VISION and MISSION STATEMENTS

Vision:

At Lake Alfred-Addair Middle School, our students will share in the responsibility of their learning and behavior. Our teachers and staff will provide the necessary learning environment for all students to realize their full potential as informed, productive citizens. We want our students to maintain an academic average of “C” or above, to be active participants in their learning, and to be responsible for their actions. We recognized the importance of including all stakeholders in the learning process of every child. Our efforts are to ensure that the future of Lake Alfred-Addair Middle School will include a high performing school with high achieving students, teaching excellence, community partnerships, and parental involvement.

Mission:

It is the mission of Lake Alfred-Addair Middle School to provide a safe and structured environment, foster motivation, and guide all students to reach their social, academic, and career potential. Lake Alfred-Addair Middle School will provide every student with the necessary tools and skills needed to realize their highest potential. Direct focus will be placed on every student’s specific needs through differentiated instruction with accommodating resources and materials to assist with increased learning.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Lake Alfred-Addair Middle (LAAMS) is a Title 1 school in SINI 2 status with a grade of “C” located in a rural area of Polk County. The school building was originally constructed in 2002 as a Career Academy; however, it was converted to a middle school in 2005. In addition to the nine educational buildings, there is an administrative building which also houses the media center. The campus houses a full-size gymnasium, cafetorium, culinary arts kitchen, vocational agriculture greenhouse, two computer labs, soundproof music rooms, and an outdoor physical education area.

This year 41% of our total student population is at or above grade level in Reading. This figure disaggregated into groups of 51% White, 34% Black, 35% Hispanic, 37% Economically Disadvantaged, and 16% Students With Disabilities. This year 62% of the student population made learning gains in Reading, and 75% of struggling students (% of Lowest 25%) made learning gains in Reading. These figures identify that all subgroups need to demonstrate improvement in Reading.

This year 30% of our total student population is at or above grade level in Math. This figure disaggregated into groups of 35% White, 19% Black, 36% Hispanic, 27% Economically Disadvantaged, and 13% Students With Disabilities. This year 58% of the student population made learning gains in Math, and 67% of struggling students (% of Lowest 25%) made learning gains in Math. These figures identify that all subgroups need to demonstrate improvement in Math.

We have 92% of our students meeting state standards in Writing. This figure disaggregated into groups of 92% White, 86% Black, 93% Hispanic, and 91% of Economically Disadvantaged students demonstrating improvement in Writing.

We have 20% of our students at or above grade level in Science.


Unique School Strengths for Next Year

• The 2009 FCAT scores indicated that 92% of Lake Alfred Addair Middle School (LAAMS) eighth-grade students met high state standards in Writing. In addition, 75% of struggling students made learning gains and 62% of all students making made learning gains in Reading. There was also a 4% increase in the percentage of total students at or above grade level in Reading.
• Professional development was provided during the 2008 – 2009 school year to help educators make the critical link between standards driven curriculum, planning, effective instruction, valid assessment, and organization using the exemplary practices demonstrated in the Learning Focused Strategies Model (LFS). This intensive training focused on providing teachers with the necessary strategies to improve student performance in all content area with additional training in Vocabulary and Unit Planning (all disciplines). Over the summer, there was additional intensive LFS Math training. Title 1 funds also provided an introductory training in usage of the LFS Toolbox website (all disciplines) so that full implementation of LFS can be implemented with fidelity in the fall of 2009-2010. In addition to the LFS professional development, the Math department was trained for use of the New Generation Standards (PROMISE) for implementation during the 2009 – 2010 school year.
• During the summer, the Positive Behavior Support (PBS) leadership team attended a training seminar to implement this research based best practice in school-wide discipline. PBS places an emphasis on school-wide systems of support using proactive strategies to define, teach, and support appropriate student behavior. The leadership team has taken a very active role in implementing PBS Tier One strategies throughout the school. The application of these evidence-based strategies should increase academic performance and safety while decreasing problem behavior. When implemented with fidelity, this should provide the roots to establish a positive school culture.
• The LAAMS administrative team has been trained in LFS, PBS, FAIR, Fast ForWord, Odyssey, Differentiated Accountability Model (DAM), Florida Continuous Improvement Model (FCIM), and effective hiring and evaluation processes. The District has also provided LAAMS with a Reading and Math Academic Intervention Facilitator (AIF). These positions are responsible for delivering with fidelity appropriate professional learning and coaching support to improve effectiveness of classroom instructional practices and therefore, increases student achievement.
• A Parent Involvement teacher has also been added to the staff in an effort to focus and increase parental involvement in all areas of the school. The first effort in parental involvement will be the publication of a monthly school newsletter and planned events to increase parental interest and enthusiasm in school activities.
• In an effort to provide all instructors with the necessary resources and support for analyzing student data and assessments, a Teacher Trainer was hired this year.
• At the beginning of the school year, the entire faculty will receive professional development for accommodations and modifications so that full ESE inclusion can be implemented this year with fidelity.
• In an effort to better accommodate the needs of our ELL students and families, a Haitian Creole paraeducator was hired. She will join our ELL teacher and paraeducator to provide translation and accommodations for our ELL population.
• The campus has been restructured to provide closer supervision of student traffic. This change will help decrease student inappropriate behavior and encourage the focus on student achievement.
• In an effort to increase community sponsors and collaborative involvement, the principal has joined the Chamber of Commerce in Lake Alfred, Auburndale, and Haines City. These are feeder communities for LAAMS students and will provide an avenue for building relationships to promote LAAMS.


Unique School Weaknesses for Next Year

• Lake Alfred-Addair Middle School (LAAMS) had 30% of students at or above grade level in Math. There was a 10% increase in students below grade level in Math from the previous year with only the Hispanic group showing no decrease or increase (64%) both years.
• LAAMS assessed 20% of eighth-grade students at or above grade level in Science.
• We will have fifteen (15) new teachers this year which is about 33% of our instructional staff. These new teachers will need professional development to implement LFS with fidelity.
• In an effort to equally distribute district student population in the overcrowded schools (Boone Middle School and Dundee Ridge Middle School) and alleviate overhead expenses, the District rezoned several middle schools in the northeast area of Polk County. LAAMS will have an increase in enrollment of approximately 100 students.
• Although we are a Title I school, there have been significant state and district budget cuts that will adversely influence instruction. In addition, the overall economy is in a severe recession with very high unemployment. These economic factors will directly impact all stakeholders with a plethora of emotional, social, financial, and physical concerns.


Student Demographics

Lake Alfred-Addair Middle School (LAAMS) serves a diverse population of 31% Black, 31% Hispanic, 4% Mixed, 33% White and 1% of other races. These figures represent a population of approximately 698 students coming from various parts of the Northeast area of Polk County from Auburndale, Davenport, Haines City, Lake Alfred, Polk City, and Winter Haven. ESE students represent 21% of the student population and 26% of the student population are ELL students. LAAMS is a Title 1 school with 85% of the student population receiving free or reduced lunch. The student demographics are more diverse than those of our school district where the student body is approximately 51% White, 24% Black and 22 % Hispanic; however, our district has more than 10,000 students whose primary language is other than English.


Student Attendance Rates

Lake Alfred-Addair Middle School 2006-2007: 99.14%; 2007-2008:98.00%; 2008-2009: 94:64%. The district’s average attendance rate is 94.56%.


Student Mobility

The school’s mobility rate in 2007-2008 was 52.12% and in 2008-2009 43.35%. We dropped 8.77%. This mobility comes predominantly from socio-economic movement.


Student Suspension Rates

The student in-school suspension rate in 2006 – 2007 was 669. This total represents 26% of the total Disciplinary Office Referrals (DOR); in 2007 – 2008 the total increased to 1001 representing 41% of DOR; and in 2008 – 2009, there was a total student population increase and although our total number of DORs increased to 1040, this number represents only 37% of the totals DORs during that school year.
The short term out-of-school suspension rate in 2006 – 2007 was 624 or 25% of DOR; in 2007 – 2008 it decreased to 571 or 23%of DOR; and in 2008 – 2009 there was a total student population increase and although our total increased to 598, this number represents only 21% of DOR
The long term out-of-school suspension rate in 2006 – 2007 was 202 or 8% of DOR; in 2007 – 2008 it decreased to 134 or 5% of DOR; and in 2008 – 2009 there was a total student population increase and our total increased to 155, this number represents 6% of DOR


Student Retention Rates

The retention rate decreased by 14.88 percentage points for sixth grade, 6.77 percentage points for seventh grade, and 11.49 percentage points for eighth grade from the previous year. There was an overall decrease of 11.05 percentage points from previous year.


Class Size

A class-size amendment was passed in an effort to reduce class size; however, with the current economic recession, state and district budgets have been cut dramatically and class size has increased. In the 2006 – 2007 school year, the average class size at Lake Alfred Addair Middle School was 19.68 and the 2007 – 2008 saw a further reduction to 18.43. However, the class size has since increased to 26 for a regular class and 22 for an intensive class. This increase in class size is the result of the extreme downturn in the economy and increase in the student population after the District rezoning of the middle schools in this area.


Academic Performance of Feeder Pattern

The elementary schools that feed into Lake Alfred-Addair Middle improved their FCAT school grades and in some cases made AYP: Eastside Elementary increased to an “A”, making AYP, and learning gains in both Reading and Math; Lake Alfred Elementary maintained an “A”; Lena Vista Elementary increased to an “A”; Polk City Elementary increased to an “A” and made AYP; Auburndale High School increased in Reading & Math and received 10 bonus points for 11th & 12th grade FCAT retakes; Lake Region High School made learning gains in Reading; Haines City High School made learning gains in Math; and Ridge Community High School made learning gains in Math.


Partnerships and Grants

The school has partnered with Boys & Girls Scouts of America. We are in the process of renewing and adding partnerships with other businesses and organizations.


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 Asonja Corbett BS-Business Administration, Florida Memorial University;
Master of Science
Ed Leadership, Nova University; Principal Certification-State of Florida
3 10 Principal of Lake Alfred-Addair Middle School(LAAMS) in 2008-2009:
Grade: C, Reading Mastery 48%, Math mastery 35%, Science Mastery 20%, and Writing Mastery 92%. AYP: 72%, Black, Hispanic, Economically Disadvantaged, and SWD did not make AYP in Reading. White, Black, Hispanic, Economically Disadvantaged, and SWD did not make AYP in Math.
2007-2008: Grade: C, Reading Mastery 43%, Math Mastery 43%, Science Mastery 24%, and Writing Mastery 78%,
2006-2007: Grade D, Reading Mastery 37%, Math Mastery 33%, Science Mastery 25%, and Writing Mastery 82%,
Assis Principal Amanda Waters BS
University of Central Florida
English 9-12, Middle Grades English
Endorsement: ESOL K-12, Reading K-12,
Master of Science, Nova University
Certifications: Ed. Leadership
3 3 AP of Curriculum of LAAMS 2008 – 2009: Grade C, Reading Mastery 48%, Math mastery 35%, Science Mastery 20%, and Writing Mastery 92%. AYP: 72%, Black, Hispanic, Economically Disadvantaged, and SWD did not make AYP in Reading. White, Black, Hispanic, Economically Disadvantaged, and SWD did not make AYP in Math.
2007-2008: Grade: C, Reading Mastery 43%, Math Mastery 43%, Science Mastery 24%, and Writing Mastery 78%.
2006-2007: Grade D, Reading Mastery 37%, Math Mastery 33%, Science Mastery 25%, and Writing Mastery 82%,
Assis Principal Corey Barnes BS. Elementary Education/ Specific Learning Disabilities
Certifications: Elementary Education K-6; Specific Learning Disabilities K-12; Athletic Coaching K-12.
Master of Science Ed. Leadership Saint Leo University
Certifications:
Education Leadership K-12
3 4 AP of Administration of LAAMS 2008 – 2009: Grade C, Reading Mastery 48%, Math mastery 35%, Science Mastery 20%, and Writing Mastery 92%. AYP: 72%, Black, Hispanic, Economically Disadvantaged, and SWD did not make AYP in Reading. White, Black, Hispanic, Economically Disadvantaged, and SWD did not make AYP in Math.
2007-2008: Grade: C, Reading Mastery 43%, Math Mastery 43%, Science Mastery 24%, and Writing Mastery 78%.
2006-2007: Grade D, Reading Mastery 37%, Math Mastery 33%, Science Mastery 25%, and Writing Mastery 82%,

* 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 *
Reading Karen Murphy B.S. Social Science Education
Certifications
SS 6-12, Bus.Ed 6-12, MGIC, ESOL K-12, Reading K-12
Academic Intervention Facilitator at Lake Alfred Addair Middle School (LAAMS)
Math Ruth Marquis need info 5 Academic Intervention Facilitator at Lake Alfred Addair Middle School (LAAMS)

* 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)
1. Regular meetings of new teachers with Principal Principal Ongoing
2. Partnering new teachers with veteran staff Assistant Principal Ongoing
3. Participation in Professional Development Principal Ongoing
4. Bi-monthly meeting of new teachers with Academic Intervention Facilitators Math and Reading AIF Ongoing


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional 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
4811363023341009032


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Karen W. Murphy Alexandra Gregory New teacher The mentor and mentee are meeting biweekly in a professional learning community to discuss evidence-based strategies for each domain. The mentor has time to observe the mentee and time is provided for the feedback, coaching and planning. The LFS Coach will also provide training so that the mentee can implement the LFS model with fidelity into all lesson plans. The Language Arts Department Chair will also meet with the mentee to assist the mentee with implementing the Language Arts Standards as outlined in the Focus Calendar. The AIF, LFS coach, and Language Arts Chair will form a PLC to work with mentee.



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Title I, Part A funds school-wide service to Lake Alfred Addair Middle School (LAAMS). The Title I funds provide supplemental instructional resources and interventions for student with academic achievement needs. Title I, Part A, support provides after school and summer instructional programs, supplemental instructional materials, resource teachers, technology for students, professional development for the staff, and resources for parents.


Title I, Part C- Migrant

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


Title I, Part D

Title I, Part D provides Transition Facilitators to assist students with transition from Department of Juvenile Justice (DJJ) facilities back into LAAMS if it is their zoned school. The Transition Facilitators communicate with the Guidance Counselors to facilitate the transfer of records and appropriate placements.


Title II

Professional development resources are available to Title I schools through Title II funds. In addition, School Technology Services provide technical support, technology training, and licenses for software programs and web-based access via Title II-D funds. Funds available to LAAMS this year will primary be used to purchase the Professional Development 360 site license. This will allow our instructional or administrative staff to select the professional development of their choice to better meet the academic and instructional needs indigenous to LAAMS.


Title III

Safe and Drug Free Schools: The district received funds for programs such as Red Ribbon Week that support prevention of violence in and around the school. These programs prevent the use of alcohol, tobacco, drugs and foster a safe, drug free learning environment supporting student achievement.


Title X- Homeless

The Hearth program, funded through Title X, provides support for identified homeless students. Title I provides support for this program, and many activities implemented by the Hearth program are carried out in cooperation with the Migrant Education Program (MEP) funded through Title I, Part C. The District Homeless Social Worker also provides resources (clothing, school supplies, and social services referrals) for the students identified as homeless under the McKinney – Vento Act to eliminate barriers for a free and appropriate education.


Supplemental Academic Instruction (SAI)

SAI funds are coordinated with Title I funds to provide funds for Level 1 and Level 2 Reading students to attend summer school at LAAMS. In addition, SAI funds are coordinated with Title I funds to provide after school tutoring for Level 1 and Level 2 Reading and Math students.


Violence Prevention Programs

Title IV provides violence and drug prevention programs in schools in order to promote a safe school environment. Examples of violence prevention programs include gang awareness, gun awareness, cyber-stalking, etc. This year all students at LAAMS will sign a “no-bullying” contract as a proactive measure to address this behavior issue.


Nutrition Programs

This school provides student’s with a breakfast during the school calendar year.


Housing Programs

N/A


Head Start

Head Start is not located on our campus.


Adult Education

N/A


Career and Technical Education

In an effort to introduce our students into the world of career and technical services, LAAMS provides an elective exploratory wheel that establishes a framework into careers such as culinary arts, vocational agriculture, the performing arts, computers, television, technology, and the fine arts.

Proposals are submitted annually to enhance selected Vocational Programs for regular, disadvantaged, and handicapped students in grades 7 – 12.


Job Training

N/A


Other

N/A


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal: Serves as the team leader while providing the common vision for the use of data-based decision-making. She also ensures that the school-based team is implementing RtI with fidelity by conducting periodic assessments of the RtI skills of school staff, implementation and appropriate documentation of intervention support is available. In addition, the principal communicates with parents regarding school-based RtI plans and activities.
General Education Department Chairs: Participates in the collection of student data, delivers Tier 1 instruction/intervention, provides information about core instruction, collaborates with other staff to implement Tier 2 interventions and integrates Tier 1 materials/instruction with Tier 2/3 activities.
Academic Intervention Facilitator(s) Reading/Math: Work cooperatively with teachers, administration and other staff members to strengthen the educational program for students by developing and delivering model lessons and service as a professional learning community facilitator. In addition the AIF will mentor, model, and coach teachers about data collection, analysis, interpretation and usage. The Reading AIF will provide guidance on K-12 reading plan and support the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.
Teacher Trainer: Develops or brokers the technology necessary to manage and display data while providing professional development and technical support to teachers and staff regarding data management and display.
ESE Facilitator: Participates in student data collection, integrates core instructional activities/materials into Tier 3 instruction, and collaborates with general education teachers through such activities as support facilitators.
Student Services Personnel: Provides qualify services and expertise on issues ranging from program design to assessment and intervention with individual students. In addition to providing interventions, personnel continue to link child-serving and community agencies to the schools and families to support the child’s academic, emotional, behavioral, and social successes.


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

The Leadership team will focus meetings around one question: How do we develop and maintain a problem-solving culture at LAAMS that is rooted in bringing out the best in our students and teachers?

The team will meet monthly and review progress monitoring data at the grade level, link data results to instructional decisions, identify students at-risk and those exceeding the benchmarks. The team will also use the data to identify needs for professional development and resources. The PBS Leadership Team and the RTI Leaderships team will share some personnel from both teams to provide opportunities for close collaboration of efforts. There may be occasions throughout the school year where these teams actually meet together to focus on establishing a positive behavior and academic culture. The RtI Leadership team will also facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation while sharing effective strategies and practicing new processes and skills.


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

The RtI Leadership Team will meet with the principal to review the SIP. The team will establish data on Tier 1, 2, and 3 targets; academic and social/emotional areas that need to be addressed, and help write LFS Lesson Plans so that they can be taught with fidelity and in an effort to align processes and procedures.




RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline Data: Progress Monitoring and Reporting Network (PMRN) is integrated into the Florida Assessments for Instruction in Reading (FAIR), previous Florida Comprehensive Assessment Test (FCAT)
Progress Monitoring: PRMN, Curriculum Based Measurement (CBM), FCAT Simulation
Midyear: FAIR, FCAT
Frequency of Data Days: monthly for data analysis


Describe the plan to train staff on RtI.

Professional development will be provided in teachers Professional Learning Communities and small sessions will occur throughout the year. Two PD sessions entitled: “RtI: Problem Solving Model: Building Consensus Implementing and Sustaining Problem-Solving/RtI:” and “RtI: Challenges in Implementation Data-based Decision-making, and Supporting and Evaluating Interventions” will take place. The RtI team will also evaluate additional staff PD needs during the weekly 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?


Strengths: 92% of our eighth grade students demonstrated proficiency and performing at district and state standards in Writing. There was a 4% increase in the total number of students at or above grade level in Reading in 2009. The subgroups of White (+9%), Black (+8%), SWD (+2%), and Economically Disadvantaged (+4%). In the 7th grade, students scores increased in the clusters Words/Phrases (+2%), Main Idea, Plot & Purpose (+3%), Reference and Research (+6%). In grade 7 there was also an increase in scores for the following clusters: Number Sense (+1%), Measurement (+4%), Data Analysis (+7%) and Algebraic Thinking (+7%).

Weaknesses: There was a decrease (-7%) of the total number students at or above grade level in Math in 2009. The subgroups of White (-8%), Black (-10%), SWD (-2%), and Economically Disadvantaged (-8%) subgroup. In grades 6 and 8, there was no increase in the Math clusters of Number Sense, Measurement, or Data Analysis There was also a decrease in the total number of students at or above grade level in Reading (-4%) in the Hispanic population.


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 with fidelity, LAAMS 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 LAAM’s Instructional Focus Calendar. The district has also developed a timeline and sample mini-lesson for Reading Comprehension Mini-Lessons which will serve as the template for LAAMS Reading Instructional Focus calendar. The implementation of the reading mini-lessons will be monitored by the AIF, school leadership team, and administration. Monthly PLC (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)?

The 2009 FCAT scores determined the priority focus of Reading and Mathematics. Reading Comprehension skills will be addressed in all content area classrooms through Mini-Lessons developed in the LFS format as demonstrated in the monthly sample lessons distributed by the District. The benchmarks will be compare/contrast in August, Author’s Purpose in September, Main Idea in October, Text Elements, in November, Sequencing in December, Cause and Effect in January, Inferencing in February and distinguishing between Fact/Opinion in March. The state standards and benchmarks in Mathematics will be presenting in the Mathematics classes.


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 PLCs (department teams) 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?

All content area teachers will disaggregate Reading data in an effort to help students see the importance of developing good Reading skills. All teachers will provide differentiated instruction and proven best practices reading strategies for struggling readers in areas of need. This information will be available through their disaggregation of FCAT data and FAIR assessments.


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?

LAAMS uses the Exploratory Career Wheel Module for all 6th grade students so that students are introduced into careers in areas such as computers technology, broadcasting, art, music, vocational agriculture and culinary arts. If a student expresses a desire to expand their knowledge in either of these areas, they can pursue the course of study that they find personally meaningful. In addition, our 8th grade students take an interest inventory before planning their high school court of student. The Choices interest inventory provides students with career possibilities based upon their individual interest.




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 academic areas. Teacher implement the LFS EATS model with fidelity 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?

Sample 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 the LFS model with fidelity will be provided by the principal, assistant principal, and leadership team. Each 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, READ 180, Fast Forword, 100 Book Challenge, Voyager, Compass Odyssey, and Accelerated Reader 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 grades 6 through 8 in each 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. Additional learning opportunities will be offered to meet the needs of struggling students.


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

PLCs (Professional Learning Communities of department teams) 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 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.


All students are placed in Reading classes with Level I and Level 2 students enrolled in Intensive Reading. Research based best practices are used for both core and supplemental instruction for 6 - 8 grades in Reading with the curriculum entitled Fast Forword, SRA, Voyages, Read XL, Hundred Book Challenge, Day Book, and Words Their Way.


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

Multiple opportunities for researched base 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 in Reading and/or Math; a student with an ASP; or a student who is struggling with Core instruction.


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

Ongoing progress monitoring, mini-assessments, formative assessments, student data chats, and three incremental FAIR Assessments will aid in student progress monitoring.


Enrichment


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

All instructional staff is trained in the LFS Model which includes the use of accelerating and enriching activities for all students. LAAMS also has a gifted teacher on campus two days a week to provide alternative instructional delivery methods for the gifted student population at LAAMS.


Describe how students are identified for enrichment strategies.

Students are identified for enrichment strategies through the disaggregation of FCAT data and FAIR assessments. In addition, the District provides personnel for identifying students that might qualify for a more enhanced course of study.




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)
Reading Urban - Dept. Chair and Murphy - Reading AIF Weekly Thursday Analyze the effectiveness of the Reading FCIM calendar, evaluate LFS lessons and assessments with fidelity, maintenance, tutorials, and enrichments to determine any necessary revisions. Teachers will also analyze data to target students in need or remediation or intervention and develop lesson plans to address those needs through differentiated instruction.
Math Marquis - Dept. Chair and Math AIF Weekly Thursday Analyze the effectiveness of the Math FCIM calendar, evaluate LFS lessons and assessments with fidelity, maintenance, tutorials, and enrichments to determine any necessary revisions
Science Narramore - Dept. Chair and Murphy - Reading AIF Weekly Thursday Analyze the effectiveness of the Reading FCIM calendar, evaluate LFS lessons and assessments with fidelity, maintenance, tutorials, and enrichments to determine any necessary revisions. Teachers will also analyze data to target students in need or remediation or intervention and develop lesson plans to address those needs through differentiated instruction.
Social Studies Kelso - Dept. Chair and Murphy - Reading AIF Weekly Thursday Analyze the effectiveness of the Reading FCIM calendar, evaluate LFS lessons and assessments with fidelity, maintenance, tutorials, and enrichments to determine any necessary revisions. Teachers will also analyze data to target students in need or remediation or intervention and develop lesson plans to address those needs through differentiated instruction.
Language Arts Dickens - Dept. Chair and Murphy - Reading AIF Weekly Thursday Analyze the effectiveness of the Reading FCIM calendar, evaluate LFS lessons and assessments with fidelity, maintenance, tutorials, and enrichments to determine any necessary revisions. Teachers will also analyze data to target students in need or remediation or intervention and develop lesson plans to address those needs through differentiated instruction.
ESE Daley - ESE Facilitator and Murphy -Reading AIF Weekly Thursday Lesson Study centered on planning with and utilizing LFS strategies for lessons and assessments in Reading. Teachers will also analyze data to target students in need or remediation or intervention and develop lesson plans to address those needs through differentiated instruction.
Electives Russo - Dept. Chair and Murphy - Reading AIF Weekly Thursday Lesson Study centered on planning with and utilizing LFS strategies for lessons and assessments in Reading Teachers will also analyze data to target students in need or remediation or intervention and develop lesson plans to address those needs through differentiated instruction.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

N/A


Postsecondary Transition

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

N/A



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/11/2009 10:59:39 PM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.



Projected use of SAC FundsAmount
No data submitted



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


School Advisory Council assists in the development of the School Improvement Plan, reviews school performance data, determines causes of low performance, and advises the school on its School Improvement Plan. Receives quarterly updates on the implementation of the School Improvement Plans and makes necessary updates.


SAC Members

Members
1)  Asonja Corbett,   Principal
2)  Joseph McGary,   SAC Chair
3)  Bonnie Gray,   Teacher
4)  Brad Haughn,   Teacher
5)  Leonda Narramore,   Teacher
6)  Bruce Gaynair,   Teacher
7)  Sara Pawelski,   Parent
8)  Nora Pena,   Parent
9)  Shane Hunter,   Parent
10)  Ron Zeller,   Community Member
11)  Jane Zeller,   Community Member
12)  Marie McGary,   Community Member
13)  Dawn Hollis,   School Support Personnel
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk LAKE ALFRED-ADDAIR MIDDLE SCHOOL 1662
Number of students enrolled in the grades tested:
 Read: 609
Math: 609   		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  98  Y  98  Y  41  N  30  N  92   91  Y      NA  63  59  N 63  70  N 39  N  34  N 
WHITE  96  Y  96  Y  51  N  35  N  94   92  Y      NA  58  49  Y 57  65  N 49  NA  39  N 
BLACK  99  Y  99  Y  34  N  19  N    86  N      NA  74  66  N 71  81  N 31  N  21  N 
HISPANIC  98  Y  98  Y  35  N  36  N  89   93  Y      NA  61  65  N 64  64  N 38  N  43  N 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  98  Y  98  Y  37  N  27  N  92   91  Y      NA  67  63  N 65  73  N 37  N  31  N 
ENGLISH LANGUAGE LEARNERS  98  Y  98  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  97  Y  97  Y  16  N  13  N      NA      NA  86  84  N 85  87  N 20  N  13  N 

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk LAKE ALFRED-ADDAIR MIDDLE SCHOOL 1662
Number of students enrolled in the grades tested:
 Read: 533
Math: 533   		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  98  Y  98  Y  37  N  37  N  84   92  Y      NA  69  63  N 71  63  Y 36  N  46  NA 
WHITE  97  Y  97  Y  42  N  43  N  88   94  Y      NA  57  58  N 60  57  N 39  N  45  N 
BLACK  100  Y  100  Y  26  N  29  N  82     Y      NA  78  74  N 79  71  Y 29  N  42  NA 
HISPANIC  99  Y  99  Y  39  N  36  N  78   89  Y      NA  76  61  Y 78  64  Y 42  NA  53  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  98  Y  98  Y  33  N  35  N  82   92  Y      NA  72  67  N 73  65  Y 33  N  44  NA 
ENGLISH LANGUAGE LEARNERS  98  Y  98  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  99  Y  99  Y  14  N  15  N      NA      NA  89  86  N 86  85  N 23  N  27  N 

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk LAKE ALFRED-ADDAIR MIDDLE SCHOOL 1662
Number of students enrolled in the grades tested:
 Read: 578
Math: 578   		2006-2007
School Grade1:		 D   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  96  Y  95  Y  31  N  29  N      NA      NA    69  NA   71  NA 33  NA  45  NA 
WHITE  94  N  93  N  43  N  40  N      NA      NA    57  NA   60  NA 40  NA  49  NA 
BLACK  97  Y  96  Y  22  N  21  N      NA      NA    78  NA   79  NA 28  NA  42  NA 
HISPANIC  97  Y  97  Y  24  N  22  N      NA      NA    76  NA   78  NA 32  NA  41  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  96  Y  96  Y  28  N  27  N      NA      NA    72  NA   73  NA 32  NA  43  NA 
ENGLISH LANGUAGE LEARNERS  98  Y  98  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  96  Y  95  Y  11  N  14  N      NA      NA    89  NA   86  NA 31  NA  45  NA 


SCHOOL GRADE DATA

Polk School District
LAKE ALFRED-ADDAIR MIDDLE SCHOOL
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 48%  35%  92%  20%  195   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 62%  58%      120  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? 75% (YES)  67% (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         457   
    Percent Tested = 97%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    LAKE ALFRED-ADDAIR MIDDLE SCHOOL
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 43%  43%  78%  24%  188   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 62%  66%      128  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)  71% (YES)      145  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         461   
    Percent Tested = 98%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    LAKE ALFRED-ADDAIR MIDDLE SCHOOL
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 37%  33%  82%  25%  177   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 50%  53%      103  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? 65% (YES)  59% (YES)      124  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         404   
    Percent Tested = 97%           Percent of eligible students tested
    School Grade         D  Grade based on total points, adequate progress, and % of students tested