VISION and MISSION STATEMENTS

Vision-
Every student at Bill Duncan Opportunity Center will transition back to their home school equipped with social skills and study habits necessary to be successful, productive students.


Mission-
The mission at BDOC is to provide a safe and orderly learning environment and enable our students to successfully function in mainstream schools and society, so their goals and career dreams may be achieved.


PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS


Brief History and Background of the School

Bill Duncan Opportunity Center- Formerly the Polk County Opportunity Center, Bill Duncan Opportunity Center was renamed after the well-respected “Father of discipline in Polk County Schools,” upon his retirement in 1992. In 2005, it became Bill Duncan Excel Center as established by the Excel and ResCare Company as an alternative behavioral management school which followed the Excel ResCare Alternative School plan.

Don Woods Opportunity Center- Formerly the Polk County Opportunity Center, Don Woods Opportunity Center was named after a longtime Polk County Schools educator, Donald E. Woods. In 2005, it became Don Woods Excel Center as established by the Excel and ResCare Company as an alternative behavioral management school which followed the Excel ResCare Alternative School plan.

In 2009, the 250 student maximum facilities were re-staffed with Polk County Schools’ personnel, including a principal who serves as instructional leader for Bill Duncan and Don Woods Opportunity Centers. Both schools are fully staffed each with one assistant principal, two deans, one guidance counselor, one school psychologist, one social worker, sixteen teachers, one network manager, two secretaries, six paraprofessionals, and three custodians. Our teachers are among Polk County Schools’ highly qualified.

Bill Duncan Opportunity is located on the same campus as Traviss Career Center and serves students in grades 6 through 12 from all area middle and high schools in the southwest and northwest area of Polk County. It is located in Lakeland, Florida. Don Woods Opportunity is located in Dundee Florida and serves students in grades 6 through 12 from all area middle and high schools in the northeast and southeast area of Polk County.


Unique School Strengths for Next Year

Unique School Strengths for Next Year- Both Centers are fully staffed by employees of Polk County Schools. This is a major change from the past four years of both Centers being operated by a private company.

Due to the nature/ reason for our Centers’ existence, our teachers have been given Professional Development and are equipped with the following essential skills that assist in helping the students become successful: Nonviolent Crisis Intervention Training, Skill Streaming Training, LFS Training, and New Century Software Curriculum. These Professional Development activities will be going throughout the school year.

In order for teachers to teach, there must be a safe and orderly environment. Therefore, teachers are trained in Nonviolent Crisis Intervention techniques. This program teaches teachers how to identify a crisis, de-escalate it, and resolve the crisis. The Skill Streaming Program teaches pro-social skills to students as replacements to negative behaviors. These programs are in place in order to give students the skills necessary to become success socially and make academics the focus and primary reason for coming to school.

Using the District curriculum maps, LFS professional development sessions on PD360 and New Century Software Curriculum, the administrative team makes sure that all teachers understand the essential skills necessary for students at each grade level. The understanding of curriculum maps is key because students coming to our centers have had fragmented academic experiences. The majority of the students have spent time in the detention center or juvenile programs. The curriculum maps allow the teachers to understand the essential skills necessary for the students at each grade level. LFS strategies assist students with “catching up” with their peers. New Century Software prescribes each student that is lagging academically with his/her own academic prescription, thus filling in all skill gaps and bringing them up to grade level. New Century Software also accommodates the student that is advanced by prescribing enrichment activities.


Unique School Weaknesses for Next Year

Unique School Weaknesses for Next Year- The student population is very mobile due to their length of stay at our Center. The students are referred from their home school to our Centers due to a serious breach of the Code of Student Conduct. The length of stay could range from a majority of a semester to one year expulsion. Only an average of 20% of the students remains at the Centers for a full year.


Student Demographics

Bill Duncan Opportunity Center serves as a multi-ethnic school population that consists of 342 students from a predominantly economically disadvantaged community. 25% of the students are white, 39% of the students are African American, 33% of the students are Hispanic, less than 1% of the students are Asian and Indian, 2% of the students are multi-racial, 17% of the students have disabilities, 8% of the students have English as a second language, 86% of the students are on the free and reduced lunch program.

Don Woods Opportunity Center serves as a multi-ethnic school population that consists of 418 students from a predominantly economically disadvantaged community. 35% of the students are white, 45% of the students are African American, 18% of the students are Hispanic, less than 1% of the students are Asian and Indian, 2% of the students are multi-racial, 13% of the students have disabilities, 5% of the students have English as a second language, 85% of the students are on the free and reduced lunch program


Student Attendance Rates

The attendance rate for Bill Duncan and Don Woods Opportunity Centers has remained above 80% for the last three years. The majority of the averages are above 90%.
BDOC DWOC
0607 99.84 81.75
0708 95.49 94.99
0809 91.71 90.56


Student Mobility

The mobility rate of Bill Duncan Opportunity Center for 2007-08 is 96% and for 2008-09 it is 97% and for Don Woods Opportunity Center during 2007-08 it is 92% and for 2008-09 it is 95%. The students are only enrolled at these Centers for a majority of a semester unless expelled. Students that are expelled remain at the Centers for one or more years. 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.


Student Suspension Rates

The disciplinary actions for 200809 are as follows: Bill Duncan Opportunity Center had 810 days of out of school suspension days and 5 days of in school suspension. Don Woods Opportunity Center had 231 days of out of school suspension and 9 days of in school suspension.


Student Retention Rates

The retention rate for both Centers is very high. The 2008-09 retention rates for Bill Duncan Opportunity Center are: 6th grade 62%, 7th 45%, 8th 45%, 9th 38%, 10th 15%, 11th 0%, and 12th 50%.
The 2008-09 retention rates for Don Woods Opportunity Center are: 6th grade 30%, 7th 38%, 8th 20%, 9th 35%, 10th 36%, 11th 20%, and 12th 100% (the one student that was enrolled in 12th grade was retained).


Class Size

A point has been made to reduce class sizes for both Centers in all subject areas and across grade levels to maintain discipline issues and strengthen the one on one relationship between students and teachers. The average class size for Bill Duncan Opportunity Center is 20 students to 1 teacher. The average class size for Don Woods Opportunity Center is 15 students to 1 teacher.


Academic Performance of Feeder Pattern

Bill Duncan and Don Woods Opportunity Centers receive students from all Middle and High Schools in Polk County. The achievement level in relation to AYP and school grade range from “A” schools with all subgroups making AYP to “CA”- Corrective Action schools with no subgroups making AYP.


Partnerships and Grants

Many community leaders have become involved with our site and offer many different opportunities for our students. The Girl Scouts are working with the female students through “The Get Real” mentoring program and weekly visits. Job Corps also partners with our school targeting high school students. Polk Works, the local work force development agency is a partner in the career fair that is presented each year. This agency provides a link to the world of work and career preparation for all students.


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 Wanda Brokenburr She has a Bachelor of Science degree in Early childhood and Elementary Education and a Master’s degree in Educational Leadership. She is certified in the following fields: Educational Leadership, Specific Learning Disabilities, Early Childhood, Elementary Education, and ESOL. 1 6 For the past two years one of Mrs. Brokenburr’s area of responsibilities included observing, monitoring, and evaluating the mathematics department. In math, the percentage of students meeting high standards along with the percent of students making learning gains has continued to increase over the last two years. The school’s grade increased from a “C” to a “B”.
Assis Principal LaSabra Patterson She is certified in the following fields: Educational Leadership (All Levels), English (Grade 6-12), and ESOL. 1 1 Her responsibilities while in the classroom included serving as English Department Chair, monitoring and maintaining the English Department, as well as evaluating Reading and Writing data in an effort to increase student achievement.

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

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject AreaNameDegree(s)/ Certification(s)# of Years at Current School# of Years as a CoachPrior Performance Record *
Reading Earnestine Smith ESE K-12, Reading 1 1 80% of students made significant learning gains.

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


HIGHLY QUALIFIED TEACHERS

Description of StrategyPerson ResponsibleProjected Completion DateNot Applicable (If not, please explain why)
1. Regular meeting of new teachers with the Principal Principal ongoing
2. Professional development using PD 360, tailored to meet the needs of our new teachers. Principal, Assistant Principal, Academic Deans ongoing
3. Mentor and mentee partnerships Assistant Principal ongoing
4. Job Fairs and recruiting at Universities Principal, Assistant Principal ongoing


Non-Highly Qualified Instructors

NameCertificationTeaching AssignmentProfessional Development/Support to Become Highly Qualified
N/A N/A N/A N/A


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
27153281921002195


Teacher Mentoring Program

Mentor NameMentee AssignedRationale for PairingPlanned Mentoring Activities
Linda Peterson Charlene Wilson Excellent rapport with each other, years of experience and knowledge of Mentor Initial meeting, curriculum and student behavioral needs, set a professional goal, review midyear, reflection
Linda Peterson Charlene Wilson Excellent rapport with each other, years of experience and knowledge of Mentor Monthly meetings highlighting topics/issues of concern.
Linda Peterson Charlene Wilson Excellent rapport with each other, years of experience and knowledge of Mentor On-site orientation which would include training with our grade book program, Pinnacle, classroom management strategies, assistance with using PD360.



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Title I, Part A


Title I, Part C- Migrant


Title I, Part D


Title II


Title III


Title X- Homeless


Supplemental Academic Instruction (SAI)


Violence Prevention Programs


Nutrition Programs


Housing Programs


Head Start


Adult Education


Career and Technical Education


Job Training


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

The members of the RtI Team for BDOC and DWOC are: Wanda Brokenburr, Principal; LaSabra Patterson, Assistant Principal; Tom Kaiser, Assistant Principal; Linda Peterson, Behavioral Analysis; Brenda Kearse, Sr. Coordinator of Academic Interventions; Mary Newsome, Academic Dean; James Smith, Dean of Students; Dr. Michael Glynn, School Psychologist; Masha Paul, ESE Teacher, Jihann Wilkerson, Guidance Counselor

Principal: Wanda Brokenburr-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: LaSabra Patterson and Tom Kaiser- 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: Mary Newsome and James Smith – 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 (ESE) Teachers: Mash Paul- Participates in student data collection, integrates core instructional activities/materials/ instruction in tiered interventions; collaborates with general education teachers.
Academic Intervention Facilitator: Brenda Kearse- 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: Dr. Michael Glynn- 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): Linda Peterson- 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: Jihann Wilkerson- 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.


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. This supports BDOC and DWOC mission and vision.

Vision- . . . transition back to their home school equipped with social skills and study habits necessary to be successful, productive students.
Mission- . . . provide a safe and orderly learning environment and enable our students to successfully function in mainstream schools and society. . .

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). At the Elementary schools, 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. At the Elementary schools, 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, New Century Software
End of Year data is gathered through FAIR, FCAT.
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?


Based on the 2009 FCAT Mathematics Assessment results (School Grade Calculation), 9% of our students scored at level 3 or above for both BDOC and DWOC. For BDOC this percentage decreased by 4% from the 2008 FCAT results where 13% of the students scored at level 3 or above. There is no data for Don Woods Center during 2008 FCAT testing. For the 2008, 2009, there is no data that gives information for: the percent making high standards, the percent making learning gains, and learning gains for the lowest 25% for BDOC or DWOC.

The following data is recorded for the 2007 FCAT assessment:
Math BDOC DWOC
% meeting high standards 11% 9%
% making learning gains 44% 34%
Learning gains of lowest 25% 45% 40%

2009 data (BDOC and DWOC) for the Economically Disadvantaged subgroup showed that 8% (BDOC) and 9% (DWOC) of that group were proficient in math. There is no data for Students With Disabilities, Hispanics, Asian, American Indian, English Language Speakers, and Students with Disabilities.


On the FCAT, there are five strands of math that are tested: Number Sense, Measurement, Geometry, Data Analysis, and Algebraic Thinking.

Across all grade levels, students are performing below the district and state averages in all math strands.
The two keys areas of strengths as an overall school are Measurement and Number Sense.
The keys areas of improvement as an overall school are Geometry, Data Analysis, and Algebraic Thinking. Both BDOC and DWOC will use the Florida Continuous Improvement Model (FCIM) to assure that all students are mastering the essential information in each math strand necessary at each grade level. In order to meet the needs of our students we will use student learning maps with emphasis on the learning focused strategies for excellent connect between the teacher’s instruction and the student’s understanding.


Assessing student learning will take place during the following times:

Math FCIM
• Core curriculum content pretest and posttest given at the beginning and end of the course.
• Weekly and monthly core curriculum quizzes and tests
• Mini reteach lesson to assess mastery
• New Century Lab Pretest, quizzes, unit tests, and posttest
• FCAT Explorer quizzes and unit tests
• FCAT SSS Assessment- Given in the Spring of each year

Teachers will adjust and refine instruction throughout the year accordingly; keeping in mind that essential information must be mastered. Extended planning for success through school-wide initiative will be provided by, tutoring before and after school, enrichment activities in the classroom and in the New Century Lab, and flexible groupings.


Based on the 2009 FCAT Reading Assessment results (School Grade Calculation), 24% of our students scored at level 3 or above at BDOC and 12% of our students scored at level 3 or above at DWOC. For BDOC this percentage increased by 10% from the 2008 FCAT results where 14% of the students scored at level 3 or above. For DWOC this percentage (12%) decreased by 8% from the 2008 FCAT results where 20% of the students scored at level 3 or above. For the 2008, 2009, there is no data that gives information for: The percent making high standards, the percent making learning gains, and learning gains for the lowest 25% for BDOC or DWOC.

The following data is recorded for the 2007 FCAT assessment:
Reading BDOC DWOC
% meeting high standards 23% 3%
% making learning gains 46% 12%
Learning gains of lowest 25% 45% 17%

2009 data (BDOC and DWOC) for the Economically Disadvantaged subgroup showed that 22% (BDOC) and 13% (DWOC) of that group were proficient in reading. There is no data for Students With Disabilities, Hispanics, Asian, American Indian, English Language Speakers, and Students with Disabilities.

On the FCAT, there are four clusters of reading that are tested: Words and Phrases, Main Idea, Plot & Purpose, Comparisons & Cause/Effect, Reference and Research.

Across all grade levels, students are performing below the district and state averages in all reading cluster areas. The two keys areas of strengths as an overall school are Main Idea, Plot and Purpose.
The keys areas of improvement as an overall school are Words and Phrases in Context (it had high percentages but not consistent), Comparisons and Cause/Effect, and Reference and Research.
Both BDOC and DWOC will use the Florida Continuous Improvement Model (FCIM) to assure that all students are mastering the essential information in each reading cluster necessary at each grade level. In order to meet the needs of our students we will use student learning maps with emphasis on the learning focused strategies for excellent connect between the teacher’s instruction and the student’s understanding.

Assessing student learning will take place during the following times:

Reading FCIM
• Core curriculum content pretest and posttest given at the beginning and end of the course.
• Weekly and monthly core curriculum quizzes and tests
• Mini reteach lesson to assess mastery
• New Century Lab Pretest, quizzes, unit tests, and posttest
• FCAT Explorer quizzes and unit tests
• FCAT SSS Assessment- Given in the Spring of each year

Teachers will adjust and refine instruction throughout the year accordingly; keeping in mind that essential information must be mastered. Extended planning for success through school-wide initiative will be provided by, tutoring before and after school, enrichment activities in the classroom and in the New Century Lab, and flexible groupings


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 are in addition to the schools’ 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)?

Reading: Comparison and Cause/Effect along with Words and phrases was the least proficient strand and will be given priority focus. There will also be a clear focus on all students’ ability to summarize.

Mathematics: The two keys areas of strengths as an overall school are Measurement and Geometry.
The keys areas of improvement as an overall school are Number Sense, Data Analysis, and Algebraic Thinking. Both BDOC and DWOC will use the Florida Continuous Improvement Model (FCIM) to assure that all students are mastering the essential information in each math strand necessary at each grade level. In order to meet the needs of our students we will use student learning maps with emphasis on the learning focused strategies for excellent connect between the teacher’s instruction and the student’s understanding.


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

Math FCIM
• Core curriculum content pretest and posttest given at the beginning and end of the course.
• Weekly and monthly core curriculum quizzes and tests
• Mini reteach lesson to assess mastery
• New Century Lab Pretest, quizzes, unit tests, and posttest
• FCAT Explorer quizzes and unit tests
• FCAT SSS Assessment- Given in the Spring of each year

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

Reading FCIM
• Core curriculum content pretest and posttest given at the beginning and end of the course.
• Weekly and monthly core curriculum quizzes and tests
• Mini reteach lesson to assess mastery
• New Century Lab Pretest, quizzes, unit tests, and posttest
• FCAT Explorer quizzes and unit tests
• FCAT SSS Assessment- Given in the Spring of each year

Teachers will adjust and refine instruction throughout the year accordingly; keeping in mind that essential information must be mastered. Extended planning for success through school-wide initiative will be provided by, tutoring before and after school, enrichment activities in the classroom and in the New Century Lab, and flexible groupings. Disaggregation of FCAT data and monthly data PLCs (grade level/department/team) will use the data from FAIR and New Century (for reading) 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?

A daily focus of the school is for teachers to summarize with students within the lesson and at the end of the lesson to ensure that students are connecting to learning Teachers are also provided reading materials and bell ringers that are based on current events. Our Centers offer Business Computers, and Computer Technology courses that embed skills that can be used in any career choice.


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?

During each student’s sixth grade year career exploration will be embedded throughout the social studies classes. During the seventh grade year each student will participate in the Choices Program within their social studies class. The social studies teacher and guidance counselor will facilitate this activity with the students. During the eighth grade year all students will participate in the e-pep process. This assists and guides students with career and elective choices in high school. It gives each student a clear focus of their interest and career paths to fulfill their career goals.




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 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.


• Core curriculum content pretest and posttest given at the beginning and end of the course.
• Weekly and monthly core curriculum quizzes and tests
• Mini reteach lesson to assess mastery
• New Century Lab Pretest, quizzes, unit tests, and posttest
• FCAT Explorer quizzes and unit tests
• FCAT SSS Assessment- Given in the Spring of each year
• FAIR
Teachers will adjust and refine instruction throughout the year accordingly; keeping in mind that essential information must be mastered. Extended planning for success through school-wide initiative will be provided by, tutoring before and after school, enrichment activities in the classroom and in the New Century Lab, and flexible groupings. Disaggregation of FCAT data and monthly data PLCs (grade level/department/team) will use the data from FAIR and New Century (for reading and math) and other progress monitoring tools to identify student needs and provide appropriated interventions


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.

It is the responsibility of the Instructional leader, the Principal, the Assistant Principal, and Academic Team to monitor implementation and progress of instruction throughout the year. The administrators and academic team will facilitate PLCs with staff members/teams which address data, student work, instruction and curriculum. The administrators and the academic team will schedule coaching and monitoring visits to classrooms on a daily basis. Monitoring will further take place with weekly lesson plan checks and one-on-one conversations with teachers.




ACT

Supplemental and Intensive Instruction/Interventions


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


The core materials used are the District approved textbooks and materials which includes LFS strategies. Supplemental and intensive materials would be used in reading, math, and science classrooms. Teachers will use LFS strategies along with New Century Software.


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?

The Learning Focused Implementation Tool will be administered at the start of the 2009 – 2010 school year to help identify areas of need for professional development.


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

Any student scoring a Level 1 or 2; 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.


Enrichment


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

Students have the ability to use New Century and Accelerated Math software for acceleration and enrichment.


Describe how students are identified for enrichment strategies.

Students that have mastered the essential concepts and skills and have scored levels 3 or above on the FCAT will be targeted for enrichment strategies.




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)
Middle school and high school reading and social studies teachers, Principal, Assistant Principal, and ESE Teachers BDOC
Earnestine Smith, Reading Department Head and Brenda Kearse, Sr. Coordinator of Academic Interventions

DWOC
Aralethea Hayes, Reading Department Head and James Smith, Social Studies Major and Dean
Weekly Tuesdays during common planning time

*Special Note-
This meeting date will change to:
Friday of second week of each month at BDOC due to Principal’s mtg. with high school teachers and third Friday of third week of each month at DWOC for same reason.
Analyze the effectiveness of the Reading FCIM calendars, mini-lessons, mini-assessments, maintenance, tutorials, and enrichments to determine any necessary revisions.
Middle school and high school math and elective teachers, Principal, Sr. Coordinator of Academic Interventions, and ESE Teachers BDOC and DWOC
Linda Peterson, Mary Newsome, Academic Deans and Tom Kaiser, Assistant Principal
Weekly Wednesdays during common planning time Analyze the effectiveness of the Math FCIM calendars, mini-lessons, mini-assessments,
Maintenance, tutorials, and enrichments to determine any necessary revisions.
Middle school and high school science and language arts teachers, Principal, Assistant, Principal, Academic Dean BDOC
LaSabra Patterson, Assistant Principal and Mary Newsome, Academic Dean

DWOC
Brenda Kearse, Sr. Coordinator of Academic Intervention and Linda Peterson, Academic Dean
Weekly Thursdays during common planning time Analyze the effectiveness of the Language Arts and Science FCIM calendars, mini-lessons, mini-assessments,
Maintenance, tutorials, and enrichments to determine any necessary revisions.
Middle School Teachers and Principal BDOC and DWOC
Wanda Brokenburr, Principal
Monthly Second Monday of every month during common planning time at BDOC

Third Monday of every month during common planning time at DWOC
Lesson Study centered on planning with and utilizing the research-based lesson delivery model. Data analysis of common assessments and FCIM mini-assessments results.
High School Teachers and Principal Wanda Brokenburr, Principal Monthly Second Tuesday of every month during common planning time at BDOC

Third Tuesday of every month during common planning time at DWOC
Lesson Study centered on planning with and utilizing the research-based lesson delivery model. Data analysis of common assessments and FCIM mini-assessments results.


NCLB Public School Choice

Note: For Title I schools only


Pre-School Transition

N/A


Postsecondary Transition

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

N/A



 

PART II: EXPECTED IMPROVEMENTS

 

Other Goals

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 7:24:50 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 FundsAmount
No data submitted



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


Review SIP and make recommendations concerning SIP and FCIM.


SAC Members

Members
1)  Wanda Brokenburr,   Principal
2)  Sylvester McArthur,   SAC Chair
3)  David Vangundy,   Teacher
4)  Shane Jordan,   Business Member
5)  Shaundra Williams,   Parent
6)  Monti Sommer,   Community Member
7)  Monika Lodermeier,   Community Member
8)  LaSabra Patterson,   Assistant Principal
9)  Tom Kaiser,   Assistant Principal
 

AYP DATA

2008-2009 Adequate Yearly Progress (AYP) Report - Page 2 Polk BILL DUNCAN OPPORTUNITY CENTER 2001
Number of students enrolled in the grades tested:
 Read: 164
Math: 163   		2008-2009
School Grade1:		   Did the School make Adequate Yearly Progress? NO   
This section shows the percent tested and performance for each group used to determine AYP (Parts a and c2). This section shows the improvement for each group used to determine AYP via safe harbor (Part b2). This section shows the percent of students "on track" to be proficient used to determine AYP via the growth model.
Group Reading
Tested 95% of the students? 		Math
Tested 95% of the students? 		65% scoring at or above grade level in Reading? 68% scoring at or above grade level in Math? Improved performance in Writing by 1%? Increased Graduation Rate3by 1%? Percent of Students below grade level in Reading Safe
Harbor
Reading		 Percent of Students below grade level in Math Safe
Harbor
Math		 % of students on track to be proficient in reading Growth model reading % of students on track to be proficient in math Growth model math
  2009 Y/N 2009 Y/N 2009 Y/N 2009 Y/N 2008 2009 Y/N 2007 2008 Y/N 2008 2009 Y/N 2008 2009 Y/N 2009 Y/N 2009 Y/N
TOTAL4  88  N  88  N  24  N  9  N  80     Y      NA  86  76  NA 87  91  NA 19  NA  12  NA 
WHITE  83  N  85  N    NA    NA      NA      NA      NA     NA        
BLACK  89  N  88  N    NA    NA      NA      NA      NA     NA        
HISPANIC  94  N  94  N    NA    NA      NA      NA      NA     NA        
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  91  N  90  N  22  N  8  N      NA      NA  84  78  NA 87  92  NA 16  NA  11  NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        

2007-2008 Adequate Yearly Progress (AYP) Report - Page 2 Polk BILL DUNCAN OPPORTUNITY CENTER 2001
Number of students enrolled in the grades tested:
 Read: 216
Math: 216   		2007-2008
School Grade1:		   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  86  N  84  N  14  N  13  N      NA      NA  79  86  NA 90  87  NA 15  NA  34  NA 
WHITE  84  N  81  N    NA    NA      NA      NA      NA     NA        
BLACK  86  N  85  N    NA    NA      NA      NA      NA     NA        
HISPANIC  92  N  90  N    NA    NA      NA      NA      NA     NA        
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  88  N  85  N  16  N  13  N      NA      NA  72  84  NA   87  NA   NA    NA 
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        

2006-2007 Adequate Yearly Progress (AYP) Report - Page 2 Polk BILL DUNCAN OPPORTUNITY CENTER 2001
Number of students enrolled in the grades tested:
 Read: 224
Math: 223   		2006-2007
School Grade1:		 P   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  85  N  85  N  21  N  10  N  83     NA      N  79  79  NA 94  90  NA 34  NA  44  NA 
WHITE  86  N  85  N    NA    NA      NA      NA      NA     NA        
BLACK  84  N  84  N    NA    NA      NA      NA      NA     NA        
HISPANIC  84  N  84  N    NA    NA      NA      NA      NA     NA        
ASIAN    NA    NA    NA    NA      NA      NA      NA     NA        
AMERICAN INDIAN    NA    NA    NA    NA      NA      NA      NA     NA        
ECONOMICALLY DISADVANTAGED  84  N  84  N  28  N    NA      NA      NA    72  NA     NA   NA     
ENGLISH LANGUAGE LEARNERS    NA    NA    NA    NA      NA      NA      NA     NA        
STUDENTS WITH DISABILITIES    NA    NA    NA    NA      NA      NA      NA     NA        


SCHOOL GRADE DATA

School District

2008-2009
  Reading
  		 Math
  		 Writing
  		 Science
  		 Grade
Points
Earned		  
% Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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 %  %        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         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested


    School District

    2007-2008
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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 %  %        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         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested


    School District

    2006-2007
      Reading
          		 Math
          		 Writing
          		 Science
          		 Grade
    Points
    Earned    		  
    % Meeting High Standards (FCAT Level 3 and Above) 0%  0%  %  %    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 0%  0%        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? % (0)  % (0)      0  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 %  %        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         0   
    Percent Tested = 0%           Percent of eligible students tested
    School Grade           Grade based on total points, adequate progress, and % of students tested