FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: ST. PETERSBURG HIGH SCHOOL

District Name: Pinellas

Principal: Albert C. Bennett

SAC Chair: Fran Vaccaro

Superintendent: Dr. Julie Jannsen

Date of School Board Approval:

Last Modified on: 11-09-2009

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

Mission: We will continually improve educational opportunities that promote highest student achievement in a safe learning environment.

Vision: Through mutual encouragement, respect and collaboration, create a culture of learning that will allow all students to be productive citizens.
Ready to enter and succeed at a four year university or college.
Ready to enter and succeed at a two year college without remediation.
Ready to enter and succeed at a trade/technical school, military, or work force.

Beliefs: Teachers and students must be engaged in learning.
An ever-growing repertoire of skills for teaching and assessing is needed to meet our goals with our diverse learners.
Staff collaborating on improving strategies and skills will lead to improved students' achievement.
Data on student achievement will guide us in making instructional decisions.

Goals:
1. Improve student achievement for all students in all subject areas.
2. Prepare all students for first-time passage of the FCAT.
3. Academically graduate all students for successful matriculation and completion of post secondary education.
4. Academically graduate all ninth graders to tenth grade.
5. Build personal relations with all ninth graders.
6. Encourage involvement of all students in extracurricular or student activities.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

SPHS SCHOOL PROFILE 2009

Founded in 1898, St. Petersburg High School is the oldest and one of the largest public high schools in Pinellas County, Florida. Home of the “Green Devils”, its original Mediterranean-style structure has been added to the National Register of Historic Places. In 2004-2007, St. Petersburg High School ranked 68th on Newsweek’s 100 Best High Schools in America.

The Administrative Team consists of the principal and four assistant principals. Input for decision-making relative to school operations and management is also provided by a standing School Improvement Team - Council of Excellence Professional Learning Community (P.L.C.'s composed of subject area leaders), on-going information from 9th and 10th grade level. Small Learning Communities, subject P.L.C.'s, Student Government, Principal's Student Advisory group, and the St. Petersburg High School Advisory Council.

St. Petersburg High School utilizes computer bases technology in all administrative and instructional functions: Parent/Connect (allowing parents to access their child's attendance, discipline and academic progress on-line). ConnectEd(allows our Principal Mr. Bennett to directly contact homes providing topical and emergency news to parents/guardians instantly), Integrade Pro (teacher's common-use grade book allowing all instructional staff to be trained on same software and provides for exporting data to Parent/Connect, ClassXP (grade reporting on school server allowing for Progress Reports and term grades to be printed in school). We currently utilize four computer labs and two mobile labs and three Read 180 labs. SRI testing and FCAT prep programs server serves students during class time and as a Voluntary method of independent assistance after school. NovaNet is a computer based program for credit recovery currently being used for Math and English.

School Improvement Funds assist staff members in attending training and conferences, the Professional Leadership Development facilitator schedules on-site training directly derived by staff request using common focus, input and data needs indicators. Staff members consistently use Best Practices and Collaborative Teaming in their classrooms.

St. Petersburg High School has been recognized for:
- Ten 2009 National Merit Semifinalist(Two students earned perfect ACT scores)
- Five Star School Award Winner for three Years
- Site of the first IB Magnet Program in Pinellas County and the State of Florida
- 70 % of our graduates attend college or a secondary school
- Early admission and dual enrollment programs with St. Petersburg College and the University of South Florida
- One of the largest selections of Advanced Placement and Honors courses in the District
- Wide selection of extracurricular and sports activities, including an award-winning Drama and Music Department

PROGRAMS THAT MAKE A DIFFERENCE AT SPHS

GO Team Mentoring for Freshmen
Peer Mediation and Conflict Resolution
Business Partnerships
Mayor’s Corporate Partners
500 Role Models of Excellence
Devil Vision
Parent Booster Organizations
School Volunteer Program
Peer Mentoring
Green Devil Foundation
Devil’s Doings

Staff Data
124 Teachers
49 Support Members
5 Counselors
5 Administrators
2 Social Worker
1 Psychologist

Staff Degrees
58 Bachelors
62 Masters
4 Doctorates

Testing Information
SAT SPHS FL NAT
Verbal 509 499 508
Math 506 499 518

Florida Writes and FCAT scores above
state expectations for performance

Student Data
Total Enrollment (9-12): 2250
Ethnic Distribution:
Asian 9 %
Black 25.6%
Hispanic 3.5%
White 60.5%

72% of Students further their education after graduation

Awards/Scholarships
10 National Merit Scholarship Finalists
1.5 M in Scholarship/Financial Aid offered to graduates

St. Petersburg High School had a 92% attendance rate for the 2008-09 school year.

Unique School Strengths for Next Year

St. Petersburg High School continues to perform well overall on all areas of the FCAT. Although our total points used to calculate school grades dropped, the percentage of students scoring Level 3 or above on each portion of the FCAT is above both the State and district average. The IB program is still world renowed with over 90% of the graduating seniors earning their IB diploma. In addition, we have ten National Merit Semifinalist in the senior class and even more impressive two seniors earned perfect scores on the ACT test given last spring.
There continues to be an increase in teacher training for both Advanced placement and the AVID program, resulting in higher participation and success for all AYP groups.

Unique School Weaknesses for Next Year

The largest challenge for the new school year is the change in the teaching schedule for the staff. Starting this year teachers are required to teach six out of seven.Consequently, teachers have signicantly less planning time with a greater daily teaching load. A second challenge for the new school year is the need to improve the performance of our students in the Reading L-25% category, which has declined over the past three years. Finally, teacher morale which is high overall, has been affected negatively by non-school based issues including salary freezes and new state requirements.

Student Demographics

Under the district's close to home school assignment plan, students from the surrrounding area around school can now attend St. Petersburg High. In addition, the IB program draws from all areas south of Ulmerton Road. Currently the student population of 2221 is comprised of 60% white, 19% African-American, 9% Asian, 4 % Hispanic, and 3% multi-racial. Thirty-two percent of our students are Economically Disadvantaged. Ten percent of our students receive Special Education services.

Student Attendance Rates

The average daily attendance rate for St. Petersburg High School students in the 2008-09 school year 92.5% This was above the district wide rate of 91.1%. It represented a slight decrease from the 2007-08 attendance rate of 92.8% Ninth grade students had the highest daily atttedance rate and the senior had the lowest at 90.6 %

Student Mobility

Due to Pinellas County's open enrollment program, student mobility is difficult to track. We will continue to review ways to more effectively monitor our mobilty rate.

Student Suspension Rates

The overall suspension rate at St. Petersburg High School during the 2008/2009 school term was 8.1%; which is 2.7% lower than the district suspension rate of 10.8%. In 2008/2009 the in-school suspension rate was 17.9%. The reduction of the in-school and out of school suspension rate at SPHS is the primary goal of this administration. The Respone to Intervention Team will review all relative data and collect feedback from all staekholders in an effort to reduce suspension numbers this schol term.

Student Retention Rates

The school district has an automatic promotion policy for high school students until they reach 11th grade. At St. Petersburg High School, the 11th grade retention rate is 6.6% while the district average retention rate is 8.35%. Those 12th graders who did not earn enough credits to graduate equalled a 5.6% retention rate. The retention rate average for the district was 8.4%

Class Size

The class size average for 2008-2009 was 24.41, just below the required 25 students per class.

Academic Performance of Feeder Pattern

Tyrone Middle School (2009,2008)
School Grade: C C
Reading: 49% 49%
Math: 49% 41%
writing: 92% 91%
Science: 23% 17%

Partnerships and Grants

With its community and partners, and as evidenced by the Bradley Memorandum of Understanding on Quality of Education--Student Achievement dated July 28, 2009, the District and St. Petersburg High School are committed to continuous improvement in student achievement for all students, including African-American students. This School improvement plan contains objectives and measures addressing the aspirational goals in the Bradley Settlement Agreement relating to improvement in student achievement. Such objectives and measures as they relate to African-American student achievement may include but not be limited to all or some of the following: improvement in students' standardized test scores; improvement in students' reading test scores; improvement in students' math test ; improvement in students' performance in Sunshine State Standards as described in the Pinellas County Schools Essential Learnings; improvement in reducing student drop-out rates; improvement in increasing student graduation rates; improvement in increasing student grade point average; improvement in student achievement on Honor Roll, Principal's List and other student achievement honors, or improvement in overall educational achievement of students (aimed in improving student achievement from one year to the next).

St. Petersburg High School is pleased to have tremendous community support from the St. Petersburg community. In 2008-09 volunteers donated 18,000 hours to students through tutoring, booster clubs and other support. Mentors for Doorways scholars surpassed 150 for the year. In addition, monetary and in-kind donations from our corporate sponsors remain strong. Presently, we have partnerships with Edward White Hospital and the University of South Florida

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	Albert Bennett	M.Ed-University of South Florida BS-University of Florida State of Florida Certification: Ed Leadership (K-12), PE (K-12), Gen Science (6-9)	3	15	2008-2009: Grade: C, Reading Mastery: 59%, Math mastery: 77%, Writing Mastery 84%, and Science Mastery: 50%. AYP: 79%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math. 2007-2008: Grade: B, Reading Mastery 64%, Math Mastery 78%, Writing Mastery 92%, and Science Mastery 53%. AYP 82%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math. 2006-2007: Grade: C, Reading Mastery 57%, Math Mastery 76%, Writing Mastery 89%, and Science Mastery 48%. AYP 77%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math.
Assis Principal	James Adams	M.Ed-National Louis University BA-University of South Florida State of Florida Certification: Educational Leadership (K-12), Social Science (K-12), Physical Ed. (K-12).	1	3	2008-2009: Grade: C, Reading Mastery: 59%, Math mastery: 77%, Writing Mastery 84%, and Science Mastery: 50%. AYP: 79%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math. 2007-2008: Grade: B, Reading Mastery 64%, Math Mastery 78%, Writing Mastery 92%, and Science Mastery 53%. AYP 82%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math. 2006-2007: Grade: C, Reading Mastery 57%, Math Mastery 76%, Writing Mastery 89%, and Science Mastery 48%. AYP 77%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math.
Assis Principal	Barry Brown	M.Ed-National Louis University BS- Jacksonville University State of Florida Certification: Educational Leadership (K-12), Social Science (K-12).	8	8	2008-2009: Grade: C, Reading Mastery: 59%, Math mastery: 77%, Writing Mastery 84%, and Science Mastery: 50%. AYP: 79%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math. 2007-2008: Grade: B, Reading Mastery 64%, Math Mastery 78%, Writing Mastery 92%, and Science Mastery 53%. AYP 82%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math. 2006-2007: Grade: C, Reading Mastery 57%, Math Mastery 76%, Writing Mastery 89%, and Science Mastery 48%. AYP 77%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math.
Assis Principal	Susan Farias	M.Ed-University of South Florida BA-University of South Florida State of Florida Certification: Educational Leadership (K-12), Social Science(6-12).	3	3	2008-2009: Grade: C, Reading Mastery: 59%, Math mastery: 77%, Writing Mastery 84%, and Science Mastery: 50%. AYP: 79%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math. 2007-2008: Grade: B, Reading Mastery 64%, Math Mastery 78%, Writing Mastery 92%, and Science Mastery 53%. AYP 82%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math. 2006-2007: Grade: C, Reading Mastery 57%, Math Mastery 76%, Writing Mastery 89%, and Science Mastery 48%. AYP 77%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math.
Assis Principal	David Pittman	M.Ed-University of South Florida BS- Southern Illinois University State of Florida Certification: Ed Leadership (K-12), Gen Science (6-9)	3	3	2008-2009: Grade: C, Reading Mastery: 59%, Math mastery: 77%, Writing Mastery 84%, and Science Mastery: 50%. AYP: 79%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math. 2007-2008: Grade: B, Reading Mastery 64%, Math Mastery 78%, Writing Mastery 92%, and Science Mastery 53%. AYP 82%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math. 2006-2007: Grade: C, Reading Mastery 57%, Math Mastery 76%, Writing Mastery 89%, and Science Mastery 48%. AYP 77%, only our White subgroup made AYP. Our Black, EcoD, and SWD did not make AYP in reading or math.

* 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 *
Reading	Jenieff Watson	Bachelors in Secondary English Education Masters in Reading Education	1	2	2008-2009: Northeast High School Grade C
Math/ Science	Mary Brown	Bachelors in Psychology and Masters in Education Curriculum and Instruction	1	1	Differentiated accountability model experience with Drop Out Prevention Schools for the past 9 years. Drop Out Prevention schools utilized alternative assessment for reporting student performance due to high levels of transient students. Under this model 56% of students improved at least 1 grade in math and reading during the school year. Also at the teen parent program-on site included in DOP schools, 74% of FCAT retakes passed the math retake in 2009. 14% of retakes passed reading.

* 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
1. The SPHS Administration Team works diligently to recruit and retain high quality teachers. They seek to identify talented and qualified candidates and then facilitate certification issues if necessary. The administration encourages leadership development; and supports efforts to improve educational practice among the faculty and staff.	Principal	Ongoing
2. SPHS participates in the Pinellas County Induction Program for teachers new to the county. Additionally the school supports new teachers through Clinical Educator Training and the National Board Certification process. St Petersburg High holds an orientation meeting, scheduled mentor sessions, and several new teacher trainings conducted by mentor teachers. School administration conducts extensive classroom observations, completes at least 2 formal evaluations, and monitors each teacher for progress toward the teaching competencies. Two mentor teacher observations are also completed for each new teacher. Each mentor teacher must have completed the complete Clinical Educator Training and receive recommendation from administration to mentor a new or struggling teacher.	Principal	Ongoing
3. St Petersburg High currently has 53.66% of its teaching staff holding a master's degree or higher and 6.6% of our staff are Nationally Board Certified teachers. In order to encourage our staff to seek higher degrees and certifications, we post information regarding educational opportunities in the faculty workroom, and disseminate information by email.	Principal	Ongoing

Non-Highly Qualified Instructors

Name	Certification	Teaching Assignment	Professional Development/Support to Become Highly Qualified
Carter, Kathryn	English,(grades 6-12)	English/Reading	Currently enrolled in reading endorsement classes. Instructor will continue to complete training until endorsement is obtained.
Keim, Tracey	English, (grades 6-12) Business Education (grades 6-12)	English/Reading	Currently enrolled in reading endorsement classes. Instructor will continue to complete training until endorsement is obtained.
Levy, Gregory	English, (grades 6-12) ESE (grades K-12)	English/Reading	Currently enrolled in reading endorsement classes. Instructor will continue to complete training until endorsement is obtained.
Martinus, Peggy	Elementary Education, (grades 1-6), English, (grades 5-9), English, (grades 6-12)	Reading	Currently enrolled in reading endorsement classes. Instructor will continue to complete training until endorsement is obtained.

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
123	0	20.33	28.46	51.22	53.66	93	4.07	6.5	6.5

Teacher Mentoring Program

Mentor Name	Mentee Assigned	Rationale for Pairing	Planned Mentoring Activities
Ann Murphy	Multiple	transition to teacher trained	TTT and Edge model
David Pittman	Multiple	AP for currculum	Preschool meetings, monthly PLC's

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.

Assistant Principal, School Social Worker, Attendance Specialist,
VE Behavior Specialist, EBD Behavior Specialist, School Psychologist, and Instructional Staff Members

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

The RtI Leadership Team will meet once a month to problem solve, share effective practices, evaluate implementation, make decision, and practice new processes and skills. The RtI Team will participate in the completion of the following activities:
1. Review relavent data and link to instructional decisions.
2. Review progress monitoring data at each grade level to identify students who are meeting/exceeding benchmarks, at moderate risk or high risk for not meeting benchmarks.
3. The RtI Team will identify professional opportunities and resources.
4. The team will also facilitate the process of building consensus, increasing infrastructure, and making decisions and implementation.

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

The RtI Team meet with the St. Petersburg High School Administrative Team to develop and outline Tier 1, 2, and 3 targets for the School Improvement Plan. Targeted Areas include:
1. Academic and social/emotional areas that need to be addressed.
2. Set clear expectations for instruction (Rigor, Relevance, Relationships).
3. Facilitate the development of a systematic approach to teaching align all processes and procedures.

RtI Implementation

Describe the data management system used to summarize tiered data.

Faculty recommendations, discipline, and attendance referrals will be documented and used to initiate the Response to Intervention Process. The problem solving process will include: problem identification, problem analysis, intervention development, and response to intervention. Data collection tools will include SASI, EDS, and FCAT Data.

Describe the plan to train staff on RtI.

The Response to Intervention Team will complete a needs assessment survey to determine the staff's familiarity with RtI Processes and Procedures. Professional Development opportunities will be determined based on the results of the needs assessment survey.

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?

Reading: Ninth grade scores were higher than 10th grade scores in all strands. In addition, 49% of the L-25% students made learning gains at the 9th grade level. Both the 9th and 10th grade showed strenght on the Main idea/Purpose strand.
Math: Our students showed strength at the 9th grade level in Data Analysis, and Algebraic thinking. In 10th grade the students demostrated strength in number sense and measurement.
Writing: Expository ranting was 1 points higher than persuasive.
Science: Scientific thinking and Earth/space science were the most successful strands.

Weaknesses
Reading: Both the 9th and 10th grade students continued to show weakness on the Reference and research strand. Our African American students performed and ESE students performed significantly below the school average at both the 9th and 10th grade level.
Math: The 9th graders weakest strands in math was number sense and measurement. In 10th grade Geometry was the strand that the students performed the poorest on. The ESE subgroup scored lowest on the math assessment
Writing: The students performed 1 point lower on the persusive part of the writing portion compare to expository writing. The ESE students performed significantly lower than the school average in writing
Science: The 11th grade students performed poorest on Physical Science/Chemistry strand. Our African American students performed below the school average on all strands of the Science test.

Instructional Calendar Development

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

in an effort to begin the FCIM process, instructional focus groups will be created in the flowing manner:

Reading:Focus us lessons will be based upon schoolwide FAIR results administered in grades 9th and 10th and lat years FCAT scores.The focus lesson will be developed in the subject PLC's that all teachers are required to meet in twice a month.

Math: Mini-lessons will be based upon the results from the 2009 FCAT and results from the Benchmark assessments that will be administered in grades 9th and 10th grade. The math subject PLC's will coorinate the calendar the for the mini-lessons.

Writing:Focus lessons will be based on formative assessment data from the Glencoe FCAT writing Assessment administered in 10th grade and results from the 2009 FCAT writing test which showed a weakness in persuave writing.

Science: Mini-lessons will be based on formative assessments data from the countywide course assessments and 2009 FCAT results.

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

Instructional benchmarks will be selected based on formative assessments administered in September 2009 and results from the 2009 FCAT test.

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

The master schedule is based on student needs and elective requests. Consequently, every student has a choice, within the graduation requirements,as to what courses they want to take. Students have a wide latitude and discretion in choosing their courses.

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

Staff members work in SLC's at the 9th and 10th grade level to integrate the curriculum through projects and common vocabulary. In addition the students in the Trade prep program take their core academic classes together, which allows teachers of these classes the ability to align the curriculum into meaningful projects and common vocabulary.

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?

Every student creates a four year plan with their guidance counselor and updates the plan annually. The plan is based on the Major Area of Interest. With our new Center of Excellence, the Trade prep program, with it's alignment to pTEC, Florida Vitual School, and St. Petersburg College, students have a wide access to many vocational and academic paths.

Direct the Instructional Focus

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

Through Department Professional Learning Communities teachers create instructional calendars each semester. articulation occurs both horizontally and vertically through the PLC's.

How are instructional focus lessons developed and delivered?

Instructional focus lessons are developed following common assessments. instructional coaches take the lead in developing the assesments with the cooperation of teachers within the core content areas.

How will instructional focus lessons be revised and monitored?

Review of lessons will occur in PLC's with the lessons being amended as needed. Instructional focus lessons will be monitored by Department chairs and Academic Coaches.

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.

School wide common formative assessments will occur in math, Reading, writing, and science five times during the school year. The results of these common assessments will be analyze in department PLC'S

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

Assessments are aligned to course and FCAT benchmarks. Analysis of each assessment will then be used to develop focus lessons and mini assessments.

Maintenance

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

The FCIM process is a new process this year at St. pete High. professional development is needed for each teacher to grasp the overall concepts. This year, benchmark assessments will occur five times within the overall school 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.

Data analysis will occur after each common assessment in Department and Leadership PLC's

Monitoring

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

The Principal and Leadership team are the lead Instructional leaders at St. Petersburg High School. The team leadership team conducts weekly classroom walkthroughs to monitor the goals and process of the SIP. the Principal shares progress towards reaching SIP goals to all stakeholders during staff meetings, PTSA and SAC meetings. the leadership team also plans and carries out all school based professional develop and organizes PLC processes.

ACT

Supplemental and Intensive Instruction/Interventions

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

Tier 1- interventions: researched based teaching strategies as QAR, Read Aloud/Think Aloud, Cornell notes.

Tier 2- Small group differentiation, academic after-school tutoring, Nova-net, Penn Foster online learning, mentoring, Extended Learning Program, FCAT pull-outs, Study halls.

Tier 3-(Intensive)- Individual tutoring, FTi referrals, Referral to Child Study team, individual mentoring. Behavior/acedemic contracts.

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

Students receive Tier 2 and 3 services based on data that indicates a need for additional support.

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

The Leadership team team surveys the staff and reviews performance data to determine training needs. The professional training calendar is developed from this data.

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

Those students who are level 1 or level 2 on FCAT and students who are not making progress on benchmark assessments will be provided Tier 2 or Tier 3 interventions.

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

Interventions effectiveness will be measures by positive trend data from core assessments , class grades, and FCAT scores.

Enrichment

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

Moodle, FCAT explorer, Nova-net, Penn Foster, florida Virtual school, Dual enrollment will all be offered to students as acceleration options.

Describe how students are identified for enrichment strategies.

The guidance counselors and teachers will identify students for enrichment option through class performance and test results.

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)
Department PLC	Department Chair	Monthly	The second Wednesday at 1:30 pm	Study best practices, common assessment, implementation of literacy stratigies
Subject PLC's	Teachers	Bi-monthly	the second and fourth Wednesday	Develop common assessments,work on focus lessons, study student work
Leadership Team	David Pittman	weekly	Tuesday	Develop strategic plan, implement literacy program
Administrative team	Al Bennett	Weekly	Monday	Review data, implement strategic plan

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.

In regular classroom sessions led by guidance counselors, juniors and seniors learn about the college planning, Bright Futures, and financial aid processes.

Parents and students are invited to several evening meetings where they are given information about the college process and financial aid from various speakers, including admissions representatives from public and private colleges.

Each senior has an individual meeting with his or her counselor to discuss the student’s post-graduation career and/or college plans.

The Guidance Office serves as a resource center for post-high school information including scholarship applications, college view books, college reference books, information on various civilian and military careers, and SAT & ACT testing.

The Guidance Office sponsors College Visits, opportunities for students to meet with college admissions representatives on the SPHS campus.

Counselors assist students with the college application & scholarship processes by writing recommendations, sending official transcripts, and advising students on various components such as essay-writing, interviews, and application strategies.

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 the 2008-2009 school year data indicated that 22% of our African-American students scored Level 3 or above on the Reading portion of the FCAT.			On the reading portion of the 2010 FCAT at least 32% of our African-American students will score Level 3 or above.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

For the following strategies, SPHS expects that all staff are responsible for consistently monitoring the effectiveness and appropriateness of these strategies throughout the entire 2009-2010 school year. It is also expected that these strategies will be monitored for their alignment with the Essential Learnings, Common Assessments, Pacing Calendars and Units of Study.

1. Teachers will receive all necessary FCAT data, lexile scores, and FAIR data and other pertinent information for incoming classes.

2. The L25% team will monitor the progress of the low performing minority students in reading classes through common assessments given at least five times duing the year.

3. Reading teachers will meet twice a month through a PLC to discuss effective strategies and current results.

4.Technology will be incorporated into the reading classroom as a strategy to motivate and engage minority students in authentic reading.

5. Parent Awareness: The school will have a Family FCAT Forum to inform parents about FCAT facts, strategies and resources. Parents will receive pertinent literacy via Open House, PTSA, Newsletters and Parent Connect.

6. The L25% team and leadership teams will group low performing minority students into manageable groups so the PLC's can effectively work with them on reading strategies and motivation.

7. Incoming minority students with low reading scores will be placed into Read 180 or Reading I classes in addition to an English 1 class.

8. Underachieving 9th graders will be identified and offered placement in the GOALS program.

9. Peer(GO TEAM) and faculty mentoring programs will be identified and continued.

10. Tutoring will continue to be offered after-school and for pullouts.

11. Role Models 5000 of Excellence Program and Celebration of Sisters will continue for our level 1 & 2 African American students.

12. All content area teachers at the 9th and 10th grade level will have the students complete two focus lesson per week through the FCAT testing.

13. AVID has been inplemented schoolwide.

Principal, leadership team, L-25% team, and K-12 facilitator.

SPHS plans to compile pertinent data for evaluation on a monthly, semester and yearly basis. SPHS will use the available data collecting programs to collect data. Administration, staff and stakeholders will then analyze and disaggregate the following data:

FCAT results:

-Increase in yearly SRI/Lexile scores (SAM Data)
-Student achievement monitored in math and reading through the assessments.
-Reading Plus Software
-FAIR Progress Monitoring.

1. FAIR assessment
2. FCAT assessment

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
The data from the 2009 FCAT indicates that 43% of the students in the L-25% category made learning gains on the reading portion of the test. This is a 2% decrease from the prior year.			A minimum of 50% of the students in the lowest 25% category will make learning gains on the 2010 FCAT reading test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

For the following strategies, SPHS expects that all staff is responsible for consistently monitoring the effectiveness and appropriateness of these strategies throughout the entire 2009-2010 school year. It is also expected that these strategies will be monitored for their alignment with the Sunshine State Standards, Essential Learnings, Common Assessments, Pacing Calendars and Units of Study.

1. Teachers will receive all necessary FCAT data, FAIR data lexile scores, and other pertinent information for incoming classes.

2. Reading Plan K-12 Facilitator and teachers will monitor the progress of our Level 1 & 2 students in reading classes using grades and FAIR results.

3. The teachers will incorporate technology into the classroom and after school tutoring programs as a strategy to motivate and engage students in authentic reading.

4. Professional and small learning communities will group L-25% students into manageable groups to work with best practices and individual student needs.

5.Incoming students with low reading scores will be placed into Read 180 program or Plugged into Reading.

6. Underachieving 9th graders will be identified with low reading score will be offered placement ito the GOALS program by guidance and administration.

7. Peer(GO TEAM) and faculty mentoring programs will be identified and continued.

8. All content area 9th and 10th teachers will have students do two focus lessons per week through FCAT testing.

Principal, L25% team, English and Reading Teachers

SPHS plans to compile pertinent data for evaluation on a monthly, semester and yearly basis. SPHS will use the available data collecting programs to collect data. Administration, staff and stakeholders will then analyze and disaggregate the following data:

--FCAT results
--Increase in yearly SRI/Lexile scores
--Student achievement monitored through ongoing assessments
--Reading Plus Software
--FAIR Progress Monitoring

1. FAIR Assessment
2. FCAT Assessment

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Data from the 2009 FCAT Test indicate 59% of 9th and 10th grade students made learning gains on the reading portion of the test. This is a 5% decrease in results compared to 2008.			A minimum of 64% of the 9th and 10th grade students will make learning gains on the 2010 FCAT reading test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

For the following strategies, SPHS expects that all staff is responsible for consistently monitoring the effectiveness and appropriateness of these strategies throughout the entire 2009-2010 school year. It is also expected that these strategies will be monitored for their alignment with the Essential Learnings, Common Assessments, Pacing Calendars and Units of Study.

1. Teachers will receive all necessary FCAT data, lexile scores, and other pertinent information for incoming classes.

2. Reading Plan K-12 Facilitator and teachers will monitor the progress of our Level 1 & 2 students in reading classes.

3. The teachers will incorporate technology into the classroom and after school tutoring programs as a strategy to motivate and engage students in authentic reading.

4. Administrative Team will group L-25% students into manageable groups to work with best practices and individual student needs.

5.Incoming students with low reading scores will be offered placed in into Read 180 program or Plugged into Reading.

6. Underachieving 9th graders will be identified with low reading score will be offered placement in the GOALS program by guidance and administration.

7. Peer(GO TEAM) and faculty mentoring programs will be identified and continued.

8. All content area teachers in 9th and 10th grade will have the students complete two focus lessons per week through FCAT testing.

Principal,leadership team, L25% team, English and Reading Teachers

SPHS plans to compile pertinent data for evaluation on a monthly, semester and yearly basis. SPHS will use the available data collecting programs to collect data. Administration, staff and stakeholders will then analyze and disaggregate the following data:

--FCAT results
--Increase in yearly SRI/Lexile scores
--Student achievement monitored through ongoing assessments
--Reading Plus Software
--FAIR Progress Monitoring

1. FAIR Assessment
2. FCAT Assessment

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Improve the grades 9 - 10 performance in Reading by at least 5%	Use our District LA personnel, the FAIR assessments, and Content Focuses Areas to enhance our Reading strategy improvements.	Language Arts Dept Head, RtI, and our Reading Coach.	variable	Review our FAIR assessment results and align our Focused Reading Strategies each month; Review all strategies prior to the 2010 FCAT Reading assessment monthly.	Language Arts Dept Head, Reading Coach, and APC.
Improve the achievement in learning gains of the lowest 25% group by a minimum of 7%	Have a better Understanding and Interpretation of the FAIR assessments; Use and understanding of the Ongoing Progress Monitoring Lessons and Content Focus Assessments.	Language Arts Dept Head; RtI; FAIR Master Trainer/Reading Coach.	variable; Release of FCAT scores.	Review FAIR results; administer objective lessons and OPM assessment; Focused Reading strategies.	Language Arts Dept Head; Reading Coach and the Principal.
Increase the number of Black students by 10% that are scoring at a level 3 or better on the FCAT assessment.	Use of FAIR assessment data to provide individual lessons; CRISS strategies; PEAK strategies; Differentiated Instruction; Ongoing District workshops; AVID; 5000 Role Models and Girlfriend groups.	RtI; Reading Coach; FAIR Master Trainer.	variable: Release of FCAT results.	Review FAIR results as they are available; provide individual lessons and administer OPM assessments and Focus Content until students are successful; use of Reading Strategies in all English and Reading classes; and Success strategies.	Language Arts Dept Head; Reading Coach and the Principal.
Increase the number of successful retesters in the 11 and 12 grade.	Critical Reading strategies; ongoing District workshops for technology software and materials; CRISS strategies; PEAK strategies.	Reading Coach; Language Arts Dept Head.	variable; End of first semester; when the October results come out and the end of 2nd semester; and when the March results.	Review of strategies; review of available materials; incorporate appropriate technology into the classrooms.	Language Arts Dept Head; Principal; ReadingCoach.

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

Our school wide plan is that we have chosen two reading concepts each grading period and all departments are tasked with the responsibility to teach and utilize strategies that help students understand and be able to use each concept.

Once Focus Calendars and Focus Lessons have been developed information will be given to all staff to reinforce standards, benchmarks.

School wide our teachers continue to use Word Walls and we have a Word to the Day broadcasted daily on TV to help our students improve their vocabulary and word association.

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
FCAT content Area reading materials	District/ SIP funds	$1,000.00
Total: $1,000.00
Technology
Description of Resources	Funding Source	Available Amount
MySkill Tutor	District/SIP	$3,000.00
Total: $3,000.00
Professional Development
Description of Resources	Funding Source	Available Amount
Reading conferences for instructors, TDE"s for training	School discretionary funds and SIP funds	$2,000.00
Total: $2,000.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $6,000.00

End of Reading Goal

Mathematics Goal

Needs Assessment:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Only 38% of St. Petersburg High African-American students achieved Level 3 or above on the math portion of the 2009 FCAT.			On the math portion of the 2010 FCAT test at least 48% of our African-American students will score level 3 or higher.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Mathematics teachers will focus instruction and administer classroom assessments on the standards and benchmarks identified in the district-developed Essential Learnings, FCAT Item Specifications, and Sunshine State Standards.	Principal or designee and department chair	Student achievement monitored through ongoing classroom assessments SPHS will compile pertinent data for evaluation on a monthly, semester, and yearly basis. Administration, staff, and stakeholders will analyze and disaggregate the data.	FCAT scores, common assessment data and focus lesson results.
2	Implementation of Common Assessments	Math Coach and Department Chair	Student scores monitored by teachers	End of course assessment scores as compared to pretest scores and focus lesson results
3	Mathematics teachers will utilize, as teaching tools, technological resources such as FCAT Explorer, text book web sites, and calculators, including graphing, scientific, and non-scientific.	Principal,Math coach, and department chair	2010 FCAT mathematics results by a whole school and subgroups when available (including percent of students scoring Level 3 and above, percent of students making annual learning gains, percent of lowest 25% making annual learning gains, and percent of economically disadvantaged students scoring a Level 3 and above)	Walk-thrus.FCAT results and focus lesson results
4	Teachers will administer one weekly focus lessons. per month	Department chair and Reading Coach	Dosaggergated results of the focus lessons	Common assessmentresults and FCAT scores

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
The percentage of students in the lowest 25% category making learning gains in math has decreased each of the last two years. In 2009 only 59% of the students in the L-25% category made learning gains.			A minimum of 65% of the students in the lowest 25% category will make learning gains on the math portion of the 2010 FCAT.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Mathematics teachers will focus instruction and administer classroom assessments on the standards and benchmarks identified in the district-developed Essential Learnings, FCAT Item Specifications, and Sunshine State Standards.	Principal e and Math Coach	Student achievement monitored through ongoing classroom assessments SPHS will compile pertinent data for evaluation on a monthly, semester, and yearly basis. Administration, staff, and stakeholders will analyze and disaggregate the data.	FCAT results, coomon assessmet results
2	Department PLC's will focus on strategies and data results.	Principal, Department Head, Math Coach	Studet Achievement monitored through ongoing classroom common assessments.	FCAT results and classroom common assessment results
3	9th and 10th grade teachers will have the students do one weekly focus lesson based on areas of weakness	Math coach and Department chair	Common assessment results monitored on a monthly basis	Focus lesson results and common assessmnt results

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Only 54% of our 9th and 10th grade students made learing gains on the 2009 math portion of the FCAT. This is a decrease of 9% from 2008 results.			A minimum of 64% of the 9th and 10th grade students will achieve learning gains on the math portion of the 2010 FCAT.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Mathematics teachers will focus instruction and administer classroom assessments on the standards and benchmarks identified in the district-developed Essential Learnings, FCAT Item Specifications, and Sunshine State Standards.	Princiapl, department chair and Math Coach	2010 FCAT mathematics results by a whole school and subgroups when available (including percent of students scoring Level 3 and above, percent of students making annual learning gains, percent of lowest 25% making annual learning gains, and percent of economically disadvantaged students scoring a Level 3 and above)	FCAT scores met, common assessment results
2	Mathematics teachers will utilize, as teaching tools, technological resources such as FCAT Explorer, text book web sites, and calculators, including graphing, scientific, and non-scientific.	Department chair/Teachers and math Coach	Student achievement monitored through ongoing classroom assessments	Classroom assessments/FCAT results
3	Department Professional Learning Communities focused providing weekly focus lessons based on identified weak areas.	Principal/Math Coach and Department chair	SPHS will compile pertinent data for evaluation on a monthly, semester, and yearly basis. Administration, staff, and stakeholders will analyze and disaggregate the data.	FCAT target scores and common assessment results

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
#3	Ninth and Tenth grade Small Learning Communitees	Team leaders	ongoing	Team meetings	Team leaders/Math Coach/ Team members

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
Remedial math tutoring website	School discretionary/SIP funds	$2,500.00
Total: $2,500.00
Professional Development
Description of Resources	Funding Source	Available Amount
Conference fees and TDE's for math training/conferences	School discretionary/SIP funds	$1,000.00
Total: $1,000.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $3,500.00

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
In the 2008-2009 school year 50% of St. Petersburg High School students acquired the knowledge, skill, and competencies needed to score at Level 3 or higher on science FCAT.			To increase the percentage of students who score at or above level 3 on the 2009-2010 Science FCAT by 2% as reported by whole school.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Science teachers will meet in PLCs to align and focus instruction on the annually assessed standards and benchmarks identified in the district-developed Essential Learnings and/or the DOE produced Appendix B, and the Curriculum Survey or Essential Skills (Daggett)	Principal or designee	Comparison of FCAT scoores. Tracking Edusoft common assessment to evaluate effectiveness of action steps during the year.	FCAT and Edusoft common assessments
2	Science teachers will utilize a variety of research-supported materials, strategies, and techniques; will increase the quality and quantity of FCAT-like assessment items, and lab activities; and will engage students with problems/projects that require higher-level thinking and application of scientific principles.	Principal or designee	Comparison of FCAT scoores. Tracking Edusoft common assessment to evaluate effectiveness of action steps during the year.	FCAT and Edusoft common assessments
3	Science teachers will provide frequent opportunities for students to read, write, think, analyze, compute, and problem-solve to develop high levels of "scientific thinking."	Principal or designee	Comparison of FCAT scoores. Tracking Edusoft common assessment to evaluate effectiveness of action steps during the year.	FCAT and Edusoft common assessments
4	The science department will work through the Assistant Principal for Curriculum, to develop one or several logical course sequences leading to 11th grade, that include the annually assessed benchmarks in earth/space science, life science, and the physical sciences. Each of these courses will include many opportunities for students to demonstrate "scientific thinking."	Principal or designee	Comparison of FCAT scoores. Tracking Edusoft common assessment to evaluate effectiveness of action steps during the year.	FCAT and Edusoft common assessments
5	Administration will provide avenues of assistance for under achieving students, particularly those not making adequate progress towards graduation, by utilizing the following intervention strategies: identifying those students needing assistance, providing alternative teaching strategies, facilitating group counseling and tutoring opportunities, implementing academic improvement plans as needed, and providing intensive classes in reading.	Principal or designee	Comparison of FCAT scoores. Tracking Edusoft common assessment to evaluate effectiveness of action steps during the year.	FCAT
6	Provide FCAT science tutoring.	Principal or designee	Comparison of FCAT scoores. Tracking Edusoft common assessment to evaluate effectiveness of action steps during the year.	FCAT
7	Using Florida' Continuous Improvemnet Model (FCIM), teachers will implement FCAT focus questions into their weekly lessons.	Principal or designee	Comparison of FCAT scoores. Tracking Edusoft common assessment to evaluate effectiveness of action steps during the year.	FCAT
8	All teachers will have access to FCAT scores and levels.	Principal or designee	Comparison of FCAT scoores. Tracking Edusoft common assessment to evaluate effectiveness of action steps during the year.	FCAT
9	Promote a campus-wide attitude of cooperation in regards to FCAT testing by recognizing teachers’ efforts to assist students in being successful on the FCAT, and mentor new teachers in FCAT preparation	Principal or designee	Comparison of FCAT scoores. Tracking Edusoft common assessment to evaluate effectiveness of action steps during the year.	FCAT
10	Utilize a series of common assessments through EduSoft that will enable teachers, district and the state to monitor student progress and emphasize areas which need more focus.	Principal or designee	Comparison of FCAT scoores. Tracking Edusoft common assessment to evaluate effectiveness of action steps during the year.	FCAT and Edusoft common assessments

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In the 2008-20098 school year 8% of Afican-American students at St. Petersburg High School acquired the knowledge, skill, and competencies needed to score at Level 3 or higher on Science FCAT.			To increase the percentage of African American students achieving at Level 3 or higher on the Science FCAT by 10% or more.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1- Tutors will be assigned to 11th grade African-American students who are struggling in Sciecne	Principal or designee	Percentage of African American Students making gains on the FCAT and EduSoft Common Assessments	FCAT and Edusoft Common Assessments
2	An FCAT Science workshop will be provided for 11th grade students in January.	Principal or designee	Percent of Afican-American students scoring above Level 3 on the Science FCAT test.	FCAT
3	All 11th grade Science teachers will be provided with FCAT reading and Math scores for all their students	Principal or designee	Percent of Afican-American students scoring above Level 3 on the Science FCAT test.	FCAT
4	Science Teachers will meet in PLC's and align and focus instruction on the annually assessed standards including the EduSoft Common Assessments.	Principal or designee	Percentage of African American Students making gains on the EduSoft Common Assessments	Edusoft Common Assessments
5	5- Science teachers will provide frequent opportunities for students to read, write, think, analyze, compute, and problem-solve to develop high levels of "Scientific thinking".	Principal or designee	Percentage of African American Students making gains on the FCAT and EduSoft Common Assessments	FCAT and Edusoft Common Assessments

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
In 2008-2009 5.6% of the 18 students taking the AP Biology exam scored a 3 or higher. 12.8% of the 47 students taking the AP Environmental exam scored a 3 or higher. 14.3% of the 7 students taking the AP Physics exam scored a 3 or higher. No students took the AP Chemistry exam			Increase the percentage of students who score a 3 or higher on the AP exams by at least 10% in each subject area.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	AP teachers will have access to previous AP test materials and AP labs to better prepare students	Principal or designee	Pre-tests for the AP exam	AP exam scores.
2	AP teachers will attend training	Principal or designee	Pre-tests for the AP exam	AP exam scores.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
To increase the percentage of students who score at or above level 3 on the 2009-2010 Science FCAT by 2% as reported by whole school.	FCIM	TBA	Throughout the year	FCAT and Edusoft scores	Principal or designee
To increase the percentage of students who score at or above level 3 on the 2009-2010 Science FCAT by 2% as reported by whole school.	By The Numbers	Pittman	September	FCAT and Edusoft scores	Principal or designee
In 2008-2009 5.6% of the 18 students taking the AP Biology exam scored a 3 or higher. 12.8% of the 47 students taking the AP Environmental exam scored a 3 or higher. 14.3% of the 7 students taking the AP Physics exam scored a 3 or higher. No students took the AP Chemistry exam	AP training	TBA	During the year	AP exams scores	Principal or designee

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
FCAT science practice test materials	District	$0.00
Total: $0.00
Technology
Description of Resources	Funding Source	Available Amount
Computer software	School budget	$800.00
Total: $800.00
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
Lab supplies	School and district funds	$3,000.00
Total: $3,000.00
Final Total: $3,800.00

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
Trend data indicates that 84% of the students at SPHS scored a minimum of 3.5 or higher on the 2009 FCAT Writing test. The result was 5% lower than the year before when 89% scored above a 3.5 on the writing assessment.			On the 2010 FCAT Writing assessment over 90% of 10th grade students will score a 3.5 or higher.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

All tenth grade students are enrolled in an English class where they are implementing writing strategies:
1. Share models of summary paragraphs and five paragraph essays.
2. Use the FCAT writing practice workbooks "Hitting 4.0" and the video.
3. Reviewing proper mechanics.
4. Teaching various sentence structures.
5. Building vocabulary.

Teachers of tenth grade English will share information, teaching strategies, and review student work in PLC's.

Released tests from the district to be used during November through January.

1. FCAT Writing Test
2. FAIR Assessment

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
On the 2008-2009 FCAT Writing test African-American students scored significantly lower, 60%, than the school wide average of 80%			A minimum of 78% of the 10th grade African-American students will score a 3.5 or higher on the FCAT Writing test.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1. Share models of summary paragragps.

2. Implement writing strategies, then share student work and data results in PLC'S.
3. The Writing and Language Arts teachers will meet as a group monthly to ensure that there is a consistency to the writing methods that are being used to help students become better writers. models, such as FCAT Writers test prep booklets will be used to ensure consistency.

4. The writing scores of African-American will be moitored through FCAT practice writing asssessments. Teachers will then meet to acess strenghts and weaknesses of the subgroups. Strategies will be developed to address the areas of weaknesses.

All tenth grade teachers and administrators will monitor results through PLC's.

Student progress will be monitored by sample FCAT Writing provided by the district. Additionally, teachers'classroom weekly writing assignments will be assessed as an effective writing tool.

1. FCAT Writing Assessment
2. FAIR Assessment

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
Holt online, FCAT explorer	Provide with textbook	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
Conference fees and TDE's for traning and workshops	SIP and discretionary funds/	$1,000.00
Total: $1,000.00
Other
Description of Resources	Funding Source	Available Amount
Student recognition for our L-25% students	SIP and school discretionary funds	$1,000.00
Total: $1,000.00
Final Total: $2,000.00

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
Relative data from FCAT reading, Math, and Writing scores, other assessment data, school survey results, and graduation rates all indicate the need for more family involvement and support. Involve families in facilitating successful transitions and highest student achievement in high school. Ensure that all students are prepared for post secondary education opportunities.			Actively recruit parents to become school volunteers to assist in academic, athletic, and social programs during the 2009-2010 school terms. Then increase by 10% the number of parents families involved in programs and activities related to their student's academic achievement.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1.The principal and assistant principal will promote the use of ConnectEd to inform parents of key school information and dates such as progress reports and report card distribution dates.
2. School administrators will continue to use the school website, the school marquee, information boards, and the electronic newsletter to communicate with the community.
3. Teachers, guidance counselors, assistant principals will use ParentCONNECT as a communication tool.
4. Teachers, school administrators, and guidance counselors will continue to contact parents by phone, email, and parent conferences.
5. The PTSA and other groups will continue parent information programs.
6. Guidance counselors and RtI team will provide individualized assistance to challenging students.
7. Staff and community mentors will be provided for Doorways, Academy and other students.

1.Assistant Principal
2. Guidance counselors
3. Family and Community Liaison

1.Teachers and Administrators will log phone calls and emails
2. Parent response to ConnectEd messages
3. Use of ParentConnect
4. Programs presented to parents and their attendance

1. Increase enrollment in ParentConnect and use of Connect Ed
2. Increase attendance at PTSA (and membership) and SAC meetings
3. Increase participation in parent programs
4. Meet Five Star and Golden School Criteria

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

Graduation Rate Goal: Goal:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
The latest available data as reported on the Florida Department of Education indicates the graduation rate for the total student population of St Petersburg High School was 78%. This is an increase from the previous year's data indicating a 74% graduation rate. The county average was 74.4% and state average was 75.4%.			St Petersburg High School will improve the overall student graduation rate by 2% as indicated by school and county data. Increase graduation rate of Black students by 3%.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Every member of the administrative team and other school leaders will mentor an identified "at risk" seniors on a regular basis to encourage and motivate student success.	The APC and the Drop Out Prevention Specialist	Discussion with Administative Team and other school leaders.	Overall school graduation rate data.
2	St Petersburg High School has a growing Dropout Prevention programs including Graduation Options for Alternative Learners (GEP), in school Nova Net, and the Teen Parent Program (TIPS). In addition, St Petersburg High School students may take advantage of a variety of credit recovery (Extended Learning Program) and concordant test score (ACT)preparation courses to improve St Petersburg High School's graduation rate.	APC, Drop Out Prevention Specialist, and School Social Worker	Regular monitoring of student enrollment in appropriate classes and programs.	Overall school graduation rate.
3	The administrative team will generate a “grad list” at the end of each grading period and at the end of the first semester. The “grad list” will consist of students that are not making adequate progress towards grade progression (i.e. academic grades, attendance and discipline). Students on this list will meet with the appropriate administrator, guidance, teachers and parent or guardian and receive personalized attention and assistance in meeting the school and district’s expectation for graduation.	The Principal and the Administrative Team	Regular monitoring of student progress through scheduled reports and updates.	Report cards, attendance and discipline reports.

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
1. Scores of college Readiness,(SAT, ACT) and FCAT Retake scores are below district and state averages.			1. Increase pass rate to district averages on college readiness and FCAT Retakes.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

Teacher study of the college readiness tests and
FCAT to identify skill and complexity level tested.

Academic coach and 11th/12th grade level Team Leader

List of focus skills and models of expected student responses.

Skill set and exemplars

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Graduation rate of our Black students is lower than our white students.			Increase graduation rate of Black students by 3%.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

Use 500 Role Models, Girlfriends of Pinellas, and other community resources to close the gap in graduation rate for Black students.

Administration Team and Drop Out Resource Personnel

Percent of black students on track for graduation.

Attendance, credit history and grades of students.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Objective 1 and 2 Graduation rate	Strategies to Close the Achievement Gap	AVID and Coaches	November	Improved performance on focus skills	APC and Grade Level Leaders

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 Graduation Rate Goal: Goal

AVID Goal: Goal:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Ideally, students should choose to participate in AVID. This is the third year we have had AVID at SPHS. We will continue find eligible students that were unaware of AVID opportunities. Many students in our program were selected based on pre-identified criteria and encouraged to participate.			During the 2009-2010 school year, SPHS will increase by 5% the number of students who have access to the AVID elective which provides support for rigorous coursework; and promote AVID school-wide so that eligible students may genuinely choose to participate rather than be recruited.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Encourage students to enroll in rigorous courses at each grade level and in the AVID elective course.	Teachers, Guidance Counselors, Site Coordinator	Counselors will conduct student interviews, receive student applications, and student surveys/ questionnaires.	Student requests for AVID; Initial Self Study (ISS); Self-Study Continuum (CSS)
2	Educate all faculty on benefits of AVID.	Teachers, Site Coordinator, Counselors	Teachers will discuss the benefits of AVID in faculty and PLC meetings.	Initial Self Study (ISS); Self Study Continuum (CSS)

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Increase by 5% the number of students who have access to the AVID elective; increase the number of AVID strategies implemented school-wide; train and utilize enough tutors for each AVID elective class; and utilize the AVID Center Data System to monitor program implementation and student progress.	AVID Summer Institute: Implementation of AVID methodologies & strategies	AVID resource Teachers	June28-July 2, 2009	Implementing AVID Elective Class for 12th Grade	APC, AVID Coordinator

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 AVID Goal: Goal

Center of Excellence Planning 2009 - 2010 Goal:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Data indicated that 54% of St. Petersburg High School (SPHS) students qualified for a Florida Bright Futures Scholarship in 2008-2009. 3.5% of seniors (17 in number) did not graduate. No students enrolled in CTE programs achieved any certifications. Five Trade Prep Program graduates received the 900 Hour State of Florida Pre-apprenticeship Certificate.Twelve Trade Prep/pTEC graduates earned OSHA cards. Postsecondary/Workforce Readiness through the Trade Prep Center of Excellence Increase the percentage of students who qualify for a Florida Bright Futures gold Seal Scholarship by 1%. Annually 54% of the May, 2009 graduating class qualified for a Florida Bright Futures Scholarship (including IB). Of the IB student graduates in May, 95% qualified for a Florida Bright Futures Scholarship, while only 39% of the non-IB students qualified. Two students, representing 1.5% of the May 2009, non-IB graduates qualified for a Florida Bright Futures Gold Seal Scholarship while 20 (14%) earned the Florida Acacemic Scholarship; and 117 (84%) earned a Florida Medallion, totalling 139 Traditional students who qualified for a Florida Bright Futures Scholarship. * Decrease the percentage of students who drop out of school by 2% annually. The SPHS Drop Out rate was 3.5% (8 White and 9 African-Americans failed to graduate with their 2009 class). The overall SPHS graduation rate was 78%, up from 74% in 2008-2009 and above the Pinellas County rate of 74.4% and the State rate of 75.4%. The SPHS graduation rate for 2008-2009 by ethnicity was: White - 66%; African-American - 16%; Asian - 10%; and Hispanic - 5%;and 3% mixed. * Gain School Board approval for the Trade prep Center of Excellence during the 2009 - 2010 school year. * Increase the number of students earning an industry certification by 3% in the 2009 - 2010 school year.* Increase student enrollment in Building Construction Technology at SPHS by 100% and in pTEC Pre-apprenticeship by 10% for the 2009 - 2010 school year. What and from whom do you need assistance to meet this requirement? Work with Principal, Al Bennett, and Curriculum Assistant Principal, David Pittman, on SIP development, curriculum, and enrollment. Work wtih SAC on SIP approval. *Work with David Barnes, Director of Career Technical and Adult Education (CTAE), and Jerry Ditty, Supervisor of Pinellas County Schools Center of Excellence Programs, on curriculum needs for the Trade Prep Program.			To increase the percentage of students who qualify for a Florida Bright Futures Scholarship by 5% annually. To decrease the percentage of students who drop out of school by 5% annually. To gain school board approval of Center of Excellence status for at least one program by 2010. To increase the number of students earning an industry certification by 5% by June, 2010.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Provide continued support and curriculum-building training for Instructor, Wayne Sweeney.	David Pittman at SPHS and Jerry Ditty at Admin.	Creation of effective and appropriate lesson plans utilizing a hands-on approach.	Effectively use Building Construction Work Stations and NCCER curriculum activities which allow students to smoothly flow from between required skills and standards.
2	3. SPHS and pTEC instructors will meet a minimum of once each semester to collaborate and facillitate program articulation.	Al Bennett and Dr. Peter Berry	There will exist a seamless progression of student learning from NCCER Core, OSHA Card, First Aid/ AED, to selection of one's major within the construction field.	No overlap of instruction and all SPHS students will enroll in pTEC with the same completed sstandards.
3	4. Continue to create more hands-on activities for students in the Trade Prep Program.	Al Bennett and Jerry Ditty	Students will be highly motivated to particpate in the Trade Prep Program.	Attendance rates(92.5% in '09 - '10) will meet those of the school. Students will plan to enroll at pTEC in august of their Junior year.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
The Trade Prep Center of Excellence will be approved by the school board	Curriculum correlating Building Construction Technology will be developed.	Wayne Sweeney & Jerry Ditty	June 2010	Check usage rate of all construction ''sets.'	David Pittman
during the 2009-2010 school year.	CORE Requirements.	& Jerry Ditty	June 2010	Sign-in and signout sheets by students date twice in nw year.	Al Bennett

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
NCCER testbooks, Pre-apprentice Textbooks, and program materials for use in each of the five trades at pTEC.	Jerry Ditty	$10,000.00
Total: $10,000.00
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
Field Trips to Industry Partner Businesses, Construction Sites, and Training facilities.	Jerry Ditty	$3,500.00
Lunches for participants on Trade Prep Field Trips.	Al Bennett, Pepsi Revenue	$1,000.00
Total: $4,500.00
Other
Description of Resources	Funding Source	Available Amount
Incentive rewards for students related to the five trades (such as tape measures, tool belts, tools, tool boxes, hard hats, etc.).	SAC and Industry Partners	$400.00
Total: $400.00
Final Total: $14,900.00

End of Center of Excellence Planning 2009 - 2010 Goal

School Safety Goal: Goal:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
2008-2009 discipline data,parent survey responses regarding school safety.			SPHS will reduce the incidents of bullying reported on campus.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	SPHS Administration Team and Secuity staff will inservice all staff on bullying prevention and procedures for reporting bullying.	Administration Team; Security and ISS para for student discipline.	A mandatory meeting will be held during our pro-ed day October 16th, 2009.	All staff will have attended training
2	SPHS will implement an anonymous bully reporting system.	Administration Team; Security and ISS para for student discipline.	A "bully box" will be kept in the front office for students to report bullying.	The box will be checked periodically throughout the day and incidents will be followed up on immediately.

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 School Safety Goal: Goal

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	FCAT content Area reading materials	District/ SIP funds	$1,000.00
Science	FCAT science practice test materials	District	$0.00
Center of Excellence Planning 2009 - 2010	NCCER testbooks, Pre-apprentice Textbooks, and program materials for use in each of the five trades at pTEC.	Jerry Ditty	$10,000.00
Total: $11,000.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	MySkill Tutor	District/SIP	$3,000.00
Mathematics	Remedial math tutoring website	School discretionary/SIP funds	$2,500.00
Writing	Holt online, FCAT explorer	Provide with textbook	$0.00
Science	Computer software	School budget	$800.00
Total: $6,300.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Reading conferences for instructors, TDE"s for training	School discretionary funds and SIP funds	$2,000.00
Mathematics	Conference fees and TDE's for math training/conferences	School discretionary/SIP funds	$1,000.00
Writing	Conference fees and TDE's for traning and workshops	SIP and discretionary funds/	$1,000.00
Center of Excellence Planning 2009 - 2010	Field Trips to Industry Partner Businesses, Construction Sites, and Training facilities.	Jerry Ditty	$3,500.00
Center of Excellence Planning 2009 - 2010	Lunches for participants on Trade Prep Field Trips.	Al Bennett, Pepsi Revenue	$1,000.00
Total: $8,500.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Writing	Student recognition for our L-25% students	SIP and school discretionary funds	$1,000.00
Science	Lab supplies	School and district funds	$3,000.00
Center of Excellence Planning 2009 - 2010	Incentive rewards for students related to the five trades (such as tape measures, tool belts, tools, tool boxes, hard hats, etc.).	SAC and Industry Partners	$400.00
Total: $4,400.00
Final Total: $30,200.00

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
SAC funds will be spent on the proposed budget within the School Improvement Plan	8000

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

The SAC committee(SAC) meets monthly to oversee the implementation of the School Improvement Plan (SIP, allocate the SIP budget, and address non-SIP related concerns with administration. The SAC relies on critical parent and community support input when making decisions. The SAC also assists with individual teacher classroom and travel requests.

SAC Members

Members
1) Albert C. Bennett, Principal
2) Fran Vaccaro, SAC Chair
3) Duane Coad, SAC Chair
4) Student-C.V., Student
5) Student-I.O., Student
6) Tonya Strubbe, Teacher
7) Joanne Deleon, Teacher
8) Sylvia King, Teacher
9) MaryAnn Quartetti, Teacher
10) Carolyn Schaefer, Parent
11) Suzanne Verhulst, Parent
12) Wendy Banta, Parent
13) Sami Scott, Parent
14) Jean Follman, Parent
15) Sara Yuan, Parent
16) Dr, Thomas Cuba, Community Member
17) Dr. Bonnie Braun, Community Member
18) Cathy Steele, School Support Personnel

AYP DATA

No Data Found
No Data Found
No Data Found

SCHOOL GRADE DATA

Pinellas School District ST. PETERSBURG HIGH SCHOOL 2008-2009
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	59%	77%	84%	50%	270	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	54%	71%			125	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?	43% (NO)	59% (YES)			102	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					497
Percent Tested = 97%						Percent of eligible students tested
School Grade					C	Grade based on total points, adequate progress, and % of students tested

Pinellas School District ST. PETERSBURG HIGH SCHOOL 2007-2008
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	64%	78%	92%	53%	287	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	63%	75%			138	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?	45% (NO)	67% (YES)			112	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					537
Percent Tested = 98%						Percent of eligible students tested
School Grade					B	Grade based on total points, adequate progress, and % of students tested

Pinellas School District ST. PETERSBURG HIGH SCHOOL 2006-2007
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	60%	76%	89%	48%	273	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	60%	72%			132	3 ways to make gains: Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2
Adequate Progress of Lowest 25% in the School?	48% (NO)	60% (YES)			108	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					513
Percent Tested = 97%						Percent of eligible students tested
School Grade					C	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

Graduation Rate Goal: Goal:

AVID Goal: Goal:

Center of Excellence Planning 2009 - 2010 Goal:

School Safety Goal: 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