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VISION and MISSION STATEMENTS

Vision:
All students will experience success in attaining educational goals, exhibit universally acceptable social behavior, communicate effectively, participate in community experiences and become valued members of their community

Mission:
We establish a safe, secure environment to serve the unique needs of students with complex disabilities and their families. Those entrusted to us will be provided with a personalized life-enriching curriculum that includes skills for functional living and an improved quality of life. Our graduates will confidently and actively participate as valued members of their community.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Karen M. Siegel Academy is a segregated educational setting that serves students who are intellectually impaired and have additional disabilities. These multiple disabilities create a need for:

• Constant supervision to ensure physical safety of students as well as staff members

• Personal assistance with activities of daily living and self care

• Complex medical care and supervision

• Well defined procedures to deal with maladaptive behaviors

• Comprehensive, individualized, structured behavior programs applied to an array of behaviors on a continuous basis

• Different curriculum and substantial modifications to the learning environment

Unique School Strengths for Next Year

Karen M. Siegel Academy is a facility designed and constructed to meet the environmental needs of students with significant disabilities. Many classrooms are equipped with ceiling mounted track systems that transverse the entire classroom to allow for virtually effortless lifts and transfers. These classrooms offer mini Snoezelen environments to stimulate the senses. The campus also includes sensory gardens, which are outdoor multi sensory environments designed to stimulate the primary senses of touch, taste, sight, sound, and smell. The entire campus is wheelchair accessible including the playground, restrooms, and common areas.
A fulltime Speech and Language Pathologist works closely with the instructional staff to develop communication systems and assistive technology for individual students and for small group instruction. A staff to student ratio of 1 to 3 is provided so that one on one and hand over hand instruction can be provided when needed. There are three licensed nurses on our campus fulltime to serve the unique medical and health needs of our student population. Two are licensed practical nurses and one is a Registered Nurse with a Masters degree.
For the 2009-10 school year KMSA has received a Academic Instructional Facilitator to assist with our reading/language Arts program.

Unique School Weaknesses for Next Year

Over Fifty percent of the student body is classified as Profoundly Intellectually Impaired, meaning the student functions below 2 years of age developmentally regardless of age. The remaining population is moderate to severely intellectually impaired which means the student’s IQ is at least three standard deviations below the mean. Most of the students have secondary conditions such as hearing impairment, visual impairment, physical impairment, and/or emotional impairments. We also educate a small group of students who have the above listed conditions and are considered to be medically complex. Therefore, the curriculum and instruction for our students is developmental and emphasizes communication, Independent Functioning, and Social Emotional development. The academic focus is usually at pre-literacy level and or functional. Instructional methodology requires much physical prompting for many students to engage in the curriculum. KMSA does not consider these facts to be a weakness. However, we are mandated by the State to evaluate our school based on the Florida Alternate Assessment results. Currently the FAA does not capture the learning gains of students who have the most significant cognitive disabilities.
Our operational budget was decreased by 10% last year and we did not receive all of the allocate funds for second semester. However, due to the fact that all students have disabilities IDEA funds have be accessed to supplement our operational losses.
FAA results 2009
11% of the students were proficient in Reading
10% of the students were proficient in Math
There were not enough students in the science and writing area to calculate.

Student Demographics

An Individual Education Planning team, on a continuum of services basis, places students at KMSA. We serve a wide geographic area that includes Poinciana, Davenport, Haines City, Winter Haven, Wahneta, Lake Wales, and Eagle Lake. 42.16% of the students are white, 25% are black, 27.14 are Hispanic, 2.14 are Asian and 3.57 % are multi racial. Most students do not qualify as LEP due to their significant cognitive delays. 75% of our students are on free lunch and reduced lunch.
An Interesting fact to note 71% of our student population is male.

Student Attendance Rates

2008-09 school years was 86.28 Polk County’s rate for 2008-09 school year was 94.56
2008-07 school year was 87.95
2007-06 school year was 87.56

Student Mobility

KMSA mobility rate for the 2008-09 school year was 20.45% and in 2007-08 it was 20.45%.

Student Suspension Rates

08-09 3% OSS and 0% ISS
07-08 5% OSS and 0% ISS

Student Retention Rates

All students are exempt from mandatory retention based on Florida statute 1008.25.

Class Size

For the 2007-2008 school year: PreK-3 grades was 15, 4-8 grades was 9.87 and 9-12 was 10

Academic Performance of Feeder Pattern

KMSA has no feeder pattern.

Partnerships and Grants

Business partners include the Lions Club, Civitan, Polk Community College, Haines City Community Church, City of Winter Haven Parks and Recreation, Olive Garden of Winter Haven, City of Lake Alfred, Boy Scouts of America, Homer K. Addair FFA, Winter Haven High School FCCLA. Business partners that participate in the Career Experiences Program include Publix and Winter Haven Hospital.


Karen M. Siegel Academy has entered into a special project with The Vanguard School in Lake Wales Florida. Students from Vanguard are enrolled in a Leadership course while on our campus. These students are assigned to classrooms and work closely with our students and faculty.
The purpose of the program for the Vanguard students is to facilitate leadership, to develop an understanding of people with disabilities, and to encourage students to consider careers that provide services to people with disabilities. Also, the students at KMSA are provided with non-disabled peer role models.

We also partner with Bethune Academy, an Elementary school in Haines City, Florida. Within this partnership, Bethune Academy allows their Music Director and their science instructor to work with our staff and students in numerous exciting activities such as “Mad Science” and Music Therapy.

STUDENT ACHIEVEMENT DATA

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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 A funds school-wide services to Karen Siegel Academy. The Title 1 funds provide supplemental instructional resources and interventions for students with academic achievement needs. Title 1, Part A, support provides after-school and summer instructional programs, supplemental instructional materials, resource teachers, technology for students, professional development for the staff, and resources for parents.

Title I, Part C- Migrant

Migrant students enrolled in Karen Siegel Academy will be assisted by the school and by the District Migrant Education Program (MEP). Students will be prioritized by the MEP for supplemental services based on need and migrant status. MEP Teacher Advocates, assigned to schools with a high percentage of migrant students, monitor the progress of these high need students and provide or coordinate supplemental academic support. Migrant Home-School Liaisons identify and recruit migrant students and their families for the MEP. They provide support to both students and parents in locating services necessary to ensure the academic success of these students whose education has been interrupted by numerous moves.

Title I, Part D

Title I, Part D provides Transition Facilitators to assist students with transition from Department of Juvenile Justice (DJJ) facilities back into their zoned school. The Transition Facilitators communicate with the Guidance Counselors at school to facilitate the transfer of records and appropriate placement.

Title II

Professional development resources are available to Title 1 schools through Title II funds. In addition School Technology Services provide technical support, technology training, and licenses for software programs and web-based access via Title 11-D funds.

Title III

Title III provides supplemental resources for English Language Learners (ELL) and their teachers in Title 1 schools, as well as professional learning opportunities for school staff.

Title X- Homeless

The Hearth Program, funded through Title X, provides support for identified homeless students. Title 1 provides support for this program, and many activities implemented by the Hearth program are carried out in cooperation with the Migrant Education Program (MEP) funded through Title 1, Part C.

Supplemental Academic Instruction (SAI)

SAI funds will be coordinated with Title 1 funds to provide summer school for students with Intellectual Disabilities.

Violence Prevention Programs

The school offers a non-violence and anti-drug program to students that incorporates field trips, Community service, and counseling

Nutrition Programs

NA

Housing Programs

NA

Head Start

NA

Adult Education

Students are served through their 22nd birthday. Students 18 years and older are placed in a transition program for students with disabilities.

Career and Technical Education

Students in grade 6 and below are enrolled in a career course

Job Training

Students 18 years and older are enrolled in a job skills program that will allow students the opportunity to learn how to create a resume, dress for success, and follow verbal and/or nonverbal directions and complete simple tasks without prompting.

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Individual Education Planning team, on a continuum of services basis, places students at KMSA. Students must have an active IEP to be considered for placement at KMSA.

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

NA

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

NA

RtI Implementation

Describe the data management system used to summarize tiered data.

see above

Describe the plan to train staff on RtI.

see above

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?

KMSA does not have enough students at a particular grade level to determine strength and weakness by grade level.
All students take the Florida Alternate Assessment which for the past 2 years has dramatically altered the scoring and testing procedures, making it difficult to identify trends by subject or by student.

Instructional Calendar Development

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

IFC will be created by September 2009. The ESE district Office staff is developing IFC in Math and Science. The AIF will facilitate the development of IFC in LA.

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

Only 11% of the students were proficient in Reading. The reading comprehension and vocabulary development will be our priority focus.

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

All classrooms are self contained and all students are provided with one to one instruction and it is individualized based on IEP.

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

All students in 6th grade and beyond are enrolled in career experience courses that relate subjects to the real world experience.

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?

All students have a transition IEP developed at age 14. All students beginning in middle school are scheduled for a career education course and students take a career education course each year until graduation. Students in the age range of 18-22 are scheduled for Adult Education Program that focuses on vocational, social and daily living skills to promote successful entry into adult supervised living and working environments.

DO

Direct the Instructional Focus

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

Teachers will meet by grade clusters (K-5, 6-8, 9-12) biweekly for LA. During these meetings specific access points for the upcoming 2 weeks will be discussed including how students performed on previous access points and successful instructional strategies and lesson plans will be shared.

How are instructional focus lessons developed and delivered?

Focus lessons will be created by the Academic Facilitator for Reading based on the access points. The focus lesson will be taught at the beginning of the subject area time period.

How will instructional focus lessons be revised and monitored?

Student mastery on mini assessments based on the lessons will determine if the focus lessons need to be revised and or re-taught.

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.

A) student portfolio reviews

B) Performance data collected three times a week and aggregated every 4 and ½ weeks.

C)Mini assessments based on the focus lessons will be administered

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

A)Formative evaluations conducted quarterly through student portfolio reviews. Resulting date is closely monitored to provide direct focus for instruction.

B) Every four and a half weeks data regarding Individual Education Plan is analyzed to determine student progress towards mastery of objectives.

C) Master is usually set at 80% or a preponderance of 3 and 4 using the scoring rubric. Variation may occur as determined by the IEP team.

Maintenance

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

Alternate Sunshine State Standards are addressed based on the instructional calendar. Students at or above mastery level will receive opportunities to progress to the next level of complexity. As well as receive opportunities to enhance or enrich current skills by being provided hands on activities, project activities or other supplemental lessons.

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.

Teachers will meet biweekly. The meetings will be by grade level clusters. The meetings will be facilitated by the Academic Intervention Facilitator (AIF). A teacher will record notes from the meeting, and the notes will be submitted to the administrative staff. Administrative staff will attend meetings on rotating basis.

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 will meet with teachers either during the weekly meeting or on a one on one basis. During these meetings, lesson plans, I.E.P. data and student portfolios will be utilized to provide evidence of instruction, assessment and to address individual student needs.

ACT

Supplemental and Intensive Instruction/Interventions

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

Reading and mathematics curriculum designed for student with cognitive disabilities will be utilized, such as Edmark, Meville to Weville, Touch Math, and Handwriting Without Tears, and will be aligned with the access points.

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

The speech and language pathologist will provide supplemental instruction through the use of augmentative and assistive technology and providing the visual strategies needed to increase reading comprehension and vocabulary development. Students are provided one on one intensive instruction 3x a week.

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

Common areas of concern are determined by classroom walk through, teacher surveys, and student performance data. As well as those professional learning topics mandated by the school district and the state department.

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

All students based on the nature of their disabilities will be targeted for intensive instruction. This will be accomplished by providing direct instruction and individualized one on one instruction throughout the school day.

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

All personnel providing services to students not making mastery will meet to discuss the strategies and interventions that have been implemented and to identify factors that are interfering with mastery such as behavior, attendance, health/medical conditions and or social/emotional concerns. Alternative interventions will be implemented if appropriate.

Enrichment

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

All students will receive enrichment activities. Students with cognitive disabilities need to be exposed to a wide variety of experiences to enhance their comprehension and understanding of the world in which they live and to facilitate generalization of skills and concepts. Examples of enrichment activities include community based instruction, art, music therapy, dance, vocational courses, physical education that emphasizes leisure skills, and other hands on experiences.

Describe how students are identified for enrichment strategies.

As stated above all students that attend KMSA will receive enrichment activities.

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

An Individual Educational Planning team places preschool students at Karen Siegel Academy.
Preschool transition is embedded into our school program.

Postsecondary Transition

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

All students and their families are provided assistance in the application process to appropriate agencies such as Agency for Persons with a Disability, Children’s Medical Services, Vocational Rehabilitation, Division Of Blind Services, Mental health Services and Department of Children and Families. This process is facilitated by our guidance counselor and Registered Nurse. We work closely with these agencies in an attempt to provide services between the home and school to coordinate their post school needs.

PART II: EXPECTED IMPROVEMENTS

Other Goals

No Other Goals were submitted for this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Selected reading program Adaptive Weekly Reader Brigance Inventory LFS materials	Title 1	$20,000.00
Mathematics	Student learning maps/Touch Math	Flex	$1,000.00
Writing	Reading Mastery, Handwriting without tears	Title 1/Flex	$1,000.00
Science	Instructional material and equipment	Title 1/Flex	$2,000.00
Parental Involvement	Variety of agencies and organizations/ parent News Letter	Title 1	$300.00
Total: $24,300.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Smart Board	Title 1/Flex	$5,000.00
Reading	Augmentative communication and assistive devices for individual students	Title 1/Flex	$1,000.00
Mathematics	Smartboards	Title 1/Flex	$0.00
Mathematics	assistive and augmentative technology	Title 1/Flex	$0.00
Writing	Assistive and augmentative technology	Title 1/ Flex	$1,000.00
Total: $7,000.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Reading program LFS materials	Title 1/Flex	$1,000.00
Mathematics	TouchMath/ Curriculum maps	Title 1/Flex	$500.00
Writing	Handwriting Without Tears	Title 1/Flex	$1,000.00
Total: $2,500.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	Handwriting Without Tears books, manipulatives	Title 1/Flex	$600.00
Total: $600.00
Final Total: $34,400.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/10/2009 1:08:00 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

The School Advisory Council will meet quarterly.
They will assist in developing and reviewing school vision statement, goals and objectives, analyze the School Public Accountability Report data, vote on the expenditure of district discretionary lottery and school recognition funds, review all funds reported in the School Improvement Plan, support school improvement implementation and provide ongoing evaluations of school improvement progress.

SAC Members

AYP DATA

SCHOOL GRADE DATA