---

VISION and MISSION STATEMENTS

The mission of Bartow High School is to ensure that all students will become lifelong learners who are responsible, caring and productive citizens.

The mission of the IB School is to ensure each student has the opportunity to achieve his or her potential and creatively influence society by providing students with an advanced international curriculum.

The mission of Summerlin Academy is to provide high school students the highest quality education possible, incorporating the principles of leadership, honor, citizenship, and scholarship in a military environment. The primary intent is to enable students to become productive citizens and to help them shape their futures into satisfying and fulfilling lives.

The vision for Bartow High and IB: Bartow High will become an A School, graduating 100% of our students.

The vision of Summerlin Academy is to provide an institution of academic achievement unequaled within the educational community of Polk County, the State of Florida, and the United States. We intend to become a model of choice schools that will be exemplified throughout the country. This standard will be emulated in every facet of school operations: individual student achievement, excellence in staff and faculty, classroom management, student organizations, extracurricular activities and community involvement.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Bartow High School traces its institutional heritage to the one-room log schoolhouse built in 1858 by pioneer Redding Blount. Since the early 1900’s, Summerlin Institute had been unofficially called “Bartow High School” and in a show of unity between Summerlin Institute and Union Academy, the diplomas for the 1971 graduating class were changed to reflect the new name. Summerlin Institute’s and Union Academy’s proud heritage then passed to Bartow High School. The addition of the International Baccalaureate School in 1995 is further testimony to the Bartow community’s goal of excellence in scholarship. In the fall of 2005, Bartow High incorporated a military “school within a school,” entitled Summerlin Academy, echoing the heritage of Bartow’s first schools. A tangible link displaying over a hundred years of the school’s rich heritage is the annual ringing of the ancient “Summerlin Bell’ at graduation. Its tolling is a reminder of our rich past and a commencement to a productive future. In 1993, the School Board approved the IB concept and selected Bartow High School as the site for the new school. Under the direction of Dr. Edwin A. Vetter, Principal and Dr. Louise Katz, Curriculum Specialist and IB Guidance Counselor, the first class of ninth grade Pre-IB students entered the program in August 1995. In July, 1996 the school earned approval from the IBO, and graduated its Charter Class in 1999.

The property of Summerlin Academy was purchased April 12, 2005. A choice application was submitted June 1st, 2005, and received Choice Review Committee approval on June 16, 2005. It was endorsed in concept by the Superintendent on July 26, 2005. In August 2006, Summerlin Academy opened its doors using 6 classrooms and 3 portables located on the existing Bartow High School Campus. The morning of August 7th, 2006, 213 Summerlin Academy Cadets stepped off the buses to begin their journey in our first Cadet Corps.

Unique School Strengths for Next Year

Our unique “Schools Within A School” learning community with the Bartow IB School and Summerlin Academy sharing staff, facilities and students with Bartow High gives our students opportunities that they would never be able to receive if each school stood alone.

More than 50% of our lower quartile achieved learning gains in both reading and math; more than 50% of our students met high standards in reading, math, and writing; more than 50% of our students achieved learning gains overall.
Administration has attended District Leadership Initiative.

Unique School Weaknesses for Next Year

Due to our academic success, we have lost our reading coach position and did not qualify for an Academic Intervention Facilitator due to our increased student achievement.
Budget cuts continue to reduce spending in all areas including: materials, resources, programs, travel and training.
We are concerned that the loss of the reading coach position will affect our student achievement for 09-10.

Student Demographics

BHS, IB, Summerlin Academy
White% – 54.82, 66.54, 72.21
Black %- 27.41, 5.45, 10.57
Hisp.% - 13.91, 8.56, 12.08
Asian %- 1.17, 14.79, 3.02
Indian% .25, .39, 0
Multi% - 2.43, 4.28, 2.11
SWD - 176 0 27
SWD % - 14.75 0 8.16
ELL - 32 0 3
ELL% - 2.68 0 .91
F/R L. – 585 30 107
F/R% - 49.04 11.67 32.33
EOY Enroll – 1193 257 331

Student Attendance Rates

06-07, 07-08, 08-09
BHS % 94.57, 94.24, 94.59
IB% 98.42, 98.38, 97.88
SA% 95.60

Student Mobility

Student Mobility - # of Students enrolled after day 15 or withdrawn after day 15 and before EOY divided by # of Students enrolled on or after day 16.
07-08, 08-09
BHS% 29.32, 30.95
IB% 4.44, 5.86
Summerlin% 12.73

Student Suspension Rates

OSS Days OSS Actions ISS Days ISS Actions
BHS (06-07) 1191 409 975 947
BHS (07-08) 2086 919 1226 986
BHS (08-09) 1586 577 1730 1316
IB (06-07) 0 0 0
IB (07-08) 11 2 3 3
IB (08-09) 5 1 4 4
SA (06-07) 87 24 18 16
SA (07-08) n/a n/a n/a n/a
SA (08-09) 181 65 163 157

Student Retention Rates

% Retained %Retained % Retained
BHS 9th (06-07) 15.33 IB 9th (06-07)0 Summerlin 9th (06-07)3.74
BHS 10 (06-07) 18.43 IB 10 (06-07)0 Summerlin 10 (06-07) 3.13
BHS 11 (06-07) 12.41 IB 11 (06-07)0 Summerlin 11 (06-07) 0
BHS 12 (06-07) 7.27 IB 12 (06-07)0 Summerlin 12 n/a
BHS 9th (07-08)10.04 IB 9th (07-08)0 Summerlin 9th (07-08)0
BHS 10 (07-08) 9.33 IB 10 (07-08)0 Summerlin 10 (07-08)0
BHS 11 (07-08)10.75 IB 11 (07-08)0 Summerlin 11 (07-08)0
BHS 12 (07-08)7.55 IB 12 (07-08)0 Summerlin 12 (07-08)0
BHS 9th(08-09)8.10 IB 9th (08-09)0 Summerlin 9th (08-09)0
BHS 10 (08-09)4.66 IB 10 (08-09)0 Summerlin 10 (08-09)1.98
BHS 11 (08-09)11.19 IB 11 (08-09)0 Summerlin 11 (08-09)0
BHS 12 (08-09)4.17 IB 12 (08-09)0 Summerlin 12 (08-09)0

Class Size

The average class size for school year 2006-2007 was 22.88, for school year 2007-2008, it was 21.85.

Academic Performance of Feeder Pattern

The middle schools that feed into Bartow High School are Union Academy and Bartow Middle School.
For school years 07-08 and 08-09, Union Academy received a school grade of “A” and met 100% of the criteria for Adequate Yearly Progress. During the same time period, Bartow Middle School earned a grade of “C”, meeting 72% of the criteria needed to meet AYP. Bartow Middle did not meet federal adequate yearly progress under NCLB due to the need for improvement in Reading and Math.

Partnerships and Grants

Partnerships and Grants

BESTT – Bartow High School’s academic booster club sponsors teacher “mini-grants” in the amount of $200 each school year. BESTT has also participated in matching grants with the Polk Education Foundation to finance several literacy programs for our school.
Rotary Club – Bartow Rotary Club has been an outstanding business partner by supplying BHS, IB & SA with end of the year academic incentive awards. They also generously support our seniors through their foundation that gives at least 4 scholarships a year.
Clear Springs – Clear Springs has been a major sponsored for a BBQ cook off competition for our marching band. They also have generously supported our Tech Ed department with a scholarship competition for the redesign of our football stadium. Awards were made to individual students and department teachers.
Helios Grant – This district sponsored networking system will be a huge advantage for our staff as we move toward implementing our RtI with rigor and relevance.
Foreign Language Grant for Japanese—this grant covers the cost of Japanese 1 & 2 at BHS.

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.

Identify the school-based RtI Leadership Team.

Principal Ron Pritchard, Assistant Principal Emilean Clemons, 9th Grade Center Director Earnest Peavey, ESE Coordinator, Academic Interventional Facilitator Marie Feagle, Testing Coordinator, Data Mentor Susan Deneve, Guidance Counselor & Behavior Representative Eva Del Toro, Technology David Woods, Teacher Kelly Crowley, Staff Liaison Marcia Davis

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

Our RtI team will meet once a month with meeting dates coordinated with new available data. The essential goal of the RtI team will be to design, implement and evaluate educational interventions. The following issues will be addressed so that recommendations can be made to the SAC and worked into this year’s SIP:
•Identification by teachers of at-risk students not meeting benchmarks
•Intervention support for teachers focusing on improvement of student achievement outcomes
•Evaluation of Professional Learning needs/identification of resources
•Reports to School Advisory Committee, providing data and intervention strategies for students at-risk
•Train staff in Problem Solving/Response to Intervention, tiered levels of intervention
•Prevention of unnecessary and excessive identification of students with learning disabilities
•Work to build consensus

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

The team will report to the SAC on the identification and intervention for students at risk of falling behind benchmarks. They will also present plans to incorporate strategies to promote improvement of student achievement. Academic progress reports will be explained by our data mentor on a regular basis as new data becomes available. The SAC members will collaboratively work on systematic problem solving in an effort to meet all students’ needs as well as data based decision-making and meaningful family involvement.

RtI Implementation

Describe the data management system used to summarize tiered data.

1.Baseline data: Progress Monitoring and Reporting Network (PMRN),
•Reading
FAIR 3 times per year
Read 180 Reading Inventory (9th grade) 3 times per year
Fast Forward—(10th grade) 2 times per year
•Writing
Write Score 9th grade 2 times per year
10th grade 4 times per year
Writing Portfolios through English classes
10th grade FCAT Writes
•FCAT
•Assessment and Information Management System (AIMS web),
•Florida Comprehensive Assessment Test (FCAT)
•FCAT Explorer

Midyear: Florida Assessments for Instruction in Reading (FAIR,
USA Test Prep; Gizmos;
Monthly Learning Communities discussing Data Analysis

Describe the plan to train staff on RtI.

Professional development will be provided during teachers’ common planning time and small sessions will occur throughout the year. Two PD sessions entitled: “RtI: Problem Solving Model: Building Consensus Implementing and Sustaining Problem-Solving/RtI” and “RtI: Challenges to Implementation Data-based Decision-making, and Supporting and Evaluating Interventions” will take place in mid-September and early October.
The RtI team will also evaluate additional staff PD needs during the weekly RtI Leadership Team meetings.

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:

Bartow High School students are performing higher than district and state averages in:
• 9th and 10th grade Reading
• 9th grade Math
• 10th grade Writing
• 11th grade Science

85% of students met high standards in Writing.
51% of students met high standards in Reading.
77% of students met high standards in Math.
48% of students met high standards in Science.

The number of students scoring below grade level in Math and Science has decreased.

Weakest Content Area Strands:
• 9th and 10th grade Reading—Reference & Research.
• 9th grade Math—Number Sense
• 10th grade Math—Geometry
• Science—Physical & Chemical

Instructional Calendar Development

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

The 2009 FCAT Results were used to develop the IFCs for the district. Teachers will be responsible for determining instructional focus of whole-group lessons, and small group/differentiated instruction based upon the curriculum maps. Based upon Data Day analysis, teachers will determine students’ strengths and weaknesses within their academic areas. Within the amount of time allotted in the IFC, teachers will provide instruction on the benchmarks, allowing the student opportunity to practice, assess the students’ knowledge, and re-teach the benchmarks as indicated by student progress. All administrators/deans are assigned a specific zone within the campus in order to ensure that all classrooms are visited multiple times throughout a single week. Teachers will participate in professional learning communities and utilize the support of colleagues during various meetings including planning periods and after school vertical/horizontal departmental sessions.

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

Based upon 08—09 FCAT Data Analysis:
• Reading—Reference & Research
• Math—Number Sense & Geometry
• Science—Physical & Chemical

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

Once FCAT scores were released, administrators reviewed teachers’ strengths and weaknesses and, where possible, assigned the stronger teachers to lower performing students. Students’ needs dictated assignments and course placement throughout 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?

BHS provides opportunities that ensure relevance to students’ futures. Through JROTC, Health Academy, Teacher Academy and dual enrollment courses, students experience both life and job skills needed for their careers. Teachers post essential questions to provide purpose for instruction.

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?

BHS students are directly involved in academic and career planning. Guidance conferencing with students is scheduled on an annual basis; however, our open door policy enables our students to see a guidance counselor as needed. Students request courses based upon several criteria: their plan of study as determined by our electronic 4-year plan (EPEP), Florida Choices, prerequisites, and graduation requirements. Teachers recommend placement of students into Honors and AP courses based upon past academic and test performance

DO

Direct the Instructional Focus

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

Lesson Plans are developed based upon the Curriculum Maps provided by the district. These maps align grade levels and subject areas. Teachers meet within their departments to ensure vertical alignment.

How are instructional focus lessons developed and delivered?

Focus mini-lessons have been provided by the District Reading Department based upon FCAT Reading strands. As an initial step toward implementing an instructional focus calendar, we plan to incorporate the mini-lessons into classroom instruction.

How will instructional focus lessons be revised and monitored?

Teachers will discuss results of student performance revisions during departmental PLC’s. Will be monitored through Classroom Walkthroughs.

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.

FAIR, Read 180, Fast Forward, Write Score are examples of formative assessments. Teachers will administer assessments based upon content area benchmarks to measure student progress in core, supplemental, and intensive instruction/interventions.

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

Students receiving 80% or above on benchmarks/assessments will be considered at the mastery level. Mastery is at higher than the traditional 70% in order to ensure student proficiency of each benchmarks.

Maintenance

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

Students at or above mastery level will receive opportunities to enhance/enrich current skills by participating in various activities or supplemental lessons that will reinforce the skill and maintain the level of mastery.

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 bi-monthly—once with departments to review data and for vertical planning and once in professional learning communities during planning periods.

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 administrators and the leadership team facilitate professional learning communities with staff members and teams to address data, student performance, instruction, and curriculum. The administrators and the leadership team schedule conferencing and monitoring visits to classrooms on a regular basis.

ACT

Supplemental and Intensive Instruction/Interventions

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

Core Instruction is based upon the content area curriculum maps; strategies are also included within the curriculum maps that address supplemental and intensive interventions.

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

Extended time for students who require supplemental/intensive intervention. Our plans are to offer afterschool and lunchtime tutoring sessions for students struggling in Reading and Math.

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

Completion of survey has been done through the Helios Grant Successful Practices Network.

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

Any students scoring Level 1 or 2 on Reading and/or Math FCAT; students struggling with core academics; students requiring ASP’s.

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

FAIR, Read 180, Fast Forward, Write Score, content area assessments.

Enrichment

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

Courses available as follows: Honors; Advanced Placement; dual enrollment; IB; Military school; electives with increased rigor; increased technology; student exchange programs.

Describe how students are identified for enrichment strategies.

AP Potential, academic performance, test history, teacher recommendation

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.

Bartow High School will be using the following alternative instructional delivery methods in an effort to support college readiness through remediation, acceleration and enrichment.

1.After School FCAT Tutoring in Reading and Math
2.Accelerated learning through IB curriculum, AP classes, and dual enrollment
3.Summerlin Academy classes offering enrichment through special electives (martial arts, horseback riding, scuba classes)
4.Nova Net – providing classes to help in credit recovery
5.Fast Forward, Read 180, Compass Lab – remediation
6.FCAT Explorer; USA Test Prep
7.Gizmos/Vernier Science Probes/Airliners
8.Technology Coaches – teacher support for technology needs
9.9th Grade Center providing small learning communities for students and increased “ePEP” development through High School 101 classes. Specific activities will promote successful transition to secondary school (Freshmen Footsteps).
10.Increasing access to career academies.

PART II: EXPECTED IMPROVEMENTS

Other Goals

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Mathematics	Extended Learning/Tutoring	School Budget	$2,500.00
Writing	Write Score Program	BESTT/School Budget	$8,050.00
Science	Sucessful Practices Network Website	Helios Grant	$0.00
Total: $10,550.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	By Spring 2010 55% will achieve levels 3, 4, 5 on FCAT Reading	IDEAS	$0.00
Mathematics	Gizmos/USA Test Prep	District	$0.00
Science	Gizmos	District	$0.00
Total: $0.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	By Spring 2010 55% will achieve levels 3, 4, 5 on FCAT Reading	CRISS Training	$1,000.00
Mathematics	IDEAS	District	$0.00
Science	Gizmos Training	District	$0.00
Total: $1,000.00
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $11,550.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/9/2009 11:54:05 AM)

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

Bartow High School is preparing for our SACS Quality Assurance Review, scheduled for January 2010. The School Advisory Council will be taking a big part of the work to complete the study. All members will be interviewed and plan to fill committee memberships. We will also be working to prepare our SIP for school year 2010-2011.

SAC Members

AYP DATA

SCHOOL GRADE DATA