VISION and MISSION STATEMENTS

Mission: Edward W. Bok Academy will educate Renaissance thinkers for the digital age.

The intent of Bok Academy’s three year experience is for students to learn:

• To understand the body of knowledge in the core areas.
• To analyze concepts and theories and to use quantitative and qualitative methods of data collection and analysis.
• Writing skills built on a traditional foundation.
• Techniques of literary criticism and analysis.
• Sound principles of critical reflections and transfer those skills to all disciplines.
• Appreciation of the arts and understanding the important role that creativity and expression plays in the record of the human spirit.
• Understand and appreciate diverse cultures.
• To be discerning consumers of technology and to create content using the latest technology tools.
• To view all learning through the lens of architecture and design.
• The delicate balance of mind, body, and spirit and how to design a life of merit.
• Valuable lessons of giving back to the local community and beyond.

Bok Academy seeks to attract two group of students: Target One Group—students who clearly are college-bound and are currently opting out of the Lake Wales community schools; Target Two Group—students who currently are under-represented in the rigorous academic programs; International Baccalaureate Program and Advanced Placement Courses.

Bok Academy curriculum will provide a global perspective, an ethos of service, and a keen understanding of the digital world and the exposure to the integrated nature of knowledge and life.

The Bok family legacy is at the core of Bok’s design: “Make the world a bit better and more beautiful because you have lived in it.”


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

In September of 2005, Lake Wales Charter Schools submitted the charter for Edward W. Bok Academy to the Polk County School Board. Subsequently, the district denied the application. Lake Wales Charter appealed this decision to the Florida State Board of Education, who unanimously voted to approve the charter.

The denial and appeal put Lake Wales Charter into January of 2006. That process and the delay in procuring a suitable location for Bok lead to the postponement. In fact, the LWCS Board decided to postpone the opening of the Bok until the fall of 2008. From 2005-until August of 2008, the founding group of educators worked on creating a solid curriculum which was put into action in August 2008. During the first few months of the school year, Bok was located in two locations in downtown Lake Wales. It was not until December 10, 2008 that Bok actually moved into its permanent location of Crooked Lake that is 7 miles South of Lake Wales.

Bok’s student numbers were 370 during the first year of operation and currently Bok has 530 student enrolled for school year 2009-2010.

Bok has a sound core of middle school offerings. In addition, the electives program is a manifestation of what Bok set out to do and, that is, to fully engage a students in the middle years of adolescence. The offerings include: strings, band, PE, martial arts, robotics, agriculture, design and building, dance, and life-guarding.
We have a strong environmental component to our work.

We are certainly cognizant of the pressure of NCLB; however, we designed this school to attend to the process of educating the whole person. We followed that philosophy through the entire year. The results followed with an A rating in our first year.


Unique School Strengths for Next Year

• Community Support: financial and strong volunteer team
• Highly accomplished staff: teaching and support
• Well-behaved students who are willing to work hard to improve their achievement level.
• Strong parent support
• Warner University tutoring program
• Technology: hardware and software
• Programs: ACALETICS and Fast Forward
• Having completed the first year of operation, Bok foundation is solid.


Unique School Weaknesses for Next Year

• Financial resources
• Infrastructure
• Extra support staff to ensure level 1 & 2 students receive academic help..
• Schedule that does not enable much flexibility


Student Demographics

In 2008-20009 Bok Middle School served a multi-ethnic school population that consisted of 367 students from a predominantly economically disadvantaged community. The demographic breakdown was as follows: White – 62.4%; Black- 15%; Hispanic – 16.9%; Asian – 1.1%; American Indian - .3%; Multi-Racial 4.4%; Students With Disabilities – 6%; Economically Disadvantaged – 61%. In 2009-2010 at the time of this report, Bok’s demographics is: White – 64.7%; Black- 14.8%; Hispanic – 16.9%; Asian – 0.9%; American Indian - 0.2%; Multi-Racial 2.4%; Students With Disabilities – 4.26%; Economically Disadvantaged – 38.5%.


Student Attendance Rates

According to Pinnacle: 99.68%


Student Mobility

In the first year of existence, Bok Middle had a 29.65% mobility rate for 2008-2009. The definition of Mobility rate in Polk County is, ”The enrollment or withdrawal of a student at any time during the school year not including the first 15 days of school, divided by the total number of students who attended the school during that year after the 15th day.”


Student Suspension Rates

Bok Middle does not have an ISS program. There were 90 events in 2008-2009 for a total of 200 days.


Student Retention Rates

2008-2009 rates are as follows: 6th Grade – 3 students for a total of 1.5%. There were no retentions for the 7th or 8th grades.


Class Size

During the 2009-10 School year, Bok Academy has a class size of 21.03 (we have 134 class sections with 2818 students in them that count towards school wide average class size).


Academic Performance of Feeder Pattern

The elementary schools that feed into Bok Middle are Dale R. Fair Babson Park who increased their letter grade from a “B” to an “A” but had a slight decrease in AYP from 100% to 95% over the last two years; and Hillcrest who have received a School Grade of “A” for the last two years and improved AYP percentage from 95% to 100%: Janie Howard Wilson who improved their School Grade from a “C” in 2008 to an “A” in 2009 and their AYP status from 92% to 100%; Spook Hill which maintained an “A” and 90% AYP status for the past two years; and, Polk Avenue which decreased a letter grade from a “B” in 2008 to a “C” in 2009 and a 10% decrease in AYP receiving 85% in 2009.


Partnerships and Grants

Bok continues to receive tremendous support form local donors who have enable Bok to provide a wide array of experiences, both traditional and non-tradition. Academic: a small library as our entryway; Apple laptops; books—non-traditional: kayaks, mountain bikes, garden landscaping, and a dock.

In 2009-2010, Bok will be applying for a grant from the Barnes Foundation for a Nature Center; Toyota for science, and a National Endowment for the Humanities Grant for Hispanic Heritage Week.




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

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record *
Principal Donna Dunson BA and MA: University of West Florida. 1 25 Bok Academy
A-2008
Polk Avenue Elementary
B-2007
A-2006
B-2005
C-2004
International Baccalaureate – consistently above the national and international average diplomas awarded

Assis Principal Anuj Saran 1MBA – Supply Chain
2. MS – Economics
3. BA – Economics
4. K-6 Certification

 		1 1 Bok Academy
A-2008
Polk Avenue Elementary
B-2007
A-2006
B-2005

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
NA NA NA 1 1 NA

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


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
Lake Wales Charter School handles the job posting for all LWCS. In addition, Bok Academy
advertises on its website as well. Bok gives teachers responsibility and freedom; that construct is an attractor for many educators. The expectations are very high for Bok employees and improving student achievement is at the forefront of the work. The administration clearly articulates the expectations before a staff member is hired, and he/she is also informed about the benefits of teaching in a charter situation. A small group of teachers founded this school and, that, speaks volumes to excellent educators.

Donna Dunson & Anuj Saran On going


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
Stacie Butcher Temp. Certificate Expired Language Arts (Substitute Status) Re-taking part of alternate certification class to make up for missing assignments.
Larry Sheffield Temp. Certificate Expired Art (Substitute Status) Is retaking the Essay portion of GK test to complete re-certification requirements


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
329.35031.253.12528.1293.759.3753.12525


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Alicia Linder Math Teachers Dean of Math will facilitate our goal of increasing achievement level of all students. On-Going Meetings, lesson plan review, modeling
Andrea Baker Reading Teachers Dean of Reading will facilitate our goal of increasing achievement level of all students. On-Going Meetings, lesson plan review, modeling
Allison Hunter New Teachers As the AIF, Allison can help all new teachers adjust to the culture of Bok and can model teaching strategies. On-Going Meetings, lesson plan review, modeling



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Title 1-Part A, funds school-wide services to Bok Middle School. The Title 1 funds provide supplemental instructional resources and interventions for students with academic achievement needs. Title 1, Part A, support provides after-school and summer instructional programs, supplemental instructional materials, resource teachers, technology for students, professional development for the staff, and resources for parents.




Title I, Part C- Migrant

Title I, Part C- Migrant

Migrant students enrolled in Bok will be assisted by the school and by the District Migrant Education Program (MEP). Students will be prioritized by the MEP for supplemental services based on need and migrant status. MEP Teacher Advocates, assigned to schools with high percentages of migrant students, monitor the progress of these high need students and provide or coordinate supplemental academic support. Migrant Home-School Liaisons identify and recruit migrant students and their families for the MEP. They provide support to both students and parents in locating services necessary to ensure the academic success of these students whose educational has been interrupted by numerous moves.


Title I, Part D


Title 1, Part D, provides Transition Facilitators to assist students with transition from Department of Juvenile Justice (DJJ) facilities back into their zoned school. The Transition Facilitators communicate with the Guidance Counselors at schools to facilitate the transfer of records and appropriate placement.



Title II

Professional development resources are available to Title I schools through Title II funds. In addition, School Technology Services provide technical, technology training, and licenses for software programs and web-based access via Title II-D funds.


Title III


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



Title X- Homeless

The Hearth program, funded through Title X, provides support for identified homeless students. Title I provides support for this program, and many activities implemented by the Heart program are carried out in cooperation wit the Migrant Educational Program. MEP funded through Title I, Part C


Supplemental Academic Instruction (SAI)


SAI unit at Bok is used for academic instruction in the academic coaching time period.



Violence Prevention Programs

VTitle IV provides violence and drug prevention programs in schools in order to promote a safe school environment.


Nutrition Programs

NA



Housing Programs

NA


Head Start



NA


Adult Education

NA


Career and Technical Education

NA


Job Training

NA


Other

NA


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Identify the school-based RtI Leadership Team.
Principal: (Required Member) The Principal provides a common vision for the use of data-based decision –making, models the Problem Solving Process; supervises the development of a strong infrastructure for implementation of PS/RtI; ensures that the school-based team is implementing PS/RtI; conducts assessment of PS/RtI skills of school staff; ensures implementation of intervention support and documentation; ensures and participates in adequate professional learning to support PS/RtI implementation; develops a culture of expectation with the school staff for the implementation of PS/RtI schoolwide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.
Assistant Principal/Educational Operations: Assists Principal in providing a common vision for the use of data-based decision-making, assists in the development of a strong infrastructure of resources for the implementation of PS/RtI, further assists the principal in the assessment of PS/RtI skills, implementation of intervention support and documentation, professional learning, and communication with parents concerning PS/RtI plans and activities.
Selected General Education Teachers: (Recommend at least one Primary Teacher and one Intermediate Teacher) – Provides information about core instruction; participates in student data collection; delivers Tier 1 instruction/intervention; collaborates with other staff to implement Tier 2/3 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/ instruction in tiered interventions; collaborates with general education teachers.
Academic Intervention Facilitator: 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.
School Psychologist: 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 evaluation; assists in facilitation data-based decision making activities.
PS/RtI Behavior Representative (PBS): Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; assists with professional development for behavior concerns; assists in facilitation data-based decision making activities.
Speech Language Pathologist: Educates the team in the role language plays in curriculum assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systematic patterns of student need with respect to language skills.
Guidance Counselor: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. Communicates with child-serving community agencies to support the students’ academic, emotional, behavioral, and social success.
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 graphic display.


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

The PS/RtI Leadership Team will focus meetings on how to improve school/teacher effectiveness and student achievement using the Problem Solving Model.
The PS/RtI Leadership Team will meet at least once per month (or more frequently as needed) to engage in the following activities:
o Review school-wide, grade level, and teacher data to problem solve needed interventions on a systemic level and identify students meeting/exceeding benchmarks as well as those at moderate or high risk for not meeting benchmarks. This will be done at least three times per year or more frequently if new data is available.
o Help referring teachers design feasible strategies and interventions for struggling students by collaborating regularly, problem solving, sharing effective practices, evaluating implementation, assist in making decisions for school, teacher, student improvement.
o Facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation.
o Focus on improving student achievement outcomes with evidence based interventions implemented with fidelity and frequent progress monitoring.
Intervention teams also foster a sense of collegiality and mutual support among educators, promote the use of evidence-based interventions, and support teachers in carrying out intervention plans.


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

The PS/RtI Leadership Team met with the School Advisory Council (SAC) and principal to help develop the SIP. The team provided data on: Tier 1, 2, and 3 targets; academic and social/emotional areas that needed to be addressed; helped set clear expectations for instruction (Rigor, Relevance, Relationship); facilitated the development of a systemic approach to teaching (Gradual Release, Essential Questions, Activating Strategies, Teaching Strategies, Extending, Refining, and Summarizing); and aligned processes and procedures.




RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data is gathered through August and September. FAIR data is processed through the Progress Monitoring and Reporting Network (PMRN). Third through Tenth Grade instructional data is gathered from the previous year’s FCAT scores and IDEAS.
Progress Monitoring data is gathered mid-year and toward the end of the year. FAIR data is processed twice more through the PMRN. Progress Monitoring data is collected as needed for classroom or student progress. This information may be obtained by probes, Quick Reads, Fluency checks, etc.
Diagnostic Assessment data is gathered through the FAIR.
End of Year data is gathered through FAIR,& FCAT.
Data is discussed and analyzed at least monthly at the PS/RtI Leadership Team Meetings.


Describe the plan to train staff on RtI.

Professional learning will be provided during the teachers’ common planning time and sessions will occur throughout the year. The PS/RtI Overview will be provided in mid-August/September. The District has five other mini-modules that will be provided throughout the year.
The PS/RtI Leadership Team will evaluate additional staff Professional Learning needs during the monthly PS/RtI Leadership Team meetings.



School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data


What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?


Data Disaggregation 2008-2009 FCAT Data
What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and clusters/strands?
The data below show percentage of students scoring 3+ of the 2008-09 FCAT. Source: FLDOE FCAT Results


6th Grade Reading:
Bok 67% Polk County 59% Florida 66%
7th Grade Reading:
Bok 76% Polk County 59% Florida 67%
8th Grade Reading:
Bok 38% Polk County 47% Florida 54%
Reading: The above data shows that 6th and 7th grade reading scores were above Polk County and Florida state thus representing our strength in that area. The data also shows 8th grade reading to be a weakness.


6th Grade Math:
Bok 61% Polk County 45% Florida 55%
7th Grade Math
Bok 66% Polk County 50% Florida 60%
8th Grade Math:
Bok 58% Polk County 58% Florida 66%
Math: The above data shows that the percentage of students scoring a 3 or above on the Math 2008-09 FCAT in 6th and 7th grade was significantly higher than Polk county and Florida state. Our 8th grade students were at the same level as Polk county and significantly lower than Florida state and are an area of weakness for us.


8th Grade Writing 93%
Writing: With 93% of students scoring a 3.5+ on the FCAT writes, we see this as an area of strength.

8th Grade Science 25%

Science: Only 25% of our 53 8th grade students scored a 3+ on the 2008-09 FCAT. This is an area of major weakness as is for most middle schools.
________________________________________________________________________________________________
Analysis by strand/cluster: Math Average RS Scores and Percentage in parenthesis
Source: IDEAS – Bar Charts – Subtest data – Grade Filter

Incoming 6th
Number Sense Measurement Geo & Spatial Alg. Thinking Data An. & Prob.
9.2/13 (71%) C 7.2/7.2 (100%) A 8.3/13 (64%) D 7.4/11 (67%) D 7.8/12 (65%) D

Incoming 7th
Number Sense Measurement Geo & Spatial Alg. Thinking Data An. & Prob.
5.6/9 (62%) D 5.1/5.1 (100%) A 6.1/9 (68%) D 5.4/8 (67%) D 5.6/9 (62%) D

Incoming 8th
Number Sense Measurement Geo & Spatial Alg. Thinking Data An. & Prob.
5.3/9 (59%) F 5.8/5.8 (100%) A 3.9/8 (49%) F 5.7/9 (63%) D 6.6/9 (73%) C
Math: Measurement is a major strength. All other stands need intervention because the average RS scores in each of the other strands varies between a C and F; the majority being a D.
_____________________________________________________________________________________________
Analysis by strand/cluster: Reading Average RS Scores and Percentage in parenthesis
Source: IDEAS – Bar Charts – Subtest data – Grade Filter


Incoming 6th
Words & Phrases Main Idea, Plot & Purpose Comp. & Cause/Effect Reference & Research
4.1/6 (68%) D 14.6/21 (70%) C 10.8/15 (72%) C 2.4/3 (80%) B

Incoming 7th
Words & Phrases Main Idea, Plot & Purpose Comp. & Cause/Effect Reference & Research
5/8 (62%) D 14.3/20 (71%) C 7.2/11 (65%) D 3.8/6 (63%) D

Incoming 8th
Words & Phrases Main Idea, Plot & Purpose Comp. & Cause/Effect Reference & Research
5.1/7 (73%) C 15.3/21 (73%) C 7.7/11 (70%) C 4.3/6 (72%) C
Reading: For 6th grade, reference and research is on target with the average score being an 80%. All other areas need remediation. 7th Grade, all clusters. 8th Grade: No Major weakness, all content cluster have room for improvement.



Instructional Calendar Development


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

As an initial step towards implementing FCIM the school will focus on the area of reading. The district has created reading curriculum maps that are accompanied by a course timeline. The course timeline is the starting point for each school’s Instructional Focus Calendar. The district has also developed a timeline for Reading Comprehension Mini-Lessons, which will serve as the school’s Reading Instructional Focus calendar. The implementation of the reading mini-lessons will be monitored by the AIF, school leadership team, and administration. Monthly grade level/department/team meetings will be held to adjust the pacing of the mini-lessons.


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

Reading: Words and Phrases was the least proficient for 6th and 7th grade. Compare and Contrast is the weakest in 7th grade, and so is reference and research.
Math: Number sense, Algebraic thinking, Geometry and Spatial sense, and data analysis and problem solving are all weak areas.
Science: All four instructional benchmarks need priority focus because the average RS score on each is less than 50%. The weakest area is Earth & Space.
Writing: There is no weak area in writing. We will continue to work on all areas as in the previous year.


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

Disaggregation of FCAT data and monthly data-grade level/department/team will use the data from FAIR and other progress monitoring tools to identify student needs and provide appropriated interventions.


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

Bok Academy students benefit from a faculty that makes sustained efforts to develop an integrated curriculum. Our math and science departments work hand in hand to reinforce concepts and build on relationships between subjects. Similarly, our LA, Reading, and Social Studies departments also work in tandem to provide an integrated curriculum. This being our second year of operation, we will be taking steps to further develop an integrated curriculum. Last year, art and robotics worked hand in hand with math and science – this relationship will continue to grow this year. We have added a Building and Agriculture keystone that will also help students better understand the interconnectedness between math, science, agriculture, building, robotics, art, and music.


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?

Bok Academy offers careers and ePep to all 8th grade students. The administration and guidance counselor also meet with students on an ongoing basis to help them identify potential career paths and how to align their education to their long-term goals.




DO

Direct the Instructional Focus


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


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


How are instructional focus lessons developed and delivered?

Model instructional focus lessons were developed by master teachers and are posted within the district curriculum maps for all to use for core instruction. Collaborative PLCs will use the EATS model for creating additional acquisition lessons. Best practices, coaching and support for using Learning Focused Strategies will be provided by the principal, assistant principal, and leadership team. Reading comprehension mini-lessons have been written for grades 3 - 10. Each grade level/department/team will schedule the pacing of the mini lessons as well as the time of delivery during the monthly PLCs dealing with curriculum and instruction. The mini-lessons are organized by instructional day as well as strategy.


How will instructional focus lessons be revised and monitored?

Vertical teams and articulation centered on high quality student work and the results of mini-assessments will guide further revisions or refinements of the instructional focus lessons. Classroom walk-throughs will be used to monitor the quality and effectiveness of the lessons.




CHECK

Assessment


Describe the types of ongoing formative assessments to be used during the school year to measure student progress in core, supplemental, and intensive instruction/intervention.


FAIR, SRA, Fast Forward, and reading will be sources of ongoing formative assessments and data.


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

Achievement thresholds will be set for each grade level and subject area. Students not reaching the threshold will be targeted for additional support as well as monitoring. Formative benchmark assessments are consistently used: school-wide and in all core areas. They are given frequently and used for monitoring student progress, as well as for planning and instruction.


Maintenance


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

Dates for ongoing assessments and spiraled review are built into the instructional focus calendar at the conclusion of each month’s comprehension focus. Each department will create instructional focus calendars that will be reviewed by the management team. Additional learning opportunities will be offered to struggling students.


Describe the process and schedule for teams to review progress monitoring data (summative and mini assessments) to identify the required instructional modifications that are needed to increase student achievement.

Every Thursday the Deans will meet to ensure the progress is being made. In addition, weekly meeting of the management council will be held to oversee the work. PLCs (grade level/department/team) will meet monthly to review the most current progress monitoring data and in turn make instructional recommendations to include both interventions as well as enrichment strategies for subgroups of students, as well as individual students.


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 management will 5x5 and walk through observations and give feedback to staff based on these tools. We will frequently review the data and make the needed course corrections. The administrators and the leadership team facilitate PLCs with staff members/teams, which address data, student work, instruction and curriculum. The administrators and the leadership team schedule coaching and monitoring visits to classrooms on a regular basis.




ACT

Supplemental and Intensive Instruction/Interventions


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



SRA, Fast Forward-Prentice-Hall and ACALETICS- Write Source is the core writing text.


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

In 2009-2010 staff will be using the PD360 to focus in the area of improvement. Very self-directed.Multiple opportunities for researched based extended learning activities including: extended time for math and /or reading, extended day, summer school, accelerating and previewing, as well as re-teaching.


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

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


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

Any student scoring a Level 1 or 2; a student with an ASP; or a student who is struggling with the Core instruction.


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

Both Fast Forward and ACALETICS are rooted in sound research and both have a proven record in the state of Florida. Ongoing progress monitoring, mini-assessments, formative assessments, student data chats, and FAIR.


Enrichment


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

Bok Academy offers all academic courses at the advanced level in addition to pre-algebra, and algebra for high school credit. We also offer enrichment courses like chorus, steel drums, tae-kwon-do, agriculture and building, robotics, classical dance, art, band, and strings.


Describe how students are identified for enrichment strategies.

Pre-Algebra & Algebra: Based on FCAT scores, placement test, teacher recommendation and parent request.
Enrichment classes: Students have the opportunity to identify their first 4 choices with parent consent and give the form to the guidance counselor. We try our best to make sure that all students get at least one of their first two choices.




Professional Learning Communities

PLC Organization (grade level, subject, etc.)PLC LeaderFrequency of PLC MeetingsSchedule (when)Primary Focus of PLC (include Lesson Study and Data Analysis)
LFS Anuj Saran and Allison Hunter Twice per month

 		Faculty Meeting every Monday EATS, Vocabulary, data analysis, acceleration
ACALETICS Anuj Saran Twice per month Dept. Meetings (2x/month) Structure of Program, lesson plan review, & data analysis.
Power Learning/Quantum Learning Anna Clark/Mark Kemler Introduce in staff meeting, then, as needed Monday faculty meeting + Power Learning techniques
Summarizing Allison Hunter Twice per month Monday faculty meeting + Summarizing Strategies


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

NA


Postsecondary Transition

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

NA



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

No Other Goals were submitted for this school

 

FINAL BUDGET



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.



Projected use of SAC FundsAmount
No data submitted



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


SAC Members will be elected during the first open house on October 1, 2009. Bok Academy SAC will assist with the preparation and evaluation of the School Improvement Plan, the annual budget plan for SAC, and approving the spending of the state awarded lottery funds. The SIP will be presented to our SAC in October 2009. The SAC will meet at least four times during the 2009-10 school year to review the schools progress.


SAC Members

 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk BOK ACADEMY 1601
Number of students enrolled in the grades tested:
 Read: 369
Math: 369   		2008-2009
School Grade1:		 A   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  68  Y  64  N      Y      NA    32  NA   36  NA 68  NA  63  N 
WHITE  100  Y  100  Y  72  Y  65  N      NA      NA    28  NA   35  NA 70  NA  64  N 
BLACK  100  Y  100  Y  57  N  58  N      NA      NA    43  NA   42  NA 57  N  60  N 
HISPANIC  100  Y  100  Y  59  N  63  N      NA      NA    41  NA   37  NA 60  N  64  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  65  Y  59  N      Y      NA    35  NA   41  NA 67  NA  60  N 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        




SCHOOL GRADE DATA

Polk School District
BOK ACADEMY
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 72%  65%  93%  25%  255   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%  68%      134  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? 79% (YES)  63% (YES)      142  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         531   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         A  Grade based on total points, adequate progress, and % of students tested


    School District

    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested


    School District

    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested