FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2010 – 2011 SCHOOL IMPROVEMENT PLAN

School Name: KATHLEEN MIDDLE SCHOOL

District Name: Polk

Principal:

SAC Chair:

Superintendent:

Date of School Board Approval:

Last Modified on:

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

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

PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA

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

School Grades Trend Data
(Use this data to complete Sections 1-4 of the reading and mathematics goals and Section 1 of the writing and science goals.)

Adequate Yearly Progress (AYP) Trend Data
(Use this data to complete Section 5 of the reading and mathematics goals and Section 3 of the writing goals.)

Florida Comprehensive Assessment Test (FCAT) Trend Data
(Use this data to inform the problem solving process when writing goals.)

HIGHLY QUALIFIED ADMINISTRATORS

List your school’s highly qualified administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).

Position	Name	Degree(s)/ Certification(s)	# of Years at Current School	# of Years as an Administrator	Prior Performance Record (include prior School Grades, FCAT (High Standards, Learning Gains, Lowest 25%), and AYP information along with the associated school year)
No data submitted

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

List your school’s highly qualified instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.

Subject Area	Name	Degree(s)/ Certification(s)	# of Years at Current School	# of Years as an Instructional Coach	Prior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year)
No data submitted

HIGHLY QUALIFIED TEACHERS

Describe the school-based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.

Description of Strategy	Person Responsible	Projected Completion Date	Not Applicable (If not, please explain why)
No data submitted

Non-Highly Qualified Instructors

List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified.

Name	Certification	Teaching Assignment	Professional Development/Support to Become Highly Qualified
No data submitted

Staff Demographics

Please complete the following demographic information about the instructional staff in the school who are teaching at least one academic course.

*When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)).

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 Teachers	% Reading Endorsed Teachers	% National Board Certified Teachers	% ESOL Endorsed Teachers
0	(0)	(0)	(0)	(0)	(0)	(0)	(0)	(0)	(0)

Teacher Mentoring Program

Please describe the school’s teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring activities.

Mentor Name	Mentee Assigned	Rationale for Pairing	Planned Mentoring Activities
No data submitted

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.

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.

Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate RtI efforts?

Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem-solving process is used in developing and implementing the SIP?

RtI Implementation

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.

Describe the plan to train staff on RtI.

Literacy Leadership Team (LLT)

School-Based Literacy Leadership Team

Identify the school-based Literacy Leadership Team (LLT).

Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).

What will be the major initiatives of the LLT this year?

NCLB Public School Choice

Notification of (School in Need of Improvement) SINI Status
No Attached a copy of the Notification of SINI Status to Parents
Public School Choice with Transportation (CWT) Notification
No Attached a copy of the CWT Notification to Parents
Notification of (School in Need of Improvement) SINI Status
No Attached a copy of the SES Notification to Parents

*Elementary Title I Schools Only: Pre-School Transition

Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable.

*Grades 6-12 Only

Sec. 1003.413(b) F.S.

For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.

*High Schools Only

Note: Required for High School - Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.

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

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?

Postsecondary Transition

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

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the School Feedback Report

PART II: EXPECTED IMPROVEMENTS

Reading Goals

* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
1. Students achieving proficiency (FCAT Level 3) in reading Reading Goal #1:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
2. Students achieving above proficiency (FCAT Levels 4 and 5) in reading Reading Goal #2:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
3. Percentage of students making Learning Gains in reading Reading Goal #3:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
4. Percentage of students in Lowest 25% making learning gains in reading Reading Goal #4:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the applicable subgroup(s):
5A. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5A:
Reading Goal #5A: Ethnicity (White, Black, Hispanic, Asian, American Indian)
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following subgroup:
5B. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5B:
Reading Goal #5B: English Language Learners (ELL)
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following subgroup:
5C. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5C:
Reading Goal #5C: Students with Disabilities (SWD)
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following subgroup:
5D. Student subgroups not making Adequate Yearly Progress (AYP) in reading Reading Goal #5D:
Writing Goal #5D: Economically Disadvantaged
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC,subject, grade level, or school-wide)	Target Dates and Schedules(e.g. , Early Release) and Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for Monitoring
No Data Submitted

Reading Budget:

Evidence-based Program(s)/Material(s)
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Technology
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Professional Development
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Other
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Grand Total: $0.00

End of Reading Goals

Mathematics Goals

* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
1. Students achieving proficiency (FCAT Level 3) in mathematics Mathematics Goal #1:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
2. Students achieving above proficiency (FCAT Levels 4 and 5) in mathematics Mathematics Goal #2:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
3. Percentage of students making Learning Gains in mathematics Mathematics Goal #3:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
4. Percentage of students in Lowest 25% making learning gains in mathematics Mathematics Goal #4:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the applicable subgroup(s):
5A. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5A:
Mathematics Goal #5A: Ethnicity (White, Black, Hispanic, Asian, American Indian)
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following subgroup:
5B. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5B:
Mathematics Goal #5B: English Language Learners (ELL)
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following subgroup:
5C. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5C:
Mathematics Goal #5C: Students with Disabilities (SWD)
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following subgroup:
5D. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics Mathematics Goal #5D:
Writing Goal #5D: Economically Disadvantaged
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC,subject, grade level, or school-wide)	Target Dates and Schedules(e.g. , Early Release) and Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for Monitoring
No Data Submitted

Mathematics Budget:

Evidence-based Program(s)/Material(s)
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Technology
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Professional Development
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Other
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Grand Total: $0.00

End of Mathematics Goals

Science Goals

* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
1. Students achieving proficiency (FCAT Level 3) in science Science Goal #1:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
2. Students achieving above proficiency (FCAT Levels 4 and 5) in science Science Goal #2:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC,subject, grade level, or school-wide)	Target Dates and Schedules(e.g. , Early Release) and Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for Monitoring
No Data Submitted

Science Budget:

Evidence-based Program(s)/Material(s)
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Technology
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Professional Development
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Other
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Grand Total: $0.00

End of Science Goals

Writing Goals

* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
1. Students achieving Adequate Yearly Progress (FCAT Level 3.0 and higher) in writing Writing Goal #1:
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
2. Student subgroups not making Adequate Yearly Progress (AYP) in writing Writing Goal #2A:
Writing Goal #2A: Ethnicity (White, Black, Hispanic, Asian, American Indian)
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
2. Student subgroups not making Adequate Yearly Progress (AYP) in writing Writing Goal #2B:
Writing Goal #2B: English Language Learners (ELL)
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
2. Student subgroups not making Adequate Yearly Progress (AYP) in writing Writing Goal #2C:
Writing Goal #2C: Students with Disabilities (SWD)
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Based on the analysis of student achievement data, and reference to “Guiding Questions”, identify and define areas in need of improvement for the following group:
2. Student subgroups not making Adequate Yearly Progress (AYP) in writing Writing Goal #2D:
Writing Goal #2D: Economically Disadvantaged
2010 Current Level of Performance:*	2011 Expected Level of Performance:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC,subject, grade level, or school-wide)	Target Dates and Schedules(e.g. , Early Release) and Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for Monitoring
No Data Submitted

Writing Budget:

Evidence-based Program(s)/Material(s)
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Technology
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Professional Development
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Other
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Grand Total: $0.00

End of Writing Goals

Attendance Goal(s)

* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

Based on the analysis of attendance data, and reference to “Guiding Questions”, identify and define areas in need of improvement:
1. Attendance Attendance Goal #1:
2010 Current Attendance Rate:*	2011 Expected Attendance Rate:*

2010 Current Number of Students with Excessive Absences (10 or more)	2011 Expected Number of Students with Excessive Absences (10 or more)

2010 Current Number of Students with Excessive Tardies (10 or more)	2011 Expected Number of Students with Excessive Tardies (10 or more)

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC,subject, grade level, or school-wide)	Target Dates and Schedules(e.g. , Early Release) and Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for Monitoring
No Data Submitted

Attendance Budget:

Evidence-based Program(s)/Material(s)
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Technology
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Professional Development
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Other
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Grand Total: $0.00

End of Attendance Goal(s)

Suspension Goal(s)

* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

Based on the analysis of suspension data, and reference to “Guiding Questions”, identify and define areas in need of improvement:
1. Suspension Suspension Goal #1:
2010 Total Number of In –School Suspensions	2011 Expected Number of In- School Suspensions

2010 Total Number of Students Suspended In School	2011 Expected Number of Students Suspended In School

2010 Number of Out-of-School Suspensions	2011 Expected Number of Out-of-School Suspensions

2010 Total Number of Students Suspended Out of School	2011 Expected Number of Students Suspended Out of School

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC,subject, grade level, or school-wide)	Target Dates and Schedules(e.g. , Early Release) and Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for Monitoring
No Data Submitted

Suspension Budget:

Evidence-based Program(s)/Material(s)
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Technology
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Professional Development
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Other
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Grand Total: $0.00

End of Suspension Goal(s)

Dropout Prevention Goal(s)

Note: Required for High School - F.S., Sec. 1003.53

* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

Based on the analysis of parent involvement data, and reference to “Guiding Questions”, identify and define areas in need of improvement:
1. Dropout Prevention Dropout Prevention Goal #1: *Please refer to the percentage of students who dropped out during the 2009-2010 school year.
2010 Current Dropout Rate:*	2011 Expected Dropout Rate:*

2010 Current Graduation Rate:*	2011 Expected Graduation Rate:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC,subject, grade level, or school-wide)	Target Dates and Schedules(e.g. , Early Release) and Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for Monitoring
No Data Submitted

Dropout Prevention Budget:

Evidence-based Program(s)/Material(s)
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Technology
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Professional Development
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Other
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Grand Total: $0.00

End of Dropout Prevention Goal(s)

Parent Involvement Goal(s)

Online Parent Involvement Policy (PIP) PDF doc

* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

Based on the analysis of parent involvement data, and reference to “Guiding Questions”, identify and define areas in need of improvement:
1. Parent Involvement Parent Involvement Goal #1: *Please refer to the percentage of parents who participated in school activities, duplicated or unduplicated.
2010 Current Level of Parent Involvement:*	2011 Expected Level of Parent Involvement:*

Problem-Solving Process to Increase Student Achievement

Anticipated Barrier	Strategy	Person or Position Responsible for Monitoring	Process Used to Determine Effectiveness of Strategy	Evaluation Tool
No Data Submitted

Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity

Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC,subject, grade level, or school-wide)	Target Dates and Schedules(e.g. , Early Release) and Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for Monitoring
No Data Submitted

Parent Involvement Budget:

Evidence-based Program(s)/Material(s)
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Technology
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Professional Development
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Other
Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	$0.00
Subtotal: $0.00
Grand Total: $0.00

End of Parent Involvement Goal(s)

Additional Goal(s)

No Additional Goal was submitted for this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	No Data	$0.00
Subtotal: $0.00
Technology
Goal	Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	No Data	$0.00
Subtotal: $0.00
Professional Development
Goal	Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	No Data	$0.00
Subtotal: $0.00
Other
Goal	Strategy	Description of Resources	Funding Source	Available Amount
No Data	No Data	No Data	No Data	$0.00
Subtotal: $0.00
Grand Total: $0.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

No Attached School’s Differentiated Accountability Checklist of Compliance

School Advisory Council

School Advisory Council (SAC) Membership Compliance

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

No. Disagree with the above statement.

Measures Being Taken to Comply with SAC Requirement

Projected use of SAC Funds	Amount
No data submitted

Describe the activities of the School Advisory Council for the upcoming year

AYP DATA

No Data Found
No Data Found
No Data Found

SCHOOL GRADE DATA

Polk School District KATHLEEN MIDDLE SCHOOL 2008-2009
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	63%	48%	93%	33%	237	Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains	66%	57%			123	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?	71% (YES)	64% (YES)			135	Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
FCAT Points Earned					495
Percent Tested = 100%						Percent of eligible students tested
School Grade*					B	Grade based on total points, adequate progress, and % of students tested

Polk School District KATHLEEN MIDDLE SCHOOL 2007-2008
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	56%	51%	94%	27%	228	Writing and Science: Takes into account the % scoring 4.0 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	64%	67%			131	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?	69% (YES)	73% (YES)			142	Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
FCAT Points Earned					501
Percent Tested = 100%						Percent of eligible students tested
School Grade*					B	Grade based on total points, adequate progress, and % of students tested

Polk School District KATHLEEN MIDDLE SCHOOL 2006-2007
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT Level 3 and Above)	50%	46%	84%	35%	215	Writing and Science: Takes into account the % scoring 4.0 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	58%	62%			120	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?	64% (YES)	68% (YES)			132	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.
FCAT Points Earned					467
Percent Tested = 99%						Percent of eligible students tested
School Grade*					C	Grade based on total points, adequate progress, and % of students tested

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM2010 – 2011 SCHOOL IMPROVEMENT PLAN

PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Title I, Part A

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other

Response to Instruction/Intervention (RtI)

Literacy Leadership Team (LLT)

NCLB Public School Choice

*Elementary Title I Schools Only: Pre-School Transition

*Grades 6-12 Only

*High Schools Only

Postsecondary Transition

PART II: EXPECTED IMPROVEMENTS

Reading Goals

Mathematics Goals

Science Goals

Writing Goals

Attendance Goal(s)

Suspension Goal(s)

Dropout Prevention Goal(s)

Parent Involvement Goal(s)

Additional Goal(s)

FINAL BUDGET

Differentiated Accountability

School Advisory Council

School Advisory Council (SAC) Membership Compliance

Measures Being Taken to Comply with SAC Requirement

Describe the activities of the School Advisory Council for the upcoming year

AYP DATA

SCHOOL GRADE DATA

FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
2010 – 2011 SCHOOL IMPROVEMENT PLAN