VISION and MISSION STATEMENTS


Discovery Academy’s Vision and Belief Statement

Our belief is that every student needs to succeed in the 21st century with an education that is both academically rigorous and “real-world” relevant.


Mission Statement
We are dedicated to actively engaging all individuals in a quality learning experience that will enable them to value themselves and become responsible, productive citizens in a changing world.













PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Discovery Academy of Lake Alfred (DALA) is a conversion charter school serving grades six through eight, located in Polk County near the intersection of I-4 and Hwy 27. Discovery originally opened in 1996 as Lake Alfred Middle School and converted to charter in 2001. Discovery Academy has been accredited by SACS CASI, a division of Advancing Excellence in Education Worldwide, since 1998 and was designated a Title One school in the summer of 2009. Discovery’s population is consistently above 60% in free and reduced lunch entitlement.
Discovery Academy was built to relieve overcrowding at three neighboring middle schools. Most of the 6th graders who enroll at DALA come from the two elementary schools in our original zone, but any middle school student in Polk County may apply. Discovery’s architectural plan has been used as a model for new middle school in the district.


Unique School Strengths for Next Year

The journey of Discovery Academy of Lake Alfred has been one of wonderful accomplishments and exciting challenges during the past five years. Discovery Academy has just completed its Southern Association of Colleges and Schools (SACS) CASI renewal for accreditation. Discovery hosted the review team in November to validate our improvement efforts and provide assurance that a quality program is in place that pursues educational excellence and that the necessary resources are available to accomplish our objectives.
Discovery Academy accomplishes this by focusing on one of the cornerstones of its charter, Kagan Cooperative Learning. This research-based practice is not only an instructional strategy that engages ALL students, but is an integral part of our climate and daily lessons.
Discovery Academy is the only middle school in Florida to fully implement the high yield strategies of Kagan and Kagan Cooperative Learning. Students benefit from positive interactions, while the Lifeskills of flexibility, patience, initiative, and cooperation are stressed. Student involvement is increased as Kagan structures engage all students in meaningful learning activities. By implementing the Kagan structures, classrooms become environments where students work together, solve problems, create projects, share knowledge, and demonstrate learning. Students benefit from Kagan structures academically, socially, and by building self-esteem.
We are seeing the positive results of more financial resources being directed to classrooms. Parents are more involved with the school and are pleased with the instructional and organizational focus. Teachers presently receive a Returning Bonus and have allocated funds to spend for student activities. They receive staff development in effective research-based strategies to use in their teaching and have flexibility in making decisions to address their needs and those of their students.
Discovery is a member of the Successful Practices Network run by Dr. Willard Daggett. Through the network, many quality staff development opportunities are available for our teaching staff that includes presenters coming to our school, staff attending conferences, and on-line opportunities for teachers to work at their own pace to stretch their personal growth in the area of “Rigor and Relevance”.
Students having difficulty with academics are offered extra help with tutoring daily. In addition, if a student has earned an unacceptable grade in a course, the opportunity to replace that grade by retaking the course work is offered through our six week extended school day program on Saturdays. This is available twice during the school year.


Unique School Weaknesses for Next Year

Discovery’s Hispanic enrollment has increased dramatically recently. This increase has contributed to our high ELL population and the many and varied challenges this brings. The majority of our students come from economically disadvantaged homes. This combined with the fact that we are not a neighborhood school makes parental involvement a difficult task.


Student Demographics

White % Black % Hispanic % Asian % Indian %
50.2 19.8 26.8 .9 .5

Multi.% SWD SWD Percent ELL ELL Percent F/R Lunch F/R Lunch Percent
1.8 53 5% 116 11% 622 (08-09) 66.10 (08-09)


08-09 EOY Enrollment 948


Student Attendance Rates

School year Attendance Rate
0607 99.48
0708 97.98
0809 98.48


Student Mobility

The definition is as follows: “The enrollment or withdrawal of a student at any time during the school year not including the first 15 days of school divided by the total number of students who attended the school during that year after the 15th day.”

07-08
Students enrolled after day 15, or withdrawn after day 15 and before EOY - 206

Students enrolled on or after day 16 - 1051

"Mobility" percent -19.60%

08-09
Students enrolled after day 15, or withdrawn after day 15 and before EOY - 168

Students enrolled on or after day 16 - 1086

"Mobility" percent - 15.47%


Student Suspension Rates

06-07 OSSDays OSS Actions ISS Days ISS Actions
173 27 3 1

07-08 OSS Days OSS Actions ISS Days ISS Actions
153 25 0 0

08-09 OSS Days OSS Actions ISS Days ISS Actions
136 19 0 0


Student Retention Rates

Year Grade Retained Enrollment Percent Retained
06-07 06 3 323 0.93
07 3 315 0.95
08 5 300 1.67

07-08 06 0 334 0.00
07 0 303 0.00
08 2 289 0.69

08-09 06 0 347 0.00
07 0 313 0.00
08 0 281 0.00


Class Size

06-07 School Average 07-08 School Average 08-09 School Average
20.77 20.55 21.50


Academic Performance of Feeder Pattern

Our three main feeder schools are Lake Alfred Elementary, Polk City Elementary, and Ridgeview Global Academy. All three schools had a school grade of "A" last year. Both Ridgeview and Polk City made AYP; Lake Alfred did not, but made 92% of the criteria. All three schools made AYP in the 07-08 school year.


Partnerships and Grants

Because we are not at a “neighborhood school,” we put forth extra effort in building community partnerships. We have collaborated with CEMEX, a worldwide producer of cement and aggregates, to design their outdoor classroom and have participated in reclamation projects with their environmental consultants. Polk County is ranked first in the state in citrus production. To deepen our student’s knowledge of this important resource, we have also partnered with University of Florida Citrus Research Educational Center. Our students have had the opportunity to tour their facilities and participate in research programs.
Discovery Academy has a grant through the SSRI (Secondary School Reform Initiative) and has a membership to the Successful Practices Network. We utilize the Learning Criteria to help address the needs of our students. Learner engagement, one of the learning criteria, is a critical aspect of the learning process that results from connectedness, seeing value in learning, and being actively and purposefully part of the learning community. The school will begin to measure this dimension through the “We Teach” and “We Learn” surveys in order to gain teacher and student perspectives on rigor, relevance, relationships, and leadership.


STUDENT ACHIEVEMENT DATA

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

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

PositionNameDegree(s)/ Certification(s)# of Years at Current School# of Years as an AdministratorPrior Performance Record *
Principal Kevin Warren B.S. Physical Education, M.Ed. Education, Certified in PE K-12, Educational Leadership-All Levels, School Principal-All Levels 13 8 Year School Grade AYP%
08-09 B 100%
07-08 C 82%
06-07 C 79%
05-06 B 82%
04-05 C 73%
03-04 C 70%
Assis Principal Darryl Jemison B.S. Social Science Secondary, M. Ed. Ed Leadership, Certified in Social Science 6-12, ESE K-12, Ed Leadership-All levels 8 1 Year School Grade AYP%
08-09 B 100%
Assis Principal Mark Whitehead B.S. Interdisciplinary Social Science, M.Ed. Ed Leadership, Gifted Endorsement, 5th-9th Grade Mathematics, Educational Leadership-All Levels

 		5 -
Principal Carol Fulks B.A. Elementary Education & Early Childhood, 13 22 Year School Grade AYP%
08-09 B 100%
07-08 C 82%
06-07 C 79%
05-06 B 82%
04-05 C 73%
03-04 C 70%

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
N/A Tina Steele

B.S. Elementary Education 3 3 08-09 B 100%
07-08 C 82%
06-07 C 79%
Reading Katie Jane Shytle B.S. Music Ed,
M.Ed. Ed Leadership, Certified in Music K-12, English 6-12, Ed Leadership All levels, Middle School Endorsed

 		-

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


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
We have the middle school components in place and focus on teaching the whole child. Administration, Tina Steele, Team Leaders Year long
Teachers are in teams so they have a built-in support system. Administration, Tina Steele, Team Leaders Year long
Teachers on each grade level have 90 minutes of common planning time daily. Administration, Tina Steele, Team Leaders Year long
All teachers new to DALA have two days of training prior to all teachers reporting to get acclimated to our school. Administration, Tina Steele, Team Leaders Year long
A resource teacher meets on a consistent basis with new teachers. A mentor is assigned to teachers needing the PEC program. Administration, Tina Steele, Team Leaders Year long
All returning teachers receive a returning bonus. Administration, Tina Steele, Team Leaders Year long
We have many professional development opportunities during the summer. Administration, Tina Steele, Team Leaders Year long


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
Karen Brown

None Paraprofessional First year designated as a Title One school. Para’s have this year to meet the Highly Qualified Status. Given information on ParaPro assessment and made resources available. Encouraged to sign up for ParaPro classes.
Donna Vella

None Paraprofessional First year designated as a Title One school. Para’s have this year to meet the Highly Qualified Status. Given information on ParaPro assessment and made resources available. Encouraged to sign up for ParaPro classes.
Victoria Williams

None Paraprofessional First year designated as a Title One school. Para’s have this year to meet the Highly Qualified Status. Given information on ParaPro assessment and made resources available. Encouraged to sign up for ParaPro classes.
Aimee Diaz None Parent Involvement Paraprofessional First year designated as a Title One school. Para’s have this year to meet the Highly Qualified Status. Given information on ParaPro assessment and made resources available. Encouraged to sign up for ParaPro classes.

Stacey Flener

None Clinic Paraprofessional First year designated as a Title One school. Para’s have this year to meet the Highly Qualified Status. Given information on ParaPro assessment and made resources available. Encouraged to sign up for ParaPro classes.
Hazel Allen

None Paraprofessional First year designated as a Title One school. Para’s have this year to meet the Highly Qualified Status. Given information on ParaPro assessment and made resources available. Encouraged to sign up for ParaPro classes.
Catherine Lumley English 5-9 Reading Teacher Has only Reading Competency 6 to complete.
Vanessa Edison English 6-12 Reading Teacher Has only Reading Competency 6 to complete.
Corrina Carlisle English 6-12 Reading Teacher Is meeting the requirements to complete her reading competencies.
Beth Shina English 6-12 Reading Teacher Has only Reading Competency 6 to complete.
Caitlin Russo Elementary Ed K-6 Reading Teacher Is meeting the requirements to complete her reading competencies.


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
5445437611914111


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Tina Steele, Team Leader, Team Teachers Marte Wilson Mr. Wilson requires the PEC program for certification, Mrs. Steele is our PEC program and new teacher coach Facilitating PEC program, pre-school training acclimating to our school climate, classroom management training (Fred Jones, Harry Wong), Lesson plan training, modeling effective strategies
Administration, Tina Steele Jean Jimenez Ms. Jimenez requires the PEC program for certification, Mrs. Steele is our PEC program and new teacher coach Facilitating PEC program, pre-school training, classroom management training (Fred Jones, Harry Wong), Lesson plan training, modeling effective strategies
Team Teachers, Tina Steele Andrea Williams New teacher to Discovery, Mrs. Steele is our new teacher coach Pre-school training acclimating to our school climate, classroom management training (Fred Jones, Harry Wong), Lesson plan training, modeling effective strategies
Team Leader, Team Teachers, Tina Steele Marie Jacobs New teacher to Discovery, Mrs. Steele is our new teacher coach Pre-school training acclimating to our school climate, classroom management training (Fred Jones, Harry Wong), Lesson plan training, modeling effective strategies
Team Leader, Team Teachers, Tina Steele Jennie Yeager New teacher to Discovery, Mrs. Steele is our new teacher coach Pre-school training acclimating to our school climate, classroom management training (Fred Jones, Harry Wong), Lesson plan training, modeling effective strategies
Team Leader, Team Teachers, Tina Steele Kristin Bramhall New teacher to Discovery, Mrs. Steele is our new teacher coach Pre-school training acclimating to our school climate, classroom management training (Fred Jones, Harry Wong), Lesson plan training, modeling effective strategies
Team Leader, Team Teachers, Tina Steele Daniela Egan New teacher to Discovery, Mrs. Steele is our new teacher coach Pre-school training acclimating to our school climate, classroom management training (Fred Jones, Harry Wong), Lesson plan training, modeling effective strategies
Team Leader, Team Teachers, Tina Steele Amy Sander New teacher to Discovery, Mrs. Steele is our new teacher coach Pre-school training acclimating to our school climate, classroom management training (Fred Jones, Harry Wong), Lesson plan training, modeling effective strategies
Tina Steele, Title One Facilitator Jessica Ruiz New teacher to Discovery, Mrs. Steele is our new teacher coach Pre-school training acclimating to our school climate, classroom management training (Fred Jones, Harry Wong), Lesson plan training, modeling effective strategies
Team Leader, Team Teachers, Tina Steele Catherine DeMarco Second year at DALA, Mrs. Steele will monitor for needed follow-up in challenge areas Monitor teacher for effective implementation of first year expectations, Monitor Kagan Cooperative Learning implementation, Facilitate introduction to Rigor and Relevance
Team Leader, Team Teachers, Tina Steele Jessica Bagar Second year at DALA, Mrs. Steele will monitor for needed follow-up in challenge areas Monitor teacher for effective implementation of first year expectations, Monitor Kagan Cooperative Learning implementation, Facilitate introduction to Rigor and Relevance
Team Leader, Team Teachers, Tina Steele William Cardona Second year at DALA, Mrs. Steele will monitor for needed follow-up in challenge areas Monitor teacher for effective implementation of first year expectations, Monitor Kagan Cooperative Learning implementation, Facilitate introduction to Rigor and Relevance
Team Leader, Team Teachers, Tina Steele Beth Jorgensen Second year at DALA, Mrs. Steele will monitor for needed follow-up in challenge areas Monitor teacher for effective implementation of first year expectations, Monitor Kagan Cooperative Learning implementation, Facilitate introduction to Rigor and Relevance
Team Leader, Team Teachers, Tina Steele Molly Caya Second year at DALA, Mrs. Steele will monitor for needed follow-up in challenge areas Monitor teacher for effective implementation of first year expectations, Monitor Kagan Cooperative Learning implementation, Facilitate introduction to Rigor and Relevance
Team Leader, Team Teachers, Tina Steele Shannon Hawkins Second year at DALA, Mrs. Steele will monitor for needed follow-up in challenge areas Monitor teacher for effective implementation of first year expectations, Monitor Kagan Cooperative Learning implementation, Facilitate introduction to Rigor and Relevance
Team Leader, Team Teachers, Tina Steele Janel Green Second year at DALA, Mrs. Steele will monitor for needed follow-up in challenge areas Monitor teacher for effective implementation of first year expectations, Monitor Kagan Cooperative Learning implementation, Facilitate introduction to Rigor and Relevance
Team Leader, Team Teachers, Tina Steele Caitlin Russo Second year at DALA, Mrs. Steele will monitor for needed follow-up in challenge areas Monitor teacher for effective implementation of first year expectations, Monitor Kagan Cooperative Learning implementation, Facilitate introduction to Rigor and Relevance
Team Leader, Team Teachers, Tina Steele Nichole Clark Second year at DALA, Mrs. Steele will monitor for needed follow-up in challenge areas Monitor teacher for effective implementation of first year expectations, Monitor Kagan Cooperative Learning implementation, Facilitate introduction to Rigor and Relevance



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A

Title I, Part A, funds school-wide services to Discovery Academy of Lake Alfred. The Title I funds provide supplemental instructional resources 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

Migrant students enrolled in Discovery Academy of Lake Alfred will be assisted by the school and 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 school 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 from Department of Juvenile Justice (DJJ) facilities back into their zoned school. The Transition Facilitators communicate with the Guidance Counselors at schools to facilitate the transfer of records and appropriate placement.


Title II

Professional development resources are available to Title I schools through Title II funds. In addition, School Technology Services provide technical support, technology training, and licenses for software programs and web-based access via Title II-D funds. Funds available to Discovery Academy of Lake Alfred are used to train staff in the district offered Learning Focused Solutions school improvement model.


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(s) are not provided to Discovery Academy of Lake Alfred


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

This school is not a location for a summer feeding program in the community.


Housing Programs

N/A


Head Start

Head Start is not located on our campus.


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.

Principal: The Principal provides a common vision for the use of data-based decision –making, models the Problem Solving Process; supervises the development of a strong infrastructure for implementation of PS/RtI; ensures that the school-based team is implementing PS/RtI; conducts assessment of PS/RtI skills of school staff; ensures implementation of intervention support and documentation; ensures and participates in adequate professional learning to support PS/RtI implementation; develops a culture of expectation with the school staff for the implementation of PS/RtI schoolwide; ensures resources are assigned to those areas in most need; and communicates with parents regarding school-based PS/RtI plans and activities.
Assistant Principal: Assists Principal in providing a common vision for the use of data-based decision-making, assists in the development of a strong infrastructure of resources for the implementation of PS/RtI, further assists the principal in the assessment of PS/RtI skills, implementation of intervention support and documentation, professional learning, and communication with parents concerning PS/RtI plans and activities.
Selected General Education Teachers:– Provides information about core instruction; participates in student data collection; delivers Tier 1 instruction/intervention; collaborates with other staff to implement Tier 2/3 interventions; and integrates Tier 1 materials/instruction with Tier 2/3 activities.
Exceptional Student Education Teacher: Participates in student data collection, integrates core instructional activities/materials/ instruction in tiered interventions; collaborates with general education teachers.
Academic Intervention Facilitator: Develops, leads, and evaluates school core content standards/programs; identifies and analyzes existing literature on scientifically based curriculum/behavior assessment and intervention approaches. Identifies systematic patterns of student need while working with district personnel to identify appropriate, evidence-based intervention strategies; assists with whole school screening programs that provide early intervening services for children to be considered “at risk,” assists in the design and implementation for progress monitoring, data collection, and data analysis, participates in the design and delivery of professional development; and provides support for assessment and implementation monitoring.
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.
Guidance Counselor: Provides quality services and expertise on issues ranging from program design to assessment and intervention with individual students. Communicates with child-serving community agencies to support the students’ academic, emotional, behavioral, and social success.
Technology Specialist: Develops or brokers technology necessary to manage and display data, provides professional development and technical support to teachers and staff regarding data management and graphic display.


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

The PS/RtI Leadership Team will focus meetings on how to improve school/teacher effectiveness and student achievement using the Problem Solving Model.
The PS/RtI Leadership Team will meet at least once per month (or more frequently as needed) to engage in the following activities:

o Review school-wide, grade level, and teacher data to problem solve needed interventions on a systemic level and identify student’s 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).
Progress Monitoring data is gathered mid-year and toward the end of the year. FAIR data is processed twice more through the PMRN. 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
End of Year data is gathered through FAIR and FCAT


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 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?


Strengths – All subgroups for both reading and math made AYP through Safe Harbor.
Challenges - 8th grade Science scores decreased in all strands.


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. Discovery is using LFS reading curriculum maps that are accompanied by a course timeline. The course timeline is the starting point for each school’s Instructional Focus Calendar. Discovery has also developed a timeline for Reading Comprehension Mini-Lessons, which will serve as the school’s Reading Instructional Focus calendar. The AIF, school leadership team, and administration will monitor the implementation of the reading mini-lessons. 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)?

Reading – Main Idea / Purpose
Writing – Expository Writing
Math – Geometry
Science – All benchmarks


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

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


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

Discovery Academy has formed a partnership with the CEMEX Corporation, a worldwide producer of cement and aggregates, with the purpose of expanding the science curriculum to real-world situations. Students are given the opportunities to work side by side with scientists and educators on projects designed to enrich the environment as well as the curriculum. Some of the activities students have participated in include designing an outdoor classroom and participating in mitigation projects with their environmental consultants.


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?

Discovery Academy has a grant through the SSRI (Secondary School Reform Initiative) in which we have membership to the Successful Practices Network. We utilize the Learning Criteria to help address the needs of our students. Learner engagement, one of the learning criteria, is a critical aspect of the learning process which results from connectedness, seeing value in learning, and being actively and purposefully part of the learning community. The school will begin to measure this dimension through the “We Teach” and “We Learn” surveys in order to gain teacher and student perspectives on rigor, relevance, relationships, and leadership.




DO

Direct the Instructional Focus


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


Aligned and prioritized curriculum maps and time lines are used in all core areas. Teachers will be trained to 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. Discovery’s 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, Voyager, and Language! will be sources of ongoing formative assessments and data. Common assessments are being developed for each core academic area for each grade level.


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

The teachers at Discovery Academy work in subject area small learning communities to utilize information gained from training in Rigor/Relevance/Relationship framework via SSRI partnership. The purpose of these subject area small learning communities is to develop common assessments and analyze data to determine student achievement.


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 bi-weekly 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.


The affiliation with the SSRI has provided the Learning Criteria which addresses the needs of the 21st century learner. The Learning Criteria is based on four dimensions that can help teachers meet the needs of all learners. The Learning Criteria includes the following:
Foundation Learning- indicators of academic strengths and weaknesses
Stretch learning-degree to which all students are challenged to attempt rigorous coursework
Learner Engagement-the aspect of connectedness and active student involvement
Personal Skills Development-the development of positive character traits, good work habits, and leadership skills
The core, supplemental and intensive instruction and interventions are based upon the information gained through analysis of the Learning Criteria.


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 reading, extended day, accelerating and previewing, our daily SAIL Program (Student Actively in Learning) conducted by content area teachers, as well as re-teaching.


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

Through a staff survey and needs identified by teachers TARGET Plan.


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

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


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

Ongoing progress monitoring, mini-assessments, formative assessments, student data charts, and FAIR.


Enrichment


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

Grants such as the MSMI (Middle School Math Initiative) and the MSSI (Middle School Science Initiative) have given us the opportunity to utilize CORR (Collaborating On-line for Rigor and Relevance ) as one method for designing highly rigorous and relevant lessons referred to as Quad D lessons. The SSRI provided a foundation for the Rigor and Relevance framework as well as various alternative instructional strategies.


Describe how students are identified for enrichment strategies.

All students at Discovery Academy participate in enrichment activities supported through rigorous and relevant lessons designed through MSSI, MSMI, and SSRI partnerships.




Professional Learning Communities

PLC Organization (grade level, subject, etc.)PLC LeaderFrequency of PLC MeetingsSchedule (when)Primary Focus of PLC (include Lesson Study and Data Analysis)
Rigor and Relevance-all grades TBD Twice a month During planning time Increase the use of “Quad D lessons”
Middle School Science Initiative TBD Twice a month During planning time Align new standards to our “Core Knowledge Curriculum”
LFS AIF Twice a month During release time Increase effective implementation of LFS


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition


Postsecondary Transition

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



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

No Other Goals were submitted for this school

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/10/2009 3:51:55 PM)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

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

No. Disagree with the above statement.

Measures Being Taken to Comply with SAC Requirement

Not applicable for charter schools. Governing Board takes the place of the SAC.



Projected use of SAC FundsAmount
No data submitted



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


Discovery Academy's Governing Board Activities:

*Help develop and evaluate the School Improvement Plan
*Support the implementation of the SIP
*Exercise oversight of financial resources and compliance with state law
*Approve policies and procedures


SAC Members

 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk DISCOVERY ACADEMY OF LAKE ALFRED 1961
Number of students enrolled in the grades tested:
 Read: 973
Math: 973   		2008-2009
School Grade1:		 B   Did the School make Adequate Yearly Progress? YES   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		65% scoring at or above grade level in Reading? 68% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4  100  Y  100  Y  60  N  52  N      Y      NA  47  40  Y 55  48  Y 60  NA  53  NA 
WHITE  100  Y  100  Y  64  N  59  N      Y      NA  41  36  Y 46  41  Y 63  NA  59  NA 
BLACK  100  Y  100  Y  53  N  47  N      Y      NA  54  47  Y 69  53  Y 53  NA  45  NA 
HISPANIC  100  Y  100  Y  54  N  43  N      Y      NA  55  46  Y 64  57  Y 56  NA  45  NA 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  100  Y  55  N  47  N      Y      NA  51  45  Y 60  53  Y 56  NA  48  NA 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  100  Y  100  Y    NA    NA      NA      NA      NA     NA        

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk DISCOVERY ACADEMY OF LAKE ALFRED 1961
Number of students enrolled in the grades tested:
 Read: 914
Math: 914   		2007-2008
School Grade1:		 C   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		58% scoring at or above grade level in Reading? 62% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2008 Y/N 2008 Y/N 2008 Y/N 2008 Y/N 2007 2008 Y/N 2006 2007 Y/N 2007 2008 Y/N 2007 2008 Y/N 2008 Y/N 2008 Y/N
TOTAL4  100  Y  100  Y  53  N  45  N      Y      NA  50  47  N 56  55  N 49  N  50  N 
WHITE  100  Y  100  Y  59  Y  54  N      Y      NA  43  41  NA 49  46  N 53  NA  57  N 
BLACK  100  Y  100  Y  46  N  31  N      Y      NA  65  54  Y 77  69  Y 43  NA  41  NA 
HISPANIC  100  Y  100  Y  45  N  36  N  90     Y      NA  53  55  N 58  64  N 43  N  42  N 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  100  Y  49  N  40  N  94     Y      NA  53  51  N 62  60  N 45  N  46  N 
ENGLISH LANGUAGE LEARNERS  99  Y  99  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  100  Y  100  Y    NA    NA      NA      NA      NA     NA        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk DISCOVERY ACADEMY OF LAKE ALFRED 1961
Number of students enrolled in the grades tested:
 Read: 944
Math: 944   		2006-2007
School Grade1:		 C   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		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  Y  100  Y  50  N  44  N      Y      NA  47  50  N 62  56  N 42  N  53  N 
WHITE  100  Y  100  Y  57  Y  51  N      Y      NA  41  43  NA 58  49  Y 42  NA  55  NA 
BLACK  99  Y  99  Y  35  N  23  N  94     Y      NA  65  65  N 78  77  N 36  N  46  N 
HISPANIC  100  Y  100  Y  47  N  42  N  94   90  Y      NA  47  53  N 59  58  N 45  N  53  N 
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  100  Y  100  Y  47  N  38  N  94   94  Y      NA  53  53  N 66  62  N 40  N  49  N 
ENGLISH LANGUAGE LEARNERS  100  Y  100  Y    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES  99  Y  98  Y    NA    NA  76     NA      NA      NA     NA        


SCHOOL GRADE DATA

Polk School District
DISCOVERY ACADEMY/LAKE ALFRED
2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 63%  55%  93%  27%  238   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%  67%      133  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)  67% (YES)      135  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         506   
    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
    DISCOVERY ACADEMY/LAKE ALFRED
    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 56%  49%  96%  32%  233   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 60%  61%      121  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? 63% (YES)  64% (YES)      127  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         481   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested


    Polk School District
    DISCOVERY ACADEMY/LAKE ALFRED
    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 54%  47%  93%  27%  221   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 57%  62%      119  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? 70% (YES)  65% (YES)      135  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    Points Earned         475   
    Percent Tested = 99%           Percent of eligible students tested
    School Grade         C  Grade based on total points, adequate progress, and % of students tested