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VISION and MISSION STATEMENTS

Mission Statement:

All Pine Forest students will graduate ready for college, career and life beyond.

School Core Beliefs:

1. All students will learn grade level and course standards.
2. All students will enroll in a program of study that will prepare
them for further study and a career.
3. All students will set goals and seek meaning and purpose in learning.
4. All students will establish a personal connection to the school.
5. All students will exceed high expectations by embracing a rigorous
course of study.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Pine Forest High School was first established in 1975 as a comprehensive high school. Our high school serves students in the southwest area of Escambia County, Florida. Population at Pine Forest has ranged from a high of approximately 2,000 students to a low of approximately 1,700 students. The current population is approximately 1,900 students for the 2009-2010 school year. The opening of West Florida High School of Advance Technology, a magnet school, next door to Pine Forest in August 2001 has caused a reduction of approximately 100 students per year.

The majority of Pine Forest is housed under one main roof, with the school having an additional 12 portable classrooms. In addition, Pine Forest has two modular buildings that serve as freshmen center classrooms for our 9th grade population. Since 2004 Pine Forest has had several additions and renovations which has included physical education, 600 modular building, and practice facilities. In the fall of 2006, renovations to the 400 and 500 wings were completed. These renovations gave these areas permanent walls and doors, something that we have not had since the school was originally built.

At the close of the 2006-2007 school year, the Escambia County School District closed Woodham High School. The majority of students at Woodham were redistricted to Pine Forest High School. The attendance zone from which Pine Forest draws its students is what could be termed as a "blue collar" community. The primary feeder middle schools for Pine Forest and their school grades are : Bellview Middle School (C) and Woodham Middle School (C).

Pine Forest High School has many innovative academies and programs to prepare students for post-secondary careers and opportunities.

These include:
- Culinary Arts Academy
- Design Services Academy
- Early Childhood Academy
- New Media Academy (New 2009-2010)
- Home Builders Academy (New 2009-2010)
Pine Forest also offers Graphic Arts, Drafting, Web Design, ESE On the Job Training, BCE, and DCT.

School and Community Partners include:
- Coca Cola
- Baptist Hospital
- Beef O Brady's
- Florida Restaurant Association
- US Armed Forces
- Pensacola Junior College
- Gulf Power
- Cox Communication
- Florida State University

Pine Forest is a SACS/CAS accredited public school. The Escambia County School District completed the SACS District Accreditation process in January 2007. Pine Forest High School is in compliance with all seven SAC standards.

Unique School Strengths for Next Year

Pine Forest High School unique school strengths for the 2009-2010 school year are as follows:

We have 5 academies on campus that prepare our students for the 21st century workforce: Culinary Arts, Design Services, Construction Trade (HBA), Early Childhood Education, and New Media.

We have a freshmen center designated for our true incoming 9th graders to help build a strong academic foundation with content, structure, and culture.

We are the only high school in Escambia County participating in the Teachers Teach, Students Learn Academy that is lead by Dr. Robin Largue and the University of West Florida Institute for Innovative Community Learning.

Unique School Weaknesses for Next Year

Pine Forest High School was required to make a 4.5% cut in our school budget for the 2009-2010 school year. These cuts included eliminating one of our two media specialists, 15% cuts across the board for department budgets, and 20% cuts across the board for regular operations.

Student Demographics

Pine Forest High School serves a multi-ethnic school population that consists of 1950 students from predominantly middle to low socio economic community. 44% of the students are black, 40% of students are white, 5% of students are hispanic, 3% of students are asian/pacific, and 1% of students are classified as other. Additionally, 16% of students are Students with Disabilities (SWD) and 4% of students are gifted. 64% of students at Pine Forest are on free or reduced lunch.

Student Attendance Rates

Pine Forest attendance rates for the past 5 school years are as follows:

03-04: 90.4%
04-05: 90.3%
05-06: 90.6%
06-07: 91.1%
07-08: 92.2%

Pine Forest High School has shown a 1.6% increase in the number of students that have been in attendance over the past 3 years.

Student Mobility

Pine Forest High School's mobility rate for the 08-09 school was 89.9%.

Student Suspension Rates

Pine Forest suspension rates for the past 3 school years are as follows:

2006-2007: out of school suspensions 796; 2007-2008 out of school suspensions 1,261; and 2008-2009 out of school suspensions 1,647.

06-07 suspension numbers reflect pre-consolidation with Woodham High School. 07-08 numbers reflect the first year of the consolidation with Woodham High School.

Student Retention Rates

Pine Forest retention rates for the past 3 school years are as follows:

06-07: 15.4%
07-08: 16.3%
08-09: 15.0%

Pine Forest experienced a increase in the number of retained students from the 06-07 school year to the 07-08 school year. This increase was due to the transition of students from Woodham High School to Pine Forest High School. A 1.3% drop in retained students occurred from the 07-08 school year to the 08-09 school year.

Class Size

Class Size figures for Pine Forest High School:

2008-2009 (Survey 3- February)
Pine Forest - Grade 9-12= 18.52:1
District- Grade 9-12= 18.31:1

2007-2008 (Survey 3 February)
Pine Forest - Grade 9-12= 20.18:1
District- Grade 9-12=19.40:1

2006-2007 (Survey 3 February)
Pine Forest - Grade 9-12= 21.31:1
District - Grade 9-12= 20.39

Pine Forest High School's average class size meets the required class size reduction figure of 25:1

Academic Performance of Feeder Pattern

Pine Forest High School has 2 main feeder schools:

Woodham Middle School- School Grade 08-09:(C) and 08-09 AYP: 77%

Bellview Middle School- School Grade 08-09: (C) and 08-09 AYP: 74%

Partnerships and Grants

Pine Forest High School is proud of our community partners:

Coca Cola
Baptist Hospital
Andrews Institute
Dr. Juliet DeCampos
Beef O Brady's
Pensacola Junior College
University of West Florida
Florida Restaurant Association
Johnson Wales University
Florida State University
US Armed Forces
Cox Communication
Gulf Power
Energy Services of Pensacola
Southern Regional Education Board (SREB)

STUDENT ACHIEVEMENT DATA

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

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend Data

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Title I, Part A

Pine Forest High School received Title I money for the 2009-2010 school year. The following is what the Title I funds are budgeted for:

2 Classroom Teachers- (One of which is a In-School-Suspension Teacher)

1 Guidance Counselor- (Responsible for attendance and mental health counseling)

Professional Development Activities

Parent Literacy Nights

Equipment/Supplies/Software

Title I, Part C- Migrant

Services for migrant children are provided by the district level Title 1 office.

Title I, Part D

Services to neglected and delinquent students are provided by various district-operated programs. These services are overseen by the district level Title 1 office.

Title II

Professional development is offered at both the school and district level.

Pine Forest High School faculty members will participate in professional development activities that are scheduled for every 2nd and 4th Tuesday of each month. Teachers participated in a school-wide survey at the close of the 08-09 school year to express interest in areas of professional development. The data was analyzed by the Professional Development Team and a calendar of events was organized during summer planning. Professional development activities will include technology, cross curriculum instruction, behavior management strategies, and other opportunities for improved classroom efficiency and delivery.

Title III

Services for English Language Learners are provided as required by law. Several ESOL centers are provided at various key locations in the district . Teachers who serve ELL identified students have ESOL endorsement on their teaching certificate.

Title X- Homeless

The school works with the district's Homeless Coordinator to provide resources (clothing, school supplies, and social services referrals) for students identified as homeless under the McKinney-Vento Act to eliminate barriers for a free and appropriate education. This program is overseen by the district level Title I Office.

Supplemental Academic Instruction (SAI)

SAI monies were reduced and/or eliminated from our school budget.

Violence Prevention Programs

The school offers a non-violence and anti-drug program to students that incorporates guest speakers, counseling, and classroom discussion. Red Ribbon Week is held in October with school-wide activities and guest speakers. Through our school's Behavior Management Plan, we will provide training for faculty, staff and students regarding bullying. We are also developing a Positive Behavior Management Plan.

Nutrition Programs

Our school is committed to offering nutritional choices in its cafeteria. This includes salad bar, à la carte items, and self-serve options. Our school is also slated to be a Healthier Generation Alliance School this year. The school follows the district's nutrition program for summer feeding at select sites.

Housing Programs

This is offered at the district level.

Head Start

This program is offered at the district level and several Head Start programs are housed at various elementary schools in the district.

Adult Education

Pine Forest High School offers Community Education programs in the evenings and summer. Core curriculum courses and GED programs are offered for credit recovery as well as adult education opportunities.

Career and Technical Education

Culinary Arts Academy: The Culinary Arts Program is a School-to-Work program, The Pro-Start curriculum was written by and is supported by the Education Foundation of the National Restaurant and Lodging Association. Students develop skills in career and job opportunities, basic food preparation, personal productivity, safety and sanitary work procedures, commercial tools and equipment, nutrition and work ethics. Students will acquire skills for a wide range of food service careers that include but are not limited to Executive Chef, Restaurant Manager, Teacher, Research/Nutritional Chef, Food Editor/Stylist, Sales/Marketing, Director of Facilities Designer, Food Purchasing Director, and Banquet/Catering Director. Students are also offered the opportunity to qualify for Bright Futures/Gold Seal scholarships. Additionally, students who successfully complete the program will test for PROSTART industry certification including Safe Staff, Serve Safe Food Handler Certification, and the National ProStart Certificate of Achievement. To further enhance the Culinary Arts Program, Pine Forest High School culinary students particpate in the On the Job (OJT) portion of the course. Students gain valuable experiences and education in the field of food service from mentors.


Design Services Academy: The Design Services Academy at Pine Forest High School will prepare students for a career in the area of Design Services. Students who complete the academy program will be ready to enter a University Interior Design program. Students who successfully complete the program are eligible for Gold Seal/Bright Futures scholarships.
The Design Services Academy students will be on their way to post-secondary accelerated learning opportunities and national certification opportunities in the area of interior design. This four-year Family and Consumer Science program consists of a Design Services core curriculum with an academic emphasis on related math curriculum.
The career focus of Interior Designer appears on the Statewide Targeted Occupations List and the Regional Targeted Occupations List, and is listed as a high skill, high wage career. Related Design Services such as Fashion Design, Environmental Design, Residential, and Commercial Design will also be studied.

Early Childhood Education Academy: The mission of the Early Childhood Education Academy at Pine Forest High School focuses on broad, transferable skills and stresses understanding and demonstration of the following elements of the Early Childhood Industry: planning; management; finance; technical and production skills; underlying principles of technology, labor, community, health, safety, and environmental issues; and developmentally appropriate practices for children from birth through age eight.

New Media Academy: The mission of the New Media Academy at Pine Forest High School is to prepare graduates for entry-level positions in the multimedia industry and/or to continue their postsecondary education. Students learn to incorporate graphics, sound, video, animation, text, and still images to produce fine art, marketing presentations, digital design, and Web publishing. Students who successfully complete the program may be eligible for Gold Seal/Bright Futures scholarship.

Home Builders Association (HBA) of West Florida Green Construction Trade Academy: This academy focuses on broad, transferable skills and stresses the understanding of all aspects of the building construction industry as well as demostrating such elements of the industry as planning, management, finance, technical and production skills, underlying principles of technology, labor issues, community issues, health issues, safety issues, and environmental issues. The academy utilizes the National Center of Construction Education and Research (NCCER) curriculum to prepare each student to enter into a career path within the architecture and construction career cluster and an opportunity to earn related industry certifications. Students who successfully complete the program may be eligible for Gold Seal/Bright Futures scholarships.
This academy will provide a unique opportunity for students to take George Stone Technical Center Dual Enrollment courses in the 11th and 12th grade at Pine Forest High School, as part of the academy course sequence, without having to leave the campus.

Job Training

Pine Forest High School offers several programs designed around job training opportunities for students. They are as follows:

DCT
BCE
OJT
Culinary Arts Academy
Early Childhood Education Academy
School to work opportunities

Other

Not Applicable

Response to Instruction/Intervention (RtI)

School-based RtI Team

Identify the school-based RtI Leadership Team.

Principal/Assistant Principals/Guidance Counselors: Provide a common vision for the use of data-based decision making, ensure that the school-based team is implementing RtI, conduct assessment of RtI skills of the school staff, and communicate with parents regarding school-based RtI plans and activities.
General Education Teacher: Provides information about the core instruction, participates in student data collection, delivers Tier I instruction/intervention, collaborates with other staff to implement Tier II interventions, and integrates Tier I materials/instruction with Tier II/III activities.
ESE Teachers: Participate in the Tier process to provide support and offer strategies to the general education teacher.
Reading Coach: Identifies systematic patterns of student needs while working with district personnel to identify appropriate evidence-based interventions and strategies; assists with whole school screening programs that provide early intervening services for children considered "at risk"; assists with monitoring "at risk" students, data collection, and data analysis; and provides support for assessment and implementation monitoring.
School Psychologist: Participates in the collection, interpretation, and analysis of data; facilitates development intervention plans; and provides support for intervention fidelity and documentation.

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

The Leadership Team will meet once a month to review and assess the following information:
Review data as it relates to instructional decisions. Review progress monitoring data at the grade level and classroom level to identify students who are meeting/exceeding benchmarks and those who are at high risk for not meeting benchmarks. Based on that information, the team will identify professional development activities for staff collaboration and shared best practices. The collaboration will occur once a month in departmental and learning communities so that shared problem solving, effective practices, evaluation, decision making, and new skill practice can be jointly discussed and reviewed for implementation.

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

Members of the leadership team are divided by departmental involvement to review goals and plans of action for each of their concentrated areas. In addition, chairpersons of wellness teams, discipline committees, and student leadership groups are also included in the writing and development of the School Improvement Plan.

RtI Implementation

Describe the data management system used to summarize tiered data.

Baseline Data: Progress Monitoring and Reporting Network (PMRN), Florida Assessment for Instruction in Reading (FAIR), Florida Comprehensive Assessment Test (FCAT)

Progress Monitoring: PRMN, classroom assessments, and Practice Writing Assessments

Midyear: FAIR and FCAT Simulations

End of Year: FAIR and FCAT

Describe the plan to train staff on RtI.

Professional development activities will be offered and provided to staff on the 2nd and 4th Tuesday of every month. In addition, teachers will have common planning before school and during the school day for collaborative review, planning, and assessment.

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: Students meeting high standards in Math increased 5%, students meeting high standards in Writing increased 2%, and the lowest quartile group making learning gains in Reading increased by 10%. We are above the district average in Writing and in learning gains in Math.
Weaknesses: Across the school, the lowest content area for Math is in measurement, the lowest content area for Reading is in reference and research, and the lowest content area in Science was physical science. We scored below the district average in six out of eight categories.

Instructional Calendar Development

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

The Instructional Focus Calendars (IFC) were developed in July when the Leadership Team met with the administration to analyze the disaggregated data from the 2009 FCAT. The IFC will be updated after the results of the September FCAT simulation and again after the December FCAT simulation.
The Leadership Team, along with the Literacy Team, Numeracy Team, and Data Team, were created to provide faculty input into the development of the SREB plan to address our specific academic deficiencies. Using Teachers Teaching Teachers, the entire faculty received initial training to address specific weaknesses in Reading and in Science. We are embedding literacy skills across the curriculum to increase reading comprehension in all subjects. We are embedding numeracy and measurement skills to stimulate math performance. All subjects are increasing the level of required writing. Science met during the summer to initiate a plan to increase the hands-on learning opportunities that science students are offered with stress upon those activities that support the 17 annually assessed benchmarks tested in FCAT Science.
Student weaknesses are identified by analyzing the individual student FCAT Star reports. Every teacher has created a data report for each of their own students to identify their individual weaknesses. Those weaknesses are addressed when students receive instruction, engage in practice, and get assessed. Student assessments will indicate how well students are progressing, with opportunities to re-teach and re-test when necessary.
Every subject will follow a pacing guide, course framework, or curriculum map, specific to their subjects, in order to maintain the academic pace that ensures students are exposed to the appropriate benchmarks prior to FCAT testing in the spring.
The administration will engage in rounding to verify that the pace and focus of instruction is being maintained at all levels in all subjects. There is a school-wide requirement for all teachers to post learning objectives and weekly lesson plans. This allows the administration to observe the pace first-hand.
All teachers will have the opportunity to participate in training that they need to implement these strategies in zero-hour planning professional development sessions offered every two weeks. Teachers who continue to struggle will have additional assistance provided from subject area coaches, department chairs, and Professional Learning Communities within the school and district.

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

In reading, the focus will be on reference and research.
In math, measurements and numeracy skills will receive emphasis.
In science, the focus will be on physical science.
In writing, we will continue to increase the demand for writing across the curriculum, with emphasis on career development in the 9th grade and creative writing in the 10th grade.

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

Once the FCAT scores were released, the Data Team analyzed learning gains which were reported to the administration. Low performing students were grouped based upon their individual needs.
Every teacher is required to create a data report for each student from FCAT Star that gives a detailed performance description. This data is maintained in a three-ring binder that the teacher utilizes for parent and student conferences and for individualizing student instruction and planning. Periodically, teachers will use the data to reflect with the students on their individual performance.

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

Students are offered a choice of career academies which affords them the opportunity to experience real world applications and produce real world projects.
Employability skills are taught through the career academies and evaluated weekly. Students are also given real-world opportunities to participate in DCT and BCE, which places them out in the community for on-the-job work experience
The freshmen center is emphasizing career development as its common theme for all ninth graders. Students will visit Pensacola Jr. College and the University of West Florida to collect samples of career education opportunities. Students will develop a portfolio of information gathered throughout the year as they research areas of interest in our own Career Center and Media Center.

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?

Students in 9th grade are placed in the career academies of their choice which allows them the opportunity to experience real-world applications and produce real-world projects.
Employability skills are taught through career academies, DCT, and BCE. These skills are evaluated weekly.
Research within the academic curriculum reflects the career interests of the students and is integrated with instruction in the students’ particular career academies.

DO

Direct the Instructional Focus

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

All teachers have weekly lesson plans posted that follow the recommended SREB structure. These plans follow the recommended pacing guides, course frameworks or curriculum maps that have been developed to address Sunshine State Standards and are required by the district and/or state.
The core subject teachers have worked together to align their curriculum instruction, following specific guidelines to insure that quality teaching is standard practice. Teachers meet monthly in the core subjects to share best practices.
The curriculum allows for the tested benchmarks to be addressed prior to the FCAT testing in March.

How are instructional focus lessons developed and delivered?

Lessons are developed with concentration on students’ weakness or strengths in particular content areas and specific standards.
Content delivered will be developed with administration, faculty, and student input, using standards and available data as guides.
Focus lessons will be delivered by all faculty members in the form of bellringers with math and science teachers focusing on in-field instruction and all others providing reading instruction or vocabulary enrichment.
Literacy enrichment will be embedded within all subjects.

How will instructional focus lessons be revised and monitored?

Student mastery according to previous years’ FCAT data was used to determine where focus lessons need to be revised, discarded, or implemented.
Administration and Department Chairs will monitor implementation at the classroom level by utilizing rounding.
The Data Team will focus on needs identified through disaggregation of student achievement data and share that information with the teams responsible for developing strategies to assist all teachers in developing appropriate 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.

We will administer two FCAT simulation tests, one in September to gather initial data and again in December, to evaluate how our intervention and strategies are working to address student deficiencies.
Diagnostic assessments to identify needs based on student weaknesses.
Formal classroom assessments that identify and provide practice on student weaknesses identified in individual FCAT Star reports.

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

Students are considered to have mastered content when scores on lesson assessments reach 70%.
Those students not reaching a score of 70% on formal/informal assessment have not reached mastery, indicating a need for re-teaching and re-doing tests.

Maintenance

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

Formative and summative assessments are administered by the classroom teacher, targeting focus benchmarks with student deficiencies being identified through reflective teaching practices and re-teaching occurring in the general education classroom.

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

The Leadership Team meets once per month to review progress and modify plans as needed.
Administration then meets with Department heads, who, in turn, meet with departments to disseminate information and data.
The Literacy Team meets once per month and provides literacy training to the faculty during our professional development zero plan training.
The Numeracy Team meets once per month to plan and provide numeracy techniques and instruction to teachers during staff professional development.
Teachers review and monitor benchmark pacing guides and use formative and summative assessment data to modify plans as needed.

Monitoring

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

The Principal ensures implementation of any academic plans made school wide.
The Leadership Team guides the faculty by planning and providing training and support necessary for teachers to address student needs.
Members of this team are also represented on the other SREB teams, so that there is a direct line of communication between those responsible for planning.
The Data Team disseminates FCAT data in order to recognize needs of students.
Beginning or struggling teachers are provided support from mentor teachers, department chairs, and professional learning communities.

ACT

Supplemental and Intensive Instruction/Interventions

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

Core classes use data-driven lessons focusing on specific subject matter while supplemental classes focus on reading content to increase intensive instruction among the lower quartile(Tier I), ESE, and minority students. Two FCAT simulations will determine the need for more intensive instruction in specific standards and monitor progress in remediation.

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

Resources from the state adopted textbooks will be used during the tutorial or intervention times established by the teacher or the program. SuccessMaker, FCAT Explorer, and computerized programs within the reading and math series are other resources that can be used during the day.
Core classes that have resources from the state adopted textbooks designed for intensive instruction will be utilized in the classroom.
Instructional Web sites such as FCAT Explorer will be utilized.
Teachers will utilize instructional strategies or best practices discussed in Professional Learning Communities to provide different methods of providing instruction to students in non-mastered areas. Resources and strategies learned at professional development training will also be utilized.
Students consistently demonstrating non-mastery will have the opportunity to participate in tutorial or credit recovery programs.

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

A professional development needs survey was sent out to all faculty members. A list of staff development training was formed and faculty then selected specific areas for their training. Sessions will run Tuesdays, every two weeks, with mandatory participation required from all faculty. Teachers will choose which sessions to attend, with sessions repeated until all training needs for that skill have been met.
Any training requests that can't be met by our own faculty members will take place at the district level.

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

Students who consistently demonstrate academic difficulty will receive supplemental and intensive instruction/intervention.
Students not making mastery will be offered assistance after-school and during regular school hours from content teachers and instructional coaches.
Teachers utilize TERMS and FCAT STAR reports to ensure that students are appropriately placed in their academic core classes.

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

Administration will continue to track students identified in the lowest quartile through interval reports submitted by classroom teachers on an Excel spreadsheet. The report documents current grade, attendance, and discipline issues.
Classroom teachers, coaches, and administration will meet monthly to discuss student progress. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved.
Unsuccessful strategies will be discontinued and replaced with alternative strategies.
For the freshmen center, team members providing services to a student not making mastery will meet to discuss their evidence and/or documentation of strategies and interventions that have previously been utilized. Factors hindering implementation of a strategy (attendance, behavior, etc.) will be addressed and resolved. Strategies that are unsuccessful will be discontinued and replaced with alternative interventions. Focus assessments through FCAT Explorer will also be utilized to determine the effectiveness of supplemental instruction.

Enrichment

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

Students use SuccessMaker Reading and Math computer programs which can be enrichment activities if they are working beyond their current grade level.
Students are encouraged to select and read from teacher reading centers.
Students are encouraged to utilize classroom student center computers to do research and assist teachers in providing stimulating enrichment for curriculum topics.
Students are encouraged to use technology to create presentations and complete research.

Describe how students are identified for enrichment strategies.

Students who are performing at or above grade level performance for specific classes will be encouraged to utilize the classroom and media center resources to continue and enrich their education experiences.
Students who are identified as "Gifted" by the county's ESE program guidelines will be encouraged to participate in our Gifted Studies program.

Professional Learning Communities

NCLB Public School Choice

Note: For Title I schools only

• Notification of (School in Need of Improvement) SINI Status
  Show Attached Notification of (School in Need of Improvement) SINI Status (Uploaded on 9/4/2009 10:56:03 AM)
  
  
• Public School Choice with Transportation (CWT) Notification
  Show Attached Public School Choice with Transportation (CWT) Notification (Uploaded on 9/4/2009 10:59:05 AM)
  
  
• Notification of (School in Need of Improvement) SINI Status
  Show Attached Supplemental Educational Services (SES) Notification (Uploaded on 9/4/2009 10:59:29 AM)
  
  

Pre-School Transition

Postsecondary Transition

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

Pine Forest High School implemented the following strategies as a result of the 2007 High School Feedback Report (the data listed below the strategies):

Pine Forest High School targets seniors who are predicted to have difficulty with the college entrance placement test in Mathematics by placing them in a "Math for College Readiness" class.

Pine Forest will also utilized community school classes and Ed Options for grade recovery and college preparedness.

1. Number of 2007 high school graduates with standard diploma or GED: 241

2. Percent of 207 graduates who scored at level 3 or better on the 10th grade FCAT in:

Math 68%
Reading 38%
Both Math/Reading 35%

3. Percent of 2007 graduates who completed a college prep curriculum: 33%

4. Percent of 2007 graduates enrolled in Algebra I or equivalent in a FL public school prior to 9th grade: 27%

5. Percent of 2007 graduates who complete at least one level 3 high school math course: 30%

6. Percent of 2007 graduates who complete at least one dual enrollment math course: 7%

7. Percent of 2007 graduates who completed at least one level 3 high school science course: 54%

8. Percent of 2007 graduates who completed at least one dual enrollment science: 2%

9. Percent of students who took PSAT or PLAN two years prior to graduation year:

PSAT NA
PLAN 78%

10. Percent of 2007 graduates who took SAT or ACT:

SAT 10%
ACT 42%

11. Percent of 2007 graduates who took the SAT/ACT/CPT and scored at or above college-level cut scores:

Math (SAT) 70%
Verbal (SAT) 74%
Math (ACT) 53%
Reading (ACT) 68%
English (ACT) 68%
Math (CPT) 44%
Reading (CPT) 54%
Writing (CPT) 65%

12. Percent of 2007 graduates who were eligible for the maximum Bright Future award:

FL Academic Scholars 3%
FL Medallion Scholars 20%
FL Gold Seal Vocational NA

13. Percent of 2007 graduates who completed at least on AP, IB, AICE, or Dual Enrollment course: 52%

14. Percent of 2007 graduates enrolled in a Florida public postsecondary institution in Fall 2007: 45%

15. Percent of 2007 graduates found enrolled in Independent Colleges and Universities of Florida (ICUF) in Fall 2007: .414%

16. Percent of 2007 graduates found enrolled in an out-of state public or private institution in Fall 2007: 5%

17. Percent of 2007 graduates:

at a community college in Florida during Fall 2007 32%
at a state university in Florida during Fall 2007 12%
at a technical education center in Florida during Fall 2007 .41%

18. Percent of 2007 graduates enrolled in college credit courses in Fall 2007 at a FL public postsecondary institution earning a GPA 2.0: 62%

19. Percent of graduates enrolled in college credit courses at Independent Colleges and Universities of Florida (ICUF) earning a GPA above 2.0: NA

20. Of graduates enrolled in Math course in Florida in Fall, the percent who successfully completed the course:

Remedial Math (non-college credit) 45%
Intermediate Algebra (for elective credit only) 75%
Entry-level Math (for math credit) 65%
Advance Math 55%

21. Of the graduates enrolled in an English course in Florida in Fall, the percent who successfully completed the course:

Remedial Reading or Writing: 78%
Freshmen Comp I or II 67%
Other College-level English 84%

PART II: EXPECTED IMPROVEMENTS

Other Goals

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description of Resources	Funding Source	Available Amount
Reading	Read 180 and Plugged Into Reading	District	$65,000.00
Mathematics	Intensive Math	District	$200.00
Science	Lab supplies and materials	Title I	$1,000.00
Parental Involvement	Reading materials and supplies to assist parents at home	Title I	$500.00
Employee Wellness	None	None	$0.00
Total: $66,700.00
Technology
Goal	Description of Resources	Funding Source	Available Amount
Writing	4 Box lights	2 mill	$1,500.00
Writing	4 Laptop	2 mill	$2,000.00
Writing	4 Document Cameras	2 mill	$1,400.00
Employee Wellness	None	None	$0.00
Discipline	In School Suspension Credit Recovery Program	Title I	$0.00
Total: $4,900.00
Professional Development
Goal	Description of Resources	Funding Source	Available Amount
Employee Wellness	Literature from areas fitness centers	None	$0.00
Total: $0.00
Other
Goal	Description of Resources	Funding Source	Available Amount
Parental Involvement	Refreshments and other resources	Title I	$1,500.00
Employee Wellness	Refreshments for interest meeting	General Fund	$100.00
Student Wellness	Awards and recognition materials	Clubs and organizations	$100.00
Discipline	In School Suspension Teacher	Title I	$40,000.00
Discipline	Intervention Guidance Counselor	Title I	$50,026.00
Total: $91,726.00
Final Total: $163,326.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Show Attached school’s Differentiated Accountability Checklist of Compliance (Uploaded on 9/4/2009 2:55:54 PM)

School Advisory Council

School Advisory Council (SAC) Membership Compliance

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

Yes. Agree with the above statement.

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

The Pine Forest High School School Advisory Council will participate in the following activities:

- Review the School Improvement Plan
- Review goals and objectives of Pine Forest High School
- Monitor the school's progress through the 2009-2010 school year
- Develop and approve a budget for the 2009-2010
- Act on recommendations brought before the committee
- Address school-related strengths and weaknesses
- Promote Pine Forest High School within the community and beyond.

SAC Members

AYP DATA

SCHOOL GRADE DATA