---

VISION and MISSION STATEMENTS

The vision for Lake Gibson High School is to have learning for all students as the chief priority. All decisions of the school will have learning as the primary focus. The curriculum and instructional practices will incorporate various learning activities to accommodate different learning styles. The school will function as a learning organization and promote opportunities for all stakeholders - students, teachers, administrators, parents and community - by working together as a community of learners. In the safe and physically comfortable environment, academic challenges will stimulate individual student performance. In the future, Lake Gibson High School will continue its great tradition of leading students towards a successful adult life by instilling in them a sense of purpose and a love of learning.

The mission of Lake Gibson High School is to challenge all students to (believe and) achieve their fullest potential and to prepare them to make informed life decisions. Simply put: Believe, Achieve, Succeed.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Lake Gibson High School campus is located on a landscaped 30-acre site in the suburban-rural north area of Lakeland. Campus doors opened in 1977 under principal James Booth. A growing community has led to a variety of additions since its doors first opened. The campus currently supports 5 buildings that serve the academic focus, 17 portable classrooms, an Agricultural Science land lab, 5 structures for athletic support, 2 practice fields, and 3 parking lots. Both students and staff have a strong sense of pride in the facilities.

Lake Gibson Senior High reviews data collected from and about students, parents, and staff members to evaluate the school’s needs for improvement and areas of success. Parents, students, and staff members complete the county supported Annual Survey of Attitudes each spring and the results are returned at the end of the school year. Parents and community members are invited to share concerns and participate in decision-making through involvement/membership in the School Advisory Council (SAC), individual meetings, letters, and emails. Students are encouraged to participate in decision-making through involvement in Student Council and serving as student representatives on the School Advisory Council and the Student Concerns Committee. Students, represented by Student Government, meet with the principal to share areas of student concerns, ideas for improvement, and volunteering services to existing programs. Staff members collaborate in decision-making through service on the School Advisory Council (representatives are elected by the staff), the Student Concerns committee, the Safety Committee and the district’s spring survey.

Mr. Ralph Gilchrest III currently serves as the principal of Lake Gibson Senior High School.

Unique School Strengths for Next Year

Lake Gibson Senior High School has a variety of unique strengths that will promote school success. Lake Gibson Senior High School offers its students a wide range of technological options to help increase achievement. The school is also offering more Advanced Placement coursework than ever before.

Lake Gibson Senior High School’s Freshman Academy is providing rewards for academic success in the form of “Brave Bucks”. Students can use these “Brave Bucks” to purchase rewards at specific times throughout the year.

Unique School Weaknesses for Next Year

A major weakness is a growing population of students attending on affidavit due to their families being homeless. Lake Gibson Senior High School must provide a quality education for these students as well as the general population.

Student Demographics

2008 – 2009
White 63.51%
Black 19.22%
Hispanic 13.70%
Asian 1.3%
Indian .38%
Multi 1.89%
SWD 219
ELL 71
F/R Lunch 815
EOY Enrollment 1847

Student Attendance Rates

2007-2008
Attendance Rate 94.12
2008-2009
Attendance Rate 93.81

Student Mobility

2007-2008

Students enrolled after day, 15 or withdrawn after day 15 and before EOY = 636

Students enrolled on or after day 16 = 2438

"Mobility" percent = 26.09

2008-2009

Students enrolled after day, 15 or withdrawn after day 15 and before EOY = 489

Students enrolled on or after day 16 = 2153

"Mobility" percent = 22.71

Student Suspension Rates

2006-2007
OSS Days (1512) OSS Actions (372) ISS Days (26) ISS Actions (14)

2007-2008
OSS Days (2743) OSS Actions (1655) ISS Days (65) ISS Actions (36)

2008-2009
OSS Days (1951) OSS Actions (786) ISS(826) Days ISS Actions (1643)

Student Retention Rates

2006-2007

9th Grade, 2 Retained, 556 Enrolled, .36 Retention %age
10th Grade, 0 Retained, 528 Enrolled, 0.00 Retention %age
11th Grade, 46 Retained, 478 Enrolled, 9.62 Retention %age
12th Grade, 20 Retained, 414 Enrolled, 4.83 Retention %age

2007-2008

9th Grade, 2 Retained, 601 Enrolled, .33 Retention %age
10th Grade, 19 Retained, 527 Enrolled, 3.61 Retention %age
11th Grade, 32 Retained, 483 Enrolled, 6.63 Retention %age
12th Grade, 13 Retained, 436 Enrolled, 2.98 Retention %age

2008-2009

9th Grade, 18 Retained, 482 Enrolled, 3.73 Retention %age
10th Grade, 37 Retained, 517 Enrolled, 7.16 Retention %age
11th Grade, 33 Retained, 419 Enrolled, 7.88 Retention %age
12th Grade, 18 Retained, 429 Enrolled, 4.20 Retention %age

Class Size

The class size at Lake Gibson Senior High School during the 2006-2007 year was 23.75. The class size at Lake Gibson Senior High School during the 2007-2008 school year was 24.44.

Academic Performance of Feeder Pattern

Crystal Lake Middle School (Correct II)
School Grade C
AYP 2009 No
AYP % 74

Kathleen Middle School (Correct I)
School Grade B
AYP 2009 No
AYP % 87

Lake Gibson Middle School (Correct II)
School Grade B
AYP 2009 No
AYP % 72

Lawton Chiles Middle Academy
School Grade A
AYP Yes
AYP % 100

Rochelle School of the Arts
School Grade A
AYP 2009 No
AYP % 97

Sleepy Hill Middle School (Correct II)
School Grade C
AYP 2009 No
AYP % 72

Partnerships and Grants

Academy of Business & Technology
Grants-AIM, AT&T Succeed
Partnerships-City of Lakeland, Fed EX, Mid Florida Credit Union

Finance Academy
Grants- Citi Group Scholarship
Partnerships – City of Lakeland, Mid Florida Credit Union, Wachovia Bank, Junior Achievement

STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

The school-based RtI Leadership Team include: Debbie Coffman, Tim Stine, Alain Douge, Tami Dawson, Jennifer Dibble, Shari Keener

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

The school-based RtI Leadership Team will function based on county directives. The team will meet regularly to strategize ways to identify the problems (ex. low FCAT scores within subgroups of the school population), determine the contributing factors to the problem (ex. inadequate exposure to FCAT skills), identify appropriate interventions (ex. mandatory reading/writing curriculum across content areas), and monitor progress (ex. adoption and implementation of interventions guided by continuous data evaluation).

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

The school-based RtI Leadership Team provides support to struggling students in the regular classroom by requiring early intervention of additional academic and behavioral support.

RtI Implementation

Describe the data management system used to summarize tiered data.

Data obtained from FAIR reports, FCAT results, discipline data, attendance and grade reports will be used by faculty and administration to analyze student intervention. Genesis and the IDEAS programs will also be used by faculty and administrators to analyze student intervention.

Describe the plan to train staff on RtI.

The Leadership Team will train staff through Professional Learning Communities (PLC’s) on a regular basis.

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?

After analyzing the 2009 FCAT by grade level, subject area, and cluster/strands, our school mathematics results can be viewed as a strength. Seventy-four percent of students scored at or above grade level in the math portion of the FCAT test.

After analyzing the 2009 FCAT by grade level, subject area, and cluster/strands, our school writing results can be viewed as a strength. 80% of students scored at or above grade level in the written portion of the FCAT test.


After analyzing the 2009 FCAT by grade level, subject area, and cluster/strands, our school reading results can be viewed as a weakness. 41% of students scored at or above grade level in the reading portion of the FCAT test.

Instructional Calendar Development

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

The district will provide a Focus Calendar for implementing and monitoring focus lessons. County curriculum maps are available for reading, English, mathematics, and science for teachers across content areas. PLC’s assist in providing strategies in these areas to all teachers.

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

Reading-Reference and Research
Math-Geometry and Spatial
Science-Physical & Chemical

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

With the use of IDEAS, teachers will target individual student needs, strengths, and weaknesses of the clusters/strands.

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

Teachers are required to meet in Professional Learning Communities (PLC) across the curriculum, and subject areas, to implement relevant reading and writing strategies.

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?

Lake Gibson Senior High School allows students to major in their area of interest. Students meet with a college career counselor, school guidance counselors and participate in college presentations as well as career opportunities. A wide range of electives are available to students, including advanced placement courses in various subjects.

DO

Direct the Instructional Focus

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

Teachers utilize Learning Focus Solution (LFS) strategies in implanting county curriculum maps based on new generation sunshine state standards.

How are instructional focus lessons developed and delivered?

The district will provide Continuous Improvement Model (CIM) focus lessons to be delivered by teachers. PLC’s provide strategies to teachers in all content areas.

How will instructional focus lessons be revised and monitored?

Data will assist in the revision of monitoring focus 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.

Lake Gibson will use: FAIR, CIM, ongoing teacher-made assessments, and end-of-year exams to measure student progress in core, supplemental, and intensive instruction/ intervention.

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

Remediation and or enrichment will be based on student performance of assessments. Passage of or improvement in FAIR, ongoing teacher-made assessments, and end-of-year exams will identify students reaching mastery and those not reaching mastery.

Maintenance

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

The district will provide a focus calendar which will target ongoing assessments and maintenance of benchmark mastery.

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.

The teams will review progress monitoring data to identify the required instructional medications that are needed to increase student achievement using: CIM, FAIR, Write Scores and Data Day. Departments and PLC’s will meet monthly to review progress monitoring data.

Monitoring

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

The Principal and Leadership Team will conduct: walkthrough’s, data “chats” with teachers, and lead PLC teams.

ACT

Supplemental and Intensive Instruction/Interventions

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

Students are placed in prescriptive reading programs based on fluency. Math students are placed in settings based on FCAT level. Low to average students are given additional instructional time for remediation in both subjects.

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

Using data to drive instruction, some programs use adaptive branching technology. This includes Fast ForWord for reading.

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

Professional development needs are based on data and state directives. Staff are provided with PLC’s monthly and on an as needed basis which present various teaching strategies and classroom management skills.

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

Students that will be targeted for supplemental and intensive instruction/ interventions are FCAT level 1,2 and low 3’s.

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

The effectiveness of the interventions will be measured throughout the year by analyzing data from progress monitoring tools such as teacher-made assessments, observations, and FAIR performance.

Enrichment

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

FCAT level 4 or 5 students are placed into Advanced Placement courses where reading strategies are used.

Describe how students are identified for enrichment strategies.

Students that are identified as FCAT level 4 or 5 are candidates for AP courses.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

• Notification of (School in Need of Improvement) SINI Status
  No Attached Notification of (School in Need of Improvement) SINI Status
  
  
• Public School Choice with Transportation (CWT) Notification
  No Attached Public School Choice with Transportation (CWT) Notification
  
  
• Notification of (School in Need of Improvement) SINI Status
  No Attached Supplemental Educational Services (SES) Notification
  
  

Pre-School Transition

Postsecondary Transition

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

We will offer students a variety of rigorous and relevant courses that are designed to help students prepare for the future. Courses include: Career Education, Technical Education, dual enrollment and Advanced Placement. Students are also offered actual work experience through internships.

For incoming 9th grade students, we are providing a “freshmen academy” where students will have accommodations made for them as they adjust to the postsecondary level. These accommodations include increased parental involvement, the “Braves Bucks” reward system for academic achievement, and before and after school time with teachers for remediation and makeup work sessions.

PART II: EXPECTED IMPROVEMENTS

Other Goals

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Other
Goal	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Total: $0.00
Final Total: $0.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/10/2009 2:46:39 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.

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

The school advisory council works collaboratively with the principal and staff to develop the annual School Improvement Plan. The council will be meeting the third Tuesday morning of each month at the high school and is comprised of the principal and an appropriately balanced team of people with parents, teachers, students, administrators, support staff, business and community members that mirrors the ethnic, racial and economic makeup of the school community.

SAC Members

AYP DATA

SCHOOL GRADE DATA