ensuring that the teachers have the appropriate tools and professional development they need to be successful. This is necessary to properly initiate the new problem-solving model. The academic coach will assist in developing meaningful student-centered lessons.	Teacher and student buy-in to the new methodology. Classroom walk-throughs will show evidence of interactive learning.	Lesson plans will reflect use of the Van de Walle model in the classroom.
3	Math classes are aligned with interdisciplinary connections. The focus this year will be on number sense, measurement and geometry.	The Math Department Head is responsible for communicating to our school-based leadership team math concerns and suggestions for interdisciplinary activities and instruction. The academic coach will work with the teachers to make a smooth segue between mathematics instruction and other content areas.	Projects displayed in classrooms and hallways will have evidence of mathematic problems or reflections of mathematics usage included in them.	Student progress on the Monroe Benchmark Assessments and mini assessments will be evident. Item Analysis will show that students will have more success in the areas of number sense, measurement and geometry.
4	Teachers will conduct data chats with students following assessments.	Math teachers	Data chat documentation	Climate survey will show an increase in students knowing how they are doing.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 Math FCAT, it is evident that the black and student with disabilities are in need of improvement. The black population had 39% score at or above grade level. The students with disabilities had 37% score at or above grade level.			76% of HOB's student population that take the FCAT and are counted in the school grade will show learning gains in the area of math as defined by Florida's A++. To achieve this goal, HOB's student population making learning gains must increase by 4%.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Differentiated Instuction will be utilized so as to accommodate students with different learning styles, abilities and abilities.	The Math Department Head is to ensure that teachers have access and training in Differentiated Instruction. The principal, through observation and monitoring of lesson plans will ensure that these best practices are in place.	Students are actively engaged in the classroom. There is positive interaction between students and students and students and teachers. There is active engagement in their own learning.	District MBA Assessments will be administered at the start of the school year, at the end of the first semester, and at the completion of the school year. Classroom walkthrough data will indicate that differentiating is occuring.
2	Student, parent and teacher awareness of deficiencies will occur through data chats and parent conferences.	The data coach will ensure that all teachers have access to their FCAT data and other testing information.The Math Department Head is responsible for holding meaningful discussions with each teacher regarding their data. Math teachers are responsible for monitoring student deficiencies on an on-going basis.	Evaluating the item analysis report from progress monitoring.	Growth in deficient areas as shown through on-going progress monitoring through the Item Analysis in the Monroe Benchmark Assessment, as well as mini assessments.
3	Develop reasoning and problem solving skills utilizing The Van de Walle model.	The Math Department Head is responsible for ensuring that the teachers have the appropriate tools and professional development they need to be successful. This is necessary to properly initiate the new problem-solving model. The academic coach will assist in developing meaningful student-centered lessons.	Teacher and student buy-in to the new methodology.	Classroom walk-throughs will show evidence of interactive learning. Lesson plans will reflect use of the Van de Walle model in the classroom.
4	Math classes are aligned with interdisciplinary connections. The focus this year will be on number sense, measurement and geometry.	The Math Department Head is responsible for communicating to our school-based leadership team math concerns and suggestions for interdisciplinary activities and instruction. The academic coach will work with the teachers to make a smooth segue between mathematics instruction and other content areas.	Projects displayed in classrooms and hallways will have evidence of mathematic problems or reflections of mathematics usage included in them.	Student progress on the Monroe Benchmark Assessments will be evident. Item Analysis will show that students will have more success in the areas of number sense, measurement and geometry.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Based on the 2009 Math FCAT, it is evident that the black and student with disabilities are in need of improvement. The black population had 39% score at or above grade level. The students with disabilities had 37% score at or above grade level.			To keep on track with the revised reading and math proficiency targets, 74% of HOB's students will be proficient and score at or above a level 3 in the FCAT math.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Involve more students in supplemental instruction by inviting them to before and after school programs.	Team Leaders should be responsible for communicating with their team members about students in need of supplemental instruction. The 21 Century Coordinator wil be responsible for making sure students are placed in programs that meet their needs.	Students participate more than 30 days in the before or after school program. Classroom work and test scores will increase.	Attendance records and improved classroom performance.
2	Student, parent and teacher awareness of deficiencies will occur through data chats and parent conferences.	The data coach will ensure that all teachers have access to their FCAT data and other testing information.The Math Department Head is responsible for holding meaningful discussions with each teacher regarding their data. Math teachers are responsible for monitoring student deficiencies on an on-going basis.	Evaluating the item analysis report from progress monitoring.	Growth in deficient areas as shown through on-going progress monitoring through the Item Analysis in the Monroe Benchmark Assessment.
3	Develop reasoning and problem solving skills utilizing The Van de Walle model.	The Math Department Head is responsible for ensuring that the teachers have the appropriate tools and professional development they need to be successful. This is necessary to properly initiate the new problem-solving model. The academic coach will assist in developing meaningful student-centered lessons.	Teacher and student buy-in to the new methodology. Classroom walk-throughs will show evidence of interactive learning.	Lesson plans will reflect use of the Van de Walle model in the classroom
4	Math classes are aligned with interdisciplinary connections. The focus this year will be on number sense, measurement and geometry.	The Math Department Head is responsible for communicating to our school-based leadership team math concerns and suggestions for interdisciplinary activities and instruction. The academic coach will work with the teachers to make a smooth segue between mathematics instruction and other content areas.	Projects displayed in classrooms and hallways will have evidence of mathematic problems or reflections of mathematics usage included in them.	Student progress on the Monroe Benchmark Assessments will be evident. Item Analysis will show that students will have more success in the areas of number sense, measurement and geometry.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
All Math Objectives	Implementation of Van de Walle Math strategies	Samantha Hall	6/2010	Review lesson plans	Samantha Hall
All Math Objectives	Improvement of math content information to students	NEFEC	7/2009	Discussed at department meetings	Samantha Hall
All math objectives	Math Professional Learning Community (PLC)	Samantha Hall	6/2010	Implemented at department meetings	Samantha Hall

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
Van de Walle books for department	Title II	$350.00
Total: $350.00
Technology
Description of Resources	Funding Source	Available Amount
Classworks Program	District support last year	$61,180.00
Total: $61,180.00
Professional Development
Description of Resources	Funding Source	Available Amount
Training was through the math department	NA	$0.00
Three math teachers participated in two weeks of math training at the University of Florida this past summer.	Promise Scholarship	$0.00
Total: $0.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $61,530.00

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
Based on 2009 FCAT Science data, the clusters of Earth/Space and Physical and Chemical changes are going to be the focus.			The mean points earned by content area on the science FCAT will increase by 10% each as follows: Physical and Chemical from 58% to 68%; Earth/Space from 54% to 64%; Life and Environmental from 61% to 71%; Scientific THinking from 60% to 70%.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Interactive notebooks, FRI (Florida Rreading Initiative) strategies and Cornell Notes will be implemented in all science classes.	The Science Department Head is responisble for monitoring the use of these strategies in each science classroom.	Quality of notebooks, amount of student projects and the infusion of Cornell note-taking in the classrooms. Evidence of the Essential Six in each classroom.	Science Monroe Benchmark Assessment.
2	Teachers will conduct data chats with students following assessments	Science teachers	Data chat documentation	Climate survey will indicate an improvement in students knowing how they are doing.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
FCAT Science data indicates that of the level 1 and level 2 students, 22% were black, 34% were hispanic and 27% were students with disabilities.			Science FCAT scores will increase so that 50% or more of our students will meet high standards as noted in the Florida School Grades A++ system. This will mean we need an 8% point increase.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Science teachers will implement the Essential Six reading strategies. Differentiated Instruction will be in each class. Science classes that are inclusion have two teachers.	Science Department Head will monitor that these strategies are being implemented.	Evidence of active learning and students ability to problem solve in real world situations.	Monroe Benchmark Assessment. For teachers who use FCAT Explorer and Sharpen Up, assessment results will be analyzed.
2	Teachers will conduct data chats with students following assessments	Science teachers	Data chat documentation	Climate survey will indicate an improvement in students knowing how they are doing.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Many of the low scoring students perform below grade level in more than one area. This shows a lack of "connectivity" of subject areas. Students tend to compartmentalize and do not see connections in real world problem-solving situations.			Science Department will support and advance the math, reading and writing objectives at all grade levels so that students will score above the state average in those areas as well as science. This will help us achieve Safe Harbor.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Teams will plan cross-curricular projects.	Team Leaders and Department Heads.	Participation in the team-wide event.	Quality of cross-curricular projects that include math, science, reading and writing.
2	Teachers will conduct data chats with students following assessments	Science Teachers	Data chat documentation	Climate survey will reflect an improvement in students kowing how they are doing.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Science objective	Force and Motion	NEFEC	7/2009	Science teachers will share information with department and implement new content	Joelle DeRoche
All science objectives	Science Professional Learning Community	Joelle DeRoche	6/2010	Science teachers will contribute to the PLC during department meetings.	Joelle DeRoche

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
Two science teachers received two weeks of science training this summer at the Univversity of Florida	Promise Scholarship	$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
Our students with disabilities need to improve in writing.			The AYP subgroups not at the 90% or above proficiency target in writing will improve by at least 1%.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Horace O'Bryant Middle School will continue to implement our "Stop, Drop and Write" activities as a monitoring tool for student writing.	Language Arts Department	Writing will be scored utilizing a rubric similar to that used on the FCAT writes.	Language Arts teachers will determine areas in need of improvement.
2	Language Arts teachers will conduct data chats with students following "stop, drop and write" activities.	Language Arts Department	Writing will be scored utilizing a rubric similar to that used on the FCAT writes.	Language Arts teachers will determine areas in need of improvement.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Writing Objective	Writing across the Curriculum	Stephanie Manaher, Corrie Tuttle and Lisa Wright	6/2010	Language Arts department will review writing score data and implement strategies for improvement	Language Arts Teachers

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
Language Arts teachers Stephanie Manaher, Corrie Tuttle and Lisa Wright provided training to teachers during preplanning of 2009-2010	In house training	$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
Low performing students in reading fluency need supplemental support to move toward performing at grade level.			Parents of students that are not fluent in reading will be invited to a meeting to learn strategies to assist their child at home.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	An invitation will be sent home and a meeting will be set up to address reading fluency, speak about our expectations for each individual child based on past and current performance and show steps as to how they, as parents, could be an integral part of their child's success while at home.	Academic Coach	Students progress toward meeting grade level expectations in reading fluency both within the classroom setting and during supplemental instruction.	PMRN third assessment as well as on-going classroom progress monitoring.
2	Data chats will be held during parent conferences	Teacher team	Parent Conference information	Climate survey will indicate that parents know how their children are doing.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Commmunicating to parents about academic achievement, policies and events.			Based on survey results, parents indicated a wish to have a more consistent communication strategy throughout the school. We piloted a weekly email notice last year and found its success to be so positive that we are instituting it school-wide this year.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Each teacher on each team will submit weekly plans to a designated person who will put it together in readable format and email to all parents who have requested the information.	The designated team members who are responsible for emailing the notices.	Increase in productivity as well as parental involvement.	70% or more of the parents who have access to email will participate. There will be fewer parent conferences as information has been electronically communicated.
2	Data chats will be held during parent conferences	Teacher team	Parent conference information	Climate survey will indicate that parents are aware of how their student is doing.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
We have many students who lack financial and sometimes parental support. Some of them have the intellectual ability to be college bound but need a mentor to lead them down the right path.			We partner some of these students with one community member who will act as their mentor. We do this through the Take Stock in Children (TSIC) program. We also offer College Explorers to a similar group of students and they pair up with mentors in small groups.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Identify the students in need and partner them with the most fitting activity and mentor.	TSIC - Assistant Principal College Explorers - Staffing Specialist	Student motivation in the classroom and their own academic performance.	Report card grades and down the line - the number of these students who attend college or university.
2	Teachers will be provided referral form for the "Just For Kids" program to assist students with school supplies.	All staff	School supplies are given to students in need on a regular basis.	Students have what they need for class.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
We have a large student population that needs one-on-one tutorials or testing situations. We also encourage a lower Adult/Student ratio when on field trips or hosting events to promote a safe environment.			We encourage parents and community members to register with our district to become school volunteers.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Invite parents and community members to become volunteers. This is done through connect-ed calls, emailed newsletters, HOB Website messages, newspaper requests and parent conferences. We also encourage parents and community members to participate in our School Advisory Council (SAC).	Our Alternative Classroom teacher oversees the volunteers. We have a web-page manager who updates our site and the principal makes connect-ed calls and encourages SAC participation. The 21 Century site-coordinator and newspaper contact submit requests to the local newspaper. Each team designs their own emails to send home.	The increase in the amount of registered volunteers who help with tutorials and testing and events and field trips as well as paprticipate in SAC.	Parent and community member sign-in sheets.
2	Parents and community members will participate in school activities and events.	Rebecca Mitchell, our volunteer coordinator.	Number of volunteer hours documented.	Receipt of the Golden School Award for volunteerism.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Parents involvement in their child's education and in knowing the school climate.			We want for parents to become an integral part of their child's learning. This generates a more successful student and helps build rapport between teacher, student and parent. It also allows parents to be fully aware of student progress and activities.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Establish Open House early in the year. Send home progress reports or grade reports every four and a half weeks. Allow 24 hour access to student grades and attendance through the Internet. We also offer a school web-site which, aside from giving dates and events, supplies tips for student learning, parental teaching, understanding adolescents, strategies to help at home, etc. It also promotes students success and activities with photographs. Connect-ed calls home on a consistent basis.	Each teacher is responsible for their own progress reports and grades and in managing their online grade-book that parents may view. The principal organizes Open House and the Connect-Ed calls and we have a web-page manager who updates it on demand.	The amount of parents who attend events and who log on to the website and parent viewer sites.	Hits on the web-site, parent responses to emails, attendance at Open House, Connect-Ed phone records.
2	Parents work as an integral part of our school.	Debbie Wardlow keeps parent conference documentation. Sign in sheets are utilized for SAC and other events.	Parents indicate the number of times that they participated in an event at school.	Climate survey information

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Parent Volunteers	Volunteer Protocol and Policies	Marian Smith	8/21/2009	Policies will be implemented	Administrators/Team Leaders

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
Volunteer coordinator	Portion of her duty	$0.00
Total: $0.00
Technology
Description of Resources	Funding Source	Available Amount
Volunteer application and screening via our district web site	District	$0.00
Weekly emails to parents	Monroe County Email	$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

The AVID Program Goal:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Closing the Achievement Gap with some of our subgroup students			80% of the AVID students will be enrolled in higher level courses and meet with success.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Students were scheduled into higher level classes prior to the start of school.	Jennifer Walker, AVID teacher	Grades, Teacher Feedback, tutor feedback	Grades
2	AVID students will be given an AVID binder and as an organizational tool. Binder checks will occur weekly.	Jennifer Walker, AVID teacher	Binder checks will increase student accountability for organization.	Grades on binder checks.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
AVID Objective	AVID support	Jennifer Walker	6/2010	AVID support team attended training this summer. Follow up monthly meetings will occur with AVID support team.	Jennifer Walker

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
AVID books and resources	Partnership with the College Board	$0.00
AVID binders and supplies	District AVID coordinator	$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
AVID team received training this past summer.	Partnership with the College Board	$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 The AVID Program Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Partnership with NEFEC provides books and resources	NEFEC/Small and Rural School Districts	$0.00
Mathematics	Van de Walle books for department	Title II	$350.00
Parental Involvement	Volunteer coordinator	Portion of her duty	$0.00
The AVID Program	AVID books and resources	Partnership with the College Board	$0.00
The AVID Program	AVID binders and supplies	District AVID coordinator	$0.00
Total: $350.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Mathematics	Classworks Program	District support last year	$61,180.00
Parental Involvement	Volunteer application and screening via our district web site	District	$0.00
Parental Involvement	Weekly emails to parents	Monroe County Email	$0.00
Total: $61,180.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Partnership with NEFEC	NEFEC	$35,000.00
Mathematics	Training was through the math department	NA	$0.00
Mathematics	Three math teachers participated in two weeks of math training at the University of Florida this past summer.	Promise Scholarship	$0.00
Writing	Language Arts teachers Stephanie Manaher, Corrie Tuttle and Lisa Wright provided training to teachers during preplanning of 2009-2010	In house training	$0.00
Science	Two science teachers received two weeks of science training this summer at the Univversity of Florida	Promise Scholarship	$0.00
The AVID Program	AVID team received training this past summer.	Partnership with the College Board	$0.00
Total: $35,000.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Book Fair	School Fundraiser	$5,000.00
Total: $5,000.00
Final Total: $101,530.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/9/2009 4:55:02 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 Funds	Amount
No data submitted

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

Our School Advisory Council will focus on our student data and implications for our School Improvement Plan and improvement process. Department heads will each focus on their area and strategies for student success. Input from parents will be solicited.

SAC Members

Members
1) Marian Smith, Principal
2) Mila de Mier, SAC Chair
3) Alicya Hunter, Student
4) Ruth Walker, Teacher
5) Trisha Williams, Parent
6) Marie Ohayon, Parent
7) Ann Marie Perez, Parent
8) Irene Fernandez, Parent
9) Rebecca Mitchell, School Support Personnel

AYP DATA

No Data Found
No Data Found
No Data Found

SCHOOL GRADE DATA

Monroe School District HORACE O'BRYANT MIDDLE SCHOOL 2008-2009
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	77%	76%	93%	53%	299	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	71%	72%			143	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?	76% (YES)	67% (YES)			143	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					585
Percent Tested = 100%						Percent of eligible students tested
School Grade					A	Grade based on total points, adequate progress, and % of students tested

Monroe School District HORACE O'BRYANT MIDDLE SCHOOL 2007-2008
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	72%	74%	83%	46%	275	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	66%	74%			140	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?	63% (YES)	72% (YES)			135	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					550
Percent Tested = 100%						Percent of eligible students tested
School Grade					A	Grade based on total points, adequate progress, and % of students tested

Monroe School District HORACE O'BRYANT MIDDLE SCHOOL 2006-2007
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	64%	66%	78%	41%	249	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	61%	72%			133	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?	64% (YES)	68% (YES)			132	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					514
Percent Tested = 99%						Percent of eligible students tested
School Grade					B	Grade based on total points, adequate progress, and % of students tested

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

VISION and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Unique School Strengths for Next Year

Unique School Weaknesses for Next Year

Student Demographics

Student Attendance Rates

Student Mobility

Student Suspension Rates

Student Retention Rates

Class Size

Academic Performance of Feeder Pattern

Partnerships and Grants

STUDENT ACHIEVEMENT 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

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

NCLB Public School Choice

Pre-School Transition

Postsecondary Transition

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Mathematics Goal

Science Goal

Writing Goal

Parent Involvement Goal

Other Goals

The AVID Program Goal:

FINAL BUDGET

Differentiated Accountability

School Advisory Council

School Advisory Council (SAC) Membership Compliance

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

SAC Members

AYP DATA

SCHOOL GRADE DATA

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN