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

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School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record *
No data submitted

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
No data submitted

* Note: Prior Performance Record (including prior School Grades and AYP information along with the associated school year)


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
No data submitted


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
No data submitted


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
0000000000


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
No data submitted



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A


Title I, Part C- Migrant


Title I, Part D


Title II


Title III


Title X- Homeless


Supplemental Academic Instruction (SAI)


Violence Prevention Programs


Nutrition Programs


Housing Programs


Head Start


Adult Education


Career and Technical Education


Job Training


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.


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


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




RtI Implementation

Describe the data management system used to summarize tiered data.


Describe the plan to train staff on RtI.



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?



Instructional Calendar Development


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


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


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


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


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?




DO

Direct the Instructional Focus


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



How are instructional focus lessons developed and delivered?


How will instructional focus lessons be revised and monitored?




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.



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


Maintenance


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


Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.


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.




ACT

Supplemental and Intensive Instruction/Interventions


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



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


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


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


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


Enrichment


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


Describe how students are identified for enrichment strategies.




Professional Learning Communities

PLC Organization (grade level, subject, etc.)PLC LeaderFrequency of PLC MeetingsSchedule (when)Primary Focus of PLC (include Lesson Study and Data Analysis)
No data submitted


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition


Postsecondary Transition

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



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

No Other Goals were submitted for this school

 

FINAL BUDGET



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.

No. Disagree with the above statement.

Measures Being Taken to Comply with SAC Requirement



Projected use of SAC FundsAmount
No data submitted



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



SAC Members

 

AYP DATA





SCHOOL GRADE DATA

School District

2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested


    School District

    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested


    School District

    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested