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VISION and MISSION STATEMENTS

MISSION - Traviss Career Center educates and prepares students for success in a changing workplace.
VISION - We see Traviss Career Center continuing to grow in technical quality promoting continued education for the staff so that they may stay current with the latest technical advances, evaluating and revising curriculum so that it reflects the rapidly changing needs of the business world, and providing training and job placement for the growing workforce of Polk County to meet the needs of local business and industry. As the Florida State Board of Education legislates changes to promote articulation among high schools, technical centers and community colleges, we see Traviss maintaining a vital role providing world class technical education for our community.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Brief History and Background of the School
Traviss Career Center opened on September 28, 1964, as Polk Vocational Center with World War II barracks at Bartow Air Base serving as the first classrooms. The first director, Maynard A. Traviss, opened the school with nine programs. Enrollment included 350 high school students and 30 full-time adult students. The first class completed in June, 1965. Two years later, the School Board of Polk County purchased sixty acres off County Road 540 and built a new physical plant for the Center. The Center includes five main wings. The Center lies adjacent to Polk State College and the University of South Florida Lakeland campus, about one quarter mile east of the intersection of State Road 540 and U.S. Highway 98. The school has undergone several name changes over the years but has continued to honor our first Director. (1982¬-Maynard A. Traviss Vocational Technical Center: 1996-Traviss Technical Center). Now known as Traviss Career Center the school continues to serve both secondary and postsecondary students.

Unique School Strengths for Next Year

Brief History and Background of the School
Traviss Career Center opened on September 28, 1964, as Polk Vocational Center with World War II barracks at Bartow Air Base serving as the first classrooms. The first director, Maynard A. Traviss, opened the school with nine programs. Enrollment included 350 high school students and 30 full-time adult students. The first class completed in June, 1965. Two years later, the School Board of Polk County purchased sixty acres off County Road 540 and built a new physical plant for the Center. The Center includes five main wings. The Center lies adjacent to Polk State College and the University of South Florida Lakeland campus, about one quarter mile east of the intersection of State Road 540 and U.S. Highway 98. The school has undergone several name changes over the years but has continued to honor our first Director. (1982¬-Maynard A. Traviss Vocational Technical Center: 1996-Traviss Technical Center). Now known as Traviss Career Center the school continues to serve both secondary and postsecondary students.

Unique School Weaknesses for Next Year

Unique School Weaknesses for Next Year

Our weaknesses range from funding shortfalls, through students prior experiences, to the age of our facility and the requirements for continuous upkeep. As the economy weakens the workload at the school increases but budget shortfalls do not allow needed improvements in technology or instructor training and certification in field. Many of our facilities were built in the late sixties and only through continued maintenance have they been sufficient for the training courses offered. Because we receive students from throughout the county there is no direct feeder system through which we get students. This affects our FCAT scores because we have only one or two opportunities to evaluate and remediate students who have failed at other venues.

Student Demographics

Student Demographics

TCC is one of only 33 campuses in Florida to offer a unique opportunity for our secondary students. Secondary students are able to complete their high school education as they obtain certification in a career field. We offer over 40 excellent, unique, and valued programs for all of our students to engage in. This variety runs from Administrative Assistant through Licensed Practical Nurse to Welder. Our graduates go to work in the local economy, often before graduation, and will be the employee who repairs your car, arranges your hair, submits your medical insurance claim, or installs your new central air conditioner. Our students have built houses (during their junior and senior years) and worked in many different business offices. We are unique in that you will find both secondary and post¬secondary students engaged in the same course of study, sharing space and equipment without concern for which is which. We are not a secondary school, nor are we a post-secondary school; we offer a career path to all students. In terms of ethnicity we serve a diverse population (18% Hispanic, 5% Black, 76% White, and 2% American Indian, Asian, and multiethnic). 23% are Students with Disabilities, 33% are economically disadvantaged, 22.7% of 12th grade and 19.5% of 11th grade are ESE; and 10.9% of 12th grade and 14.6% of 11th grade are ESOL.

Student Attendance Rates

For 2006-2007 – 86.81% For 2007-2008 – 87.96% For 2008-2009 – 92.43%

Student Mobility

For 2007-2008 – 73.62% For 2008-2009 - 68.12%

Student Suspension Rates

For 2007-2008 - OSS Days – 144, OSS Actions – 71, ISS Days – 2 , ISS Actions – 1:
For 2008-2009 – OSS Days – 323, OSS Actions – 105, ISS Days – 4, ISS Actions - 2

Student Retention Rates

2006/07 11th grade – 0% 12th grade – 57 % -
2007/08 11th grade – 0% 12th grade – 28.57%
Retention data for 2008-2009 is not available

Class Size

Class size varies with the vocational program and the academic class as well. Due to this years influx of High School students we are currently at peak in many of our classes. This crowding is ameliorated by careful scheduling of both High School and Adult populations.

Academic Performance of Feeder Pattern

Due to the fact that Traviss is open to any adult or High School (11th and 12th grade) students in the county there is no feeder pattern.

Partnerships and Grants

Traviss’ Business Partners continue to provide input into the curriculum as well as to provide equipment, small grants, and employment experiences (externships) as well as employment both while the student is enrolled and after graduation.

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

N/A

Title I, Part C- Migrant

N/A

Title I, Part D

N/A

Title II

N/A

Title III

N/A

Title X- Homeless

N/A

Supplemental Academic Instruction (SAI)

N/A

Violence Prevention Programs

N/A

Nutrition Programs

N/A

Housing Programs

N/A

Head Start

N/A

Adult Education

Traviss offers a wide variety of adult education classes ranging from short (12 hr) courses in Microsoft Office subjects through Licensed Practical Nursing to Welding. Funding is availble from a wide variety of agencies including Farm Workers and Vocational Rehabilitation.

Career and Technical Education

Traviss offers a wide variety of adult education classes ranging from short (12 hr) courses in Microsoft Office subjects through Licensed Practical Nursing to Welding. Funding is availble from a wide variety of agencies including Farm Workers and Vocational Rehabilitation.

Job Training

Traviss offers a wide variety of adult education classes ranging from short (12 hr) courses in Microsoft Office subjects through Licensed Practical Nursing to Welding. Funding is availble from a wide variety of agencies including Farm Workers and Vocational Rehabilitation.

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Director: Provides leadership and guidance, directs implementation and provides applicable resources.
Assistant Director for Curriculum: Responsible for the development and evaluation of core content to meet applicable standards. Develops methods to identify student needs and the means to meet those; identifies intervention strategies and “at risk” students and solutions for those students.
H.S. Guidance Counselor: Provides expertise in assessment and intervention, guides students in selection of appropriate courses and schedules accordingly. Identifies and recommends links for students with community based support programs.
Selected ad hoc instructors: i.e. ESE instructor (provides ESE instruction, collects pertinent data, and collaborates with staff in interventions), Academic Instructors (provide information on core instruction, participates in data collection and collaborate in interventions),
School Improvement Committee: Provides oversight of the development of the SIP, collects and reviews data, makes recommendations to the Director.

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

The team meets monthly and as needed to participate in development of programs and to develop specific interventions when the need is identified.

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

. The RtI leadership team is a part of the established School Improvement Committee which meets monthly and conducts student satisfaction surveys twice annually providing the Director and the School Advisory Council (SAC) with information on issues needing attention from their level. Recommendations of the committee are in keeping with the Mission and Vision of the school and district.

RtI Implementation

Describe the data management system used to summarize tiered data.

Data is collected from the Test of Adult Basic Education (TABE), the Florida Comprehensive Assessment Test (FCAT), and from student surveys.

Describe the plan to train staff on RtI.

Staff receives training as needed during Professional Development days and through the School Improvement Committee meetings. Further needs for training are developed through annual ‘Needs Assessment’ surveys of the staff.

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?

Traviss serves students in the 11th and 12th grades and adults seeking training in specific vocational areas. We have seen improvement in FCAT testing and “in field” placement after graduation of students.

Instructional Calendar Development

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

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

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

Students undergo “pre” testing on an individual basis to determine their current level of knowledge and instructors focus then on the needs of each student. This ensures the “relevance” of instruction to each student.

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

As our students enter the school with a career focus we are able to fully integrate their courses to meet both their academic needs and the needs of the employers of Polk County through coordination between academic and “shop” instructors and a variety of guest speakers and instructors.

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?

Again, our students are “pre-loaded” with a career plan already in mind. “Shop” instructors provide both instructional and practical course work so that the students enjoy immersion in the career they envision on entering the school. When a student finds that the career field they enrolled for is not truly for them our guidance counselors are adept at helping the student find a program that more closely meets their skills, abilities, and interests.

DO

Direct the Instructional Focus

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

Within each shop area students of varying ability are given tasks commensurate with their level. Progress is monitored by the instructor and instruction aligned with the student’s abilities on an individual basis.

How are instructional focus lessons developed and delivered?

Shop instructors provide lessons focused on the particular career path the student has chosen. Delivery is through both theoretical and practical lessons delivered as the student progresses.

How will instructional focus lessons be revised and monitored?

Shop instructors provide lessons focused on the particular career path the student has chosen. Delivery is through both theoretical and practical lessons delivered as the student progresses.

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.

. Instructors monitor student progress through a variety of testing’s during the year. These may include pre and post tests by subject, chapter exams, practical projects, journal entries, and portfolios. FCAT testing also provides a measurement of student progress.

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

Pre and post tests, project completion, chapter testing, and practical demonstrations allow the instructor to assess mastery.

Maintenance

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

Instructors evaluate student progress on a continual basis using daily work, homework, tests and projects to evaluate the need for instructional modification. Having a flexible curriculum allows the instructor to meet student needs. Students in some classes are advised weekly or their progress but all receive interim and 9-week grades with academic, shop, and employability skills assessment.

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.

Within departments instructional teams meet on an ongoing basis to monitor student progress.

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.

Through frequent visits to the classroom and by close evaluation of FCAT results, School Improvement Committee recommendations and feedback from the ASC and county employers our Leadership Team stays up to date with student and instructor progress.

ACT

Supplemental and Intensive Instruction/Interventions

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

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

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

The staff completes an annual ‘Needs Assessment’ instrument that allows the administration to plan appropriate professional development activities.

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

The staff completes an annual ‘Needs Assessment’ instrument that allows the administration to plan appropriate professional development activities.

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

Retesting with the TABE allows measurement of improvements.

Enrichment

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

Describe how students are identified for enrichment strategies.

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

N/A

Postsecondary Transition

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

As a Career Center Traviss is unique in that all of our students are being prepared so that on completion of their programs they are ready to enter the work force. This has the obvious advantage of also preparing the students to enter postsecondary education. It is not unusual to hear that a former student is seeking their Bachelor’s or even Master’s degree and many of our nursing graduates go on to seek their RN. By preparing the student to succeed in the workforce we provide them with the skills to succeed in college. Through the encouragement of our instructors they learn the benefits of lifelong learning. This school is not included in the referenced “High School Feedback Report.”

PART II: EXPECTED IMPROVEMENTS

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
No Data	No Data	No Data	$0.00
Total: $0.00
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
No Data	No Data	No Data	$0.00
Total: $0.00
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $0.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached school’s Differentiated Accountability Checklist of Compliance

School Advisory Council

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.

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

The School Advisory Council meets two to four times per year to review a wide variety of school data. The members are apprised by the Director of the school of activities and the outcome of the educational process. They actively assist in development of the School Improvement Plan and its approval. Members of the SAC also review the programs offered by the school and make recommendations as to their inception, continuance, and closure.

SAC Members

AYP DATA

SCHOOL GRADE DATA