FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN

School Name: ROSABELLE W. BLAKE ACADEMY

District Name: Polk

Principal: Dr. Gwen Kessell

SAC Chair: Lisa Farr

Superintendent: Dr. Gail McKinzie

Date of School Board Approval:

Last Modified on: 10-06-2009

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

The mission of Blake Academy is to ensure that all students will learn through building strong relationships, creating a warm and caring environment, and producing quality work while integrating technology into rigorous academic study.

Blake Academy students will exit the eighth grade with a firm foundation in reading, writing, math, problem solving, application of knowledge, and speaking and listening. Students will have the ability to step into leadership roles and get along with diverse groups of individuals. This will ensure their success as community members in the twenty-first century.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Blake Academy is a K-8 Choice school situated in downtown Lakeland that follows Dr. William Glasser’s Quality School Principles. We value the student’s intrinsic desire to learn and work diligently at maintaining that desire through minimal use of external control behavior with the students. The traditional family structure is the foundation of the design of Blake Academy. It reopened in 2002 as a K-6 school and added a middle school grade for the next two years until it had the complete K-8 configuration. Blake’s K-5 program is a multi-age continuous progress model comprised of two K-5 families of students. When a student enters Blake, they join a family and spend the rest of their K-5 experience with that family of students and teachers. Classrooms are not single grade classrooms. Students who would typically be in a kindergarten classroom are in a classroom with kindergarten and first grade students. Students in a second grade classroom are with second and third grade students, and students who are in fourth grade are in a classroom with fourth and fifth grade students. The middle school students loop with their teachers from sixth to seventh, and to eighth grade. Each middle school family is comprised of a language arts, math, science, social studies, and reading teacher. This structure provides a continuity of caring that result in Blake’s ability to fulfill the Blake Mission.

Students who are eligible to attend any of the Lakeland area high schools are eligible to attend Blake Academy through an application and lottery process; therefore, our student population is very diverse and is comprised of students who walk to school or ride cars and buses from very short distances to much further distances. Blake has 62% Free and Reduced Lunch, and of this total 46% African American, 21% Hispanic, and 32% Caucasian.

Blake works with the Office of School Choice and the local community to recruit students. Subsequently, being a combination school, which focuses on technology, science, and music, the majority of the students remain until they complete their eighth grade year.

Unique School Strengths for Next Year

The staff at Blake is committed to the mission and has established positive strong connections with students, parents and colleagues that will help ensure the success of the students. The student population is very stable. The established families will only have new Kindergarten students and just a handful of new first thru fifth grade students. The middle school families will add new to Blake sixth grade students and again just a few new seventh and eighth grade students. The staff grows more seasoned each year. During the 08-09 school year, the staff worked on school wide implementation of Thinking Maps and their use across disciplines, as well as, Learning Focused strategies of summarization, and vocabulary development. The staff had considerable professional growth in these areas and the students will be the benefactors in the 09-10 school year.

Unique School Weaknesses for Next Year

Students who enter Blake Academy from a traditional school have an adjustment period to understand that they are no longer learning in an external; control environment and have teachers and classmates who are committed to making strong, positive connections. There will be an adjustment period for the staff new to Blake. Blake Academy will have a new 2-3, 4-5, and 8th grade language arts, math resource teacher and program facilitator join the Blake Academy family for the 09-10 school year.

Student Demographics

Blake Academy is comprised of 50.77% Caucasian, 30.26% African American, 14.09% Hispanic, 56% Asian, and 4.32% other. We have 6% students with disabilities and 2.3% English Language Learners. At the end of the 2008-09 school year, we had an enrollment of 717 with a 62.48% Free and Reduced lunch population.

Student Attendance Rates

Blake Academy attendance rate for the 2008-09 school year was 95.74%. 2007-08 was 96.71%; and 2006-07 was 96.95%, respectively.

Student Mobility

The Polk County School District defines mobility as any student that enrolls after day 15 or withdraws after day 15 and before the end of the year. The mobility rate for the 2008-2009 school year was 7.86% which is a decrease from 22.72% during the 2007-08 school year.

Student Suspension Rates

The student suspension rates for the 2008-09 school year was OSS days 341, OSS actions 229, ISS days 74, and ISS actions 78. The student suspension rates for the 2007-08 school year was 395 OSS days, 265 OSS actions, 69 ISS days, and 59 ISS actions .The student suspension rates for the 2006-2007 was 649 OSS days, 333 OSS actions, 1 ISS day and 1 ISS actions.

Student Retention Rates

The retention rate decreased during the 2008-09 school year to 2% from 3% during the 2007-08 school year.

Class Size

A point has been made to reduce class sizes in all subject areas and across grade levels to reduce discipline problems and strengthen the relationship between students and teachers. The teacher to student ratio in prek- 3 is one teacher to 16.16 students and grades 4 - 8 is one teacher to 20.55 students.

Academic Performance of Feeder Pattern

Blake is a feeder school for Lakeland, Kathleen, George Jenkins, Tenoroc, and Lake Gibson high schools. Lakeland, correct I, increased its grade from a C to a B with 82% meeting AYP. Kathleen, Correct II, fell from a C to a D, with 62% meeting AYP. George Jenkins, Correct II, C from a B with 74 % of the students meeting AYP. Tenoroc, Prevent II, with a school grade of D and 72 % of the students meeting AYP, and Lake Gibson, fell from a B to a C with 74% meeting AYP.

Partnerships and Grants

Blake Academy has formed a unique partnership with the City of Lakeland. Several of the City of Lakeland employees have devoted time to mentor at-promise reading students weekly. The City of Lakeland’s Public Works, Lakeland Electric Solar, and the Lakes and Storm Division Program Department conduct Science lectures to educate students on environmental science applications.

The Lakeland Downtown Kiwanis has been a strong supporter of academics and the arts at Blake Academy. They sponsor a quarterly luncheon for students that demonstrate academic excellence and made a significant financial contribution to purchase musical instruments.

Harry’s Downtown has donated food and discount cards for faculty and students to promote academic success and increase parental and community support at Tuesday Night Lives.

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	Dr. Gwen Kessell	BS-Florida Southern College; Master of Science-University of South Florida; Ed. D./ Educational Leadership Principal Certification- State of Florida	8	15	2008-2009: Grade: A, Reading Mastery: 63%, Math mastery: 57%, Science Mastery: 47%. AYP: 87%. 2007-2008 Grade: B, Reading Mastery: 60%, Math mastery: 55%. Science Mastery: 44%. AYP: 87%. 2006-2007 Grade: C, Reading mastery: 59%. Math mastery: 52%, Science mastery:35%, AYP: 87% 2005-2006 Grade: A, Reading mastery: 62%, Math mastery: 54%, Science mastery: 28%, AYP:97%. 2004-2005 Grade: B, Reading mastery: 60%, Math mastery: 45%, AYP:93% 03-04 Grade: C, Reading mastery:54%, Math mastery: 40%, AYP:87% 02-03 Grade: B, Reading mastery:48%, Math mastery: 37%.
Assis Principal	Sybille Oldham	BS-Political Science, Florida State M. Ed- Educational Leadership, Nova Southeastern	3	5	Assistant Principal of Blake Academy in 2008-2009: Grade: A, Reading Mastery: 63%, Math mastery: 57%, Science Mastery: 47%. AYP: 87%, 2007-2008 Grade: B, Reading Mastery:60%, Math mastery: 55, Science Mastery: 44%. AYP: 87%. 2006-2007 Grade: C, Reading mastery: 59%. Math mastery: 52%, Science mastery:35%, AYP: 87% Academic Dean of Lakeland High School 2005-2006 Grade: C, Reading Mastery: 34%, Math mastery:57%, AYP: 72% 2004-2005 Grade: C, Reading mastery: 32%, Math mastery: 54%, AYP: 72%
Assis Principal	Kimberly Sealey	B.A. - Uniniversity of South Florida, Elementary Education M.A.-Educational Leadership, University of South Florida			First year as administrator

* 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	Charlene Demidovich	M. Ed-Reading	6	6	2008-2009: Grade: A, Reading Mastery: 63%, Math mastery: 57%, Science Mastery: 47%. AYP: 87%. 2007-2008 Grade: B, Reading Mastery:60%, Math mastery: 55, Science Mastery: 44%. AYP: 87%. 2006-2007 Grade: C, Reading mastery: 59%. Math mastery: 52%, Science mastery:35%, AYP: 87% 2005-2006 Grade: A, Reading mastery: 62%, Math mastery: 54%, Science mastery: 28%, AYP: 97%. 2004-2005 Grade: B, Reading mastery: 60%, Math mastery: 45%, AYP:93% 03-04 Grade: C, Reading mastery:54%, Math mastery: 40%, AYP:87% 02-03 Grade: B, Reading mastery:48%, Math mastery: 37%, AYP:
Math	Sherien Bain	BA- University of South FloridaMath 5-9			First year as instructional coach

* 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. Regular meetings of new teachers with the Principal	Principal	On-going
2. Partnering new teachers with veteran staff	Assistant Principal	On-going
3. School will continue to host college interns	Principal, Assistant Principal	Spring 2010
4. Soliciting referrals from current employees	Principal	On-going

Non-Highly Qualified Instructors

Name	Certification	Teaching Assignment	Professional Development/Support to Become Highly Qualified
Samuel Wagner	Paraprofessional	Paraprofessional	Mr. Wagner is currently enrolled to take college classes to fulfill the 60 credit hours requirement.
Noemi Gonzalez	Paraprofessional	Paraprofessional	Ms. Gonzalez is currently registered to take the Para Pro test.

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
59	5	53	25	17	12	100	5	4	27

Teacher Mentoring Program

Mentor Name	Mentee Assigned	Rationale for Pairing	Planned Mentoring Activities
Charlene Demidovich	Amelia Friedman (First year teacher)	Mrs. Demidovich is the Academic Intervention Facilitator and has demonstrated mastery of reading competencies.	1. Data analysis and interpretation of FAIR results 2. Modeling lessons and interventions 3. Introduce resources 4.Implement Learning Focus Strategies
Charlene Demidovich	Jill Steinbauer (First year teacher)	Mrs. Demidovich is the Academic Intervention Facilitator and has demonstrated mastery of reading competencies.	1. Data analysis and interpretation of FAIR results 2. Modeling lessons and interventions 3. Introduce resources 4.Implement Learning Focus Strategies
Charlene Demidovich	Maude Frazier (New to Blake)	Mrs. Demidovich is the Academic Intervention Facilitator and has demonstrated mastery of reading competencies.	1.Data analysis and interpretation of FAIR results 2. Modeling lessons and interventions 3. Introduce resources 4.Implement Learning Focus Strategies
Charlene Demidovich	Robin Sutton (First year teacher)	Mrs. Demidovich is the Academic Intervention Facilitator and has demonstrated mastery of reading competencies.	1.Data analysis and interpretation of FAIR results 2. Modeling lessons and interventions 3. Introduce resources 4.Implement Learning Focus Strategies

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

Title I, Part A funds school-wide services to Blake Academy. The Title I funds provide supplemental instructional resources and interventions for students 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

Title I, Part C- Migrant students enrolled in Blake Academy will be assisted by the school and by the District Migrant Education Program (MEP). Students will be prioritized by the MEP for supplemental services based on need and migrant status. MEP Teacher Advocates, assigned to schools with high percentages of migrant students, monitor the progress of these high need students and provide or coordinate supplemental academic support. Migrant Home-School Liaisons identify and recruit migrant students and their families for the MEP. They provide support to both students and parents in locating services necessary to ensure the academic success of these students whose 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 their zoned school. The Transition Facilitators communicate with the Guidance Counselors at schools to facilitate the transfer of records and appropriate placement.

Title II

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.

Title III

Title III provides supplemental resources for English Language Learners (ELL) and their teachers in Title I schools, as well as professional learning opportunities for school staff.

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.

Supplemental Academic Instruction (SAI)

SAI unit provided to Blake Academy enhances student achievement by reinforcing letter sound relationships, increasing fluency and comprehension to students that have been identified as needing reading intervention.

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 anti-bullying, gang awareness, gun awareness, etc.

Nutrition Programs

Blake Academy is a location for a summer feeding program for the community

Housing Programs

N/A

Head Start

Head Start is/is not located on our campus. Resources are provided to the program to assist in the transition of students from pre-k to kindergarten. Head Start teachers may participate in professional learning opportunities offered to school staff, and they are involved in Professional Learning Community activities with kindergarten teachers. Parents of Head Start students are invited to participate in parent workshops and activities provided by the school.

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

ALL MEMBERS WILL MAINTAIN THE CONFIDENTIALITY OF THE INFORMATION SHARED IN PS/RtI LEADERSHIP TEAM MEETINGS.
Gwen Kessell: (Required Member) The Principal provides a common vision for the use of data-based decision –making, models the Problem Solving Process; supervises the development of a strong infrastructure for implementation of PS/RtI; ensures that the school-based team is implementing PS/RtI; conducts assessment of PS/RtI skills of school staff; ensures implementation of intervention support and documentation; ensures and participates in adequate professional learning to support PS/RtI implementation; develops a culture of expectation with the school staff for the implementation of PS/RtI schoolwide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.
Sybille Oldham: Assists Principal in providing a common vision for the use of data-based decision-making, assists in the development of a strong infrastructure of resources for the implementation of PS/RtI, further assists the principal in the assessment of PS/RtI skills, implementation of intervention support and documentation, professional learning, and communication with parents concerning PS/RtI plans and activities.
Jill Steinbauer, Aimee Passerella, Maude Frazier, Jessica Lowell, Erica Hedman, Sherry Cribbs, Rosemary Micire, and Sheena Wagner : (Recommend at least one Primary Teacher and one Intermediate Teacher) – Provides information about core instruction; participates in student data collection; delivers Tier 1 instruction/intervention; collaborates with other staff to implement Tier 2/3 interventions; and integrates Tier 1 materials/instruction with Tier 2/3 activities.
Jock Willers: Participates in student data collection, integrates core instructional activities/materials/ instruction in tiered interventions; collaborates with general education teachers.
Charlene Demidovich: Develops, leads, and evaluates school core content standards/programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk,” assists in the design and implementation for progress monitoring, data collection, and data analysis, participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.
School Psychologist: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; provides professional development and technical evaluation; assists in facilitation data-based decision making activities.
PS/RtI Behavior Representative (PBS): Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support for intervention fidelity and documentation; assists with professional development for behavior concerns; assists in facilitation data-based decision making activities.
Ann Machold: Educates the team in the role language plays in curriculum assessment, and instruction, as a basis for appropriate program design; assists in the selection of screening measures; and helps identify systematic patterns of student need with respect to language skills.
Kira Thiede: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. Communicates with child-serving community agencies to support the students’ academic, emotional, behavioral, and social success.
Jim Painter: Develops or brokers technology necessary to manage and display data, provides professional development and technical support to teachers and staff regarding data management and graphic display.

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

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

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

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

RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline data is gathered through August and September. FAIR data is processed through the Progress Monitoring and Reporting Network(PMRN). Kindergarten and First Grade data is gathered for the SBAR. First and Second Grade instructional data is gathered from the previous year SAT 10. Third through Tenth Grade instructional data is gathered from the previous year’s FCAT scores.
Progress Monitoring data is gathered mid-year and toward the end of the year. FAIR data is processed twice more through the PMRN. Kindergarten and First Grade data is gathered for the SBAR every nine weeks. Other Progress Monitoring data is collected as needed for classroom or student progress. This information may be obtained by probes, Quick Reads, Fluency checks, etc.
Diagnostic Assessment data is gathered through the FAIR, ERDA, and DAR
End of Year data is gathered through FAIR, SAT 10, FCAT, and SBAR.
Data is discussed and analyzed at least monthly at the PS/RtI Leadership Team Meetings.

Describe the plan to train staff on RtI.

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

School Wide Florida’s Continuous Improvement Model

Plan

Data Disaggregation 2008-2009 FCAT Data

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

Reading
3rd Weakness- Reference/ Research and Comparison
3rd Strength- Words/Phrases
4th Weakness – Main Idea/Purpose
4th Strength- Reference/ Research
5th Weakness- Main Idea/Purpose
5th Strength- Reference/ Research
6th Weakness- Comparisons
6th Strength- Reference/ Research
7th Weakness-Main Idea/Purpose
7th Strength- Words/Phrases
8th Weakness- Main Idea/Purpose and Comparisons
8th Strength- Reference/ Research

Math
3rd Weakness- Measurement
3rd Strength- Number Sense
4th Weakness- Measurement
4th Strength- Data Analysis
5th Weakness- Measurement
5th Strength- Number Sense
6th Weakness- Measurement
6th Strength- Geometry
7th Weakness- Geometry
7th Strength- Data Analysis
8th Weakness- Measurement and Geometry
8th Strength- Number Sense

Science
5th Weakness- Earth/Space and Scientific Thinking
5th Strength- Physical and Chemical
8th Weakness- Scientific Thinking and Life/Environmental
8th Strength- Earth/ Space

Writing
4th Strengths- Expository Writing
4th Weaknesses- Narrative
8th Strength- Expository Writing
8th Weakness- Persuasive

Instructional Calendar Development

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

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

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

Please refer to the section above where strengths and weaknesses are outlined.

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

The master schedule is based on how many students need differentiation and remediation. When creating the schedule the intensive and high school credit courses (Spanish and Algebra I) are established prior to the remainder of the schedule. The schedule focus is developed based on students’ needs.

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 elective courses in band, Spanish, journalism, physical education, video production, teacher assistant, newspaper, art, leadership, chorus, research and technology.

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 Guidance Counselor meets with all 8th grade students to prepare them for their high school career paths. Career interest inventories are administered to all 8th grade students and a four year high school plan is created. Choices Planner and ePeps’ are accomplished by the end of the 8th grade year for all middle school students.

Direct the Instructional Focus

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

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

How are instructional focus lessons developed and delivered?

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

How will instructional focus lessons be revised and monitored?

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

CHECK

Assessment

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

FAIR, READ 180, Fast Forward, Harcourt Trophies, Voyager, 100 Book Challenge, Compass Odyssey, Reading Assistant, AR will be sources of ongoing formative assessments and data.

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

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

Maintenance

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

Dates for ongoing assessments and spiraled review are built into the instructional focus calendar at the conclusion of each month’s comprehension focus. Additional learning opportunities will be offered to struggling students.

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

PLCs (grade level/department/team) will meet monthly to review the most current progress monitoring data and in turn make instructional recommendations to include both interventions as well as enrichment strategies for subgroups of students, as well as individual students.

Monitoring

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

The 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.

Our instructional program uses shared, guided, and independent structures supported through our core academic textbook series and extensive media center collection. Reinforcement and enhancement of the school-wide curriculum programs will include: Thinking Maps, summarizing instructional strategies and the use of content journals. Cooperative and collaborative instructional strategies will be used to facilitate discussion of students’ higher-level thinking, and reasoning processes.

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

Multiple opportunities for researched based extended learning activities including: extended time for math and/or reading, extended day, summer school, accelerating and previewing, as well as re-teaching.

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

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. 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?

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

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

Ongoing progress monitoring, mini-assessments, formative assessments, student data chats, and FAIR. (Individual schools may have other specific tools that can be listed here.)

Enrichment

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

Students who typically exceed mastery levels participate in the school’s grade level enrichment program. The enrichment program is a program for students to explore and nurture talents through small group and/or independent hands-on and performance based activities.

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 with the recommending teacher, instructional coach, guidance counselor, and a member of the leadership or administrative team. The parents are 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)
Each content area team	Content area chairperson	Monthly	Wenesday- PM	Data analysis and interpretation for classroom and grade level differentiated instruction
Each grade level team	Grade level chairperson	Weekely	Tuesday and Thursday	Data analysis and interpretation for classroom and grade level differentiated instruction
K-5 and 6-8 Reading teachers	Charlene Demodvich, Academic Intervention Facilitator	Monthly	Wednesday-PM	Analyze the effectiveness of the Reading FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.
K-5 and 6-8 Mathematics teachers	Sherien Bain, Math Resource teacher	Monthly	Wednesday-PM	Analyze the effectiveness of the Math lessons, tutorial and enrichments to determine any necessary revisions

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

Parents are provided with information to assist them with transitioning to Blake Academy. Parents are given information on what to expect during the kindergarten year. Blake has established a sibling day program where incoming kindergarten students may spend a half day in the Kindergarten classroom to preview the expectations. Blake Academy has established strong partnerships with our pre-school programs. Communication is provided through school newsletters, school website and the marquee.

Blake Academy preschool teachers instruct students on how to write their name, identifying and naming letters of the alphabet, how to hold a pencil, how to say their first and last name and social interaction. These skills assist students in making the transition from preschool to elementary school.

Kindergarten teachers assess students with FLKRS, FAIR and Harcourt Assessments to determine student readiness. The evaluation and effectiveness of the plan is determined by FLKRS and FAIR results.

Postsecondary Transition

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

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
Sixty- four percent of the students at Blake Academy were at or above level 3, in reading, for the 2008-2009 school year			By Spring of 2010, 67% of the total students will be at Achievement Level 3 or above in Reading as evidenced by the AYP Report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. We will provide ongoing assessments to determine students’ reading levels for formative planning and instruction. Students will receive appropriate instruction on their instructional reading levels. FAIR will provide a screening and monitoring assessment three times a year for kindergarten through eighth grade. 2. Provide appropriate reading-leveled materials and differentiate instruction based on individual student needs. All K – 5 teachers will teach reading for at least 90 uninterrupted minutes using the Harcourt TROPHIES Reading Series. Supplementary materials include Guided Reading Books, Accelerated Reader, grade appropriate FCAT materials, culturally diverse social studies materials, Ruby Payne reading strategies, SRA Corrective and Mastery Learning and classroom libraries of leveled reading books. All third graders will develop FCAT portfolios to demonstrate mastery of their reading skills.	1. Principal, Assistant Principal, language arts/ reading teachers, and AIF.	1. On-going monitoring assessment and teacher observation	1.Florida Assessment for Instruction in Reading
2	2. Provide appropriate reading-leveled materials and differentiate instruction based on individual student needs. All K – 5 teachers will teach reading for at least 90 uninterrupted minutes using the Harcourt TROPHIES Reading Series. Supplementary materials include Guided Reading Books, Accelerated Reader, grade appropriate FCAT materials, culturally diverse social studies materials, Ruby Payne reading strategies, SRA Corrective and Mastery Learning and classroom libraries of leveled reading books. All third graders will develop FCAT portfolios to demonstrate mastery of their reading skills.	2. Principal, Assistant Principal, language arts/ reading teachers, and AIF.	2. Lesson plans, on-going monitoring assessment and teacher observation, AR- STAR test	2. Florida Assessment for Instruction in Reading

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Forty-two percent of African-American students scored at level three or above on the 2009 FCAT Sunshine State Standards Test in the area of reading compared to the state’s objective of 65%. This group did not meet annual yearly progress goals.			By Spring of 2010, 48% of African American students will be at AL 3 or above in Reading as evidenced by Safe Harbor on the AYP Report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Teachers will provide individual reading time in class using appropriate leveled books and Accelerated Reader to improve comprehension, fluency and content knowledge.	1. Principal, Assistant Principal, language arts teachers, Academic Intervention Facilitator, and the media specialist	1. AR- STAR test	1.AR Student Report
2	2. Extended learning opportunities will be provided to help students meet their goals.	2. Principal, Assistant Principal	2. Odyssey Reports: Teacher Observations	2. Attendance sheets

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Fifty-four percent of economically disadvantaged students scored at level three and above on the 2009 FCAT Sunshine State Standards Test in the area if reading compared to the state’s objective of 68%. This group did not meet annual yearly progress goals.			By Spring 2010, 59% of economically disadvantaged students will be at AL3 or above as evidenced by Safe Harbor on the AYP Report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1. Classroom teachers will use their grade level curriculum map instructional calendars to address all the SSS standards. Teachers will follow the CIM cycle with focus lessons, mini-assessments, remediation and acceleration (enrichment).

1. Principal, Assistant Principal, language arts teachers, Academic Intervention Facilitator, and the media specialist.

1. Lesson Plans

1. FAIR

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Sixty-nine percent of the students made a year’s worth of progress in reading for the 2008-2009 school year.			By Spring of 2010, 72% of all students will make Reading learning gains.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Provide remedial activities to increase reading skills. Immediate, intensive instruction will be provided for students scoring “high risk” on FAIR and level 1 and 2 on FCAT reading. An additional remedial reading program entitled Kaplan Spell Read will be available to third grade students who meet the program criteria. Struggling readers will be involved in other programs such as :SRA Reading Corrective Reading, SRA Reading Mastery, community mentors, after-school tutors, Odyssey Lab, Reading Buddies, Accelerated Reader, Guided Reading, and Harcourt TROPHIES Reading Series Programs will be programs provided to our struggling readers to increase their reading skills. In addition to academic classroom instruction, some of these resources will be provided during students’ specials classes.	1. Principal, Assistant Principal, language arts teachers, Academic Intervention Facilitator, and the media specialist.	1. Lesson plans	1. FAIR progress monitoring
2	2. Classroom teachers will use their grade level curriculum map instructional calendars to address all the SSS standards. Teacher will follow the CIM cycle with focus lessons, mini-assessments, remediation and acceleration (enrichment).	2.. Principal, Assistant Principal, Language Arts teachers, AIF and Media Specialist	2.Lesson plans	2.Assessment results
3	3. Teachers will consistently use student learning maps, graphic organizers, thinking maps, summarizing, cooperative learning strategies, as well as essential questions daily during reading instruction in all content areas.	3. Principal, Assistant Principal, Language Arts teachers, AIF	3. Lesson plans	3. Assessment results

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
By Spring of 2010, 73% of all students will make Reading learning gains	Monthly Reading Focus Skill	AIF	Monthly	Documented Lesson Plan	Principal, Assistant Principal, AIF
By Spring of 2010, 67% of the total students will be at Achievement Level 3 or above in Reading as evidenced by the AYP Report.	Fast ForWord	AIF	Daily	Running Records	Principal, Assistant Principal, AIF
By Spring of 2010, 73% of all students will make Reading learning gains	Various reading topics	PD360	Monthly	Usage log	Principal, Assistant Principal, AIF

For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every Teacher

Blake Academy will focus on narrowing the achievement gap by providing a rigorous curriculum that focuses on best practices. All middle school students will use the Prentice Hall Literature series as the core curriculum.

Other supplementary program include:
• Read XL (6-7)
• Measuring Up to the Florida Sunshine State Standards
• FCAT Explorer
• Jamestown Reading Series
• Reader’s Handbook
• Prentice Hall Everyday Spelling (6-8)
• 6-Minute Solution

All disfluent students scoring Level 1 and 2 will be assigned to 90 minutes daily in an intensive reading class with reduced enrollment, flexible grouping, and individualization. Students attending the intensive reading classes will utilize the Odyssey Lab and the READ 180 program in grades 7 and 8. The 6th graders will utilize the Odyssey lab and Fast Forward as part of their instructional focus. All programs are researched based and include phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies. Teaching reading in the content areas will also be included as part of the middle school reading instruction. The Florida Assessment for Instruction in Reading Test will be administered three times during the year to assess student fluency and to monitor progress. Blake Academy will use the FAIR Assessments which will be administered three times during the year to provide students, teachers, administrators and parents with on-going, up-to-date information on student progress through screening, diagnosis and monitoring.
Blake Academy will use the Read XL textbooks from Scholastic to assist students in grades 6 and 7 who are not reading at or above grade level. Read XL is a complete, research-based reading program designed to respond to the specific educational and personal needs of older, struggling readers. It uses age-appropriate fiction and nonfiction, and a scaffold styled instructional model geared to individual student requirements. It is uniquely successful in motivating and achieving measurable reading improvement. The 8th grade students will use the Jamestown series to assist those students not reading at or above grade level.

Monthly reading focus skills will be integrated across disciplines in language arts, science, social studies, and math.

Innovative methods to promote the advancement of students requiring personalized middle school success plans will include the following:
• We will provide extended instructional time in literacy.
• We will increase focus on reading across the curriculum in Social Studies, Math and Science.
• We will increase non-fiction reading across curriculum.
• We will develop a program to extend the use of mentors and tutors to include working with our middle school success plan students. Teachers will develop Academic Success Plans for students based on the initial assessments and FCAT data. Extended Learning opportunities will be provided before or after school for all students scoring Levels 1 or 2 on the 2009 FCAT Reading SSS.

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
By Spring of 2010, 73% of all students will make Reading learning gains	Extended Learning	$3,000.00
By Spring of 2010, 73% of all students will make Reading learning gains	Harcourt Trophies	$600.00
By Spring of 2010, 73% of all students will make Reading learning gains	Fast ForWord	$0.00
Total: $3,600.00
Technology
Description of Resources	Funding Source	Available Amount
By Spring of 2010, 73% of all students will make Reading learning gains	Accelerated Reader	$1,000.74
Total: $1,000.74
Professional Development
Description of Resources	Funding Source	Available Amount
By Spring 2010, 59% of economically disadvantaged students will be at AL3 or above as evidenced by Safe Harbor on the AYP Report.	Learning Focused Solutions	$2,700.00
Total: $2,700.00
Other
Description of Resources	Funding Source	Available Amount
By Spring of 2010, 73% of all students will make Reading learning gains	Classroom libraries	$1,750.00
Total: $1,750.00
Final Total: $9,050.74

End of Reading Goal

Mathematics Goal

Needs Assessment:

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Fifty- seven percent of the students at Blake were at or above level 3, in math, for the 2008-209 school year.			By Spring of 2010, 62% of all students will be at achievement level 3 or above in math as evidenced by the Safe Harbor of the AYP Report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Provide school-wide professional development with James Dean on implementing Math Thinking Maps in all K-8 classrooms. Teachers will model the use of math thinking using the Thinking Maps for students while gradually releasing responsibility for visually representing math to students.	1. Principal, Assistant Principal, Math Resource Teacher, Classroom Teachers	1. Lesson plans which show frequent and fluid use of Thinking Maps.	1. Rubric; PD Follow-up
2	2. The Math Resource/Coach will visit K-8 classrooms to model different problem solving strategies for teachers and students in classrooms. The coach will provide coaching conversations, observations and feedback to teachers in order to improve mathematical thinking in problem solving.	2. Principal, Assistant Principal, Math Resource, Classroom Teachers	2. Coaching notes from teacher/coach during classroom observations	2. Coaching conversations and feedback
3	3. Administer unit pre-tests and post-tests aligned with the Sunshine State Standards in order to progress monitor student’s math skills. Teachers will discuss assessment results in their PLC and determine which students need to have small group instruction within the classroom in order to meet their individual math needs.	3. Principal, Assistant Principal, Math Resource, Classroom Teachers	3. Comparison of pre-test and post-test scores.	3. Ongoing assessments and PLC group notes

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Forty- eight percent of economically disadvantaged students were at or above grade level, in math, for 2008-2009.			By Spring of 2010, at least 54% of economically disadvantaged students will be performing at achievement level 3 or above in math as evidenced by Safe Harbor of the AYP Report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Provide school-wide Professional development on Number Literacy with BBY Productions (Head-Pollett materials) in order to assist all students in “visualizing” math concepts in numbers, words and pictures. All teachers will be given materials in order to implement this program within their daily 60 minute math lesson.	1. Principal, Assistant Principal, Math Resource, Classroom Teachers	1. Lesson Plans	1. Rubric; PD Follow-up
2	2. Provide ongoing modeling by the Math Resource / Coach for classroom teachers on scientifically-based research strategies.	2. Principal, Assistant Principal, Math Resource, Classroom Teachers	2. Coaching notes from teacher/coach during classroom observations	2. Classroom Observations
3	3. Classroom teachers will use their grade level curriculum map instructional calendars to address all the SSS standards. Teachers will follow the CIM cycle with focus lessons, mini-assessments, remediation and acceleration (enrichment).	3. Principal, Assistant Principal, Math Resource, Classroom Teachers	3. Lesson plans	3. Assessment results

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Sixty- six percent of the students made a year’s worth of progress in math for the 2008-2009school year.			By Spring of 2010, 70% of all students will make math learning gains as evidenced by FCAT learning gains (3 ways: increase achievement level; maintain achievement levels 3, 4 or 5; DSS increase for achievement levels 1 & 2 )
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Provide extended learning opportunities before and / or after school for students in grades 3-8 who scored a level 1 or 2 on 2009 FCAT and have an Academic Success Plan in math.	1. Principal, Assistant Principal, Math Resource, Classroom Teachers	1. Teacher feedback and monitoring based upon student response to learning, assessment products, and pre-existing data	1. Extended learning tracking of attendance and individual student achievement data
2	2. Increase technology integration in the math classroom using SmartBoard technology and tools.	2. Principal, Assistant Principal, Classroom Teachers, Technology Teachers	2. Lesson plans which show infusion of technology into the curriculum	2. Authenticity of student interaction and engagement through classroom observations
3	3. Increase kinesthetic and hands-on activities using math manipulatives in all K-8 classrooms.	3. Principal, Assistant Principal, Math Resource, Classroom Teachers	3. Lesson plans which show frequent integration of hands-on activities	3. Authenticity of student interaction and engagement through classroom observations

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Sixty-five percent of White students were at or above grade level, in math, for the 2008-2009 school year.			By Spring of 2010, at least 69% of White students will be at AL3 or above in Math as evidenced by Safe Harbor of the AYP Report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1. Provide learning opportunities for all grade levels using daily math journals

1. Principal, Assistant Principal, Math Resource, Classroom Teachers

1. Teacher feedback and monitoring based upon student response to learning, assessment products, and pre-existing data

1. Teacher observation of student journal writing.

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
By Spring of 2010, 62% of all students will be at achievement level 3 or above in math as evidenced by the Safe Harbor of the AYP Report.	Math Thinking Maps	James Dean	Fall 2009	Lesson Plans : PD Follow- up	Principal, Assistant Principal, Math Resource
By Spring of 2010, 70% of all students will make math learning gains as evidenced by FCAT learning gains (3 ways: increase achievement level; maintain achievement levels 3, 4 or 5; DSS increase for achievement levels 1 & 2 )	Modeling Hands on Math with Manipulatives	Sherien Bain	Ongoing throughout 2009-2010 school year	Teacher classroom application	Math Resource Teacher
By Spring of 2010, 70% of all students will make math learning gains as evidenced by FCAT learning gains (3 ways: increase achievement level; maintain achievement levels 3, 4 or 5; DSS increase for achievement levels 1 & 2 )	Smartboard Technology with Math Integration	Technology Teachers	Fall 2009	Lesson Plans ; PD Follow-up	Principal, Assistant Principal, Math Resource Teacher
By Spring of 2010, at least 54% of economically disadvantaged students will be performing at achievement level 3 or above in math as evidenced by Safe Harbor of the AYP Report.	Number Literacy	BBY Productions – Debbie & Libby Pollett	Fall 2009 and Spring 2010	Lesson Plans, Coaching and Modeling by Math Resource	Principal, Assistant Principal, Math Resource Teacher

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
Number Literacy : Reading and Writing the Language of Numbers, $60.00 each for 40 teachers	Title I	$3,600.00
Total: $3,600.00
Technology
Description of Resources	Funding Source	Available Amount
Student Response System	Title I	$5,000.00
Total: $5,000.00
Professional Development
Description of Resources	Funding Source	Available Amount
BBY Publications: Combination School Workshop / Consultation with Number Literacy: Reading and Writing the Language of Numbers	Title I	$1,800.00
Total: $1,800.00
Other
Description of Resources	Funding Source	Available Amount
Math manipulatives	Title I	$2,000.00
Math Literature Trade Books	Title I	$2,000.00
Total: $4,000.00
Final Total: $14,400.00

End of Mathematics Goal

Science Goal

Needs Assessment:

Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Forty-Six percent of the eighth graders and forty- four percent of fifth graders scored level 3 or above on the 2008-2009 SSS FCAT Science assessment.			By Spring 2010, the mean scale score will match or exceed the district as evidenced by the FCAT Summary Report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Provide ongoing assessments in the fall, winter, and spring with state assessment to determine students’ science levels for formative planning and instruction. Ongoing assessments will be given from the Harcourt Series for grades K-5 and the Glencoe Series for grades 6-8. Ongoing assessments in the fall, winter, and spring to determine students’ science knowledge levels for formative planning and instruction. FCAT-styled assessments will be administered at each grade level for K-8 with grades 5 through 8 completing the Science Benchmark Assessments three times a year. The assessments will be kept in student science portfolios for the end of the year review.	1.Principal, Assistant Principal, Classroom Teachers	1. Ongoing assessments	1. Assessment results
2	2. Develop remedial activities to increase science skills. Each family will develop interventions (including FCAT vocabulary, FCAT stem questions). Teachers will encourage nonfiction reading in the classroom throughout the year, specifically in the areas of science. Differentiated instruction will be provided to students based on their ongoing science	2. Principal, Assistant Principal, Classroom Teachers	2. Lesson plans	2. Assessment results
3	3. Provide enrichment through science based curriculum aligned with the sunshine state standards through science clubs, and MAD science and Discovery Center.	3. Principal, Assistant Principal, Classroom Teachers	3. Club Attendance	3. Ongoing assessments within the classrooms

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Forty- Six percent of the eighth graders and forty- four percent of fifth graders scored level 3 or above on the 2008-2009 SSS FCAT Science assessment.			By Spring 2010, the mean scale score will match or exceed the district as evidenced by the FCAT Summary Report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1. Increase parental awareness and understanding of applying scientific knowledge

1. Principal, Assistant Principal, Classroom Teachers

1. Tuesday Night Live parental involvement activities

1. Tuesday Night Live Sign-in sheets

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
By Spring 2010, the mean scale score will match or exceed the district as evidenced by the FCAT Summary Report.	Science Thinking Map	J. Dean/ Laura Gipson	Fall 2009	Documented Lesson Plans	Principal, Assistant Principal

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
Science Scope and SciGuide magazine	Title I	$450.00
Total: $450.00
Technology
Description of Resources	Funding Source	Available Amount
Hydroponics lab, telescope fuel cell and solar energy labs	Flex, Title I	$3,600.00
Total: $3,600.00
Professional Development
Description of Resources	Funding Source	Available Amount
Science Thinking Maps	Title I	$1,000.00
Total: $1,000.00
Other
Description of Resources	Funding Source	Available Amount
Safety equipment	Flex	$1,000.00
Total: $1,000.00
Final Total: $6,050.00

End of Science Goal

Writing Goal

Needs Assessment:

Based on School Grade Data:

Did the total percent proficient increase or was the percent proficient maintained?

What clusters/strands showed decrease in proficiency?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Eighty-nine percent of fourth and eighth graders scored a 3.5 or above on the 2008-2009 FCAT Writes assessment. Ninety-four percent of fourth and eighth graders scored a 3.0 or above on the 2008-2009 Writes Assessment.			By Spring of 2010, 90% or higher of Total students being tested will be at an Essay score of 3.0 or above in Writing as evidenced by the AYP report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Provide ongoing assessments three times a year to determine student writing levels for formative planning and instruction. Students in grades K – 5 will receive appropriate instruction in FCAT style writing using the supplementary writing materials provided in the Harcourt Trophies series and the “Write from the Beginning” Writing Manuals for narrative and expository writing. The Barrett-Kendall English Grammar and Writing textbooks will be used for grades 6 – 8	1. Principal, Assistant Principals and Classroom Teachers	1. Lesson plans	1. Formative and Summative Assessments will be used to determine program effectiveness and benchmark attainment.
2	2. Provide a school-wide writing curriculum based on the SSS for writing. For K-5 students, we will utilize the Harcourt Holistic Writing Assessment that models editing exercise. Based on the results of these assessments, teachers will plan and teach a curriculum appropriate for their students’ needs.	2. Principal, Assistant Principals and Teachers	2.Lesson plans	2. Harcourt Holistic Writing Assessment results and rubric
3	3. Provide ongoing professional development and follow-up in how to teach writing, differentiating instruction based on writing needs, and integrating writing in the content areas. Teachers will implement the Florida Scoring Rubric and the Write from the Beginning for K-5 writing curriculum and the 6-8 County Writing Portfolio.	3. Principal, Assistant Principals and Teachers	3. Lesson plans	3. Florida Scoring Rubric

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Eighty- Five percent of African American students scored a 3.0 or above on the 2008-2009 Writes Assessment.			By Spring of 2010, 86% or higher of African American students being tested in writing will improve writing performance by 1% as evidenced by the AYP report.
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Provide individual instruction for students needing additional assistance in the area of writing	1. Principal, Assistant Principals , Writing Teacher and Classroom Teachers	1. Lesson plans	1. Teacher observations Formative and Summative assessments
2	2. Extended learning opportunities will be available for students needing additional intensive instruction	2. Principal, Assistant Principals, Writing Teacher and Classroom Teachers	2. Formative and Summative assessments using prompts	2. Attendance Report, Writing Rubric
3	3. School- wide writing journals will be used daily in grades K-8.	3. Principal, Assistant Principals and Classroom Teachers	3. Lesson plans	3. Teacher observations

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
By Spring 2010, the mean scale score will match or exceed the district as evidenced by the FCAT Summary Report	Write from the Beginning	A. Wetherington	Jan. 2010	Documented Lesson Plans	Principal, Assistant Principal
By Spring of 2010, 95% or higher of Total students being tested will be at an Essay score of 3.0 or above in Writing as evidenced by the AYP report	Thinking Maps	A. Leon	Oct. 2009	Documented Lesson Plans	Principal, Assistant Principal

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
By Spring of 2010, 95% or higher of Total students being tested will be at an Essay score of 3.0 or above in Writing as evidenced by the AYP report.	Title I	$1,000.00
Total: $1,000.00
Technology
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
Write from the Beginning	Title I	$1,500.00
Total: $1,500.00
Other
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Final Total: $2,500.00

End of Science Goal

Parent Involvement Goal

Needs Assessment:

Based on information from School Grade and Adequate Yearly Progress Data:

Were parent involvement activities and strategies targeted to areas of academic need?

Based on information from surveys, evaluations, agendas, or sign-ins:

Was the percent of parent participation in school activities maintained or increased from the prior year?

Generally, what strategies or activities can be employed to increase parent involvement?

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
2009-2010 school year Blake Academy is a first year Title I			Provide increased parental awareness and understanding of Title I
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1. Distribute school involvement plan

1.Principal, Assistant Principal, Program Facilitator, Teachers

1.Comment Card

1.Attendance

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
On average, ten percent of the parents attended Tuesday Night Live monthly parent al involvement.			Provide opportunities for parents to be actively involved in the education of their children by disseminating information on curriculum, testing, and grade level expectations
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1.Monthly Tuesday Night Live	1. Principal, Assistant Principal, Support Staff, Teachers	1. Increase participation from 2008-2009 school year	1. Survey
2	2. Explanations of FCAT testing results	2. Principal, Assistant Principal, Program Facilitator, Academic Intervention Facilitator	2. SAC Meetings	2. SAC Committee Minutes; Sign-in Sheets
3	3. Parent / Teacher Conferences	3. Principal, Assistant Principal, Program Facilitator, Academic Intervention Facilitator	3. Parent/Teacher conferences and Parent workshops	3. Documented conference notes in Filemaker Pro

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Introduce and implement the Parent Portal to increase communication between home and school			Increase communication with parents
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Communicate with parents through monthly newsletters	1. Teachers, Support Staff, Administration	1. Communicate with SAC committee members for feedback	1. Survey
2	2. Communicate through ConnectEd	2. Principal, Assistant Principal,	2. Increased participation in school activities from 2008-2009 school year	2. Survey
3	3. Parent Internet Viewer	3. Principal, Assistant Principal, Network Manager	3. District Data on usage	3. Survey
4	4. Assign PIN for Parent Portal	4. Principal, Assistant Principal, Network Manager	4. District Data on usage	4. Survey

Based on the Needs Assessment, Identify Area(s) for Improvement			Objective Linked to Area of Improvement
Introduce the Title I program requirements to the school community			Provide information to the school community about Title I benefits
	Action Step	Person Responsible for Monitoring the Action Step	Process Used to Determine Effectiveness of Action Step	Evaluation Tool

1	1. Explain Title I to staff	1. Principal, Assistant Principal, Program Facilitator, Teachers	1. Faculty meetings	1. Sign-in sheets from faculty meetings
2	2. Educate staff on benefits of parent involvement	2. Principal, Assistant Principal, Program Facilitator, Teachers	2. Professional developments, newsletters and website	2. Sign-in sheets from PD and Title I notebook

Professional Development Aligned with Objective:

Objective Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ Monitoring	Person Responsible for Monitoring
Parental Communication	Partners in Print	Parent Involvement Facilitator	Oct 2009	Copies of newsletter showing appropriate strategies	Principal, Assistant Principal, Parent Involvement Facilitator
Parental Communication	Effective Conferencing	Parent Involvement Facilitator	Dec. 2009	Conference logs and/or Anecdotal records	Principal, Assistant Principal, Parent Involvement Facilitator

Budget:

Evidence-based Program(s)/Material(s)
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Technology
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Professional Development
Description of Resources	Funding Source	Available Amount
No Data	No Data	$0.00
Total: $0.00
Other
Description of Resources	Funding Source	Available Amount
Capacity Building Materials	Title I	$1,704.00
Total: $1,704.00
Final Total: $1,704.00

End of Parent Involvement Goal

Other Goals

No Other Goals were submitted for this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	By Spring of 2010, 73% of all students will make Reading learning gains	Extended Learning	$3,000.00
Reading	By Spring of 2010, 73% of all students will make Reading learning gains	Harcourt Trophies	$600.00
Reading	By Spring of 2010, 73% of all students will make Reading learning gains	Fast ForWord	$0.00
Mathematics	Number Literacy : Reading and Writing the Language of Numbers, $60.00 each for 40 teachers	Title I	$3,600.00
Writing	By Spring of 2010, 95% or higher of Total students being tested will be at an Essay score of 3.0 or above in Writing as evidenced by the AYP report.	Title I	$1,000.00
Science	Science Scope and SciGuide magazine	Title I	$450.00
Total: $8,650.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Reading	By Spring of 2010, 73% of all students will make Reading learning gains	Accelerated Reader	$1,000.74
Mathematics	Student Response System	Title I	$5,000.00
Science	Hydroponics lab, telescope fuel cell and solar energy labs	Flex, Title I	$3,600.00
Total: $9,600.74
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Reading	By Spring 2010, 59% of economically disadvantaged students will be at AL3 or above as evidenced by Safe Harbor on the AYP Report.	Learning Focused Solutions	$2,700.00
Mathematics	BBY Publications: Combination School Workshop / Consultation with Number Literacy: Reading and Writing the Language of Numbers	Title I	$1,800.00
Writing	Write from the Beginning	Title I	$1,500.00
Science	Science Thinking Maps	Title I	$1,000.00
Total: $7,000.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Reading	By Spring of 2010, 73% of all students will make Reading learning gains	Classroom libraries	$1,750.00
Mathematics	Math manipulatives	Title I	$2,000.00
Mathematics	Math Literature Trade Books	Title I	$2,000.00
Science	Safety equipment	Flex	$1,000.00
Parental Involvement	Capacity Building Materials	Title I	$1,704.00
Total: $8,454.00
Final Total: $33,704.74

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/11/2009 7:05:41 AM)

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 Funds	Amount
No data submitted

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

The School Advisory Council (SAC) has an important function for the success of Blake Academy School. Listed below are some of the functions of the SAC.
• Reach out to community to obtain more partners
• Assist in decision making process and approval of expenditures of District Lottery Funds and School Recognition Funds, as well as review School Budget
• Assist the school to create and analyze school climate surveys for parents and students
• Assist with analyzing school data and share decision making regarding academic strategies
• Reviews school performance data, determines causes of low performance, and advises the school on its School Improvement Plan.

SAC Members

Members
1) Gwen Kessell, Principal
2) Lisa Farr, SAC Chair
3) Thomas Boles, Student
4) Arianna Torres, Student
5) Lynn Chisholm, Parent
6) Nancy Gilbert-Pierce, Parent
7) Gina Griffin-Brown, Parent
8) Harout Keshishian, Parent
9) Bruce Mosley, Parent
10) Varrick Nunez, Parent
11) Vicky Nunez, Parent
12) Sheila Rios, Parent
13) Denise Rogers, Parent
14) Dawn Shinskey, Parent
15) Shirley Daniels, Community Member
16) Eileen Boatman, School Support Personnel
17) Jim Painter, School Support Personnel
18) Geneva Thomas, School Support Personnel
19) Sybille Oldham, Assistant Principal
20) Kimberly Sealey, Assistant Principal

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2

Polk ROSABELLE W. BLAKE ACADEMY 1861

Number of students enrolled in the grades tested:

Read: 501
Math: 501

2008-2009
School Grade¹:

Did the School make Adequate Yearly Progress?

This section shows the percent tested and performance for each group used to determine AYP (Parts a and c²).

This section shows the improvement for each group used to determine AYP via safe harbor (Part b²).

This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.

Group

Reading
Tested 95% of the students?

Math
Tested 95% of the students?

65% scoring at or above grade level in Reading?

68% scoring at or above grade level in Math?

Improved performance in Writing by 1%?

Increased Graduation Rate³by 1%?

Percent of Students below grade level in Reading

Safe
Harbor
Reading

Percent of Students below grade level in Math

Safe
Harbor
Math

% of students on track to be proficient in reading

Growth model reading

% of students on track to be proficient in math

Growth model math

2009

Y/N

2009

Y/N

2009

Y/N

2009

Y/N

2008

2009

Y/N

2007

2008

Y/N

2008

2009

Y/N

2008

2009

Y/N

2009

Y/N

2009

Y/N

TOTAL⁴

100

WHITE

100

BLACK

100

HISPANIC

100

ASIAN

AMERICAN INDIAN

ECONOMICALLY DISADVANTAGED

100

ENGLISH LANGUAGE LEARNERS

STUDENTS WITH DISABILITIES

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2

Polk ROSABELLE W. BLAKE ACADEMY 1861

Number of students enrolled in the grades tested:

Read: 482
Math: 482

2007-2008
School Grade¹:

Did the School make Adequate Yearly Progress?

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

100

WHITE

100

BLACK

100

HISPANIC

100

ASIAN

AMERICAN INDIAN

ECONOMICALLY DISADVANTAGED

100

ENGLISH LANGUAGE LEARNERS

STUDENTS WITH DISABILITIES

100

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2

Polk ROSABELLE W. BLAKE ACADEMY 1861

Number of students enrolled in the grades tested:

Read: 466
Math: 466

2006-2007
School Grade¹:

Did the School make Adequate Yearly Progress?

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

100

WHITE

100

BLACK

100

HISPANIC

100

ASIAN

AMERICAN INDIAN

ECONOMICALLY DISADVANTAGED

100

ENGLISH LANGUAGE LEARNERS

STUDENTS WITH DISABILITIES

SCHOOL GRADE DATA

Polk School District ROSABELLE W. BLAKE ACADEMY 2008-2009
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	64%	59%	89%	47%	259	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	69%	66%			135	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?	72% (YES)	70% (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.
% of 11th and 12th graders meeting the graduation requirement on the FCAT retake					NA	If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
Points Earned					536
Percent Tested = 100%						Percent of eligible students tested
School Grade					A	Grade based on total points, adequate progress, and % of students tested

Polk School District ROSABELLE W. BLAKE ACADEMY 2007-2008
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	62%	57%	87%	44%	250	Writing and Science: Takes into account the % scoring 3.5 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains	66%	66%			132	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?	68% (YES)	65% (YES)			133	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.
% of 11th and 12th graders meeting the graduation requirement on the FCAT retake					NA	If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
Points Earned					515
Percent Tested = 100%						Percent of eligible students tested
School Grade					B	Grade based on total points, adequate progress, and % of students tested

Polk School District ROSABELLE W. BLAKE ACADEMY 2006-2007
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	61%	54%	85%	35%	235	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	61%	57%			118	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?	67% (YES)	66% (YES)			133	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.
% of 11th and 12th graders meeting the graduation requirement on the FCAT retake					NA	If 50% of 11th and 12th graders meet the graduation requirement on the retake in both reading and math, ten bonus points are awarded
Points Earned					486
Percent Tested = 100%						Percent of eligible students tested
School Grade					C	Grade based on total points, adequate progress, and % of students tested

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2009 – 2010 SCHOOL IMPROVEMENT PLAN

VISION and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Unique School Strengths for Next Year

Unique School Weaknesses for Next Year

Student Demographics

Student Attendance Rates

Student Mobility

Student Suspension Rates

Student Retention Rates

Class Size

Academic Performance of Feeder Pattern

Partnerships and Grants

STUDENT ACHIEVEMENT 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

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 Wide Florida’s Continuous Improvement Model

Professional Learning Communities

NCLB Public School Choice

Pre-School Transition

Postsecondary Transition

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Mathematics Goal

Science Goal

Writing Goal

Parent Involvement Goal

Other Goals

FINAL BUDGET

Differentiated Accountability

School Advisory Council

School Advisory Council (SAC) Membership Compliance

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

SAC Members

AYP DATA

SCHOOL GRADE DATA

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2009 – 2010 SCHOOL IMPROVEMENT PLAN