FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: FROSTPROOF MIDDLE/SENIOR HIGH

District Name: Polk

Principal: Stephen White

SAC Chair: Neal Byrd

Superintendent: Gail McKinzie

Date of School Board Approval:

Last Modified on: 11-20-2009

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

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

VISION and MISSION STATEMENTS

Vision Statement
(OLD)Our vision for Frostproof Middle Senior High School is to have a learning community for all students, teachers, administrators, parents, and business and community members working together in a cooperative effort to attain our stated mission. We envision a strong infusion and use of technology in daily routines with the delivery of instruction across a rigorous, relevant, and well-articulated curriculum.
(REVISED)To provide a safe learning community where students can achieve academic success and develop into responsible, productive members of our global society.
Mission Statement
(OLD)The mission of Frostproof Middle Senior High School community is to provide a safe educational setting in which all learners will master the essential knowledge and skills needed to be happy, well-educated individuals and productive members of society.
(REVISED)The mission of Frostproof Middle Senior High School community is to provide a safe educational setting in which all learners will master the essential knowledge and skills needed to be happy, well-educated individuals and productive members of society.

Belief Statements
1. We will utilize data and employ research-based practices to teach the essential curriculum.
2.We will encourage continuous learning and personal development throughout the school community.
3.We will expect mastery of the essential curriculum by all students and provide evidence of that mastery.
4.We will treat all members of the school community with dignity and respect.
5.We will maintain an orderly atmosphere in which all members are on task at all times.
6.We will be honest in all matters, holding ourselves to the highest ethical standards.
7.We will model the self-discipline, self-motivation, and commitment to high quality work that we hope to develop in our students.
8.We will recognize and celebrate excellence and achievement.
9.We will seek not only to be understood, but also to understand others through frequent communications in a positive work environment free of intimidation and reprisal.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Frostproof Middle/Senior High School is located in Frostproof, Florida. Frostproof, also known locally as the “Friendly City”, lies amid the rolling hills of Central Florida, nestled between two pristine lakes, and surrounded by lush green oak and citrus trees. Frostproof, as the name indicates, offers its residents a mild climate year round. The city is home of around 3,000 permanent residents. During the winter months, the city and surrounding subdivisions and mobile home parks harbor an economic population of approximately 16,000. Frostproof offers a rural setting with a small town friendly atmosphere.
The main industries for the Frostproof area consist of citrus and cattle production. The primary employers for the area residents include the Polk County School Board, Ben Hill Griffin, Inc., Latt Maxcy, Inc., and Lowes Distribution. All of these businesses serve as our business partners.
Frostproof Middle Senior High School houses grades 6-12. Our feeder schools include Ben Hill Griffin Elementary and Babson Park Elementary. Several students come to our school from McLaughlin Middle School on transfer waivers. In the spring, our incoming sixth graders visit the high school to shadow our Peer Facilitation students. After they talk to the new students about what to expect in middle school, they all go on a tour of the school.

Unique School Strengths for Next Year

When considering our strengths, our greatest asset is the small town atmosphere. Students do not feel disenfranchised, because everyone knows everyone else. Our town and our parents are still very involved with the school. Because we are small, we have grades 6-12 in our school. Teachers get to know students and follow them all the way through high school. Other strengths include our daily sustained silent reading program. All students in the school have a 30 minute period every day in which they participate in sustained silent reading. We are fortunate to have seven current National Board Certified Teachers. While many larger schools have not been able to continue programs to help their at risk population, we still maintain a Peer Facilitation Program, Migrant Advocate, and Alternative Education Program for Dropout Prevention.

Unique School Weaknesses for Next Year

Being far removed from the hustle and bustle of the big city is a real benefit for Frostproof Middle Senior High School, but it also has a downside in that our students have to travel in order to experience cultural events. Our small size can be a problem when scheduling students because some classes are only able to be taught one time.

Student Demographics

Frostproof Middle Senior high serves a multi-ethnic school population that consists of 1166 students. 27.62% of students are Hispanic, 14.32% are Black, 55.75% are White and 2.91% Asian, Indian, or multi-racial. Economically disadvantaged students account for 63.89% of the population. Additionally, 9.86% are English Language Learners (ELL), and 19.47% are Students with Disabilities (SWD).

Student Attendance Rates

The following is a comparison for the past three years between FMSHS and Polk County. As you can see FMSHS has exceeded the district rate all three years. Students are expected to attend class regularly and parents are called by the district automated system at least twice a day if the student is not in class.
Year FMSHS Polk
06-07 97.31 94.10
07-08 96.58 94.32
08-09 95.69 94.56

Student Mobility

The mobility rate of the school was 22.22% in 07-08 and 20.75% in 08-09. Much of this mobility comes from our migrant population.

Student Suspension Rates

2006-2007: Out-of-school 427, 2007-2008: Out-of-school 358, and 2008-2009: Out-of-school 427. The suspension rates have been fairly consistent during the past three years.

Student Retention Rates

Our retention rate has decreased from 3.5% in 2006-2007 to 3% in 2007-2008

Class Size

For the year 2006-2007 our class size for grades 6-8 was 19.34 and for grades 9-12 it was 21.76. For the year 2007-2008 our class size for grades 6-8 was 18.11 and for grades 9-12 it was 20.86.

Academic Performance of Feeder Pattern

Ben Hill Griffin Jr Elementary School is our primary feeder school. Their grade in 2008 was C and they did not meet AYP with only 85%. Their 2009 grade was B and the school did not meet AYP with 95%.

Partnerships and Grants

AT&T grant designed to place volunteers with our struggling students who are transitioning to 9th grade.
FASA/Helios grant designed to assist the students during their transition years. We are part of this grant that was awarded to the district.

STUDENT ACHIEVEMENT DATA

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

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

Position	Name	Degree(s)/ Certification(s)	# of Years at Current School	# of Years as an Administrator	Prior Performance Record *
Principal	Stephen White	Masters of Education/ Elementary Education, EH/SLD (K-12), Science (6-8), Administration and Supervision (K-12).	4	24	2005-2006 School grade B 2006-2007 School grade C 2007-2008 School grade C 2008-2009 School grade B AYP was not met in any of these years and are currently at Correct II level
Assis Principal	Patricia Claire Bush	Masters of Education/ Guidance, Family and Consumer Science	37	24	2005-2006 School grade B 2006-2007 School grade C 2007-2008 School grade C 2008-2009 School grade B AYP was not met in any of these years and are currently at Correct II level
Assis Principal	Cal C. Kelsey	Masters in Health and Physical Education, Specialist in Ed Leadership	4	16	2005-2006 School grade B 2006-2007 School grade C 2007-2008 School grade C 2008-2009 School grade B AYP was not met in any of these years and are currently at Correct II level

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject Area	Name	Degree(s)/ Certification(s)	# of Years at Current School	# of Years as a Coach	Prior Performance Record *
Reading	Simone Aldrich	Bachelor degree in Elementary Education, Reading Endorsed	3	3	2006-2007 School grade C 2007-2008 School grade C 2008-2009 School grade B AYP was not met in any of these years and are currently at Correct II level

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

HIGHLY QUALIFIED TEACHERS

Description of Strategy	Person Responsible	Projected Completion Date
1.Interview applicants who have gone through the district screening to determine their eligibility	Principal/Assistant Principal	On-going
2.Partner beginning teachers with a mentor	Assistant Principal	On-going
3. Partner new experienced teachers with veteran staff	Assistant Principal	On-going

Non-Highly Qualified Instructors

Name	Certification	Teaching Assignment	Professional Development/Support to Become Highly Qualified
Robin Davisson	Professional ESE K-12, Reading Endorsement	Reading	Mrs. Davisson is currently working through the district office to complete the course work for ESOL.
Victoria Malanga	Professional English (5-9)	Reading	Mrs. Malanga is scheduled to take the Reading Endorsement classes 2per year following district mandate.
Lesa Lightsey	Para	ESE Para	Mrs. Lightsey is scheduled to take the Para pro test by May 2010.
Joanie Kay Gravley	Para	ESE Para	Mrs. Gravley is scheduled to take the Para Pro test by May 2010.
Ashely Byrd	Professional Middle Grades Integrated, Reading Endorsement	Reading	Mrs. Byrd is currently working through the district office to complete the course work for ESOL

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
76	1	13	36	50	30	100	17	10.5	46

Teacher Mentoring Program

Mentor Name	Mentee Assigned	Rationale for Pairing	Planned Mentoring Activities
Simone Aldrich	Kimberly Segale (Biology)	Ms. Segale is a new teacher who will have to go through the district prescribed professional development program for beginning teachers.	The mentor and mentee will meet at least weekly in a professional learning community to discuss evidence-based strategies for presenting her subject matter. The mentor will observe the mentee and will give feedback. She will help with planning as well as model good practices. The mentee will be given opportunities to observe Nationally Board Certified teachers in her field as well as meet with that teacher to get feedback.
Simone Aldrich	Victoria Malanga	Reading	Although Mrs. Malanga is a seasoned teacher this is her first year at our school. She will be working closely with Mrs. Aldrich to get her reading endorsement classes taken care of as well as using her as a resource to help with any questions she might have.

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

N/A

Title I, Part C- Migrant

A Migrant Facilitator is assigned to this school along with other in the area to assist migrant families. We also have an ESOL program on campus to assist students who qualify

Title I, Part D

N/A

Title II

District receives supplemental funds for improving basic education programs through the purchase of small equipment to supplement education programs. New technology in classrooms will increase the instructional strategies provided to students and new instructional software will enhance literacy and math skills of struggling students. Funds at Frostproof Middle Senior High are used to provide professional development

Title III

N/A

Title X- Homeless

Through the district HEARTH program these students are identified and served

Supplemental Academic Instruction (SAI)

All students functioning below grade level have a SAI in place that is visited periodically to update

Violence Prevention Programs

We have a bullying program in place through the district office. We are offering a program from the Attorney General’s office on cyber bullying. We have a Peer Mediation program

Nutrition Programs

Due to our large population that qualify for free and reduced lunch we also provide a breakfast program

Housing Programs

N/A

Head Start

N/A

Adult Education

Through the district adult education program we offer a GED class on campus in the evenings

Career and Technical Education

We offer a Construction Academy for interested students. We also have a College and Career Specialist who facilitates post secondary education and training planning.

Job Training

Through our Marketing program and Ag program we offer OJT. Also the ESE Career Prep/Career Experience provides OJT training for qualified students.

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Stephen White- Principal: Provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing Rtl, conducts assessment of Rtl skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support Rtl implementation, and communicates with parents regarding school-based Rtl plans and activities.
Patricia Bush – Assistant Principal for Curriculum: Provides information regarding the course of study for the individual student according to the Student Progression Plan.
Cal Kelsey- Assistant Principal for Administration: Provides information regarding the individual students discipline record as well as an insight to the reasons for student behavior.
Simone Aldrich- Academic Intervention Facilitator: Provides guidance on K-12 reading plan; facilitates and supports data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data-based instructional planning; supports the implementation of Tier 1,2, and 3 interventions plans.
Avis Hunt- ESE Facilitator: Participates in the collection, interpretation, and analysis of data, facilitates the development of intervention plans, provides support for intervention fidelity nd documentation, provides professional development and technical assistance when needed.
Joanne Farthing- Guidance Director: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. In addition to providing interventions, they will continue to link child-serving and community agencies to the schools and families to support the child’s academic, emotional, behavioral, and social success.
Select General Education Teacher: Provides information about core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, and collaborates with other staff to implement Tier 2 interventions.

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 system
to bring out the best in our schools, our teachers, and in our students?
The team meets periodically to engage in the following activities:
Review universal screening data and link to instructional decisions; review progress monitoring data at the grade level and
classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at high risk for not meeting
benchmarks. Based on the above information, the team will identify professional development and resources. The team will
also collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice
new processes and skills. The team will also facilitate the process of building consensus, increasing infrastructure, and
making decisions about implementation.

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

The 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.

AIMS web ), Florida Comprehensive Assessment Test (FCAT)
Progress Monitoring: PMRN, AIMS web, Curriculum Based Measurement (CBM), FCAT Simulation
Midyear: Florida Assessments for Instruction in Reading (FAIR), Diagnostic Assessment for Reading (DAR), Early Reading
Diagnostic Assessment (ERDA)
End of year: FAIR, AIMS web, FCAT
Frequency of Data Days: twice a month for data analysis

Describe the plan to train staff on RtI.

Professional development will be provided during teachers’ common planning time 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 to Implementation Data-based Decision-making, and Supporting and Evaluating
Interventions” will take place in mid-August and in October.
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?

Our lower 25% made significant gains while our subgroups failed to meet AYP

Instructional Calendar Development

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

The IFCs were created in July 2009. The IFC will be updated in October 2009 as determined by disaggregated
data results from the September Pre-Test, and again in January 2010 as determined by the disaggregated data
results from the December Mid-Term Test. The 2009 FCAT results were utilized to develop the IFCs. Data results for the September Pre-Test and December Mid-Term Test will also be utilized. Teachers will be responsible for determining the instructional focus of whole group lessons, and small group/differentiated instruction. Benchmarks were selected as indicated by students’ strengths and weaknesses, which were measured by progress on class work assignments, and assessments and data results. The duration of instruction for each Benchmark was determined by the amount of time allotted in the IFC to ensure that students are exposed to all Benchmarks prior to FCAT testing. Within the amount of time allotted in the IFC, teachers will provide instruction on each Benchmark, allow the students an opportunity to practice, assess the students’ knowledge, and the re-teach the Benchmark as indicated by student progress, either in a whole group or small group setting. Administration will implement a continuous cycle of classroom visitations, evaluation lesson plans, monitoring teacher data, and conducting meetings with teachers to ensure that the IFC is being utilized and implemented effectively. Coaches will also be assigned to teachers who are demonstrating signs of struggling with IFC implementation. Teachers who are struggling with implementing the IFC will be provided additional opportunities to attend professional development sessions, have a mentor assigned to them, and participate in the process of observing other teachers who are successful. The department chairperson and our National Board Certified teachers will provide additional assistance to the teacher. The teacher will participate in Professional Learning Communities, and utilize the support of colleagues during these meetings.

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

Reading—main idea, word/phrases, and comparison
Math- measurement, number sense, and geometry
Science- there was no decrease in proficiency in any science cluster

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

An analysis of learning gains allowed the strongest teachers to be paired with the weakest students.

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

The school offers students elective courses in art, business, technology, music, and career study. Many of these courses focus on job skills and offer students internships. A daily focus of the school is for teachers and students to ask each other, “why are we learning this?” to ensure that instruction is always relevant. Teachers are also provided reading materials and “bell ringers” that are based on current events.

How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

The school offers students elective courses in art, business, technology, music, and career study. Many of these courses focus on job skills and offer students internships. Every year, after FCAT testing, students and parents participate in course selection that exposes them to next year’s curriculum to inform their course selection. After selection the students meet one-on-one with a counselor the decide what classes will be taken. Parents are invited to these meetings and final course selection is sent home for parent’s signature.

Direct the Instructional Focus

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

Curriculum Maps are used to guide instruction. We have department and learning community meetings where teachers are able to discuss the curriculum and align instruction across grade levels and subjects.

How are instructional focus lessons developed and delivered?

Teachers use many resources to develop lesson plans. They use the curriculum maps to help determine which standards should be taught at different points in the school year. During Learning Community meetings the teachers discuss areas where students have common difficulties and share best practices and resources to assist the students.

How will instructional focus lessons be revised and monitored?

Unit lesson plans are submitted to the APC for review throughout the school year. Curriculum Maps are checked to make sure that timelines for instruction are followed and that the students are getting the required state standards. Administrative walk-throughs will be conducted. Student master on assessments based on the instructional focus lesson will determine if the lesson successful provided the students with the necessary knowledge.

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.

Mini-assessments based on the lessons will be administrated on a regular basis throughout the year. District assessments in reading, math, and science will be administered several times during the school year.

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

Assessments will be used to identify students reaching mastery which will be 70%. For those who do not pass the assessment the teacher will re-teach the materials using differentiated instruction. For those that have passed the assessment follow-up lessons of enrichment will be offered.

Maintenance

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

Students at and above mastery level will receive opportunities to enhance or enrich current skills by participating in project activities, hands-on activities, or other supplemental lessons which will reinforce the skill and maintain the level of mastery/proficiency.

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.

Teachers will meet on a regular basis. The meetings will alternate between Learning Focus Communities, grade levels, and departments. This will continue throughout the school year.

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 the Leadership Team will meet with teachers to discuss student data and what needs to be done in order to help in student progress. Lesson plans, test scores, mini-assessments and student writing portfolios, will be used to evaluate student progress. The AIF coach will assist teachers by providing focus lessons, modeling, and instructions on large and small group instruction. They will provide learning focus strategies for the teachers to use during their instruction.

ACT

Supplemental and Intensive Instruction/Interventions

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

Curriculum Maps will be used where available for core courses. Supplemental materials were purchased when available with state adopted materials and will be used for enrichment and remediation. Students scoring level 1 and level 2 in reading will have additional instructional time. Students in 6th grade who scored level 1 in math will have additional instructional time.

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

Resources from the state adopted textbooks which are designed for intensive instruction will be utilized. Computerized programs or instructional software, in addition to internet instructional web sites such as FCAT Explorer will also be utilized. Teachers will utilize instructional strategies or best practices discussed in Professional Learning communities to provide different methods of providing instruction to students in non-mastered areas. Resources and strategies provided at professional development workshops will also be utilized. Students consistently demonstrating non-mastery may be required to participate in tutorial sessions before or after school.

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

Common areas of concern in the areas of instructional delivery, classroom management, etc., as evidenced by administrators’ observations, teacher surveys, and student performance/data analysis, will determine the need for professional development sessions.

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

As a result of progress monitoring (class work assignments and assessment results) and observations (classroom teacher, instructional coach, administrators, counselors, etc.) students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/interventions. Students not making mastery will be offered after-school assistance as well as assistance during the regular school day during differentiated instruction.

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

All personnel providing services to a student not making mastery will meet to discuss their evidence and /or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through FCAT Explorer will also be utilized to determine the effectiveness of supplemental instruction.

Enrichment

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

Students who typically exceed mastery levels participate in the school’s gifted program or honors programs. Students also enroll in elective classes based on personal interest. Students are also given extra / differentiated assignments to promote enrichment.

Describe how students are identified for enrichment strategies.

FCAT results, in addition to student progress in a specific course, as well as assessment results that demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and academic programs. Teacher recommendation is also taken into consideration. Parent conferences are held so that the parents can be counseled on the expectations for the student in the higher level course, as well as their continued parental involvement.

Professional Learning Communities

PLC Organization (grade level, subject, etc.)	PLC Leader	Frequency of PLC Meetings	Schedule (when)	Primary Focus of PLC (include Lesson Study and Data Analysis)
6th and 7th grade Math, Science, History, Language Arts, ESE, and Elective teachers.	Ashley Byrd Middle School Reading Teacher	Monthly	Designated Wednesday afternoons	Analyze the student scores from previous year to determine strengths and weaknesses, work on strategies to improve Reading, Math, and Science skills, analyze strategies given, analyze lessons taught within the subject areas, discuss the use of curriculum maps and timelines.
7th and 8th grade Math, Science, History, Language Arts, ESE, and Elective teachers.	Cheryl Fulse Middle School Reading Teacher	Monthly	Designated Wednesday afternoons	Analyze the student scores from previous year to determine strengths and weaknesses, work on strategies to improve Reading, Math, and Science skills, analyze strategies given, analyze lessons taught within the subject areas, discuss the use of curriculum maps and timelines.
7th and 8th grade Math, Science, History, Language Arts, ESE, and Elective teachers	Suzanne Duke Middle School Reading Teacher	Monthly	Designated Wednesday afternoons	Analyze the student scores from previous year to determine strengths and weaknesses, work on strategies to improve Reading, Math, and Science skills, analyze strategies given, analyze lessons taught within the subject areas, discuss the use of curriculum maps and timelines.
6th and 7th grade Math, Science, History, Language Arts, ESE, and Elective teachers	Simone Aldrich Reading AIF	Monthly	Designated Wednesday afternoons	Analyze the student scores from previous year to determine strengths and weaknesses, work on strategies to improve Reading, Math, and Science skills, analyze strategies given, analyze lessons taught within the subject areas, discuss the use of curriculum maps and timelines.
High School Math, Science, History, Language Arts, ESE, and Elective teachers.	Robin Davisson Middle School Reading Teacher	Monthly	Designated Wednesday afternoons	Analyze the student scores from previous year to determine strengths and weaknesses, work on strategies to improve Reading, Math, and Science skills, analyze strategies given, analyze lessons taught within the subject areas, discuss the use of curriculum maps and timelines.
High School Math, Science, History, Language Arts, ESE, and Elective teachers.	Patty Wise High School Reading Teacher	Monthly	Designated Wednesday afternoons	Analyze the student scores from previous year to determine strengths and weaknesses, work on strategies to improve Reading, Math, and Science skills, analyze strategies given, analyze lessons taught within the subject areas, discuss the use of curriculum maps and timelines.
High School Math, Science, History, Language Arts, ESE, and Elective teachers.	Sheila Britt High School Reading Teacher	Monthly	Designated Wednesday afternoons	Analyze the student scores from previous year to determine strengths and weaknesses, work on strategies to improve Reading, Math, and Science skills, analyze strategies given, analyze lessons taught within the subject areas, discuss the use of curriculum maps and timelines.
High School Math, Science, History, Language Arts, ESE, and Elective teachers.	Lori Hutto ESE Reading Teacher	Monthly	Designated Wednesday afternoons	Analyze the student scores from previous year to determine strengths and weaknesses, work on strategies to improve Reading, Math, and Science skills, analyze strategies given, analyze lessons taught within the subject areas, discuss the use of curriculum maps and timelines.

NCLB Public School Choice

Note: For Title I schools only

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

Pre-School Transition

N/A

Postsecondary Transition

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

The percent of the graduates who scored a level 3 or better on the Grade 10 FCAT in both reading and math is higher both the district and state. The percent of graduates who completed a college prep curriculum, who completed at least one level 3 high school math course or science course, or who completed at least one dual enrollment (DE) was lower than the district average. With the elimination of Algebra 1A/1B courses we will be increasing the number of students taking a level 3 math course. We will encourage students to take AP or DE classes by more teacher discussion on these courses and having each student meet with a guidance counselor regarding their postsecondary plans. Bright Futures information will be given to all students and parents starting in the 9th grade so that planning throughout their high school career will include knowledge of these opportunities and their goals can reflect this knowledge. Students will be encouraged to take the CPT, SAT, and ACT at the appropriate time during their high school career.

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Needs Assessment:

Based on School Grade and Adequate Yearly Progress Data:

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

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

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

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

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

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
According to the state’s school accountability system, 56% of students achieved mastery on the 2009 administration of the Grade 6 - 10 FCAT Reading Test.			By Spring of 2010 58% of students will be at AL3 or above in Reading.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. A school wide theme for the year, “Every Class is a Reading Class,” has been selected and will be implemented throughout the year. Every teacher will teach reading in his or her content area. dents.	1.AIF, Assistant Principal of Curriculum	1. Data from the 2010 administration of the FCAT Reading Test will provide summative data that will be used to evaluate the overall progress and individual progress of our programs. FAIR testing will provide interim evaluations.	1.Fall FCAT 2009 and Spring FCAT 2010 Reading Data
2	2.We will implement a sustained silent reading program for all grade level.	2.Administration	Walk-throughs	2.Fall FCAT 2009 and Spring FCAT 2010 Reading Data
3	3.Tutorial sessions will be offered for all level 1 and 2 students before and after school as well as a pull out program with Reading teachers assisting.	3.Administration	3. Attendance sheets, FCAT scores from the 2009 and 2010 administrations, Walk-throughs	3.Fall FCAT 2009 and Spring FCAT 2010
4	4. All teachers will participate in Data Day. Teachers will analyze disaggregated data in order to plan appropriately for all students.	4. Faculty, Administration	4. Analysis of lesson plans, walk-through, Spring 2010 FCAT data.	4. Fall 2009 and Spring 2010 FCAT Reading Data

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
According to the state’s school accountability system 60% of students achieved learning gains on the 2009 administration of the FCAT Reading Test.			By Spring 2010 62% of the students will make learning gains.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1. A school wide theme for the year, “Every Class is a Reading Class,” has been selected and will be implemented throughout the year. Every teacher will teach reading in his or her content area.