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VISION and MISSION STATEMENTS

Vision:

Gause Academy stakeholders will have a strong sense of purpose for our school. Education improves our society, makes technological advances possible and allows personal success in our daily lives.

Mission:
The mission of Gause Academy of Leadership and Applied Technology
is to provide a nurturing environment in which students are given the opportunity to reach his or her maximum potential in academics, social skills, leadership, and employability skills which will make them a full high school graduate and a productive member of society.


Belief Statements:

1. We will demonstrate fair and impartial treatment while displaying care, concern and respect for each member of our school community.

2. We will have a strong, consistent and progressive method of fostering positive behavior that will ensure a safe and orderly learning environment.

3. We will integrate the basic skills of reading, writing and mathematics into all phases of our academic and vocational curriculum.

4. We will foster strong cooperation among leadership, staff, parents, students and community. As a strong team we will strive to develop continuous improvement in our learning environment.

5. We will come together as a team to use all the resources available to ensure social growth, learning and personal success.

6. We will practice, courtesy, honesty and teamwork while delivering professional, efficient educational services.

7. We will strive toward mastery of the essential curriculum as well as recognize and celebrate progress, excellence and achievement.

8. We believe that innovation and creativity will drive the process of meeting the needs of our students, their families and our community at large.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Gause Academy is an alternative school, grades 6 through 12, within the Polk County School System that focuses on a unique and specific approach to education. Curriculum offerings, internal organization, teaching methods and educational philosophy are what make a school more or less desirable for different students and their families. Therefore our school has evolved into a “hybrid” taking some of the best elements of a school of choice, magnet school, vo-tech center, dropout prevention center and combined selected traits to deliver services to “under achieving” students for the purpose of dropout prevention.

Gause Academy has several themes within the program model; "leadership in business" is the single most important. We feel that all productive work is honorable and worthwhile, whether it be the duties of a president of a large corporation or a worker at the local hamburger palace. At Gause, we encourage the work habits, work attitude, communication skills and personal integrity that it takes to be a leader in the workplace, no matter the place or level of employment. These attributes are defined and put to practical use throughout the curriculum under the heading of employability skills. These skills are taught, re-taught, evaluated by every instructor and emphasized by every administrator. We intend for graduates of Gause to have the skills to be the managers, executives, and owners of business in our next century of progress.

Within the Academy of Leadership at grades 6 - 12, there are certain occupational career clusters available to our students to choose from.

1. Communications and Technical Occupations (HS) - represent careers and individual course work in business, graphic arts, and electronics technology.

2. Manufacturing, Industry and Service Occupations (HS) - represent careers and individual course work in construction, transportation and culinary arts.

3. Career Education (MS) - is a series of introductory courses open to middle school students only. During each year a student will experience two of the career categories, one semester each, thereby having completed exposure to all areas by ninth grade, where they can choose one or more areas of concentration.

All students who graduate from Gause Academy will receive a standard high school diploma as available at any of the other high schools in Polk County. Graduates will be able to attend two or four year colleges, technical schools, trade schools, armed services or go directly into the work force with saleable skills, knowledge and leadership style.

Gause Academy is a serious program and we expect our students to be serious about their education. All students are welcomed to apply but we will screen applications looking for students with: 1. No major or continuous discipline problems in the past school year, 2. An average, or lower than proficient score on the FCAT or equivalent exams, 3. A student who is underachieving in school or in danger of dropping out because of age and past retentions. Students with these qualifications will have first preference.

The physical campus is comprised of one main building that houses all vocational programs, many of the high school academic programs including general use areas such as media, cafeteria, and administration. A second building houses all of the middle school academic classrooms. Four portables in the rear of the campus house a Headstart program of 70 – 80 students. An additional five portables on the east and west wings of the school have some selected high school classrooms to include a physical education classroom, math and ESE. Physical education activities take place outside on a P.E. blacktop west of the main building and on adjacent land east of the campus on the grounds of the City of Bartow’s Westside Community Center. Expansion and improvements are needed in at least three of the vocational classrooms, as well a multi-purpose room for the improvement of the physical education curriculum. All of these improvements are scheduled in Polk County’s list of building projects.

Unique School Strengths for Next Year

Student Capacity in Grades 6 -12 – 320 students

Gause Academy feeder schools include all elementary, middle, and high schools located in the western half of the county. These include Fort Meade Middle/High School, Bartow High School, Mulberry High School, George Jenkins High School, Lakeland High School, Kathleen High School, Lake Gibson High School, Tenoroc High School and all the middle and elementary schools that feed into those systems.

The premise of this program is that a smaller, well-structured learning environment will promote student achievement where it has been absent before. The key strengths include more teacher/ pupil interaction, immediate feedback, high teacher expectations, renewed parent involvement, teacher modeling and multiple – wide range opportunities for practice and application.

One of our basic beliefs is that a student planning immediate career entry upon graduation should be no less prepared than a student planning to attend college. In fact, a student who goes directly into the work force needs more preparation. He must have saleable skills now, to be able to get a good job. A college bound student still has more time to develop these skills. At Gause, our students develop hands on skills as well as academic and technical skills that students at other schools would not normally be exposed to. We use our comprehensive vocational program and schoolwide employability skills program to create a work atmosphere that entices students to stay engaged in learning.

Since most students in the Gause population are in need of intense remedial instruction, smaller class size is important. Gause is staffed on a 15:1 student ratio. Most classes range in size from 15-18 students with the exception of P.E. where size ranges around 30 students.

Unique School Weaknesses for Next Year

Our strength in purpose and mission actually becomes our very weakness in academic performance. Because we search out the lowest performers in most school populations, test scores at our school represent the lowest 25% of our feeder schools. 70% of our students scored at Level 1 in reading during the 08-09 testing season. Returning a student to “academic health” is not a short range task but is a two to three year commitment that first must start by establishing a firm foundation in developing valid relationships with our students then moving on to the rigor and relevance of secondary education. Our mantra states that “They do not care what you have to say until they know that you care!” Many students who have failed in the standard academic system are not motivated by a grade on a paper, in fact they refuse to try in that system because it has failed them or they have repeatedly failed in it. Rather, they will respond by trying to achieve or work for a person (teacher) who has convinced them that they are interested in them and have their best interests at heart. Much later in the process does that idea of achievement become internalized sufficiently, that self satisfaction and progress equal high grades.

Student Demographics

White – 55.8%
Black - 30.2% Economically Disadvantaged – 70%
Hispanic – 13.1 %
Other - 1% LEP – 3%
Migrant – 1%
Male – 57.3%
Female – 42.7%

Student Attendance Rates

Average Attendance Rate
2006-2007 – 87.45 %
2007-2008 – 87.34%
2008-2009 – 89.60%

Student Mobility

Mobiity Rate is determined by the percentage of students withdrawn before day 15 of the school year or after the 15th day and before the end of the year as compared to students who are enrolled after day 16.

2007-2008 - 66.67 %
2008-2009 - 62.97 %

Student Suspension Rates

Student Suspension Rates
2006-2007 2007-2008 2008-2009
Alternative Placement 0% 1% 1%
ISS 1% 1% 1%
OSS short term 27% 23% 27%
OSS long term 3% 4% 3%

Student Retention Rates

Grade 6 – 27.2% Grade 9 – 31.2%
Grade 7 – 8.3% Grade 10 -16.0%
Grade 8 – 18.1% Grade 11 –23.0%
Grade 12 – 0.0%

Class Size

2006-2007 2007-2008
Middle school – 17.22 students/class 17.85 students/class
High School – 14.6 students/class 15.32 students/class

Academic Performance of Feeder Pattern

The academic performance of our feeder schools is a non issue since we only search out the bottom 25% of their population. That part of their population is the most likely in danger of dropping out. We are therefore serving a very select part of any school’s population not an overall representation.
For the purposes of this report the major high schools that refer students and their feeder patterns are listed.
Title
School Name Grad AYP 09AYP % DA 08 DA 09 Typ

31 LAKELAND SENIOR HIGH SCHOOL B NO 82 PREVENT II CORRECT I
51 SOUTHWEST MIDDLE SCHOOL A NO 69 CORRECT II
1501CRYSTAL LAKE MIDDLE SCHOOL C NO 74 PREVENT II CORRECT II SW
61CARLTN PALMORE ELEM SCHOOL A NO 87 CORRECT I
101 CRYSTAL LAKE ELEM SCHOOL C NO 90 CORRECT II CORRECT I SW
231 SOUTHWEST ELEMENTARY SCHOOL B NO 92 PREVENT I SW
9206 LAKELAND TEEN PARENT PROG NO 85 CORRECT I
9225 PACE CENTER FOR GIRLS NO 85 CORRECT I

1051 TENOROC HIGH SCHOOL D NO 72 PREVENT II
91 COMBEE ELEMENTARY SCHOOL C NO 72 CORRECT II CORRECT II SW

901 BARTOW SENIOR HIGH SCHOOL B NO 82 CORRECT I
931 BARTOW MIDDLE SCHOOL C NO 72 CORRECT II
932 COMPASS MIDDLE CHARTER IMPROVING NO 95 CORRECT I SW
961 FLORAL AVENUE ELEM SCHOOL A NO 90 PREVENT I CORRECT I SW
981 GIBBONS STREET ELEM SCHOOL B NO 97 PREVENT I CORRECT I SW
1041 ALTURAS ELEMENTARY SCHOOL A NO 90 PREVENT I SW
1731 PINEWOOD ELEMENTARY SCHOOL B NO 92 PREVENT I CORRECT I SW
1751 JAMES E STEPHENS ELEM B NO 87 PREVENT I CORRECT I SW

1131 MULBERRY SR HIGH SCHOOL C NO 90 CORRECT I
1161 MULBERRY MIDDLE SCHOOL B NO 77 CORRECT II
1141 PURCELL ELEMENTARY SCHOOL C NO 79 PREVENT I PREVENT II SW
1151 KINGSFORD ELEM SCHOOL B NO 77 CORRECT II CORRECT II SW
181 MEDULLA ELEMENTARY SCHOOL C NO 82 CORRECT I

1181 KATHLEEN SR HIGH SCHOOL D NO 62 CORRECT II
1191 KATHLEEN MIDDLE SCHOOL B NO 87 PREVENT I CORRECT I SW
1971 SLEEPY HILL MIDDLE SCHOOL C NO 72 PREVENT II CORRECT II SW
1671 MCKEEL ACAD OF TECHNOLOGY A NO 92 CORRECT I
1221 KATHLEEN ELEMENTARY SCHOOL A NO 95 PREVENT I SW
1231 GRIFFIN ELEMENTARY SCHOOL A NO 97 PREVENT I CORRECT I SW
1241 JESSE KEEN ELEM SCHOOL A NO 92 CORRECT I CORRECT I SW
1251 WINSTON ELEMENTARY SCHOOL C NO 74 CORRECT I CORRECT II SW
1271 SLEEPY HILL ELEM SCHOOL C NO 90 PREVENT I SW
201 N LAKELAND ELEM SCHOOL A NO 79 CORRECT I CORRECT II SW
1821 JAMES W.SIKES ELEM SCHOOL A NO 90 CORRECT I
1851 DR. NE ROBERTS ELEM SCHOOL B NO 95 PREVENT I SW
1901 SOCRUM ELEMENTARY SCHOOL C NO 90 PREVENT I PREVENT I SW

1762 LAKE GIBSON SR HIGH SCHOOL C NO 74 CORRECT II
1761 LAKE GIBSON MIDDLE SCHOOL B NO 72 CORRECT II
1451 EDGAR L. PADGETT ELEM B NO 85 PREVENT I CORRECT I SW
1841 CLEM CHURCHWELL ELEM C NO 79 PREVENT I CORRECT II SW
1881 WENDELL WATSON ELEM SCHOOL A NO 97 PREVENT I

1931 GEORGE W. JENKINS SR HIGH C NO 74 CORRECT II
1771 LAKELAND HIGHLANDS MIDDLE A NO 92 CORRECT I
1681 SCOTT LAKE ELEM SCHOOL A NO 92 PREVENT I

1991 LAKE REGION HIGH SCHOOL C NO 72 PREVENT II CORRECT II

Partnerships and Grants

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.

Principal – oversees use of data based decision making, ensures that school based team is implementing RTI. Ensures implementation of intervention provides for adequate professional development to support RTI.
School Psychologist – Participates in collection, interpretation and analysis of data, facilitates development of intervention plans, provides professional development and technical assistance for problem solving activities.

Guidance Counselor – provides services and expertise on issues related to assessment and intervention with individual students. Works closely with social worker to link child serving agencies to school and family to support academic, emotional, behavioral and social success.

Instructional Coach – provides input on district directives in reading as they relate to alternatives and program fidelity, supports data collection, assists in data analysis and provides professional development and technical assistance to teachers regarding Tier intervention plans.

ESE Teachers – participate in student data collection, collaborates with general education teachers.

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

Inservice and monitoring for instructional staff on RtI process, Quarterly meetings on implementation progress.

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

Input at all levels of planning and implementation. The principal presents SIP preliminary plans to RTI Leadership team and to SACS at separate sessions to seek their review, input, changes, additions to the overall document. The preliminary plans are all items already discussed with both teams and individual members during subsequent meetings and dialogue throughout the year. The teams also facilitate the process of consensus building and making decisions about implementation.

RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN), Assessment and Information Management System
Florida Comprehensive Assessment Test (FCAT)
Progress Monitoring: PMRN
Midyear: Florida Assessments for Instruction in Reading (FAIR)
End of year: FAIR, FCAT
Frequency of Data Days: Quarterly

Mini assessments and quarterly data entered in PMRN will be used to monitor progress and identify students who are still falling behind.

Describe the plan to train staff on RtI.

Professional development will be provided during teachers’ planning time and smaller sessions will occur throughout the year as needed. 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-August and in October. Those sessions will be delivered by team staff. On going training will address the need for more teachers to become reading endorsed.

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: Because of the student selection criteria, across all grade levels groups tend to be relatively homogeneous in academic performance and instructional needs.

Weaknesses: Almost 70% of student body enter our school with reading scores at Level 1 on the FCAT. 25% are in Level 2 with less than 5% above Level 3. Although math levels are also low in the middle grades, as most students progress past 10th grade and receive instruction in Algebra and higher level math, they tend to improve and finally pass FCAT requirements on math retake exams.

Instructional Calendar Development

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

Reading – Since the common weakness in almost all students at our school is reading/ reading comprehension and since it also represents the common instructional thread between both core and elective subjects, a school wide instructional calendar was adopted from a district suggested venue. Each month is focused on particular reading comprehensive skills such as: 1. Compare/Contrast, 2. Authors Purpose, 3. Main Ideas, 4. Text Elements, 5. Sequence, 6. Cause/Effect, 7. Inference, 8. Fact/Opinion. Items such as Reference and Research, Related Vocabulary and Summarizing are embedded in all instruction throughout the year. Core area subjects as well as elective subjects review, incorporate and emphasize those skills in their regular instructional delivery each month. Reminders are announced to staff and student body each morning during announcements and observed by administration during daily classroom walkthroughs.

Writing – Language Arts instructors develop their own calendar by using course curriculum maps. These district wide maps include a course outline, course sequence, benchmark identification, essential questions, and time line to follow as close as possible taking into account student needs. All non-core subject areas are encouraged to incorporate writing assignments as related to their particular subject area requirements.

Mathematics and Science – Instructors develop their own calendar by using course curriculum maps. These district wide maps include a course outline, course sequence, benchmark identification, essential questions, and time line to follow as close as possible taking into account student needs. All non-core subject areas are encouraged to incorporate any content that may be related to their particular subject area requirements. Examples of integration of standards might include incorporation of vocabulary, spelling, sentence structure in Graphic Arts and Business classes or Measurement in Construction, Automotive or Culinary Arts classes. Core area instructors also aid the process by pointing out where a related concept may be used within one of our elective areas.

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

Reading: Main Idea/Purpose was the least proficient strand and will be given priority focus.
Writing: Organization was the least proficient strand and will be given priority focus.
Mathematics: Number Sense was the least proficient strand with a particular focus on problem solving will be given priority focus.
Science: Scientific Thinking was the least proficient strand 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?

Course content is determined by district curriculum maps. The process or delivery by which a student will receive instruction is a teacher decision based on LFS startegies. Small group instruction is probably the most used and most successful approach school wide. Gause Academy is a small school environment, staffed at 15:1 to help academic struggling students achieve success in the classroom. Before a master schedule is developed student data is reviewed and course requirements listed. Grouping students by common needs allow us to identify number of sections necessary in any given subject area. Using that information a master schedule is developed to meet the needs of our students. Course overloads or under utilization usually means a shift in student needs and adjustments are to be made,

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

Applied Technology is part of our name.“Application” is the very essence of the program approach. The vocational programs that are offered represent the initial “draw” for students to even apply to Gause Academy. Graphic Arts, Construction, Business, Culinary Arts, Electronics, Auto Mechanics are the primary electives offered to students. Success for our students usually begin in these classes; they then are encouraged to be as successful academically. Integration of skills are promoted by vocational instructors and identified by their academic counterparts. Wherever those connections can be identified, they are exploited to answer the question “why should I learn that”.

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?

Middle school students are scheduled to a vocational wheel of introductory courses, each one semester in length. They are exposed to a variety of employability skills and are introduced to that particular area of occupational choices. Their experience includes hands on operations to show what is involved and what skills are necessary. Each exposure gives students the information of likes vs. dislikes, strengths vs. weaknesses. With that information they can then make an informed choice during their 9th grade year as to what area best fits their needs. They then request that area to investigate further, to develop skills and move towards career planning/acquisition all through high school., The necessity of academic achievement along with career integrity are tied to each other throughout the process. Further training and additional education are always part of the dialogue.

DO

Direct the Instructional Focus

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

Lesson plans and consistent instructional delivery are achieved through the use of Learning Focused Strategies. As of the 2009-2010 school year, all teachers at Gause Academy will be using the LFS lesson plan template designed for our school by our previous reading coach. The template incorporates LFS elements such as essential questions, differentiated instruction and vocabulary lists. As students are exposed to these elements across the curriculum, they will begin to recognize the key ideas in any subject area.

How are instructional focus lessons developed and delivered?

Instructional focus lessons are developed by teachers aided by academic coaches and relate to the areas of weakness in the student population. The only school wide focus at Gause Academy will be in reading. A district sample will be adopted for use at Gause Academy. The focus will be reinforced by the principal on a daily basis and incorporated by teachers as lessons and assignments allow within that particular time frame (monthly).

Math and science teachers will teach the focus lesson that correlates with their subject area.

How will instructional focus lessons be revised and monitored?

Student mastery on mini-assessments based on the focus 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.

Reading - Mini-assessments based on the focus lessons will be administered in reading and monitored by using the FAIR.
Math - Math mini assessment have been identified as of this date and will also be administered.
Writing – “Author’s Backpack” along with a calendar of mini-assessments will be given to all language arts teachers by district staff. A student portfolio will be developed by language arts teachers. Progress monitoring of teacher performance will be reviewed by the principal by November 20, 2009, and then by district staff by February 2010,
Science – Science mini assessment has been identified at this time and will also be administered.

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

The assessment results will be used to determine the instructional focus of whole group lessons. An Item-
Analysis of the assessment will be utilized to identify questions missed and allow staff to re-teach the questions that students missed most frequently.

Teachers will differentiate their instruction as indicated by assessment results to provide intensive instruction to
those students earning less than 50%, additional instruction and practice opportunities for those students
earning above 50% and enrichment/advanced instruction to students earning 80-100%.

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 and above mastery level will receive opportunities to enhance or enrich current skills by participating
in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain
the level of mastery/proficiency.

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.

Subject area teachers will meet with subject area coach, team leader and/or department head as each set of mini-assessments are administered and results compiled. Results will be analyzed by grade level, by student and by teacher to best determine any instructional modifications. Minutes will be submitted from those meetings to Principal, outlining results and subsequent decisions.

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.

Teachers will meet with administration either during weekly meetings, or one – on – one to discuss assessment results and changes. LFS lesson plans will be reviewed by Assistant Principal on a monthly basis or individually more often at the Principal’s discretion. Student portfolios, assessments, addressing of differentiation of individual student needs, documenting the process of teaching, assessing, re-teaching and re-assessing will be reviewed by walk throughs/ formal observations by administrations and fidelity checks by district staff.

ACT

Supplemental and Intensive Instruction/Interventions

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

District adopted textbooks which are designed for intensive instruction will be utilized.
Computerized programs or instructional software (i.e Fast Forward, Compass Odyssey), in addition to Internet instructional Web sites such as FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed at meetings or modeled by instructional coaches. Resources and strategies provided at professional development workshops will also be utilized. Students consistently demonstrating non-mastery may be required to participate in tutorial sessions arranged at school.

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

Small group and differentiated instruction, various other teacher identified LFS strategies and direct ESE interventions using the consult model.

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

Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by
administrators’ observations, teacher discussions, and student performance/data analysis, will determine the need for professional development sessions

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

Since all students at Gause Academy need interventions by the very nature of the program all will initially be targeted for intensive instruction. As a result of further progress monitoring (class work assignments and assessment results) and observations (classroom teacher, instructional coach, administrators, counselors, etc.) students who consistently demonstrate academic difficulty will receive additional supplemental and intensive instruction/interventions.

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

For each group of interventions there will be mini-assessments, grading, or at the very least teacher observations that can confirm or deny successful interventions. Obvious points of the year such as report cards, semester grades, etc. give a standardized opportunity to review student progress.

Enrichment

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

Students who typically exceed mastery levels can fully participate in the school’s wide selection of vocational elective courses to include courses in art and drama. There can be room for graduation acceleration by assigning on-line coursework or dual enrollment with the local community college or vocational/technical school.

Describe how students are identified for enrichment strategies.

FCAT results, in addition to student progress in a specific course, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and academic programs. Teacher recommendation is also taken into consideration.

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.

Gause Academy is a dropout prevention program for underachieving students, who have slipped through the cracks of our larger academic institutions. The program takes a long range approach (2-3 years) to try and reverse the dropout cycle, coupled with a strong occupational plan to move its students toward full high school graduation. Understanding that “every” student attending Gause is a potential dropout, the school’s dropout rate is not any worse than most other high schools in the area. In 2008-09 all students who started their senior year as well as several who started their junior year at Gause Academy, completed their education. The lower grades are not isolated from these graduation conversations. It is even more immediate that those students realize that because of their past educational practices they may very well be looking at being a 22 year old graduate. Most middle school students do not look that far ahead but we make it a practice to have them contemplate that inevitability if they do not begin to improve learning.

Students are fully advised through their vocational courses as well as sessions with our guidance department as to their options upon graduation. Further education and training are emphasized throughout the process. If students decide to enter the work force directly they have a strong understanding of what is expected from potential employers. They have a strong understanding of what it takes to be successful on the job and they have saleable skills developed in high school to offer potential employers. The graduating classes of 2000 through 2004 were part of a survey funded by the district following graduates of those particular years. During those years, Gause Academy consistently had one of the highest rates of full time employment for their graduates, across the district.

PART II: EXPECTED IMPROVEMENTS

Other Goals

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Compass, FastForward	District	$0.00
Mathematics	Compass FCAT Explorer	District	$0.00
Science	Science World Magazine	Operating Budget	$500.00
Total: $500.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	Compass, Fast Forward	District	$0.00
Mathematics	Compass FCAT Explorer	District	$0.00
Parental Involvement	E-mail, ConnectEd, School Messenger	District Provided	$0.00
Total: $0.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	CAR-PD endorsement	District	$0.00
Writing	PD360	District	$0.00
Science	PD360	District License	$0.00
Parental Involvement	e-mail, ConnectEd, school messenger technology	SchoolResource	$0.00
Vocational and Career Instruction	Car-PD inservice classes	District	$0.00
Total: $0.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	LFS Lesson Plan Template	District	$0.00
Reading	LFS Flipchart Set	Operating Budget	$1,500.00
Total: $1,500.00
Final Total: $2,000.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/11/2009 9:32:46 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

Roles and Responsibilities of SAC Members

Members
• Determine School Improvement Priorities
• Publicize the School Improvement Plan
• Support School Improvement Plan implementation
• Evaluate the School Improvement Plan
• Assist in decision making process and approval of expenditures of District Lottery Funds and School Recognition Funds, as well as review School Budget




Chair
• Schedules SAC meetings
• Sets Agenda with Principal
• Sends Meeting Notice, including agenda, 2 weeks prior to meeting
• Facilitates meeting
• Determines strategy for making plans available



Principal – is a SAC member
• Keep up to date with legislation
governing School Advisory Councils
• Facilitates election process stated in by-laws
• Provides testing, behavior, discipline and attendance data to the SAC
• Seeks input from staff and the SAC on School Improvement Plan, School Budget, Lottery Money, and School Recognition Funds
• Leads revision, implementation, and evaluation of the School Improvement Plan

School Advisory Council
Election of Members

Florida Statute 1001.452 requires the election of School Advisory Council members who represent teachers, education support staff, students and parents.
• 51% or more of the SAC are family and community members, not employees of the school
• Percents must reflect the racial, ethnic, and economic diversity of your school community
• Principals are required members of their school’s School Advisory Council
• Career center and high school advisory councils shall include students, and middle and junior high school advisory councils may include students
• Technical adult education centers are not required to include parents

They must be “elected by their respective peer groups at the school in a fair and equitable manner” as follows:
• Teachers elect teachers
• Education support staff must elect education support employees
• Students elect students
• Parents elect parents
• Parents are elected at any school function by parents provided notice has been given that the election will take place

No election is required for community members. They are appointed by the school principal with SAC input.

The principal is responsible for ensuring that the elections take place and the composition of the SAC complies with the law. If the election process does not yield a SAC that reflects the racial, ethnic, and economic diversity of the student population at the school, the principal may appoint additional members to achieve the appropriate representation.

Each year the School Board reviews and approves the membership rosters of all School Advisory Councils. All members should be able to explain the process by which, and date upon which they were elected. Approved SAC Membership rosters are posted on the school board website.

Election Process

1. The principal will inform the school and community that nominations to the school’s advisory council are invited. Include parents of upcoming students.
2. The invitation for nomination must clearly note a deadline, membership categories and the process (time, date, event) by which the vote shall be taken.
3. After elections have taken place, the principal shall submit the list of members to the School Board, which includes name and ethnic/racial category.
4. Documentation of the nomination and election process will be maintained at the school as a public record. Once Council membership is approved by the School Board, a copy of the approved form is posted on the school board website.
5. Vacancies in any membership category during the year may be filled by principal appointment. The principal will inform the Community Involvement Office of any replaced members.

SAC Members

AYP DATA

SCHOOL GRADE DATA