---

VISION and MISSION STATEMENTS

Vision:
The vision of Polk Life and Learning Center will be to provide on on-going safe environment that promotes excellence and quality education to meet the needs of a diverse community of learners.


Mission:
The mission of Polk Life and Learning Center is to provide a safe, student-centered environment to enable every individual to reach his or her potential, with commitment to best practices and in partnership with our parents and community.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Polk Life and Learning Center is an exceptional student educational center, built in 1975, which serves students with varying exceptionalities including 80% InD (Intellectual Disabilities), 9% Autistic, 1% OHI (Other Health Impaired), and 10% EBD (Emotional/Behaviorally Disabled) students, from ages 3 through 21, and grades Pre-k through 12, in a separate day school setting. Many of our students are placed here due to severe behavior difficulties, which constitute a danger to self or others. Others are placed because they evidence medical fragility and/or are so low functioning that they cannot benefit from regular education participation. Students are placed at Polk Life and Learning Center through staffing committee decisions, from elementary and secondary schools in Bartow, Mulberry, South Lakeland, Fort Meade, Frostproof, Lake Wales, and surrounding areas. Students are allowed to return to home schools when behaviors are improved. All students are following either regular Sunshine State Standards or Sunshine State Standards for Special Diploma. The small campus and limited enrollment allows the staff to share responsibility and be knowledgeable about all students in an educational setting which allows for individual attention and flexibility with constant supervision. Class sizes range from 5-12 students, with para-educators assisting the teachers in each classroom with at least 3:1 ratio of staff. Total number of students at Polk Life and Learning will range from 70-90 students for 09-10 School Year.

Unique School Strengths for Next Year

Polk Life and Learning Center has been a PBS Model school continuously, since 05-06 school year. We successfully implement a school wide behavior system which has resulted in reduction of office referrals and suspensions from 193 to 68 from 08-09 school year. We have weekly behavior professional development for all staff at PLLC.
Three of our classroom teachers have attended Learning Focused training and are beginning to adapt implementation for their ESE classrooms.
All classrooms are equipped with Smartboards, projectors and at least two student computers.
All 12 teachers are certified and highly qualified. All 20 paraprofessionals are qualified for Title I requirements.
One teacher has had extensive training for transition and serves as our coordinator for middle-high school jobs and work experience for our students who qualify. We provide work sites both on campus and off campus.
All students have IEPs for 100% of the school day.

Unique School Weaknesses for Next Year

Percentage of students below grade level in Reading was 71% as compared to 56% in 08, and due in part to the changes in Florida Alternate Assessment for 08-09.
Percentage of students below grade level in Math was 64% and remained the same as 08, with no decrease.
Due to the nature of our school, the combinations of behaviors and severe needs in a classroom are not stable.

Student Demographics

In 08-09, Polk Life and Learning Center served a multiethnic population, including 46% White, 25%Black, 25% Hispanic, 1.3% Asian and 1.6% Multicultural students. 100% were SWD. 0% were ELL. 78.95% were on Free or Reduced lunch. End of year total enrollment was 76 students.

Student Attendance Rates

Student attendance rates were 84.81% for 06-07, 82.99% for 07-08, and 84.77% for 08-09. This was well below the district rates of 94.10%, 94.32% and 94.56%, in part due to the medical fragility of our students, including surgeries, hospital stays, home therapy and illnesses.

Student Mobility

Mobility Rate is 35.21% for 07-08 and 34.88% for 08-09. District definition of Mobility Rate:The enrollment or withdrawal of a student at any time during the school year not including the first 15 days of school divided by the total number of students who attended the school during that year after the 15th day.

Student Suspension Rates

06-07 In school suspensions 110, out of school suspensions 14, 07-08 In school suspensions 166, out of school suspensions 27, 08-09 In school suspensions 62, out of school suspensions 6. The suspension rates have decreased significantly during 08-09.

Student Retention Rates

70% of 12th graders were retained because the IDEA law allows ESE students to remain in school through their 21st year. No other students were retained.

Class Size

All classrooms are multi-graded ESE classrooms with a teacher and 1-2 paraprofessionals, resulting in a 3 students to 1 adult ratio. Classes include less than 12 students per classroom.

Academic Performance of Feeder Pattern

Students are placed in our centers by staffing committees who determine individual needs. District has three geographic areas for the three ESE learning centers.

Partnerships and Grants

Our community partners are: The UPS Store, Kiwanis Club of Bartow, Republican Women’s Club in Lakeland, Bartow Chamber of Commerce and Auburndale Civitan Club. Business partners participating with our students in the work experience program are Publix Supermarket in Bartow and Polk County School Board district office.
We have received grants of $1950 from Auburndale Civitan Club for physical education equipment, $500 from Kiwanis for our school prom, and $500 from Republican Women’s Club in Lakeland for positive behavior support incentives. We received a Shining Star technology grant for $4500 for Smartboards and projectors.

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 A, funds school-wide services to Polk Life and Learning Center. The Title I funds provide supplemental instructional resources and interventions for students with academic achievement needs. Title I, 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 Polk Life and Learning Center 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 high percentages 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 schools to facilitate the transfer of records and appropriate placement.

Title II

Professional development resources are available to Title I 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 II-D funds. Funds available to Polk Life and Learning Center are used to purchase training and technology, as needed.

Title III

Title III provides supplemental resources for English Language Learners (ELL) and their teachers in Title I 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 I 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 I, Part C.

Supplemental Academic Instruction (SAI)

SAI unit(s) provided to Polk Life and Learning Center enhance student achievement by teaching reading/LFS

Violence Prevention Programs

Title IV provides violence and drug prevention programs in schools in order to promote a safe school environment. Examples of violence prevention programs include anti-bullying, gang awareness, gun awareness, etc..

Nutrition Programs

This school is a location for a summer feeding program for the community.

Housing Programs

N/A

Head Start

Head Start is not located on our campus. Resources are provided to the program to assist in the transition of students from pre-k to kindergarten. Head Start teachers may participate in professional learning opportunities offered to school staff, and they are involved in Professional Learning Community activities with kindergarten teachers. Parents of Head Start students are invited to participate in parent workshops and activities provided by the school.

Adult Education

N/A

Career and Technical Education

Cooperative agreements in place with community agencies allow us to provide for support for technical education for some students, as appropriate.

Job Training

Students have opportunity, as appropriate, to work at on-campus and off-campus sites for Career Experience credit, a few hours per week.

Other

N/A

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

N/A All students are ESE and placed from home schools.

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

N/A

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

N/A

RtI Implementation

Describe the data management system used to summarize tiered data.

N/A

Describe the plan to train staff on RtI.

N/A

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?

All students are Students With Disabilities who are struggling, due to severe cognitive delays or severe behaviors which impact their academics and are assessed with either FCAT or FAA. Most are well below level in every subject. 23 InD students took FAA reading assessment, 7 were proficient. 7 EBD students took FCAT reading, 1 was proficient.
23 InD students took FAA math assessment, 8 were proficient. 7 EBD students took FCAT math, 1 was proficient. 7 InD students took FAA writing assessment, 2 were proficient. No EBD students took FCAT writing assessment due to having none for Grades 4, 8, or 10.
Students are in multi-grade self-contained classrooms. They receive all academics by self-contained teacher.

Instructional Calendar Development

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

As an initial step towards implementing FCIM the school will focus on the area of reading. The district has created reading curriculum maps that are accompanied by a course timeline and include maps for Access Points. The course timeline is the starting point for Instructional Focus Calendar. The district has also developed Reading Monthly Focus Calendar Mini-Lessons which will serve as the school’s Monthly Reading Instructional Focus calendar. The implementation of the reading mini-lessons will be monitored by the AIF, school leadership team, and administration. PLC Department Team meetings will be opportunities to discuss and adjust the pacing of the mini-lessons.
Teachers will begin LFS in the area of math by developing LFS bulletin boards which emphasize main topics/essential questions/vocabulary which students are learning across grade levels in that class.

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

Students will be instructed according to priority needs determined by their IEPs for each content area. All subject areas will be addressed.

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

Disaggregation of FCAT/FAA data and monthly data Professional Learning Communities (department/team) will use the data from FAIR, IDEAS, Brigance and other progress monitoring tools to identify student needs and provide appropriated interventions.

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

Each classroom is teaching multi-academic subjects and integrates as appropriate, to needs of students.

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 requirements for students receiving a Special Diploma include Career Preparation, Career Experience/Placement and electives which include Agriculture Education. Some students work on-site or in a community-based setting to better prepare for their adult future.

DO

Direct the Instructional Focus

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

Aligned and prioritized curriculum maps and time lines are used in all core areas. Teachers implement the EATS model for planning and delivery of core curriculum which includes essential questions, activating strategies, high-yield teaching strategies, summarizing and then reteaching as necessary. The district-wide Monthly Reading Comprehension Focus will be used as the basis of the reading mini-lessons.

How are instructional focus lessons developed and delivered?

Model instructional focus lessons were developed by master teachers and are posted within the district curriculum maps, including Access Points, for all to use for core instruction. Collaborative PLCs will develop lessons using EATS model for creating additional acquisition lessons. Best practices, coaching and support for using Learning Focused Strategies will be provided by Title I department, principal, and leadership team. All teachers will teach appropriate mini-lessons related to the Reading Monthly Focus Calendar.

How will instructional focus lessons be revised and monitored?

Teams will meet and focus on high quality student work and the results of assessments which will guide the instructional focus lessons. Classroom walk-throughs will be used to monitor the quality and effectiveness of the 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.

FAIR, Harcourt Trophies, Unique Learning and PCI Integrated Language Arts Curriculum for Non readers will be sources of ongoing instruction and formative assessments and data.

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

Achievement goals will be set for each individual student. Students not reaching the threshold will be targeted for additional support as well as monitoring. FAIR will be administered to EBD students per district calendar. Brigance assessments will be used to assess InD students at beginning and end of school year, in addition to the FCAT and FAA. The results will be used for monitoring student progress, as well as for planning and instruction.

Maintenance

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

Dates for ongoing assessments and spiraled review are built into the instructional focus calendar at the conclusion of each month’s comprehension focus. Additional learning opportunities will be offered to struggling students.

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.

PLCs Department Teams will meet quarterly to review the most current progress monitoring data and in turn make instructional recommendations to include both interventions as well as enrichment strategies for all students with disabilities subgroup on individual basis of need.

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 administrator and the leadership team will meet with teachers either during weekly meetings or one-on-one to discuss assessment results and student progress. During these meetings, lesson plans, data, and student portfolios will be utilized to provide evidence of instruction, assessment, and differentiation to address individual student needs. The administrator and the leadership team schedule coaching and monitoring visits to classrooms on a regular basis.

ACT

Supplemental and Intensive Instruction/Interventions

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

Variety of alternative delivery methods for instruction including: visual schedules, switches, assistive technology, sensory equipment. Small group or individual instruction, and hands-on instructional activities. Low teacher-pupil ratio of no more than three students to one adult/teacher in classroom. Instruction based on student need. All students are students with disabilities.

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

Multiple opportunities for research-based extended learning activities including: extended time for math and /or reading, summer school, accelerating and previewing, as well as re-teaching.

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

The Learning Focused Implementation Tool will be administered at the start of the 2009 – 2010 school year to help identify areas of need for professional development.

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

Any student scoring a Level 1 or 2; a student with an ASP; or an InD student who is on Emergent level.

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

Ongoing progress monitoring, mini-assessments, formative assessments, student data chats, Brigance and FAIR.

Enrichment

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

Variety of alternative delivery methods for instruction including: visual schedules, switches, assistive technology, sensory equipment. Small group or individual instruction, and hands-on instructional activities. Due to low pupil/teacher ratio, student is provided instruction, materials and enrichment activities on his/her individual level.

Describe how students are identified for enrichment strategies.

FCAT/FAA results, in addition to student progress and mastery of standards. Teacher recommendation for enrichment.

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

A few pre-school InD students are placed at Polk Life and Learning through a staffing decision during the school year. Their needs for instruction are determined at an ESE staffing. When they enter K, they are assessed with FKLRS.

Postsecondary Transition

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

Courses are chosen based upon need of credits. Students are involved in goals and interests at their transition staffing at age 14 and above. Functional life and work readiness skills are taught to our students. Academic and career planning choices are limited at PLLC. Students are encouraged to access their home schools when appropriate. Students discuss future goals at their transition staffing at age 14 and above. Employability skills are emphasized at our school throughout the campus. Students are placed in Career Preparation and Career Experience courses in middle and high school to prepare them for work. Throughout their transition years, discussions take place regarding preparation for their adult lives. Some will access programs located on college campuses, some will work at businesses in the area and some will access day programs for further community experiences.

PART II: EXPECTED IMPROVEMENTS

Other Goals

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Unique Learning	Title I	$1,000.00
Reading	PCI Environmental Print	ISEIA funds (district)	$1,500.00
Mathematics	Unique Learning	Title I	$1,000.00
Mathematics	Touch Math	IDEIA funds	$500.00
Writing	Unique Learning	Title I	$500.00
Writing	PCI Environmental Print	IDEIA funds (District)	$500.00
Science	Unique Learning	Title I	$1,000.00
Science	Science hands-on equipment/instructional materials such as: microscope, magnifying glass, and Science Weekly magazine.	Instructional budget	$500.00
Parental Involvement	Rosetta Stone for Spanish, level 1, 2, 3 for staff use	Title I	$1,100.00
Parental Involvement	Spanish texts, dictionaries and materials	Title I	$500.00
School Safety and Discipline	Incentives,. materials for implementation of Positive Behavior Supports (PBS).	PBS funds	$1,000.00
Total: $9,100.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Access for all students to Education City.com.	Instructional budget	$300.00
Reading	2.Assistive and ugmentative equipment, as needed	IDEIA funds	$1,000.00
Reading	3.Computers for student use	Technology funds	$1,000.00
Mathematics	Access for all students to Education City.com.	Instructional budget	$500.00
Mathematics	Computers for student use	Technology funds	$1,000.00
Writing	Assistive and augmentative equipment, as needed	IDEIA funds (District)	$500.00
Writing	Computers for student use	Technology funds	$500.00
Science	Commuication tools and assistive technology	IDEIA funds (District)	$2,000.00
Total: $6,800.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	1.Learning Focused Strategies PD	Title I	$1,000.00
Reading	2.PD 360	Title II	$250.00
Mathematics	Learning Focused Strategies PD	Title I	$1,000.00
Mathematics	PD 360	Title II	$250.00
Writing	Learning Focused Strategies PD	Title I	$500.00
Writing	PD 360	Title II	$250.00
Science	Learning Focused Strategies PD	Title I	$1,000.00
Science	PD 360	Title II	$250.00
School Safety and Discipline	Materials for Behavior Training for staff and bus personnel	PBS funds	$500.00
Total: $5,000.00
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $20,900.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/11/2009 6:20:23 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

SAC will assist in the preparation and evaluation of the School Improvement Plan with the purpose of meeting the school vision, mission and curriculum objectives. The council is responsible for input and advisement on any issues that are of school concern. The SAC is the sole body responsible for final decision making at the school relating to implementation of the provisions of Sections 1001.42 (16) and 1008.345, f.s. (School Improvement). The SAC will not be responsible for any fund allocation in this plan but the ongoing support will help us to continue to be successful.

SAC Members

AYP DATA

SCHOOL GRADE DATA