FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: CRYSTAL LAKE MIDDLE SCHOOL

District Name: Polk

Principal: Christopher C. Canning

SAC Chair: Andy Williams

Superintendent: Dr. Gail McKinzie

Date of School Board Approval:

Last Modified on: 09-17-2009

Dr.Eric J.Smith, Commissioner
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399

Dr.Frances Haithcock, Chancellor
K-12 Public Schools
Florida Department of Education
325 West Gaines Street
Tallahassee, Florida 32399

VISION and MISSION STATEMENTS

Mission:
To provide an atmosphere conducive to maximize each student’s individual academic potential and positive self-esteem with support from parents, community, and business partners to help ensure a positive and safe culture.

Vision:
Crystal Lake Middle School seeks to provide an educational program meeting the needs of each unique individual by creating an environment that provides the opportunity for intellectual, aesthetic, physical, social, moral and emotional development. This will be accomplished through a program of interdisciplinary and cooperative learning supported by up-to-date technology and an integrated curriculum focus. We will work together with students, parents, and the community to maintain a safe and positive learning environment. The staff will continue to provide individual students with the support and guidance necessary for success.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

The school was built in 1964 in the southeast section of Lakeland, Florida. The campus consists of a main office building, a two story building housing sixth and seventh graders, an eight-room pod housing our eighth graders, a building for agriculture/art, ESE and shop/technology, media center, gymnasium, new cafeteria and music building.

Unique School Strengths for Next Year

Crystal Lake Middle School continued to make gains towards achieving AYP. Our Students with Disabilities, Black students, and Hispanic students made significant gains last year, and our school wide science score showed a strong gain.
Additionally, our chess and technology competition teams won numerous awards during the year, often placing higher than academy schools.

Unique School Weaknesses for Next Year

Perhaps the largest weakness is our loss of budget for student and teacher incentives. In the current economic situation our donations have dropped. Additionally, in the past the state has given our school between $3,000 and $10,000 to be used at the discretion of our SAC committee. This year we were given no money.

Our data reflects our white students did not perform on the FCAT as anticipated. They failed to meet AYP in all cells, which was different from last year where they excelled more than others.

Student Demographics

Our school’s population is currently 686 students (8/12/2009), and we are considered an urban school.
48.1% (330) students are White
26.7% (183) are Black
22.2% (152) are Hispanic
1.6% (11) is Asian
0.1% (1) is American Indian
0.1% (9) is Multiracial
This brings our minority population to 51.9% (356).
7.8%, (54) of our students are classified as ESOL,
78% (520) of our students receive Free or Reduced Lunches.
21.0% (144) of Crystal Lake Middle students are designated ESE.

Student Attendance Rates

The attendance rate for 2008-09 was 94.7%. For 2007-2008 the rate was 94.6%. For 2006-2007 the rate was 89.2%.

Student Mobility

Crystal Lake Middle’s mobility rate for the 2008-09 school year was 40.79%. The mobility rate for 2007-08 was 39.12%.

Student Suspension Rates

Over the last three years the In-School Suspension rate at Crystal Lake Middle School has decreased by 39%. However, during that same time frame, our Out-of-School Suspension rate has increased by 22%. Various causes may have led to the increase in the rate of suspension. Having an ineffective teacher responsible for supervision and instruction in the ISS room may have led to some students moving quickly from ISS to OSS. Also, one of our Deans was adjusting to his new role and may have been overzealous in suspending students to ensure a safe and orderly environment.

Student Retention Rates

The retention rates for the school year 2008-2009 are 4% in 6th grade, 4% in 7th grade and less than 1% for 8th grade.

Our retention rates have decreased in the 7th and 8th grades due to differentiated assignments and remediation provided to these students in all academic classes. The 6th grade students were provided the same instructions, but because of the decreasing performance of our feeder schools, the total number of 6th graders, who were extremely below grade level, had increased grammatically. Also, some of our 6th grade teachers did not do as much instructional scaffolding for students.

Class Size

Our overall class size for core academic classes is 18.6 students per class.

Academic Performance of Feeder Pattern

Several of our feeder schools, Carlton Palmore Elementary, Cleveland Court Elementary, High-lands Grove Elementary, and Valleyview Elementary, have a school grade of “A” the past two years. Philip O’Brien Elementary moved from a “C” school to an “A” school last year, while Polk City Elementary moved from a “B” school to an “A” school. Combee Elementary remained a “C” school for the past two years, while Crystal Lake Elementary moved from a “D” to a “C” this past school year. Each of these schools either maintained or improved their school grade. AYP was met by Cleveland Court Elementary, Highlands Grove Elementary, Polk City Elementary, and Valleyview Elementary.

Oscar Pope Elementary was the only school to decrease in their school achievements moving from a “B” grade to an “F”.

Partnerships and Grants

CLMS has multiple community partners including: Primo's Pizza, Florida Southern College (Department of Athletics), Fred’s Market Corporation, Wendy’s, Texas Cattle Company, Starbucks, Expedition Services, Chick-fil-A, Dominoes, Hungry Howies, Lowes, Heineken & Company, Kazbor's, Publix, WalMart and Southeastern University. We are working toward partnerships with: Joseph Motors, Inc, Lakeland Truck and Trailer, Reececliff Restaurant, and S&L Restaurant. The partners support the educational process by donating monies, time and personnel to our school.

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

Position	Name	Degree(s)/ Certification(s)	# of Years at Current School	# of Years as an Administrator	Prior Performance Record *
Principal	Christopher C. Canning	Bachelor of Science from Florida South-ern College Masters of Art from Universi-ty of South Florida Masters in Educational Leadership from Nova University	4	8	2005-09, C school, did not make AYP
Assis Principal	Patricia T. Heineken	Bachelor of Science from Southeastern College Masters in Educational Leadership from Nova University	4	3.5	2005-09, C school, did not make AYP
Assis Principal	Suzette Vertrees	Bachelor of Science in Ear-ly Childhood – Southern Con-necticut State University Master of Science in Elementary Education – Southern Con-necticut State University Sixth Year Certificate in Educational Leadership – Southern Con-necticut State University	3	3	2006-09, C school, did not make AYP

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject Area	Name	Degree(s)/ Certification(s)	# of Years at Current School	# of Years as a Coach	Prior Performance Record *
Reading	Rayna Kieffer	Bachelor of Arts Interna-tional Studies, Miami Univer-sity Bachelor of Arts English & Secondary Education, University of Southern Indi-ana Masters in Education, In-diana Wes-leyan Universi-ty Specialist De-gree, Eastern Illinois Univer-sity English 6-12 Educational Leadership K-12	1		2008-09 – C School, did not make AYP 2006 – 84.5% met or ex-ceeded stan-dards 2007 – 83.3% met or ex-ceeded stan-dards Basically, all students were taught by Ms. Kieffer. There was a separate ESE self-contained class, which is in-cluded in the 7th grade Reading data. There were approx-imately 16 stu-dents in the ESE class.
Math	Trina Talley	BA in math from USF Math 5-9 Math 6-12 ESE K-12	8	4	% High Standards in math: 07-08 – 45 06-07 – 44 05-06 – 45 04-05 – 37 % Learning Gains: 07-08 – 68 06-07 – 58 05-06 – 68 04-05 – 58 School Grade: 07-08 – C (483 pts) 06-07 – C (451 pts) 05-06 – C (374 pts) 04-05 – C (321 pts)

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

HIGHLY QUALIFIED TEACHERS

Description of Strategy	Person Responsible	Projected Completion Date
New Teacher Orien-tation	Administration	08/12/09
Continuous communication w/ Reading AIF	Reading AIF, Rayna Kieffer	June 2010
Informal observations w/in classroom	Administration, Math AIF, Reading AIF, Title 1 Program Facilitator, and Title 1 Math Coach	June 2010
Continuous communication w/ Parent Involvement Teacher to assist with parent and student volunteer needs	Parent Involvement Teacher, Vicki Johnson	June 2010

Non-Highly Qualified Instructors

Name	Certification	Teaching Assignment	Professional 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
64	0	54.69	32.81	14.06	28	100	20	0	10

Teacher Mentoring Program

Mentor Name	Mentee Assigned	Rationale for Pairing	Planned Mentoring Activities
No data submitted

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

Services are provided to ensure students requiring additional remediation are assisted through ex-tended learning opportunities. The district coordinates with Title II and Title III in ensuring staff developmental needs are provided.

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Students who are identified as homeless are registered through the HEARTH program. This county program gives support in the areas of housing, food, clothing, school supplies, and medical referrals.

Supplemental Academic Instruction (SAI)

Six weeks prior to FCAT, Saturday Learning Academy is available for any student needing additional tutoring in a small group setting, especially for Level 1 & 2 students. Also, a brief Summer School is provided to assist students in recovering a maximum of two 9-week core academic class grades for promotion. These programs will be offered provided the availability of funds.

Violence Prevention Programs

The Anti-Bullying program is implemented at the beginning of the year with each student in all classes. This program is constantly enforced throughout the year.

Nutrition Programs

Students who are on free and reduced lunch have opportunities for breakfast and lunch at school.

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: Provides a common vision for the use of data-based decision-making, ensures that the school-based team is
implementing RtI, conducts assessment of RtI skills of school staff, ensures implementation of intervention support and
documentation, ensures adequate professional development to support RtI implementation, and communicates with parents
regarding school-based RtI plans and activities.

Select General Education Teachers: Provides information about core instruction, participates
in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2
interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities.

Exceptional Student Education (ESE) Teachers: Participates in student data collection, integrates core instructional
activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as co-teaching.

Instructional Coach Math:
Develops, leads, and evaluates school core content standards/ programs; identifies and analyzes existing literature on
scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based
intervention strategies; assists with whole school screening programs that provide early intervening services for children to
be considered “at risk;” assists in the design and implementation for progress monitoring, data collection, and data analysis;
participates in the design and delivery of professional development; and provides support for assessment and
implementation monitoring.

Reading Academic Instructional Facilitator: Provides guidance on 6-8 reading plan; facilitates and supports data collection
activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data-based
instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.

Math Academic Instructional Facilitator:
Provides guidance on 6-8 reading plan; facilitates and supports data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data-based
instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.

School Counselor(s): Participates in collection, interpretation, and analysis of data; facilitates development of intervention
plans; provides support for intervention fidelity and documentation; provides professional development and technical
assistance for problem-solving activities including data collection, data analysis, intervention planning, and program
evaluation; facilitates data-based decision making activities.

Technology Specialist: Develops or brokers technology necessary to manage and display data; provides professional
development and technical support to teachers and staff regarding data management and display.

Parent Involvement : Communicates with parents about the programs designed to increase student achievement.

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

The RtI Leadership Team will focus on three questions:
1. What do students need to learn?
2. How can we tell if students are learning?
3. What do we do with students who are not learning?

The team will meet once a week to focus on student achievement. The team will evaluate data, discuss the implementation of teaching strategies, and strategies to scaffold and remediate students who need those services.

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

The RtI Leadership Team worked with the School Principal to develop the SIP.

RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data: Progress Monitoring and Reporting Network (PMRN), IDEAS, DIBELS, Florida Comprehensive Assessment Test (FCAT)

Progress Monitoring: Curriculum Based Measurement (CBM), FCAT Simulation

Midyear: Florida Assessments for Instruction in Reading (FAIR)

End of year: FAIR, FCAT

Frequency of Data Days: once a week for data analysis

Describe the plan to train staff on RtI.

Training will be provided through the Professional Learning Communities that occur twice a week for the duration of the year. The training path is determined by the immediate and long term needs of the RtI team according to the principal, assistant principal for curriculum, assistant principal for administration, and the Title 1 Facilitator.

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: Our students scored well in Main Idea, Plot, and Purpose, and Algebraic Equations

Weaknesses: Our students scored poorly in words and phrases in context and measurement and geometry.

Instructional Calendar Development

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

The calendar was developed with the county curriculum senior coordinators and developed into curriculum maps. The implementation at the local level is driven through the professional learning communities. Monitoring occurs through the daily classroom walkthroughs that are conducted by the administration team.

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

Reading – Words and phrases in context
Math – Measurement and geometry
Science – The Nature of Science
Writing – Organization of information

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

Students are selected for differing levels of classes based on past FCAT scores and teacher recommendations.

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

The school focuses on writing and reading across the curriculum as well as opportunities to write and read about math and science in order to integrate the curriculum.

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 school offers a variety of core curriculum based electives in order for students to get a hands-on approach to core studies such as aquaculture, magazine production, yearbook, technology, and chess.

Direct the Instructional Focus

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

Crystal Lake Middle has prepared a lesson plan template, which includes the Sunshine State Standards and implements ESOL and ESE strategies. Polk County has created curriculum maps to assure the instruction is aligned across grade levels and subject areas. To provide proper alignment, Polk County reviews and revises the curriculum maps each year.

Polk County is also a Learning Focus Solutions (LFS) district of which the required elements of LFS have also been included in Crystal Lake Middle's lesson plan template.

The Assistant Principal of Curriculum reviews and monitors teacher lesson plans every 2-3 weeks.

How are instructional focus lessons developed and delivered?

The lessons are developed through collaborative planning during the professional learning communities.

How will instructional focus lessons be revised and monitored?

Revision occurs through professional learning communities; monitoring occurs through LFS administration 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.

Formative assessments include state sponsored tests and FCAT Writes Mock tests, as well as the FAIR testing.

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

The test data is disaggregated.

Maintenance

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

The assessments are built directly into the master calendar with careful analysis of the curriculum maps.

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.

Data is reviewed every Thursday during the Professional Learning Communities.

Monitoring

Describe the Principal’s and Leadership Team’s roles as instructional leaders and how they will be continuously involved in the teaching and learning process.

The Principal and Leadership Team demonstrate best practices while teaching the Professional Learning Communities content time.

ACT

Supplemental and Intensive Instruction/Interventions

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

The core interventions offered are differentiated assignments, previewing materials to include new vocabulary, and scaffolding. The Odyssey labs will also work with Level 1 and Level 2 students to review and reinforce curriculum.
Supplemental Interventions include tutoring labs and pullouts.

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

The supplemental and intensive interventions are formative based and the students remain in that intervention until they show mastery of the skill they showed deficiency in.

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

Staff professional development needs are identified through staff surveys and administration analysis of staff needs.

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

Students who show deficiency in formative testing will become our targeted groups. This will include our Level 1 and Level 2 students along with low Level 3 students.

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

Interventions will be measured according to additional formative testing, such as FAIR, progress monitoring assessments, and teacher-made assessments.

Enrichment

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

Students, scoring a Level 3 or higher on FCAT, are placed in advanced content classes. All teachers accelerate and enrich student curriculum using LFS strategies, such as extended thinking strategies.

Describe how students are identified for enrichment strategies.

All students are provided enrichment strategies to some degree in each class. Students, scoring Level 3 or higher, are placed in advanced content classes.

Professional Learning Communities

PLC Organization (grade level, subject, etc.)	PLC Leader	Frequency of PLC Meetings	Schedule (when)	Primary Focus of PLC (include Lesson Study and Data Analysis)
Subject	Keith Earls, Title 1 Facilitator Trina Talley, Math Academic Interven-tion Facilitator Tonnette Heineken, Assistant Prinicipal of Curriculum	Twice a week	Tuesdays and Thursdays during teachers’ common planning time	Tuesdays the PLC is focused on im-plementation of Learning Focused Solutions model curriculum. Thurs-day’s focus is data analysis.

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status
Show Attached Notification of (School in Need of Improvement) SINI Status (Uploaded on 9/11/2009 7:50:55 AM)
Public School Choice with Transportation (CWT) Notification
Show Attached Public School Choice with Transportation (CWT) Notification (Uploaded on 9/11/2009 7:51:11 AM)
Notification of (School in Need of Improvement) SINI Status
Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 9/10/2009 12:44:15 PM)

Pre-School Transition

Postsecondary Transition

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

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Needs Assessment:

Based on School Grade and Adequate Yearly Progress Data:

Did the total percent proficient increase or decrease? What is the percent change?

What clusters/strands, by grade level, showed decrease in proficiency?

Did all student subgroups meet AYP targets? If not, which subgroups did not meet the targets?

Did 50% or more of the lowest 25% make learning gains? What is the percent of the lowest 25% of students making learning gains?

Did 50% or more of the total number tested make learning gains? What is the percent of students making learning gains?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
FCAT test results for the 2007-2008 year showed 43% of all groups being proficient (scoring 3 or higher) in Reading. Results for the 2008-2009 showed 47% of all groups being proficient in Reading. In disaggregating this data, in 2007 no subgroups made AYP but in 2008 Students with Disabilities made AYP through safe harbor. In 2008 all sub-groups increased proficiency from 2007. The White group increased 6% to 57%. The Black group increased 5% to 35%. The Hispanic group increased 6% to 38%. The economically disadvantaged group increased 3% to 45%. The students with disabilities group increased increased 10% to 24%. Breaking down into grade levels, 6th grade students increased 4% to 48%. 7th grade students increased 2% to 48%. 8th grade students increased 4% to 37%. While student proficiency increased, the proficient level did not meet the AYP requirement of 65%. According to the FCAT sub-test report 6th grade students have needs in two categories: words and phrases and main idea, plot and purpose. The 7th grade students have needs in two categories: words and phrases and reference and research. The 8th grade students have needs in two categories: words and phrases and comparison and cause and effect. The Administrative Team as well as all teachers analyzed data. Data analysis results were shared with parents and SAC members.			By Spring 2010, 58% of Total students will be at AL 3 or above in Reading as evidenced by Safe Harbor of the AYP Re-port.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	FCAT strategies and benchmarks in regards to the SSS and the district's reading initiatives will be addressed on a daily basis. They shall be written in the teachers’ lesson plans. The Administrative Team will check lesson plans periodically.	Rayna Kieffer, Reading AIF and Reading Teachers	Every Thursday during PLCs, teachers will review data and adjust lesson plans accordingly.	FAIR, progress monitoring tests, and teacher-made assessments
2	Daily differentiated instruction based on disaggregated data is expected. The Administrative Team will monitor implementation through daily walk-throughs.	Rayna Kieffer, Reading AIF and Reading Teachers	Every Thursday during PLCs, teachers will review data and adjust lesson plans accordingly.	FAIR, progress monitoring tests, and teacher-made assessments
3	Individual Student Academic Success Plans shall be developed by teachers and guidance counselors in August for targeted students and followed throughout the school year.	Rayna Kieffer, Reading AIF and Reading Teachers and Guidance Counselors	Every Thursday during PLCs, teachers will review data and monitor student progression.	Student Academic Success Plan, interim and report cards, and progress monitoring assessments.
4	The Language Arts or Reading teachers will implement Accelerated Reader to improve reading comprehension and shall have ongoing monitoring and testing to improve reading lexiles. The media specialist will monitor the implementation.	LA, Reading Teachers, Reading AIF, LA Dept. Chair, and Media Specialist	Students must score a 70% or higher on the Accelerate Reader test.	Accelerated Reader test scores
5	The Odyssey lab will be used to target a population of students to show gains in reading comprehension. Targeted students will be scheduled weekly in the labs in order to achieve 30 hours of on task behavior before the end of the 2009-2010 school year. The Title I and Administrative Teams will monitor progress.	Compass Lab Mgr. and Teachers	Reviewed and monitored Odyssey subject area tests. Students must score a 75 or higher to be successful.	Odyssey lessons and subject area tests.
6	The Extended Learning Program will provide remediation in reading for those students identified as atrisk of failing their academic classes and/or FCAT. Teachers, in conjunction with the guidance department, will assess students’ grades and progress monitoring assessments to determine need. This program will be implemented during the second semester of the school year and monitored by the Administrative Team.	Guidance Department and Assistant Principal of Curriculum	Successful completing each class attended in the Extended Learning Program by making a C or higher.	Subject area assignments and tests given during the Extended Learning Program.
7	Before school tutoring will be offered for all students from 8:00-8:30 daily beginning the second day of school.	Reading, Math, and Language Arts Teachers, Reading AIF, Math AIF, and Math Resource Coach	Learning gains from students participating in the before school tutoring.	Progress monitoring assessments, interim and report cards.
8	Kagan activities will be integrated into daily reading instruction by teachers who have received professional learning in their use.	Kagan trained teachers	Correct usage and modeling of Kagan strategies.	Observations, lesson plans
9	Book fairs will be provided to increase current reading libraries within the class-room. The media specialist will ensure this provided to all students.	Media Specialist	Participation and amount sold during book fair.	Schedule of visits and total sales
10	FCAT Parent nights will be planned twice a year in which parents are invited to be trained in addressing FCAT reading skills. The Reading department and Reading Coach/Mentor will work in conjunction with the media specialist in development of this presentation. A separate evening will be devoted to ESE and ESOL parents.	Parent Involvement Teacher, Reading Teachers, and Reading AIF	Participation of students and parents during Parent Night	Parent Night sign-in sheet
11	Digital combos will be utilized to incorporate the use of technology in the classroom setting based upon the completion of the county implementation plan.	Classroom Teachers, Network Manager	Student involvement and engagement	Observations and student assessments
12	The FAIR shall be given three times during the year for diagnostic purposes. The information retrieved from this test shall be interpreted by each reading teacher to assist in determining the need for teaching each of the five reading components: reading comprehension, word analysis, phonics, spelling, and writing. This data will be used to assist in monitoring student achievement in all classes, including content classes.	Reading AIF and Reading Teachers	Student FAIR scores	FAIR test
13	The Scholastic Reading Inventory shall be used for progress monitoring once each quarter. The reading teacher shall administer this test. In the 8th Grade Read 180 classes, parents shall receive a report derived from this test in order to be kept informed of their child’s growth. The reading coach will check on the follow through.	Reading AIF, Reading Teachers	Progress of student assessments	SRI assessments, progress monitoring assessments
14	ESOL and ESE students will be provided a climate of warmth and caring which nurtures a sense of comfort. Other strategies implemented throughout the school year by the ESOL and ESE teachers with those students include seat the student close to the front of the room, establish a daily routine in the classroom and prepare the student for any changes, allow the students ample time to complete assignments, keep directions short and simple, utilize oral techniques - cuing, modeling elicitation and chunking, speak clearly and simplify the vocabulary, provide frequent review and repetition in each step of language and content learning, and choose reading and writing activities that activate the prior knowledge of the students. The ESOL teacher, ESE facilitator, Guidance counselors, and Administrative Team will all be responsible for monitoring the implementation of these strategies.	ESE and ESOL Teachers, Reading Teachers, Guidance Couselors, and Administrative Team	70% or higher successful assignments during class	Student class grade and participation
15	FAIR will be administered to all students once each quarter to monitor progress of student achievement in the reading components.	Reading AIF, Reading Teachers	Increase in student's FAIR score	FAIR test
16	Teachers shall contact the parent through the use of the PRIDE notebook on a weekly basis. The assistant principals shall monitor this. When needed, the team will utilize the PRIDE notebook for parent communication.	Math Teachers, Math AIF and Math Resource Coach	Verification of parent's weekly signature in PRIDE notebook with 90-95% completion.	Parent signature
17	Teachers will be involved in two weekly professional learning community meetings to share best practices, discuss curriculum maps, Sunshine State Standards, and horizontal and vertical teaming.	Reading Teachers, Adminstrative Team	Implementation of strategies provided during trainings.	Observations, PLC sign-in sheets
18	A minimum of two student computer workstations in all reading classrooms will be used to increase student group interaction with online reading resources.	Reading Teachers, Network Manager	Proper and effective usage of computers during class	Computer sign-in sheet
19	Professional learning will be provided for all staff on LFS strategies and implemented thereafter.	Reading Teachers, Reading AIF, Administrative Team	Teacher implementation of LFS strategies within their daily lessons.	Classroom walk-through forms, teacher lesson plans, LFS training sign-in sheets
20	Students on free or reduced lunch will be provided Supplemental Education Services after school.	SES Facilitator	Student participation	Student sign-in sheets

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
N/A	Learning Focus Strategies for Reading	LFS Rep	October 2009 - January 2010	Administrative Team's observations/walk-throughs, review of lesson plans, and Professional Learning Communities.	Administrative Team to include Principal, Assistant Principals, Reading and Math AIFs, Math Coach, and Title 1 Program Facilitator

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every Teacher

Every student is placed in a separate Language Arts and Reading class. Students, who have scored a Level 1 or Level 2 in the FCAT Reading Assessment and scored disfluent on the PMRN test last year, are placed in a block (90-minute) Reading class to ensure instruction and remediation where necessary.

The Reading Academic Intervention Specialist will teach content teachers specific reading strategies and the use of graphic organizers to increase reading proficiency across all contents. She will also train each teacher in the use of FCAT stem questions and signal vocabulary by using a monthly reading focus tied to Sunshine State Standards.

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
Accelerated Reader	Textbook Allocations	$1,000.00
Day Books	Textbook Allocations	$10,000.00
Journeys	Textbook Allocations	$5,000.00
Total: $16,000.00
Technology
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
Effective Teaching Strategies Training	Title One	$6,000.00
Total: $6,000.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $22,000.00

End of Reading Goal

Mathematics Goal

Needs Assessment:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Forty-three percent of the students tested at or above level three on the FCAT Math assessment in the 2008-2009 school year. Learning gains were achieved by 63% of our students. Improvements were made in the Black and Hispanic subgroups. Needs are determined by the teacher made test, which is administered three times per year. The Administrative Team as well as all teachers analyzed data.			By Spring 2010 70% of students per grade level will make a math learning gain as evidenced by the following FCAT data: Increased Achievement Level, maintain Achievement Levels for 3,4 & 5 or increase the DSS Achievement Levels for levels 1 and 2.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Daily differentiated assignment based on disaggregated date is expected. All math teachers shall use AMSCO FCAT Prep mathematics workbooks to assist with differentiated instruction.	The administrative Team will monitor implementation through daily walk-through.	Effectiveness differentiated assignments will be determined by a score of 75% or higher on FCAT Item Specification questions.	Teachers will use mini assessments from FCAT Item Specification document to ensure mastery of differentiated skill
2	FCAT strategies and benchmarks in regards to the SSS and district’s math student learning maps will be used to align strategies, instruction and assessment by grade level. The assistant principals will have monthly meetings with departments to discuss and monitor implementation.	The administrative team will monitor implementation through daily walkthrough.	Students will increase their baseline scores by 20% on each Odyssey monitoring assessment.	Odyssey assessment based on math benchmarks will be used three times per school year for progress monitoring to determine if teachers are following the district learning maps.
3	The Math Department Head will hold weekly meetings to monitor alignment of student learning maps and daily instructions.	An administrator will attend weekly department meetings.	Teachers that are using learning maps as required will be on target 90% of the time.	Math coach and math AIF will walk through classrooms daily to ensure learning maps are followed.
4	The extended learning program will provide remediation in math for those students as at- risk of failing their academic classes (Level 1 and 2 students). Math teachers in conjunction with the guidance department; will assess student’s grade and progress to determine need. This program will be implemented at the end of the second semester of the school year.	Guidance department will monitor student progress throughout the extended learning program.	Students will score 75% on assessments and assignments used during extended learning.	Assessments and assignments given by extended learning staff.
5	Parent information night will be planned three times a year in which parents will be invited and trained in addressing FCAT math skills. The math AIF and resource teacher will work together in developing a presentation. A separate night will be set aside for ESE and ESOL parents.	Administration will be present during parent FCAT nights.	Presenters and Title One team will compile information from evaluations. Success rate of relevant information must be 90% or higher.	Parents will be given an evaluation at the end of the night as to the effectiveness of the information given.
6	Instructional assistance will be offered from 8:00 – 8:30 daily in the compass lab for all students monitored by highly qualified math teachers.	Highly qualified teachers and administrative walkthroughs.	Students will increase their baseline scores by 20% on each Odyssey monitoring assessment.	Odyssey assessment based on math benchmarks will be used three times per school year for progress monitoring to determine if morning instructional assistance is effective.
7	Teacher will make contact with parents through PRIDE port-folio on a weekly ba-sis.	Administrative team will perform weekly spot checks in student daily logs to ensure communication from teachers.	90% of the daily logs will be signed by parents.	Parents will sign daily logs on a weekly basis.
8	The Odyssey Lab will be used to target level 1 and 2’s , ESE and ESOL students to assess and show gains in math.	Math resource, math AIF, Compass Lab Manager and administrative team will monitor computer lab usage on a daily basis	The decision points on lesson quizzes and assignments will be set such that students must score 75% or higher in order to move to the next skill.	Odyssey lesson quizzes and assignments will be used for progress monitoring to determine mastery of benchmarks.
9	Kagan and LFS strategies will be integrated into math instructions by teachers who have received professional training.	Math resource, math AIF and administrative team will walkthrough classrooms daily to ensure Kagan and LFS strategies are utilized.	Teachers must use Kagan and LFS 90% of the class time to be considered effective.	Observations according to LFS will be conducted on a weekly basis.
10	Quarterly reporting of academic progress will be provided to parents.	Guidance department will monitor distribution of quarterly grade reporting.	75% of report cards will be signed and returned and/or parents will set up one conference per semester.	Parents will sign report cards and return to teachers. Parents will also set up conferences as necessary.
11	ESE and ESOL students will be provided a warm and caring climate which natures a sense of comfort. Seating the students close to the front of the room, establishing daily routines, allow students ample time to complete an assignment and provide hands-on activities are some other strategies to be utilized in the classroom.	Administrative team will walkthrough classrooms to assure ESE and ESOL students are provided an environment conductive to learning.	Success rate on survey items must be 90% or greater.	ESE and ESOL students and parents will be given a survey at the end of each semester.
12	A benchmark assessment will be used via Odyssey. It will be given three times per year to monitor progress. Each teacher will monitor students’ achievement and interpret information from each assessment.	Math resource, math AIF and Title One facilitator will ensure progress monitoring.	95% of students will be tested three times per year.	Scores for Odyssey assessments will determine success in administration of benchmark assessment.
13	Teachers will be involved in department professional learning communities two times per week where they will share best practices, discuss student progress and student learning maps.	Administration will attend meetings periodically to ensure teacher attendance and content of meetings.	New strategies and best practices will be shown at least once a week via observations. They will also incorporate the new strategy in their lesson plans.	Teachers will demonstrate a new teaching strategy that was shared in their PLC. Math resource or math AIF will submit meeting agendas and notes on a weekly basis.
14	Level 1 and 2 Students on free and reduce lunch will be offered Supplemental Education Services after school.	SES facilitator will ensure that all Level 1 and 2 students on free and reduced lunch will be offered supplemental services.	Evaluations will demonstrate a satisfaction rate of 90% or higher. Students will show at least one year’s worth of growth on FCAT.	Parent evaluations will be conducted at the completion of student services. Students will take spring FCAT.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
N/A	Learning Focus Strategies for Math	LFS Rep	October 2009 - January 2010	Administrative Team's observations/walk-throughs, review of lesson plans, and Professional Learning Communities.	Administrative Team to include Principal, Assistant Principals, Reading and Math AIFs, Math Coach, and Title 1 Program Facilitator

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Technology
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
Effective Teaching Strategies Training	Title One	$6,000.00
Total: $6,000.00
Other
Description of Resources	Funding Source	Available Amount
Math Resource Teacher	Title One	$50,500.00
Manipulatives and Supplies	School Budget	$1,000.00
Total: $51,500.00
Final Total: $57,500.00

End of Mathematics Goal

Science Goal

Needs Assessment:

Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Thirty eight percent of our eighth grade students scored Level 3 or above on the 2009 FCAT, which is a 9% increase from 2008. The district’s percentage increased by one percent to 33%, and the state’s percentage increased to 41% in 2009. The state’s mean scale score this year was 305, while the district’s was 291, and our school’s was 283. It was determined the students have needs in Earth and Space Sciences and Scientific Thinking. Needs were also determined by the department wide course test administered three times per year. The Administrative Team as well as science teachers analyzed data.			By Spring of 2010, 45% of 8th grade students will be at Achievement Level three or above in Science as evidenced by the School Grade report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	The Sunshine State Standards and benchmarks will continue to be the framework and basis for our curriculum instruction in 2009-2010 in alignment with the district’s student learning maps.	These shall be documented in their lesson plans and monitored by administration.	Administrative Team will complete walk-throughs to monitor alignment of curriculum and on target with the learning maps. The Assistant Principal for Curriculum will also monitor lesson plans.	Lesson plans and observations
2	Daily differentiated assignments based on disaggregated data is expected. Implement the use of the FCAT book to assist in preparation and study of FCAT related 8th Grade standards.	2. The Administrative Team will monitor implementation through daily walk-throughs.	Students' progress monitoring scores will increase by 20% from each assessment.	Progress monitoring assessments, Teacher-made assessments
3	Media Center nights will be planned twice a year in which parents are invited to be trained in addressing FCAT science skills. The science teachers and assistant principal will work in conjunction with the media specialist in development of this presentation.	Administration will be present during parent FCAT nights.	Presenters and Title One team will compile information from evaluations. Success rate of relevant information must be 90% or higher.	Parents will be given an evaluation at the end of the night as to the effectiveness of the information given.
4	Through the use of digital combo units, teachers will incorporate current Glencoe textbook interactive software with virtual lab activities, which relate to topics being taught in the Science classrooms.	The Administrative Team will monitor implementation through daily walk-throughs.	Teacher use of technology will increase 20-30%, which will increase student engagement in class.	Administrative walk-throughs
5	Teachers shall contact the parent through the use of the PRIDE notebook on a weekly basis. The assistant principals shall monitor this. When needed, the team will utilize the PRIDE notebook for parent communication.	Administrative team will perform weekly spot checks in student daily logs to ensure communication from teachers.	90% of the daily logs will be signed by parents.	Parents will sign daily logs on a weekly basis.
6	Teachers will be involved in two weekly department and learning community meetings to share best practices, discuss curriculum maps, Sunshine State Standards, and horizontal and vertical teaming.	Administration will attend meetings periodically to ensure teacher attendance and content of meetings.	New strategies and best practices will be shown at least once a week via observations. They will also incorporate the new strategy in their lesson plans.	Teachers will demonstrate a new teaching strategy that was shared in their PLC. Science Department Chair will submit meeting agendas and notes on a weekly basis.
7	Students on free or reduced lunch will be provided Supplemental Education Services after school.	SES facilitator will ensure that all Level 1 and 2 students on free and reduced lunch will be offered supplemental services.	Evaluations will demonstrate a satisfaction rate of 90% or higher. Students will show at least one year’s worth of growth on FCAT.	Parent evaluations will be conducted at the completion of student services. Students will take spring FCAT.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
N/A	Learning Focus Strategies for Science	LFS Rep	October 2009 - January 2010	Administrative Team's observations/walk-throughs, review of lesson plans, and Professional Learning Communities.	Administrative Team to include Principal, Assistant Principals, Reading and Math AIFs, Math Coach, and Title 1 Program Facilitator

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Technology
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
Effective Teaching Strategies Training	Title One	$6,000.00
Total: $6,000.00
Other
Description of Resources	Funding Source	Available Amount
Lab Materials	School Budget	$1,000.00
Total: $1,000.00
Final Total: $7,000.00

End of Science Goal

Writing Goal

Needs Assessment:

Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Seventy-one percent of 8th grade students scored an average of 3.5 or above on the 2008-2009 FCAT Writing test. This compares to the district (88%) and the state (90%). The average mean scale score was 3.7, while the district mean was 4.1 and the state mean was 4.2. Although there was a decrease of 6% of the 8th grade students scoring a 3.5 or above from the prior year, the Hispanic and African American subgroup made AYP. Needs are determined by the results of the mock FCAT Writing test, which is administered three times per year. The Administrative Team as well as all teachers analyzed data. Data analysis results were shared with parents and SAC members.			In the 2010 ad-ministration of the FCAT Writes test, 85% of stu-dents will be pro-ficient (scoring 3.5 or higher).
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	Students are completing the required section of the writing portfolios as prescribed by the senior coordinator of language arts. (Amy Hardee)	Language Arts Department Chair	Rubric applied three times during the year.	Rubric supplied by Amy Hardee in District Office.
2	All teachers will be trained to use summation within their classes for effective writing.	Language Arts Department Chair, Reading AIF	New strategies and best practices will be shown at least once a week via observations. They will also incorporate the new strategy in their lesson plans.	Teachers will demonstrate a new teaching strategy that was shared in their training. Language Arts Department Chair will submit meeting agendas and notes on a weekly basis.
3	Students will demonstrate the skill of summarizing various types of information in their content classes. Students will collect a culmination of writings in their Author Backpack Portfolio.	Academic teachers, Language Arts Department Chair, and Administration	Students will increase their writing skills to score a minimum of 4.0 when using the FCAT writing rubric.	Students' Author Backpack Portfolio

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
N/A	Learning Focus Strategies for Writing	LFS Rep	October 2009 - January 2010	Administrative Team's observations/walk-throughs, review of lesson plans, and Professional Learning Communities.	Administrative Team to include Principal, Assistant Principals, Reading and Math AIFs, Math Coach, and Title 1 Program Facilitator

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Technology
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
Effective Teaching Strategies Training	Title One	$6,000.00
Total: $6,000.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $6,000.00

End of Science Goal

Parent Involvement Goal

Needs Assessment:

Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
By Spring 2010, overall parental in-volvement (attendance at parent nights and open house, SAC membership, and the return of required signed documents) will increase by 30% as indicated by sign-in sheets, SAC Membership, and the review of actual required returned required documents.			The overall percentage of parents and community members that are involved at the school as indicated by volunteer hours will increase by 25% before the end of the 2009-2010 school years. Parental attendance, as indicated by sign-in sheets, at each Parent Night will meet or exceed 75 participants. After taking the 2009-2010 parent survey, the majority of parents will be able to answer that compacts and Title One were sufficiently explained. Parental and community involvement within the School Advisory Council will increase by 25%.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	A monthly newsletter to keep parents informed of upcoming activities and expectations.	Parent Involvement Teacher	Increase in interest of school activities and involvement within school.	Sign-in sheets for Parent Nights, volunteer hours
2	Parents will be called when a child’s absences exceed five days within a nine-week period.	Teachers, Guidance Counselors	Decrease in absenteeism	Attendance reports
3	Implement the utilization of a phone tree to place truancy calls.	Guidance Counselors	Decrease in absenteeism	Attendance records
4	Provide a parent involvement night to encourage student participation and to enhance parent knowledge of the curriculums at an Elective Extravaganza in April 2010.	Elective Teachers, Administrative Team	Increase interest in elective classes	Participation, Parent Night sign-in sheet
5	An open house shall be held during the month of September to explain the PRIDE portfolio and school/classroom procedures. Dinner will be served for a minimal fee.	Parent Involvement Teacher, Administrative Team	Effective communication will develop between parents and school staff.	Parent involvement hours, parent sign-in sheets
6	Interim reports shall go home every 4-½ weeks provided by the Title 1 mem-bers.	Administrative Team, Guidance Couselors	Parent/Guardian signatures on interim reports will identify and assist further parent communication when returned to school.	Signed interim reports by parents/guardians
7	A minimum of five positive phone calls per teacher per week will be made to parents.	Administration	Administration will monitor the teachers' phone logs.	Positive Phone Logs
8	Parents shall be provided reports in regard to the SIP, FCAT, and School Accountability.	Parent Involvement Teacher, Administrative Team	Connect-Ed call will be sent to parents, informing them of the forms being sent home with the students.	Connect-Ed report
9	There will be several parent nights during the school year to inform parents of policies and procedures of the school and classroom teachers, FCAT overviews, computer programs available for student success, and elective opportunities.	Parent In-volvement Teacher	Evaluations will be given to parents after each Title One parent night.	Evaluations
10	Parent conferences will be held with grade level teams and guidance counselors to discuss specific plans for progress.	Teachers, Guidance Counselors	Conference notes will be taken during parent/student conferences.	Parent conference notes
11	Opportunities before and during the school day will be provided for volunteer training and meeting with parents to assist with questions and concerns.	Parent Involvement Teacher	Volunteer hours will increase with parent involvement.	Volunteer hour log
12	PRIDE portfolios will be used for daily/weekly communication between parents and teachers.	Teachers	Parent signatures will be required each week to review information and student grades/progress.	Parent signatures
13	PRIDE portfolios provided for each student with grade logs for each class to record all grades to be signed weekly by parents.	Teachers	Parent signatures will be required each week to review information and student grades/progress.	Parent signatures
14	Parent Involvement teacher will survey parents to determine available times for maximizing their involvement. Activities will be hosted for parents such as Donuts with Dads and Muffins with Moms.	Parent Involvement Teacher	The increase of parent involvement and attendance	Parent sign-in sheets
15	“Crystal Lake Community Nights” will be hosted by Primo’s pizza on 3 occasions throughout the 2009-2010 school year.	Parent Involvement Teacher	Family involvement in ordering dinner at Primo's during selected nights.	Money raised during fundraiser

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Parent/Community Involvement	Parent/School Involvement	Title One	November, 2009	Increase in parent involvement and participation during Parent Nights, volunteer sign-in sheets	Parent Involvement Teacher

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Technology
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Other
Description of Resources	Funding Source	Available Amount
Parent Involvement Teacher	Title One	$48,000.00
Total: $48,000.00
Final Total: $48,000.00

End of Parent Involvement Goal

Other Goals

No Other Goals were submitted for this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Accelerated Reader	Textbook Allocations	$1,000.00
Reading	Day Books	Textbook Allocations	$10,000.00
Reading	Journeys	Textbook Allocations	$5,000.00
Total: $16,000.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	Effective Teaching Strategies Training	Title One	$6,000.00
Mathematics	Effective Teaching Strategies Training	Title One	$6,000.00
Writing	Effective Teaching Strategies Training	Title One	$6,000.00
Science	Effective Teaching Strategies Training	Title One	$6,000.00
Total: $24,000.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Mathematics	Math Resource Teacher	Title One	$50,500.00
Mathematics	Manipulatives and Supplies	School Budget	$1,000.00
Science	Lab Materials	School Budget	$1,000.00
Parental Involvement	Parent Involvement Teacher	Title One	$48,000.00
Total: $100,500.00
Final Total: $140,500.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/11/2009 8:10:42 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.

Projected use of SAC Funds	Amount
No data submitted

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

SAC Members

Members
1) Christopher Canning, Principal
2) Andy Williams, SAC Chair
3) Sanphinaud Jean-Pierre, Student
4) Josh Cortez, Student
5) Erika Sasy, Student
6) Dominique Parker, Student
7) Lily Chanta, Student
8) Tracy Dudley, Student
9) June High, Teacher
10) Samantha Rawson, Teacher
11) Victoria Johnson, Teacher
12) Shandale Terrell, Teacher
13) Deanna Johnson, Business Member
14) Maggie Wojtylak, Business Member
15) Andrea Richardson, Parent
16) Daisy Ayuso, Parent
17) Strecia Carter, Parent
18) Debra Devine, Parent
19) Maria Ayala, Parent
20) Viveca Smith, Parent
21) Janie Martinez, School Support Personnel
22) Tonnette Heineken, Assistant Principal
23) Suzette Vertrees, Assistant Principal

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2															Polk CRYSTAL LAKE MIDDLE SCHOOL 1501
Number of students enrolled in the grades tested:									Read: 687 Math: 687		2008-2009 School Grade¹:		C		Did the School make Adequate Yearly Progress?			NO
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c²).															This section shows the improvement for each group used to determine AYP via safe harbor (Part b²).						This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group	Reading Tested 95% of the students?		Math Tested 95% of the students?		65% scoring at or above grade level in Reading?		68% scoring at or above grade level in Math?		Improved performance in Writing by 1%?			Increased Graduation Rate³by 1%?			Percent of Students below grade level in Reading		Safe Harbor Reading	Percent of Students below grade level in Math		Safe Harbor Math	% of students on track to be proficient in reading	Growth model reading	% of students on track to be proficient in math	Growth model math
	2009	Y/N	2009	Y/N	2009	Y/N	2009	Y/N	2008	2009	Y/N	2007	2008	Y/N	2008	2009	Y/N	2008	2009	Y/N	2009	Y/N	2009	Y/N
TOTAL⁴	100	Y	100	Y	47	N	43	N	91	88	N			NA	57	53	N	61	57	N	45	N	45	N
WHITE	100	Y	100	Y	57	N	51	N	92	88	N			NA	49	43	N	51	49	N	51	N	54	N
BLACK	100	Y	100	Y	35	N	34	N	91	93	Y			NA	70	65	N	74	66	Y	35	N	36	NA
HISPANIC	99	Y	100	Y	38	N	31	N	84	85	Y			NA	68	62	N	78	69	Y	38	N	32	NA
ASIAN		NA		NA		NA		NA			NA			NA			NA			NA
AMERICAN INDIAN		NA		NA		NA		NA			NA			NA			NA			NA
ECONOMICALLY DISADVANTAGED	100	Y	100	Y	45	N	40	N	89	88	N			NA	58	55	N	63	60	N	43	N	42	N
ENGLISH LANGUAGE LEARNERS	100	Y	100	Y		NA		NA			NA			NA			NA			NA
STUDENTS WITH DISABILITIES	99	Y	100	Y	24	N	21	N			NA			NA	86	76	Y	85	79	N	26	NA	24	N

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2															Polk CRYSTAL LAKE MIDDLE SCHOOL 1501
Number of students enrolled in the grades tested:									Read: 658 Math: 658		2007-2008 School Grade¹:		C		Did the School make Adequate Yearly Progress?			NO
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c²).															This section shows the improvement for each group used to determine AYP via safe harbor (Part b²).						This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group	Reading Tested 95% of the students?		Math Tested 95% of the students?		58% scoring at or above grade level in Reading?		62% scoring at or above grade level in Math?		Improved performance in Writing by 1%?			Increased Graduation Rate³by 1%?			Percent of Students below grade level in Reading		Safe Harbor Reading	Percent of Students below grade level in Math		Safe Harbor Math	% of students on track to be proficient in reading	Growth model reading	% of students on track to be proficient in math	Growth model math
	2008	Y/N	2008	Y/N	2008	Y/N	2008	Y/N	2007	2008	Y/N	2006	2007	Y/N	2007	2008	Y/N	2007	2008	Y/N	2008	Y/N	2008	Y/N
TOTAL⁴	100	Y	100	Y	43	N	39	N	91	91	Y			NA	56	57	N	62	61	N	43	N	52	N
WHITE	100	Y	100	Y	51	N	49	N	90	92	Y			NA	51	49	N	60	51	Y	46	N	56	NA
BLACK	100	Y	100	Y	30	N	26	N	90	91	Y			NA	64	70	N	67	74	N	30	N	47	N
HISPANIC	100	Y	100	Y	32	N	22	N	89	84	N			NA	66	68	N	65	78	N	45	N	43	N
ASIAN		NA		NA		NA		NA			NA			NA			NA			NA
AMERICAN INDIAN		NA		NA		NA		NA			NA			NA			NA			NA
ECONOMICALLY DISADVANTAGED	100	Y	100	Y	42	N	37	N	89	89	N			NA	59	58	N	65	63	N	43	N	52	N
ENGLISH LANGUAGE LEARNERS	100	Y	100	Y		NA		NA			NA			NA			NA			NA
STUDENTS WITH DISABILITIES	100	Y	100	Y	14	N	15	N			NA			NA	76	86	N	81	85	N	22	N	32	N

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2															Polk CRYSTAL LAKE MIDDLE SCHOOL 1501
Number of students enrolled in the grades tested:									Read: 706 Math: 706		2006-2007 School Grade¹:		C		Did the School make Adequate Yearly Progress?			NO
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c²).															This section shows the improvement for each group used to determine AYP via safe harbor (Part b²).						This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group	Reading Tested 95% of the students?		Math Tested 95% of the students?		51% scoring at or above grade level in Reading?		56% scoring at or above grade level in Math?		Improved performance in Writing by 1%?			Increased Graduation Rate³by 1%?			Percent of Students below grade level in Reading		Safe Harbor Reading	Percent of Students below grade level in Math		Safe Harbor Math	% of students on track to be proficient in reading	Growth model reading	% of students on track to be proficient in math	Growth model math
	2007	Y/N	2007	Y/N	2007	Y/N	2007	Y/N	2006	2007	Y/N	2005	2006	Y/N	2006	2007	Y/N	2006	2007	Y/N	2007	Y/N	2007	Y/N
TOTAL⁴	99	Y	99	Y	44	N	38	N	85	91	Y			NA	59	56	N	61	62	N	43	N	51	N
WHITE	99	Y	100	Y	49	N	40	N	89	90	Y			NA	54	51	N	57	60	N	42	N	51	N
BLACK	99	Y	99	Y	36	N	33	N	84	90	Y			NA	65	64	N	70	67	N	39	N	50	N
HISPANIC	100	Y	99	Y	34	N	35	N	78	89	Y			NA	70	66	N	67	65	N	45	N	53	N
ASIAN		NA		NA		NA		NA			NA			NA			NA			NA
AMERICAN INDIAN		NA		NA		NA		NA			NA			NA			NA			NA
ECONOMICALLY DISADVANTAGED	99	Y	99	Y	41	N	35	N	87	89	Y			NA	63	59	N	64	65	N	41	N	48	N
ENGLISH LANGUAGE LEARNERS	99	Y	99	Y		NA		NA			NA			NA			NA			NA
STUDENTS WITH DISABILITIES	100	Y	100	Y	24	N	19	N	61	69	Y			NA	85	76	Y	83	81	N	37	NA	40	N

SCHOOL GRADE DATA

Polk School District CRYSTAL LAKE MIDDLE SCHOOL 2008-2009
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	54%	48%	78%	38%	218	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	66%	63%			129	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?	74% (YES)	62% (YES)			136	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					483
Percent Tested = 99%						Percent of eligible students tested
School Grade					C	Grade based on total points, adequate progress, and % of students tested

Polk School District CRYSTAL LAKE MIDDLE SCHOOL 2007-2008
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	51%	45%	84%	29%	209	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	63%	68%			131	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?	76% (YES)	67% (YES)			143	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					483
Percent Tested = 100%						Percent of eligible students tested
School Grade					C	Grade based on total points, adequate progress, and % of students tested

Polk School District CRYSTAL LAKE MIDDLE SCHOOL 2006-2007
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	51%	44%	86%	33%	214	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	56%	58%			114	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?	58% (YES)	65% (YES)			123	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					451
Percent Tested = 99%						Percent of eligible students tested
School Grade					C	Grade based on total points, adequate progress, and % of students tested

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

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

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

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 Wide Florida’s Continuous Improvement Model

Professional Learning Communities

NCLB Public School Choice

Pre-School Transition

Postsecondary Transition

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Mathematics Goal

Science Goal

Writing Goal

Parent Involvement Goal

Other Goals

FINAL BUDGET

Differentiated Accountability

School Advisory Council

School Advisory Council (SAC) Membership Compliance

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

SAC Members

AYP DATA

SCHOOL GRADE DATA

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN