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VISION and MISSION STATEMENTS

The vision of Palm Harbor University High School is to provide a learning environment that results in a graduation rate of 100% of eligible students each year.

The mission of PHUHS is to educate all students by using effective systems that promote lifelong learning.

Core Beliefs

The core beliefs of our faculty and staff are evidenced throughout the curriculum we develop, the campus we maintain, and the school processes in which we engage. These beliefs lie at the root of everything we undertake together as parents, staff, and students working toward the success of our school.

1. Students have value regardless of ethnicity, race, religion, gender, sexual orientation, and economic status. These students should be treated with respect and should treat other students and faculty with respect.

2. Even though students differ in their levels of maturity, readiness and motivation for learning, learning styles, and aptitudes, every student can learn.

3. Students learn best when the context for learning is engaging and meaningful to them.

4. Students need a safe, caring, and disciplined environment where the life-long process of learning can flourish.

5. Learning is a partnership involving children, parents, teachers, and the community, and communication among these parties promotes positive change.

6. Athletic, artistic, and other extracurricular activities are vital components of the students’ educational experience.

7. Students should strive to become critical thinkers and learn to set and achieve goals by developing a variety of strategies to solve problems.

8. Students enhance their higher-order thinking skills through making personal connections among academic disciplines.

9. Students and faculty should build a culture of trust to contribute to a positive learning and working environment.

10. Students should demonstrate leadership skills, civic responsibility, and community involvement.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Palm Harbor University High School (PHUHS), located on seventy-eight acres in Palm Harbor, FL, is comprised of thirteen buildings situated around a central courtyard. Included are the following buildings: three two-story classroom buildings; a fine arts facility that houses the choral, band, and performing arts programs; an auditorium and a teaching auditorium; a gymnasium; a Center for Wellness and Medical Professions building; a media center/world languages building; and thirty-nine portable classrooms. Completed in 1996 at a cost of $30 million, this school services students in grades nine through twelve. We have three separate academic programs housed on our campus: the University Program (formerly our traditional program), the Center for Wellness and Medical Professions, and the International Baccalaureate Program. We also have Community School program that shares office and classroom space with us in our administration building.

Palm Harbor Community School (PHCS) has served northern Pinellas County since 1996. The school offers classes for adults in ESOL, GED, Adults with Disabilities, and high school credit recovery (serving five north county high schools), as well as others in vocational areas and personal enrichment. The full-time teaching staff of 10 and part-time hourly staff of 26 work in out-of-center locations from Dunedin to Tarpon Springs. PHCS serves approximately 1400 students over the course of a year.

The Community School provides access to the campus for community group meetings and classes as well as courses through the University of South Florida (USF). When Palm Harbor University High School was built, the name included “University” due to a planned partnership with USF. The current high school principal, Dr. Allen, has revitalized that relationship and we are now offering university courses at night on our campus.

Unique School Strengths for Next Year

We have a staff of educators and support personnel that is committed to reform and data-driven instruction. We have several unique groups on campus that drive the decision-making process. The School Improvement Team, Visionary Committee, and Summer Institute are teams of teachers who lead the school in programs of reform, such as discipline, curriculum, and school climate. The three academic programs that make up our student body add to our culture of learning by offering a diversity of academic levels. The staff members enjoy a truly collegial relationship, and those positive relationships carry over to student/staff relationships. We pride ourselves on being a family.

An A school for many years, we earned enough points at the state level for an A (619 -among the highest in our county) but fell short in one AYP subgroup, which earned us a B grade. We have a staff committed to working with those subgroup students to help them make the necessary gains for the school to earn an A.

Some of our other strengths, based on the 2007 High School Feedback Report of Florida Public High School Graduates, include the following:

Strengths: math, reading , science, college prep, college enrollment, and college success.

-PHUHS had 93.5% of students score at level 3 or higher in math, which is 10% higher than the district average and 13% higher than the state average.

-PHUHS had 75.4% of students score at level 3 or higher in reading, which is 22% higher than the district average and 28% higher than the state average.

-PHUHS had 75.4% of students complete at least one level 3 high school science course which is 15% higher than the district average and 21% higher than the state average.

-PHUHS had 81.4% of students complete a college prep curriculum, which is 15% higher than the district average and 21% higher than the state.

-PHUHS had 89.6% of students take the PSAT or PLAN two years prior to graduation. These percentages were more than 17 % higher than the district and state averages.

-PHUHS had 91.3% of students take the SAT or ACT. These percentages were more than 26% higher than the district and state averages.

-PHUHS had 32.1% of students eligible for the Bright Futures Florida Academic Scholars Award, which is more than 22% higher than the district and state averages.

-PHUHS had 75.6% of graduates enrolled in a Florida public postsecondary institution in Fall 2007, which is 13% higher than the district and 21% higher than the state averages.

-PHUHS had 100% of graduates earning a GPA above 2.0 at Independent Colleges and Universities of Florida, which is 10% higher than the district and 18% higher than the state averages.

Unique School Weaknesses for Next Year

Academically, our weakness continues to be with the lowest 25% of our students making and maintaining gains in reading. What kept us from an A grade this past year is the economically-disadvantaged student subgroup. This group needed 65% to score at or above in reading, and we had only 55% reach that goal.

While still much lower than the district average of 17%, our attendance rates of students with more than 21+ days absent rose 3 points from 6.6% to 9.8%.

From a facility standpoint, we are concerned with the safety issues that arise from our portable classrooms. We have 39 portable classrooms located in a field where a new wing was planned over 10 years ago. During frequent lightning storms and tornado warnings those classrooms and the areas around them become unsafe and students must be evacuated, which causes significant disruption to the school day. Since safety guidelines do not allow us to evacuate students into large spaces such as an auditorium during severe weather, the 39 classes in portables must be relocated into other classrooms where we would have 50-60 students sharing the space of one small classroom during a weather-related lock-down. This is an additional safety concern and it also interrupts the learning process.

We are also concerned that we do not have enough administrators and guidance counselors to adequately meet the needs of our student population. With over 2,400 students and a campus that spans 128 acres; five administrators, five guidance counselors and one School Resource Officer are not enough people to monitor the safety and security of the campus.

Some of our other weaknesses based on the 2007 High School Feedback Report of Florida Public High School Graduates include the following observations centered around Vocational education and dual enrollment.

-PHUHS had only 0.97% of students eligible for the Bright Future Gold Seal Vocational award, which is below both the district and state averages.

-PHUHS had only 0.77% of graduates enroll at a technical education center in Florida during the Fall 2007. This is roughly half the district average and below the state average as well.

-PHUHS had only 2.92% enrolled in at least one dual enrollment math course, which is less than half the district and state averages.

-PHUHS had only 0.58% enrolled in at least one dual enrollment science course, compared to the district average of 2.36% and the state 2.44%.

Conclusion:

Clearly PHUHS is doing an excellent job preparing students for colleges and universities. However, there is a need to address the issue of vocational and career preparation for those not on the college track. We need to focus more efforts on what we will do for those students other than hand them a diploma.

Student Demographics

PHUHS has an Exceptional Education program with approximately 182 students, most of whom are learning disabled. Of the total number of students in this program, approximately 157 of them are seeking standard diplomas, with the remainder seeking special diplomas.

The school demographics further break down in this manner:
White 82.5%; Black 5.2%; Hispanic 5.1%; Asian 4.8 %; Indian .03%; Multiracial 2.1%; Disabled 9.3%; Free/Reduced Lunch 9.7%; English Language Learners .1%; Migrants 0%; Females 54.2%; Males 45.8%

Student Attendance Rates

An analysis of attendance and dropout rates in comparison to statewide averages depicts PHUHS as a high-quality school. In comparison to the state of Florida’s 9.6 average of students with 21 or more days of absence and Pinellas County's 17.1 average in 2008, PHUHS had less than 9.8%. Similarly, PHUHS’s dropout rate of just .2% is substantially lower than the district's 2.1% and the state’s 2.6% dropout rate from 2007/08, which is the most recent data available.

Student Mobility

There was only a 2% fluctuation in Palm Harbor University's student population in 2008, which is well below the county and state rates of 7%.

Student Suspension Rates

In 2008 Palm Harbor University High School had 2362 students and 113 out-of-school suspensions for a suspension rate of .05%, which is lower than the county suspension rate of .06% (8348 out-of-school suspensions for 126,347 students).

Student Retention Rates

For 2008/09, of the 547 seniors designated for 2009 graduation, only five did not meet the full requirements for a standard diploma. Of the 593 11th grade students, twenty did not meet the academic requirements to move up to a senior classification. We graduated 98% of our seniors, compared with a 74% graduation rate for Pinellas county.

Class Size

Teacher/pupil ratios vary from program to program at PHUHS, with International Baccalaureate classrooms having the smallest number of students. The goal for the university program is classes of no more than 25 students, for a total of no more than 150 students per teacher. The total Teacher Pupil Ration (TPR) has increased from last year due to the addition of another instructional period in the teacher schedule. Each teacher teaches six classes and has one planning period a day. Currently we have 558 students enrolled in the International Baccalaureate program, 554 enrolled in the Medical program and 1300 enrolled in the University program.

Academic Performance of Feeder Pattern

The feeder pattern of this school is complex in that the school consists of three programs: two magnet programs (an International Baccalaureate program and a Center for Wellness and Medical Professions) and a university program. Students for the magnet programs are selected using a lottery system of all those who have applied and met entrance criteria. Because both of these programs have South County counterparts, they are open only to students north of Ulmerton Road. The university program, on the other hand, pulls students from Dunedin Middle School, Coachman Fundamental Middle School, Carwise Middle School, Palm Harbor Middle School, Safety Harbor Middle School, and Tarpon Middle School.

Of those schools only Dunedin Middle School dropped from an A to a B for 2008/09. All of the others maintained an A.

Only Coachman Fundamental School made AYP- the others did not.

Partnerships and Grants

School and Business Partnerships encompass the use of money, manpower, and materials towards collaborative efforts to achieve mutually agreed-upon goals and objectives. These partnerships are a powerful way to enhance the learning environment and address goals and objectives in our school improvement plan. A successful partnership combines the efforts and resources of volunteers, businesses, families, and community groups. The partnerships can take different forms and be designed for use in a single classroom, an entire department, group or the entire school. A successful partnership will benefit all members: the students, teacher, school and business or volunteer. A well-developed partnership will provide opportunities for all to showcase their talents. For many businesses and community groups their participation in our school helps assure a reliable source of well-educated future employees. For our teachers and students, a business and community partnership enriches the school environment with their resources. Below is a list of local businesses and organizations that contribute in a variety of ways to programming at PHUHS:

Morton Plant Mease Healthcare
Area Health Education Center Librarian – USF
Allen’s Ridge Animal Hospital
American Medical Response
Moss Feaster Funeral Home
Hospice of Florida
West Coast Family Medical Center
Eye Site
Palm Harbor Fire Rescue
Tampa Bay Research Institute
Turley Family Health Center
Key West Center – Linda Johnson, DDS
Mease Sports Medicine
Sylvan Learning Center
Palm Harbor Chamber of Commerce
Children’s Orthopedics
Scoliosis Surgery Association
Cox Lumber
Coastal Jaw Surgery
Huntington Learning Center

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 Palm Harbor University 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 scores’; 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 at improving student achievement from one year to the next).

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

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.

The RtI team includes the guidance counselors, social worker, school psychologist, assistant principals, ESE specialist, attendance specialist, parents, and a team of teachers who work directly with identified students who need service and support. The team is headed by Assitant Principal Steve Price, and he is assisted by Guidance Counselor Athena Dicus.

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

The RtI team meets to discuss students who have been identified as meeting at-risk criteria, or who have been referred by teachers. The guidance counselors oversee the implementation of interventions for students. The team members and parents are consulted for interventions that will best accommodate those students who move beyond Tier 1. This meeting takes place during an initial RtI conference for the particular student. The counselors are responsible for overseeing the collection of data from teachers, and the counselors and school psychologist chart and review the data. A Problem-Solving Worksheet (PSW) is established for students who are at the Tier 2 and/or Tier 3 levels. The school psychologist and social worker manage and oversee the PSW. Based on the student information and data that are collected, the team determines intervention effectiveness and will recommend changes to interventions if necessary. This process is still in the planning stage, but there will be an effort to focus on helping economically -disadvantaged students to be successful.

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

The leadership team provides feedback on RtI processes and interventions as directly related to the main school improvement goals of reading, math, science, and safety. As a part of the Florida Continuous Improvement Model (FCIM), this feedback will be used to assess whether we are on target for meeting the goals we set forth in the SIP. As the team begins to work, we will be able to provide more specific information on how this assessment occurs.

RtI Implementation

Describe the data management system used to summarize tiered data.

The intervention team utilizes an RtI chart, including risk factors and interventions for Tier 1, Tier 2, and Tier 3. The interventions were created after consulting the faculty and all members of the team. The school computer program, SASI, is used to extrapolate, identify, and organize data about students who meet at-risk criteria. Teacher referral forms are used to identify students who meet other risk factors. To monitor and track data, formalized PHUHS Student At-Risk Identification Sheets, Intervention Tracking Forms, Teacher Referral Forms, Teacher Input Sheets, and Behavior Frequency Reports are used. The information on the forms includes student information, description of concerns, parent/teacher contact, conferences held, identified interventions for Tier 1, Tier 2, and Tier 3, persons responsible for the interventions, PSW information and data review, and recommendations to intervention effectiveness and modifications.

Describe the plan to train staff on RtI.

Faculty meetings were held during the 2008-2009 school year to train teachers about RtI. During that time, faculty gave input in regards to interventions specific to PHUHS. All forms that are used for the process as well as team member roles were presented and reviewed. RtI information will be reviewed and new teachers will be trained at faculty meetings annually. Previously-trained teachers will attend a short training session to provide input and learn how PHUHS implements the RtI system school-wide.

School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data

What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?

Strengths: Across the grade levels tested, students are performing above the state and district averages in all areas of math, reading, science, and graduation rates. Ninety-five percent of students meet the increased standards in writing.

Weaknesses: The number of students who decreased their achievement levels in the 3-5 range increased. Students who had made gains were not maintaing those gains.
The economically-disadvantaged subgroup failed to make AYP learning gains in reading.
Fifty percent of our lowest 25% did not make gains in reading.

Instructional Calendar Development

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

The instructional focus calendars are created and updated monthly during the subject/grade level professional learning communities. The initial data were retrieved from the previous year's FCAT test results(08-09). Data will continuously be updated from the results of the Progress Monitoring Tests. Data results from the September pre-test and December mid-term test will also be utilized.

All teachers will be responsible for determining the instructional focus of whole-group lessons (Tier One) and differentiated/small-group instruction (Tier II).
Benchmarks are selected as indicated by students' strengths and weaknesses which are measured by their achievement on tests, class projects, and data results.
The length of each benchmark taught will be determined by the focus calendars so that all students will be allotted enough time to cover the benchmarks. Teachers will instruct the class on the benchmark and students will be given enough time to practice assess their knowledge. Teachers will be able to reteach as necessary in either the Tier I or Tier II groups.
Administration will continue to perform walkthroughs to assess classroom instruction, evaluate lessons, monitor data, and conduct meetings to make sure that the instructional calendars are used properly. Coaches will also be assigned from the district in the areas of reading, writing, math, and science to provide the teachers assistance with strategies.
Teachers who are struggling with the implementation of the focus calendars will be provided professional development, mentors, and observe other teachers. All teachers will participate in Professional Learning Communities (PLC's) throughout the year.

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

Reading:
References/Research and Comparisons were the least proficient and will be given priority focus.
Comparisons and Words and Phrases were the least proficient and will be given priority focus.
Comparisons and Main Idea and Purpose were the least proficient and will be given priority focus.
This focus will be reflected in teacher lesson plans and Individual Professional Development Plans for teachers.

Writing:
Persuasive Writing was the least proficient and will be given priority focus.

Mathematics:
Measurement and Algebraic Thinking were the least proficient and will be given priority focus.
Geometry was the least proficient and will be given priority focus.
Measurement and Number Sense were the least proficient and will be given priority focus.

Science:
Physical and Chemical Science, as well as Earth and Space Sciences, were the least proficient and will be given priority focus.

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

Student mastery based on focus mini-lessons (bell assignments with a purpose)will determine if the focus lessons should be re-taught and/or revised. Data will be analyzed from the focus lessons and revised based on the progress monitoring tests throughout the year. Proficiency of skills and benchmarks will be taught as a part of the whole-group/differentiated instruction. Learning gains will be analyzed by department and by teacher(s) and compared accordingly.

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

The school incorporates applied courses in technology and in various medical fields as options in student course choices. Students can receive college credit and industry certifications for certain computer courses. They can also receive industry certification in medical courses. The certifications, skills, and course content not only prepare students for college but also for employment in certain industries.

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?

The guidance department incorporates the use of academic and career planning website/tools to help students plan their courses of study. Some of the websites that are used are EPEP, FACTS.org, and PrepHQ. Students plan a course of study, research the relevance and relation to particular careers and make post-secondary decisions as well. Planning is done individually and during classroom seminars numerous times throughout the year.

DO

Direct the Instructional Focus

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

Teachers meet monthly in department meetings to align instruction horizontally across grade levels and vertically from grade 9-12 to prepare students for graduation. Teachers review Essential Learnings and SSS to ensure benchmarks are identified and met.

How are instructional focus lessons developed and delivered?

Focus lessons are developed from materials sent by the district, FCAT results, pretests, FAIR testing results, and teacher input. Teachers use the lessons in a variety of ways:bell ringers, end-of-period summaries, homework, or mini-lessons.

How will instructional focus lessons be revised and monitored?

Teachers will revise focus lessons during department meetings based on direction from the district and results from pre- and post-tests.The L35 PLC committee will monitor revisions and results of focus lessons.

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.

Common assessments created by departments and district leaders, FAIR testing, Glencoe Online Writing Assessment, teacher-made tests and quizzes, Reading Counts, and Read 180 are all examples of ongoing assessments used across disciplines and grade levels to measure student progress.

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

Results of the assessment determine mastery. If students do not demonstrate mastery, teachers will adjust focus lessons and instruction so students will have opportunities to relearn content.

Maintenance

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

Teachers have pre-set dates to administer state and district assessments according to expectations set by the state, district, school, and departments.

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.

Teams of teachers from each department meet on a monthly basis to review assessments for progress and to adjust the mini-lessons and goals for the next month and grading period. Teachers will receive results from FAIR and Glencoe Assessments that they can monitor independently through the state's webpage.

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 members of the Visionary Team, WOW team, and Leadership team and the principal will visit classrooms on a regular and unannounced basis to observe teacher lessons in action. They will share their observations with the teachers in writing via the Classroom Walkthrough Form (CWT). Teachers will share lesson plans and Professional Development forms with administrators. Minutes from department and Cross Functional Team meetings will be posted in public folders for review. School leadership team members will share information they gather at conferences and district workshops to keep all staff members current in the educational process. Cross-curricular trainings will help integrate reading, writing, and math across all subject areas.

ACT

Supplemental and Intensive Instruction/Interventions

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

FCAT results, FAIR assessments, mini-lessons, teacher and student tutoring, after-school sessions led by teachers, MOODLE lessons for download, FCAT explorer, SAT prep, ACT prep, and learning strategies.

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

After-school lessons taught by teachers will review material and focus on target areas. Tutors will receive instruction from content-area teachers with suggestions for supplemental materials. Some sessions will include small groups and others will be one-on-one tutoring. Tutors are trained by teachers and have demonstrated high levels of competency in the given subject area as demonstrated by individual grades.

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

Classroom walkthroughs and the data collected from the CWT forms, teacher requests, review of lesson plans, and Individual Professional Development Plans.

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

Students in the L25 on the FCAT in reading and math, the economically disadvantaged students, students with low test scores on FAIR and EduSoft will be targeted.

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

Common assessments, FAIR, EduSoft, teacher-created tests, and projects, FCAT.

Enrichment

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

Advanced Placement and Honors classes; electives in music, art, and academics, clubs such as Mu Alpha Theta, Spanish Honor Society, National Honor Society, and Interact; dual enrollment at local colleges and universities; online courses; Center for Excellence health classes, and IB coaching classes.

Describe how students are identified for enrichment strategies.

Teacher invitation, Grade Point Averages, test scores on PSAT, SAT , AC, and student and parent requests.

Professional Learning Communities

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.

PHUHS had 81.4% of students complete a college prep curriculum, which is 15% higher than the district average and 21% higher than the state.

PHUHS had 89.6% of students take the PSAT or PLAN two years prior to graduation. These percentages were more than 17 % higher than the district and state averages.

PHUHS had 91.3% of students take the SAT or ACT. These percentages were more than 26% higher than the district and state averages.

PHUHS had 32.1% of students eligible for the Bright Futures FL, Academic Scholars award, which is more than 22% higher than the district and state averages.

PHUHS had 75.6 % of graduates enrolled in a Florida public postsecondary institution in Fall 2007, which is 13% higher than the district and 21% higher than the state averages.

PHUHS had 100% of graduates earning a GPA above 2.0 at independent colleges and universities of Florida, which is 10% higher than the district and 18% higher than the state average.

Based on the data, our weakness lies in our vocational and dual-enrollment classes.

PHUHS had only 0.97% eligible for the Bright Future Gold Seal Vocational award, which is below both the district and state averages.

This weakness was identified in the 07/08 school year, and work began to increase the number of students enrolled in the three courses that allow them to qualify for Gold Seal.
The Guidance Department made a big push at the 8th grade level to enroll more students and increase awareness of what was needed to qualify. That enrollment push continues, but it will be an additional two years before we begin to see results as those students must complete the three courses and graduate.

PHUHS had only 0.77% of graduates enrolled at a technical education center in Florida during the Fall 2007. This is roughly half the district average and below the state average as well.

While we have had CNA certification in the Medical Magnet Program for the past five years, with the number of students earning that certification increasing each year, we applied and were granted Center of Excellence status at the end of the 08/09 school year. This allows us to have students graduate with CNA certification and other industry certifications.
We will continue to add courses that support various industry certifications and encourage students to participate in them.

We currently offer three programs that prepare students for industry certification exams: 1) the Web Design Program in which students have an opportunity to sit for the Adobe Certified Associate Dreamweaver certification exam and the Adobe Certified Associate Flash certification exam; 2) the Digital Design Program in which students have an opportunity to sit for the Adobe Certified Associate Photoshop certification exam. Currently through our (3) Business Supervision and Management Program, students can achieve a Microsoft Certified Application Specialist certification. We will continue to promote these programs in order to build interest and enrollment and work toward adding to our program offerings.

PART II: EXPECTED IMPROVEMENTS

Other Goals

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	literacy materials for reading classes	SIP/LA/reading	$1,000.00
Reading	replace old reading materials	SIP/LA/reading	$250.00
Parental Involvement	TDE for ESE teachers for FTE counts and paperwork compliance issues	SIP/ESE	$500.00
School Safety and Dicipline Strategies	CPI Non-violent Crisis Training school membership fee	SIP/CPI	$100.00
School Safety and Dicipline Strategies	CPI Non-violent Training recertification workbooks	SIP/CPI	$150.00
Total: $2,000.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	toner cartridge for reading classes	SIP/LA/reading	$100.00
Reading	Read 180 program	District/no cost to school	$0.00
Reading	FAIR testing program	SIP/LA/reading	$200.00
Mathematics	LCD projector and document camera for teacher with L35s.	SIP/math	$1,200.00
Science	balance/microscope	SIP/science	$500.00
Science	microscopes	SIP/science	$500.00
Total: $2,500.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	TDE for reading coach to attend county training	district/no cost to school	$0.00
School Safety and Dicipline Strategies	CPI Non-violent Crisis Training	SIP/CPI	$180.00
Total: $180.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	FCAT support for Guidance Dept.	SIP/guidance	$3,000.00
Reading	Reading Counts awards	SIP/LA	$500.00
Reading	student rewards and incentives for ESE kids for behavior mgt.	SIP/ESE	$500.00
Reading	additional photocopies for reading classes	SIP/LA/reading	$200.00
Reading	SACS accreditation visit	SIP	$2,500.00
School Safety and Dicipline Strategies	provide t-shirts for all in-coming 9th graders to foster a sense of pride and community within the grade level.	SIP/Visionary Committee	$2,000.00
Total: $8,700.00
Final Total: $13,380.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/11/2009 3:06:08 PM)

School Advisory Council

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

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

1. Review and approve School Improvement Plan.
2. Review student data as it relates to FCAT, test scores, student performance, etc.
3. Receive updates from the principal, student representatives,and community school.
4. Host educational speakers relating to student achievement--(e.g. Signe Webb is coming to give a presentation about FCAT Reading)
5. Discuss issues relating to the school and district as needed.

SAC Members

AYP DATA

SCHOOL GRADE DATA