2009 – 2010
SCHOOL IMPROVEMENT PLAN
School Name: Leon High School
District Name: Leon County
Principal: Rocky Hanna
SAC Chair: Sylvia Crews and Gary Kenney
Superintendent: Jackie Pons
Date of School Board Approval: September 1, 2009
VISION and MISSION STATEMENTS
Leon High School
Mission Statement
It is our goal that all students leave Leon High School prepared to the best
of their ability to be lifelong learners and productive citizens in an
ever-changing world and global society.
Beliefs
1. Student learning is the chief priority for the school, and students’ learning needs
should be the primary focus of all decisions.
2. All students can learn when a variety of instructional and assessment approaches are
provided to support their learning.
3. Each student is a valued individual with unique physical, social, emotional and
intellectual needs.
4. Students learn best when they are actively engaged in producing quality work, in
solving problems, and in making appropriate life decisions within a supportive and
challenging learning environment.
5. Students learn best when they have appropriate opportunities for success and when
appropriate resources are provided to support those opportunities.
6. A safe and physically comfortable environment promotes student learning.
7. A student’s self-esteem is enhanced by positive relationships and mutual respect
among themselves and between students and staff.
8. The commitment to continuous improvement is imperative in order to enable students
to become confident, self-directed learners.
9. Resources should support bringing cutting-edge technology into every classroom.
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10. In the classroom and school wide, all stakeholders share the responsibility of
fostering sound work ethics which students will take through school and into the
workplace.
11. Administration, faculty, staff, parents, students, and the community share the
responsibility for advancing the school’s mission.
12. Students benefit from the recruitment of dynamic teachers who are committed to
professional growth, innovation and student success.
Mission Motto: Preparing lifelong learners and productive citizens.
PART I: CURRENT SCHOOL STATUS
SCHOOL PROFILE/DEMOGRAPHICS
Brief History and Background of the School
In 1871, six years after the War Between the States, twenty-six years after Florida became a
state, Leon High was founded. It was five years later when a two story building was erected
on the present day site of the Hobbs Federal Building along Tennessee Street. This facility was
used until a new building was erected in 1911. That structure was located on the current site of the Leon County
Public Library along Park Avenue. Growth dictated another new facility in 1936. There was much criticism about
the three-story structure that houses Leon today. Many people thought it so large that it would never be more
than half-full. This third structure, which is still our home today, weathered the criticism and has served
the community well. Leon is Florida’s oldest continually accredited high school. We want every Leon student to
feel part of our legacy and tradition. Once you have walked these hallowed halls, you are part of its history. Our
pride is based on a tradition of excellence.
Unique School Strengths for Next Year
Wonderful history and rich tradition. High morale of both faculty and students. High academic standards with an
experienced faculty and staff.
Unique School Weaknesses for Next Year
Larger class sizes due to cuts in all academic and athletic budgets. In addition we will not receive any money
this year for instructional materials and supplies to purchase textbooks and other items needed to support
academic programs.
Student Demographics
Leon High School serves just over 1,800 students 9-12. Of those 1,800 students, 64% are white, 27% are black
and the remaining 9% are Asian, Hispanic and Multi-racial. Approximately 21% of our students are
economically disadvantaged.
Student Attendance Rates
Leon High School has an average attendance rate of 91.9% which is right at the district average.
Student Mobility
The mobility rate for our students has ranged between 6-8% over the last 6 years.
Student Suspension Rates
In 2007-2008 a total of 193 students (10.7%) were suspended from Leon High School. Of those, 116 were black
and 69 were white while 106 were male and 87 were female.
Student Retention Rates
The retention rate for our school has ranged from 7.4-14.8% over the last 6 years. Last year 177 students
(9.8%) were retained.
Class Size
Over the last 6 years, our average class size has ranged between 22-24 as a school average in core subject
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areas.
Academic Performance of Feeder Pattern
Because of our location, Leon High School is fed by more middle schools than any other high school in our
district. The two largest middle school feeders (Raa and Cobb) were both recognized as ―A‖ schools this past
year.
Partnerships and Grants
Given Leon’s long history in Tallahassee and Leon County we have established a long list of local partners that
are willing to assist us in many different areas including academic consulting and capital outlay projects. Two
years ago we received a $20,000 grant from Workforce Plus to help support a career construction academy.
STUDENT ACHIEVEMENT DATA
Note: The following links will open in a separate browser window. Longitudinal data will be displayed
in the print view of the SIP.
School Grades Trend Data
Adequate Yearly Progress (AYP) Trend Data
Florida Comprehensive Assessment Test (FCAT) Trend Data
HIGHLY QUALIFIED ADMINISTRATORS
Position Name Degree(s)/ Number of Number of Prior Performance Record
Certification(s) Years at Years as (include prior School Grades,
Current an FCAT, and AYP information
School Administrat along with the associated
or school year)
Principal Rocky Hanna Masters 12 yrs 12 yrs Principal Leon H.S. 2008-09
Degree Grade: C, Reading Mastery
Cert-School 60%, Math Mastery 83%,
Principal Science Mastery 56%, Writing
Mastery 84%, Bottom 25% in
Reading 44%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
Principal Leon H.S. 2007-08
Grade: A, Reading Mastery
63%, Math Mastery 84%,
Science Mastery 56%, Writing
Mastery 89%, Bottom 25% in
Reading 46%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
Principal Leon H.S. 2006-07
Grade: B, Reading Mastery
58%, Math Mastery 82%,
Science Mastery 63%, Writing
Mastery 87%, Bottom 25% in
Reading 37%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
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Principal Leon H.S. 2005-06
Grade: A, Reading Mastery
59%, Math Mastery 83%,
Writing Mastery 93%, Bottom
25% in Reading 52%, AYP
Black did not make AYP in
Reading & Math, Econ. Dis. Did
not make AYP in Reading,
Math, & Writing.
Assistant Billy Epting Masters 4 yrs 17 yrs AP Leon H.S. 2008-09
Principal Degree Grade: C, Reading Mastery
Cert-School 60%, Math Mastery 83%,
Principal Science Mastery 56%, Writing
Mastery 84%, Bottom 25% in
Reading 44%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
AP Leon H.S. 2007-08
Grade: A, Reading Mastery
63%, Math Mastery 84%,
Science Mastery 56%, Writing
Mastery 89%, Bottom 25% in
Reading 46%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
AP H.S. 2006-07
Grade: B, Reading Mastery
58%, Math Mastery 82%,
Science Mastery 63%, Writing
Mastery 87%, Bottom 25% in
Reading 37%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
AP Leon H.S. 2005-06
Grade: A, Reading Mastery
59%, Math Mastery 83%,
Writing Mastery 93%, Bottom
25% in Reading 52%, AYP
Black did not make AYP in
Reading & Math, Econ. Dis. Did
not make AYP in Reading,
Math, & Writing.
Assistant Geni Everett Masters 3 yrs 19 yrs AP Leon H.S. 2008-09
Principal Degree Grade: C, Reading Mastery
Cert-School 60%, Math Mastery 83%,
Principal Science Mastery 56%, Writing
Mastery 84%, Bottom 25% in
Reading 44%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
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AYP in Reading, Math, &
Writing.
AP Leon H.S. 2007-08
Grade: A, Reading Mastery
63%, Math Mastery 84%,
Science Mastery 56%, Writing
Mastery 89%, Bottom 25% in
Reading 46%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
AP H.S. 2006-07
Grade: B, Reading Mastery
58%, Math Mastery 82%,
Science Mastery 63%, Writing
Mastery 87%, Bottom 25% in
Reading 37%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
Assistant Ricky Masters 1 yr 6 yrs AP Leon H.S. 2008-09
Principal Ardley Degree Grade: C, Reading Mastery
Cert-School 60%, Math Mastery 83%,
Principal Science Mastery 56%, Writing
Mastery 84%, Bottom 25% in
Reading 44%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
AP Leon H.S. 2007-08
Grade: A, Reading Mastery
63%, Math Mastery 84%,
Science Mastery 56%, Writing
Mastery 89%, Bottom 25% in
Reading 46%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
AP H.S. 2006-07
Grade: B, Reading Mastery
58%, Math Mastery 82%,
Science Mastery 63%, Writing
Mastery 87%, Bottom 25% in
Reading 37%, AYP Black did
not make AYP in Reading &
Math, Econ. Dis. Did not make
AYP in Reading, Math, &
Writing.
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HIGHLY QUALIFIED INSTRUCTIONAL COACHES
Subject Area Name Degree(s)/ Number of Number of Prior Performance Record
Certification(s) Years at Years as a (including prior School
Current Coach Grades, FCAT, and AYP
School information along with the
associated school year)
Reading Debi Rice Specialist 6 yrs 4 yrs Reading Coach Leon H.S.
Degree 2008-09
Cert-English, Grade: C, Reading Mastery
School 60%, Math Mastery 83%,
Principal, Science Mastery 56%,
Gifted, Soc. Writing Mastery 84%, Bottom
Science, 25% in Reading 44%, AYP
Reading, ESE Black did not make AYP in
Reading & Math, Econ. Dis.
Did not make AYP in
Reading, Math, & Writing.
Reading Coach Leon H.S.
2007-08
Grade: A, Reading Mastery
63%, Math Mastery 84%,
Science Mastery 56%,
Writing Mastery 89%, Bottom
25% in Reading 46%, AYP
Black did not make AYP in
Reading & Math, Econ. Dis.
Did not make AYP in
Reading, Math, & Writing.
Reading Coach Leon H.S.
2006-07
Grade: B, Reading Mastery
58%, Math Mastery 82%,
Science Mastery 63%,
Writing Mastery 87%, Bottom
25% in Reading 37%, AYP
Black did not make AYP in
Reading & Math, Econ. Dis.
Did not make AYP in
Reading, Math, & Writing.
Reading Coach Leon H.S.
2005-06
Grade: A, Reading Mastery
59%, Math Mastery 83%,
Writing Mastery 93%, Bottom
25% in Reading 52%, AYP
Black did not make AYP in
Reading & Math, Econ. Dis.
Did not make AYP in
Reading, Math, & Writing.
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HIGHLY QUALIFIED TEACHERS
Description of Strategy Person Responsible Projected Not Applicable (If
Completion Date not, please explain
why)
1. Regular meetings of new teachers Principal On-going
with school administration
2. Partnering new teachers with veteran Assistant Principal On-going
teachers
3. Participation in District teacher Principal May 2010
recruitment day
Non-Highly Qualified Instructors
Name Certification Teaching Professional Development/Support to
Assignment Become Highly Qualified
Staff Demographics
Please complete the following demographic information about the instructional staff in the school who
are teaching at least one academic course:
Total % of % of % of % of % of % Highly % % % ESOL
Number of First- Teachers Teachers Teachers Teachers Qualified Reading National Endorsed
Instructional Year with 1-5 with 6-14 with 15+ with Endorsed Board
Staff Teachers Years of Years of Years of Advanced Teachers Certified
Experience Experience Experience Degrees Teachers
106 2% 20% 19% 59% 53% 100% 9% 12% 28%
Teacher Mentoring Program
Mentor Name Mentee Assigned Rationale for Pairing Planned Mentoring
Activities
Sylvia Crews Haley Herritt The following criteria The school-based
was used during the mentor is responsible
selection process to for coordinating and
ensure matching the encouraging the BT’s
most appropriate and completion of program
qualified mentor with requirements by
each Beginning providing the following
Teacher (BT). services:
Professional Set up and maintain
Services Contract. a documentation
Clinical Educator folder for the BT.
training. Maintain a Mentor’s
Experience in Log to document
supervising interns. services provided.
Documented Ascertain needs of
excellence in the BT.
classroom Coordinate the
teaching.* activities of the
Demonstrated School Support
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leadership skills. Team in progress
Demonstrated monitoring and
planning, assessing the BT’s
organizational and mastery of the
time management Florida Educator
skills. Accomplished
Willingness to Practices.
participate in training Prepare BT for the
administrator’s
evaluations.
Conduct Teacher
Assessment-Part A
(Classroom
Observations).
Conduct Teacher
Assessment—Part
B (Face-to-Face
Conference).
Monitor BT’s
completion of the
online courses and
provide assistance
when requested.
Design and
coordinate On-Site
Training sessions
for BT, based on
his/her needs and
program
requirements.
Be actively
engaged in BT’s
daily learning
experiences.
Be available in
person and by
email to answer
questions and offer
guidance on issues
related to academic
content, classroom
management, and
school
culture/expectations
.
Periodically BT’s
progress in
maintaining
required
documentation.
Page 8
Help BT develop a
network of
additional
resources and
support—including
other beginning
teachers when
possible.
Coordinate the
School Support
Team’s verification
of program
completion.
Submit required
documents to the
Staff Development
Department.
Sylvia Crews Riley Bell The following criteria The school-based
was used during the mentor is responsible
selection process to for coordinating and
ensure matching the encouraging the BT’s
most appropriate and completion of program
qualified mentor with requirements by
each BT. providing the following
services:
Professional
Services Contract. Set up and maintain
Clinical Educator a documentation
training. folder for the BT.
Experience in Maintain a Mentor’s
supervising interns. Log to document
Documented services provided.
excellence in Ascertain needs of
classroom the BT.
teaching.* Coordinate the
Demonstrated activities of the
leadership skills. School Support
Demonstrated Team in progress
planning, monitoring and
organizational and assessing the BT’s
time management mastery of the
skills. Florida Educator
Willingness to Accomplished
participate in training Practices.
Prepare BT for the
administrator’s
evaluations.
Conduct Teacher
Assessment-Part A
Page 9
(Classroom
Observations).
Conduct Teacher
Assessment—Part
B (Face-to-Face
Conference).
Monitor BT’s
completion of the
online courses and
provide assistance
when requested.
Design and
coordinate On-Site
Training sessions
for BT, based on
his/her needs and
program
requirements.
Be actively
engaged in BT’s
daily learning
experiences.
Be available in
person and by
email to answer
questions and offer
guidance on issues
related to academic
content, classroom
management, and
school
culture/expectations
.
Periodically BT’s
progress in
maintaining
required
documentation.
Help BT develop a
network of
additional
resources and
support—including
other beginning
teachers when
possible.
Coordinate the
School Support
Team’s verification
of program
Page 10
completion.
Submit required
documents to the
Staff Development
Department.
ADDITIONAL REQUIREMENTS
Response to Instruction/Intervention (RtI)
School-based RtI Team
Identify the school-based RtI Leadership Team.
Principal: Provides vision, ensures the school-based team is implementing RTI, ensures implementation of
intervention support, ensures adequate professional development is provided to support RTI and communicates
with outside stakeholders regarding school-based RTI.
General Education Teachers: one representative from each grade level provides information about core
instruction, participates in student data collection, delivers Tier 1 instruction/intervention, and collaborates with
other staff to implement interventions, and integrates Tier 1 materials/instruction with Tier 2/3 activities
ESE Teachers: Provides information about intervention instruction, participates in data collection, collaborates
with general education teachers.
Reading Coach: Participate in data collection and evaluation of data, collaborates with district personnel to
identify appropriate, evidenced-based intervention strategies and assists with design and delivery of
professional development and with technical assistance to teachers relative to implementation of effective
reading and writing strategies, supports the implementation of Tier1, Tier 2, and Tier 3 intervention plans.
School Psychologist: Participates in data collection, interpretation and analysis of data; facilitates
implementation of intervention plans. Provides technical assistance and professional development for problem-
solving activities as needed.
Program Specialist: Participates in collection, interpretation, and analysis of data; facilitates implementation of
intervention plans. Provides technical assistance and professional development for problem-solving activities as
needed.
Describe how the school-based RtI Leadership Team functions (e.g. meeting processes and roles/functions).
The school RTI Leadership team focuses on developing and maintaining a problem-solving system to ensure
optimal students achievement for all students.
The team meets bi-weekly. Examples of activities during bi-weekly meetings include reviewing students data
(screening, progress monitoring). The review of data will facilitate identification of students who are at moderate
or high risk for not achieving benchmarks/standards. Based on evaluation of data and identification of students
needs, the team will identify strategies for the student and identify professional development and resources
needed for teachers.
Describe the role of the school-based RtI Leadership Team in the development and implementation of the
school improvement plan.
Members of the RIT Leadership Team met with the School Advisory Council (SAC) and principal to help develop
the SIP. The team also collaborated with the SAC to obtain input from the council. The team provided data,
helped set goals and expectations, and suggested strategies that would ensure attainment of instructional goals.
RtI Implementation
Describe the data management system used to summarize tiered data.
Baseline data is obtained through FAIR assessment and previous test information. The data is made available
through use of Progress Monitoring and Reporting Network (PMRM). Progress Monitoring is obtained through
the administration of FAIR and curriculum based measurements.
Midyear data is obtained through FAIR assessments and other FCAT simulation assessments.
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End of the year data is obtained through FAIR assessments and FCAT.
Describe the plan to train staff on RtI.
Professional development will be provided during teachers’ common planning time, during lunch periods, after
school, and small sessions will occur throughout the year.
The RTI team will continue to evaluate additional staff PD needs during the bi-weekly RTI Leadership meetings.
School Wide Florida’s Continuous Improvement Model
PLAN
Data Disaggregation 2008-2009 FCAT Data
What strengths and weaknesses were identified in the 2009 data by grade level, subject area, and
clusters/strands?
Strengths: Across all grade levels, students are performing at district and above state averages in all sub-
content areas: Reading, Math, Writing, and Science.
Weaknesses: On Reading FCAT, 9 & 10 grade Reference & Research continue to decrease each year. On
th
Math FCAT 9 graders had a significant decrease in Number Sense, Concepts & Operations. There was a 5%
th
drop in the number of students making proficiency in writing over the previous year. On Science FCAT, 11
graders had a significant decrease in scientific thinking.
Instructional Calendar Development
What is the process for developing, implementing, and monitoring an Instructional Focus Calendar for reading,
writing, mathematics, and science?
The IFC will be updated at the beginning of this school year based upon reviewing the disaggregated data from
FCAT.
Teachers will be responsible for determining the instructional focus of whole group lessons, and small
group/differentiated instruction.
Benchmarks were selected by students’ strengths and weaknesses, which will be measured by progress on
class work assignments, assessments, and data results.
The duration of instruction for each Benchmark will be determined by the amount of time allotted to insure that
students are exposed to all Benchmarks prior to FCAT testing. Teachers will provide instruction on each
Benchmark, allow students an opportunity to practice, assess the students’ knowledge, and then re-teach the
Benchmark as needed.
Administration will implement a continuous cycle of making classroom visitations, reviewing lesson plans,
monitoring student data, and conducting meetings with teachers to ensure that the IFC is being utilized and
implemented effectively. Coaches will be assigned to teachers who are struggling with IFC implementation.
Teachers who are struggling with IFC implementation will be provided additional opportunities to attend
professional development sessions, have a mentor assigned to them, and/or participate in the process of
observing other effective teachers. The subject area department chair and/or coach will provide additional
assistance to the teacher.
Which instructional Benchmarks will be given priority focus, based on need, for each content area (reading,
writing, mathematics, and science)?
Reading: Reference & Research was the least proficient strand and will be given priority focus.
Mathematics: Number Sense was the least proficient strand and will be given priority focus.
Science: Scientific Thinking was the least proficient strand and will be given priority focus.
Writing: Priority will be given to having students create good writing pieces that are focused; organized; contain
supporting ideas that include details, examples, vivid language , and mature word choice; and follow standard
Page 12
English conventions.
What is the process to ensure instruction is based on individual students’ needs, as opposed to the master
schedule?
Student achievement data was evaluated immediately after FCAT data was received. The Master Schedule
was built by utilizing individual FCAT scores for appropriate student placement.
How does the school incorporate applied and integrated courses to help students see the relationships between
subjects and relevance to their future?
Leon HS offers students elective courses in art, business, dance, music, English, social studies, science, PE
and technology. Many of these courses focus on job skills and offer students job experience.
Teachers consistently ask themselves ―why are we learning this‖ to ensure instruction is relevant. Teachers
utilize bell ringers that are based on current learning.
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?
Leon HS offers students elective courses in art, business, dance, music, English, social studies, science, PE
and technology. Many of these courses focus on job skills and offer students job experience.
Every year after FCAT testing, students and parents participate in a course selection fair that exposes them to
the next year’s curriculum and to help them with course selection.
After the course selection fair, students meet one-to-one with a counselor to decide what classes will be taken.
Parent signatures are required and parents are invited to meetings.
DO
Direct the Instructional Focus
How are lesson plans and instructional delivery aligned across grade levels and subject areas?
Grade level and subject area teachers meet several times per month to determine any adjustments needed in
plans and delivery based on student progress monitoring. Differentiated instruction plans and strategies will be
designed and adjusted to meet the needs of students. Cross grade level meetings will take place six times this
year and serve as a forum for teachers to discuss best practices and review resources along with providing
necessary PD.
How are instructional focus lessons developed and delivered?
Student mastery on assessments will determine if the lessons need to be revised or re-taught. The
effectiveness of the lessons will be determined by analysis of data on assessment of skills and benchmarks.
How will instructional focus lessons be revised and monitored?
Focus lesson will be provided by the literacy coach and department members for each subject area based on a
review of previous assessments where students are struggling.
The focus lessons selected by the literacy coach and department members are aligned to the Benchmarks and
standards for each subject area and cover those Benchmarks that are annually assessed on FCAT.
The reading, English, math and science teachers will teach the focus lesson that correlates with their subject
area.
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.
Mini-assessments provided by DOE, core program assessments and teacher constructed benchmark
assessment will be administered. Use of these instruments will be included in lesson plans. Data will be
discussed at meeting.
How are assessments used to identify students reaching mastery and those not reaching mastery?
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Mastery will be set at 75% which is a little higher than the traditional 70% to ensure student proficiency of each
benchmark.
The assessment results will be used to determine the instructional focus of whole group lessons.
Maintenance
How is ongoing assessment and maintenance of Benchmark mastery for each grade level and content area built
into the Instructional Focus Calendar?
Students at or above mastery will have opportunities for enrichment. Enrichment activities include, but are not
limited to: project activities, hands-on-activities and other supplemental lessons that will reinforce the skill and
maintain the desired level of proficiency.
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.
Teachers meet on an on-going basis to review formative and summative assessment data.
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.
School Administrators will meet with teachers during weekly/monthly/quarterly data meetings and one-on-one,
when needed, to discuss assessment results and student progress. Lesson plans, data notebooks, and student
portfolios will be used to provide evidence of instruction, assessment and differentiation designed to meet
student learning needs.
ACT
Supplemental and Intensive Instruction/Interventions
Identify the core, supplemental, and intensive instruction and interventions.
Classes: Intensive Reading, Integrated Sciences I, Algebra I A & IB, AVID, Intensive Math
How are supplemental and intensive instruction/interventions and tutorials structured to re-teach non-mastered
target areas?
Reading: Hampton Edge, My Reading Coach, Lexia, Guided Reading, and SIM Strategies
How does the school identify staff’s professional development needs to improve their instructional strategies?
Administrator observations, classroom walk-through data, teacher surveys and student
performance/data/analysis will be used to determine professional development needs.
Which students will be targeted for supplemental and intensive instruction/interventions?
Students who show consistent academic difficulty, as determined by assessment results and class work
assignments, will be targeted and referred to RTI Leadership Team.
How will the effectiveness of the interventions be measured throughout the year?
Progress monitoring data will be used to determine the effectiveness of interventions. Non-academic cause,
such as attendance and behavior will be analyzed to determine if these could be contributing factors to a
student’s lack of progress.
Enrichment
Describe alternative instructional delivery methods to support acceleration and enrichment activities.
Students who exceed mastery levels participate in the school’s gifted, advanced placement and dual enrollment
programs.
Describe how students are identified for enrichment strategies.
FCAT results, in addition to student progress in a specific course, as well as assessment results that
Page 14
demonstrate consistent proficiency/mastery are used to determine placement in higher level courses and
academic programs. Teacher/parent recommendation is also taken into consideration.
Professional Learning Communities
Describe the school’s use of Professional Learning Communities as a vehicle for maintaining and
improving the instructional focus. Include the following:
PLC Organization PLC Leader Frequency of PLC Schedule (when) Primary Focus of
(grade level, subject, Meetings PLC (include
etc.) Lesson Study and
Data Analysis)
th th th th
9 , 10 , 11 , 12 Reading Coach Bi-weekly or as Every other Analyze the
grade reading needed Tuesday during effectiveness of
th
teachers, reading 7 period the reading
coach program, PD
specific to
teaching intensive
reading
th th
9 & 10 CAST Reading Coach, September, October, One full day Analyze the
(Collaborative Department Chairs, November, January, during the given effectiveness of
Academic Support department February, March months integrating
Team) teachers members literacy strategies
in the content
classes; PD of
specific literacy
skills to be used
across grade
levels across
content areas.
Department Chairs Principal, Reading September, October, One full day Analyze the
Coach November, January, during the given effectiveness of
February, March months integrating
literacy strategies
in the content
classes; PD of
specific literacy
skills to be used
across grade
levels across
content areas.
Course specific teams Department Chairs, At least Monthly Course specific Analyze the
within departments department teams will meet effectiveness of
members, Reading in break-outs literacy strategies
Coach after each used in the
department content classes;
meeting. assess additional
needs for PD
Page 15
Pre-School Transition
Not Applicable
Postsecondary Transition
Note: Required for High School- Sec. 1008.37(4), F.S.
Based on annual analysis of the High School Feedback Report
Leon High School administered 1178 AP exams in 2008-09. This is a 13% increase from the prior year. Leon
High School will continue to encourage students to enroll in AP and Dual Enrollment courses. Additional efforts
will be put in place to increase the percentage of students scoring 3 or above on AP exams. Guidance
counselors will continue to visit junior and senior classes to provide students with information about Bright
Futures Scholarship requirements and eligibility.
PART II: EXPECTED IMPROVEMENTS
Reading Goal
Needs Assessment:
Based on School Grade and Adequate Yearly Progress Data:
Did the total percent proficient increase or decrease? What is the percent change? -3%
What clusters/strands, by grade level, showed decrease in proficiency? 10th grade comparisons/cause
and effect; 9th and 10th grades reference and research
Did all student subgroups meet AYP targets? No. If not, which subgroups did not meet the targets?
Black, Economically Disadvantaged
Did 50% or more of the lowest 25% make learning gains? No. What is the percent of the lowest 25%
of students making learning gains? 44%
Did 50% or more of the total number tested make learning gains? Yes. What is the percent of
students making learning gains? 55%
Based on the Objective Action Step Person Process Used to Evaluation Tool
Needs Linked to Area Responsible Determine
Assessment, of Improvement for Monitoring Effectiveness of
Identify Area(s) the Action Action Step
for Improvement Step
Page 16
Based on 2009 FCAT On the 2010 1. Leon will 1.Principal and 1. Review FAIR data 1 Printout of FAIR
Reading data of 9th administration of implement the new Reading Coach reports to ensure assessments.
and 10th grade FCAT Reading, FAIR assessments teachers are assessing
students, 60% 65% of 9th and 10th to monitor student students according to
achieved proficiency. grade students will progress. the created schedule.
achieve reading 2. Include higher 2. Principal, 2. Classroom 2. Routine classroom
proficiency. order questions in Reading Coach observations and assessments.
lesson planning and & English department
on assessments. Department discussions of lesson
Chair plans and
assessments.
3. Develop an 3. Reading 3. Administration will 3. Effectiveness will
Instructional Focus Coach & English be aware of the IFC’s be determined through
Calendar for Department upcoming focus and FAIR assessments
Reading and Chair monitor implementation
English classes. through classroom
walkthroughs &
observations.
Based on 2009 FCAT On the 2010 1. Student 1. Principal and 1. With the assistance 1. Effectiveness will
Reading data of 9th administration of Achievement Chats Reading Coach of their teacher, be determined through
and 10th grade FCAT Reading, will be conducted students will target FAIR assessments
students, 55% 60% of 9th and 10th with all students areas for improvement
achieved learning grade students will following FAIR as a focus prior to the
gains. achieve learning assessments. next FAIR assessment.
gains. 2. All core content 2. Principal, 2. When visiting core 2. FAIR assessments
teachers will Reading Coach, content classrooms, will be disaggregated
explicitly infuse and Content administrators will by core teachers to
research-based Teachers focus their attention to determine the
reading strategies the explicit teaching of effectiveness of
(teacher modeling, reading instruction.
direct instruction, strategies/standards in
graphic organizers, the core classes.
Strategic Instruction
Model (SIM),
Content Area
Reading Strategies
(CARS) in lesson
plans and
instructional
delivery.
3. 3. 3. 3.
Based on 2009 FCAT Increase the 1. All students who 1. Reading 1. Leon’s Master 1. Print out of FAIR
Reading data of 9th number of scored at Level 1 or Coach Schedule assessments
and 10th grade students in the Level 2 on 2009
students, 44% of the lowest quartile administration of Students’ schedules
lowest quartile made making learning FCAT Reading will
learning gains. gains from 44 % to be assigned and
55% Intensive Reading
class.
2. Intensive 2. Principal, 2. Analysis of FAIR 2. Print out of FAIR
Reading classes Reading Coach, and other Reading assessments
will provide focused and Reading assessment data.
instruction on teachers
vocabulary, fluency,
comprehension,
and text-taking
skills. Students will
receive whole class,
small group, and
individualized
differentiated
needs-based
instruction.
3. 3. 3. 3.
1. 1. 1. 1.
Page 17
2. 2. 2. 2.
3. 3. 3. 3.
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
Professional Development Aligned with Objective
Objective Content/Topic Facilitator Target Strategy for Person Responsible for
Addressed Date Follow-up/ Monitoring
Monitoring
For Schools with Grades 6-12, Describe the Plan to Ensure the Responsibility of Teaching Reading for Every
Teacher
Budget
Evidence-based Program(s)/Materials(s)
Objective Description of Resources Funding Source Available Amount
Total: $0
Technology
Objective Description of Resources Funding Source Available Amount
Increase the number of students My Reading Coach
in the lowest quartile making Textbooks $ 0.0
learning gains from 44 % to 55% Guided Reading
LEXIA
Total: $0
Professional Development
Objective Description of Resources Funding Source Available Amount
On the 2010 administration of Temporary Coverage for
FCAT Reading, 60% of 9th and Professional Development District $8000.00
10th grade students will achieve
learning gains. Materials
Reading Coach (1.5/hrs) $13,000
Total: $21,000.
Other
Objective Description of Resources Funding Source Available Amount
Page 18
Total: $0
End of Reading Goal
Mathematics Goal
Needs Assessment:
Based on School Grade and Adequate Yearly Progress Data:
Did the total percent proficient increase or decrease? What is the percent change? -1%
What clusters/strands, by grade level, showed decrease in proficiency? 9th grade number sense,
concepts and operations
Did all student subgroups meet AYP targets? No. If not, which subgroups did not meet the targets?
Black, Economically Disadvantaged
Did 50% or more of the lowest 25% make learning gains? Yes. What is the percent of the lowest 25%
of students making learning gains? 55%
Did 50% or more of the total number tested make learning gains? Yes. What is the percent of
students making learning gains? 75%
Based on the Objective Action Step Person Process Used to Evaluation Tool
Needs Linked to Area Responsible Determine
Assessment, of Improvement for Monitoring Effectiveness of
Identify Area(s) the Action Action Step
for Improvement Step
83% (776) of all By then end of 1. Teachers will 1. Principal, APC 1.Classroom 1. Classroom
students in grades 9- 2009-2010 provide appropriate Walkthroughs/ Walkthrough
10 scored a Level 3 or academic year instruction and observations data
above on the 85% of ALL interventions based
mathematics portion of students will meet on the analysis.
the FCAT or exceed 2. Teachers will 2. Classroom 2. Routine evaluations 2. Test scores
mathematics analyze data to Teacher and assessments
proficiency by guide instruction
scoring at or and interventions
above a level 3 on based on the
the 2010 Sunshine analysis.
State Standards 3. Teachers will 3. Principal, 3.Classroom 3. Classroom
Mathematic employ FCAT APC walkthroughs/ Walkthrough data
Florida practice materials observations and
Comprehensive on a frequent and lesson plans
Assessment Test routine basis
(FCAT).
75% (758) of all 77% of all students 1. Utilize classroom 1. Assistant 1. Lesson plans reflect 1. Pre/ Post test
students in grades in grades 9-10 will assessments to Principal, emphasis on Sunshine comparison
9-10 made learning make learning identify students Classroom State Standards
gains in mathematics. gains in 2010 in needing additional Teacher
mathematics. intervention and
enrichment.
2. Utilize SnapShot 2. Principal, APC 2. Routine evaluations 2. Test scores
to identify student and assessments
strengths and
weaknesses
3. 3. 3. 3.
Page 19
55% (192) of the 9-10 60% of the 9-10 1. Insure 1. Principal, 1. Periodic monitoring 1. Core mathematics
grade students in the grade students in appropriate level of APC, Classroom of instruction assessments
lowest quartile made the lowest quartile instruction for those Teachers
learning gains in will make learning students who
mathematics. gains in 2010 in perform in the
mathematics. lowest quartile.
2. Provide computer 2. Principal, 2. Examination of 2. Computer
access to FCAT APC, Enrichment computer generated generated
based tutorials (e.g. Teacher. student reports assessments
FCAT Explorer) and
after school
enrichment teacher.
3. Emphasize 3. Principal, 3. Periodic monitoring 3. Core mathematics
Number Sense, Classroom of instruction assessments
Concepts and Teacher
Operations.
While 79% of the 9-10 60% of the Black 1. Provide 1. Assistant 1. Periodic monitoring 1. Core mathematics
grade students made 9-10 grade instruction and Principal for of instruction assessments
AYP in 2009, only 54% students will make practice Curriculum
of the Black students AYP in 2010 in opportunities using
made AYP in 2009 in mathematics. FCAT style
mathematics. questions and
responses on a
regular basis.
2. Increase student 2. Classroom 2. Routine evaluations 2. Routine
understanding of Teacher of FCAT type assessment
and comfort with questions
FCAT scoring
rubrics
3. Emphasize 3. Principal, 3. Periodic monitoring 3. Core mathematics
Number Sense, Classroom of instruction assessments
Concepts and Teacher
Operations.
While 79% of the 9-10 60% of the 1. Emphasize the 1. Principal, 1. Periodic monitoring 1. Core mathematics
grade students made Economically vocabulary of APC, Classroom of instruction assessments
AYP in 2009, only 57% Disadvantaged mathematics Teacher
of the Economically 9-10 grade 2. Increase student 2. Classroom 2. Routine evaluations 2. Routine
Disadvantaged students will make understanding of Teacher of FCAT type assessment
students made AYP in AYP in 2010 in and comfort with questions
2009 in mathematics. mathematics. FCAT scoring
rubrics
3. Emphasize 3. Principal, 3. Periodic monitoring 3. Core mathematics
Number Sense, Classroom of instruction assessments
Concepts and Teacher
Operations.
Professional Development Aligned with Objective
Objective Content/Topic Facilitator Target Strategy for Person Responsible for
Addressed Date Follow-up/ Monitoring
Monitoring
60% of the 9-10 FCAT rubrics, Number FCAT Trainer October Classroom Principal, APC
grade students in Sense, Concepts and 2009 walkthroughs
the lowest quartile Operations
will make learning
gains in 2010.
60% of the Black Integrating FCAT FCAT Trainer October Classroom Principal, APC
9-10 grade instruction across the 2009 Walkthroughs
students will make mathematics
AYP in 2010 in curriculum
mathematics.
60% of the Literacy and Reading November IPDP Principal, APC
Economically mathematics Coach 2010
Page 20
Disadvantaged vocabulary
9-10 grade
students will make
AYP in 2010 in
mathematics.
Budget
Evidence-based Program(s)/Materials(s)
Objective Description of Resources Funding Source Available Amount
By then end of 2009-2010 Ancillary materials Textbook fund $0
academic year 85% of ALL
provided by textbook
students will meet or exceed
mathematics proficiency by publishers
scoring at or above a level 3 on
the 2010 Sunshine State
Standards Mathematic Florida
Comprehensive Assessment
Test (FCAT).
Total: $0
Technology
Objective Description of Resources Funding Source Available Amount
60% of the 9-10 grade students Enrichment teacher Adult Ed $8500
in the lowest quartile will make
2/7 Teacher Salary
learning gains in 2010 in
mathematics.
60% of the 9-10 grade students FCAT Explorer None $0
in the lowest quartile will make
learning gains in 2010 in
mathematics.
Total: $8500.
Professional Development
Objective Description of Resources Funding Source Available Amount
60% of the Economically Reading Coach Reading Coach Salary $13,000.
Disadvantaged
9-10 grade students will make
1.5 hours/day
AYP in 2010 in mathematics.
60% of the Black 9-10 grade Release Time for Sub Budget $3,600.
students will make AYP in 2010
in mathematics.
teachers to attend
workshops
Total: $16,600.
Other
Objective Description of Resources Funding Source Available Amount
77% of all students SnapShot Textbooks $4,300.
in grades 9-10 will make
learning gains in 2010 in
mathematics
Total:$4,300.
End of Mathematics Goal
Page 21
Science
Needs Assessment:
Based on School Grade Data:
Did the total percent proficient increase or was the percent proficient maintained?
What clusters/strands showed decrease in proficiency? Scientific Thinking
Based on the Objective Action Step Person Process Used to Evaluation Tool
Needs Linked to Area Responsible Determine
Assessment, of Improvement for Monitoring Effectiveness of
Identify Area(s) the Action Action Step
for Improvement Step
Based on 2009, FCAT Given instruction 1. Utilize hands-on 1. Principal, 1. Labs will be 1. Improvement on
Science data, 56% of based on the laboratory Leadership Team determined by course the science
students achieved Sunshine State experiments at least and Science teachers, implemented assessments.
level three and above. Standards, 60% of once per week Department with fidelity and
Leon students will Chair monitored by the
score at level three Science Department
or above on the Chair.
2010 FCAT 2. Provide real- 2. Principal, 2. Teachers will involve 2. Improvement on
Science world science Leadership students in filed work, the science
Assessment. experiences and Team, and article/journal critiques, assessments.
engaging activities. Science and various project
Department work.
Chair
Based on 2009, FCAT Given instruction 1. Science teachers 1. Principal, 1. Criteria for each 1.A recommended
Science data, 56% of based on the will review the Leadership Team course is developed. flow chart is designed
students achieved Sunshine State FCAT science, and Science and explained to
level three and above. Standards, 60% of reading, and math Department A suggested flow of parents at Open
Leon students will scores of students Chair science courses is House & Orientation
score at level three grades 9-12. established
or above on the Leon’s Master
2010 FCAT Schedule
Science 2. Results of scores 2. Principal, 2.Student schedules 2.Formative
Assessment. will be used to Leadership reflect appropriate assessments
schedule students Team, and science courses
in appropriate Science aligned with the Students’ progress
science classes, Department assessment date. reports and report
and for those Chair card grades.
students in the Classroom
lowest 25% focused observations that
instruction will be reflect focused
through cooperative instruction of student
groups, hands-on engagement in
learning, and cooperative groups,
integration of hands-on learning, and
literacy strategies literacy learning
Scientific thinking Classroom
will be a focused observations and
concept for lesson plans that
teaching science to reflect scientific
students in the Thinking
lowest 50%
Student progress
reports and grades are
monitored to ensure
learning.
Page 22
Professional Development Aligned with Objective
Objective Content/Topic Facilitator Target Strategy for Person Responsible for
Addressed Date Follow-up/ Monitoring
Monitoring
Budget
Evidence-based Program(s)/Materials(s)
Objective Description of Funding Source Available Amount
Resources
Total: $0
Technology
Objective Description of Funding Source Available Amount
Resources
Total: $0
Professional Development
Objective Description of Funding Source Available Amount
Resources
Given instruction based on Temporary Coverage District
the Sunshine State
for Professional $5,500.
Standards, 60% of students
will score at level three or Development
above on the 2010 FCAT
Science Assessment. Materials
Total: $5,500.
Other
Objective Description of Funding Source Available Amount
Resources
Total: $0
End of Science Goal
Page 23
Writing Goal
Needs Assessment:
Based on School Grade Data:
Did the total percent proficient increase or decrease? What is the percent change? -5%
Based on the Objective Action Step Person Process Used to Evaluation Tool
Needs Linked to Area Responsible Determine
Assessment, of Improvement for Monitoring Effectiveness of
Identify Area(s) the Action Action Step
for Improvement Step
On the 2009 FCAT On the 2010 1. Students will use 1.Principal, 1.Students will place 1.Progress between
writing test 84% of the administration of the writing process classroom their writing portfolios 1st and 2nd practice
students in 10th grade the FCAT writing daily; writing will be teacher on their desk open to administrations
scored level 3.5 or test 86% of 10th kept in a student the last entry for the
above grade students will portfolio for principal/teacher to
score 3.5 or above monitoring growth evaluate during a walk
through
2.The revision and 2. Principal, 2.Administration and 2. Progress between
editing process will classroom classroom teachers will 1st and 2nd practice
be explicitly taught teacher evaluate the revision administrations
and evidenced in and editing process by
student draft writing reviewing student
drafts
3. Emphasis on 3. Principal, 3. Administration and 3. Progress between
using elaboration in classroom classroom teachers will 1st and 2nd practice
writing will be teacher evaluate the revision administrations
explicitly taught and and editing process by
evidenced in reviewing student
student writing drafts
2. 2. 2. 2.
3. 3. 3. 3.
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
Page 24
Professional Development Aligned with Objective
Objective Content/Topic Facilitator Target Strategy for Person Responsible for
Addressed Date Follow-up/ Monitoring
Monitoring
On the 2009 Elaboration in the District End of Progress between 1st Principal, department chair,
FCAT writing test writing process language arts September and 2nd practice classroom teachers
84% of the supervisor 2009 administrations
students in 10th
grade scored level
3.5 or above
Writer’s workshop Department Ongoing at Progress between 1st Principal, department chair,
chair monthly and 2nd practice classroom teachers
department administrations
meetings
Budget
Evidence-based Program(s)/Materials(s)
Objective : Description of Resources Funding Source Available Amount
On the 2009 FCAT writing test Elements of Language Already in place None needed
84% of the students in 10th
textbook
grade scored level 3.5 or above
FCAT writing+ progress Already in place None needed
monitoring
Teacher developed Already in place None needed
plans and materials
Total: $0
Technology
Objective Description of Resources Funding Source Available Amount
On the 2009 FCAT writing test Computer labs Already in place None needed
84% of the students in 10th
grade scored level 3.5 or above
Total: $0
Professional Development
Objective Description of Resources Funding Source Available Amount
On the 2009 FCAT writing test Six Professional days for Substitute fund 4,050.00
84% of the students in 10th
cross curricular in-
grade scored level 3.5 or above
service to include writing
across the curriculum
Total: $4,050.
Other
Description of Resources Funding Source Available Amount
Total: $0
End of Writing Goal
Page 25
Parent Involvement Goal
Needs Assessment:
Based on information from School Grade and Adequate Yearly Progress Data:
Were parent involvement activities and strategies targeted to areas of academic need? No.
Based on information from surveys, evaluations, agendas, or sign-ins:
Was the percent of parent participation in school activities maintained or increased from the prior
year?
Generally, what strategies or activities can be employed to increase parent involvement? Through
increased awareness of the need for and opportunities for involvement as publicized on the school
web page, the parent list-serves, and parent newsletter.
Based on the Objective Action Step Person Process Used to Evaluation Tool
Needs Linked to Area Responsible Determine
Assessment, of Improvement for Monitoring Effectiveness of
Identify Area(s) the Action Action Step
for Improvement Step
Parents, Students & The main sub- 1. Review data from 1. AP 1. Report data to 1. EOY Climate
Teachers Needs topic parents, the Climate Surveys parents, students, Survey
Assessment Data students and and share data teachers
indicate needs teachers identified 2. Conduct Parent 2. Guidance 2. Monitor sign-in 2. Attendance
improvement in the was tobacco, Information sheets
area of Safety & alcohol and other Meetings
Facilities drugs are not a
problem at this
school. Increase
score by two
points for each
subgroup.
31% of Black students 36% of Black 1. Encourage Black 1. Coaches – 1. Monitor participation 1. FCAT 2010
met AYP FCAT students will meet Families to reading teachers data and/or sign-in Reading Scores;
Reading. AYP FCAT participate in school sheets participation data
Reading. reading activities and/or sign in sheets
2. Develop 2. Coaches- 2. SharePoint 2. FCAT 2010
strategies for reading teachers Reading Scores;
parents to work with SharePoint
students
3. Conduct Parent 3. Guidance 3. Monitor sign-in 3. Attendance
Information sheets
Meetings
54% of Black students 59% of Black 1.Encourage Black 1. Coaches- 1. Monitor 1. FCAT 2010 Math
met AYP FCAT Math students will meet Families to math teachers participation data scores; Monitor
AYP FCAT Math participate in school and/or sign-in sheets participation data
sponsored math and/or sign-in sheets
activities
2. Develop 2. Coaches – 2. SharePoint 2. FCAT 2010 Math
strategies for math teachers Scores; SharePoint
parents to work with
students
3. Conduct Parent 3. Guidance 3. Monitor sign-in 3. Attendance
Information sheet
Meetings
Page 26
Professional Development Aligned with this Objective
Objective Content/Topic Facilitator Target Strategy for Person Responsible for
Addressed Date Follow-up/ Monitoring
Monitoring
36% of Black Sharepoint Pam Owen 8/18/09 Administrative review Principal
students will meet Athena Gill 8/19/09 of Sharepoint pages
AYP FCAT
Reading.
59% of Black Sharepoint Pam Owen 8/18/09 Administrative review Principal
students will meet Athena Gill 8/19/09 of Sharepoint pages
AYP FCAT Math
Budget (none needed)
Evidence-based Program(s)/Materials(s)
Objective Description of Resources Funding Source Available Amount
Total: $0
Technology
Objective Description of Resources Funding Source Available Amount
Total: $0
Professional Development
Objective Description of Resources Funding Source Available Amount
Total: $0
Other
Objective Description of Resources Funding Source Available Amount
Total: $0
End of Parent Involvement Goal
Page 27
Other Goals
Based on the Objective Action Step Person Process Used to Evaluation Tool
Needs Linked to Responsible Determine
Assessment, Area of for Monitoring Effectiveness of
Identify Area(s) Improvement the Action Action Step
for Improvement Step
Increase the The average 1. Pursue attendance 1. Assistant 1. Collect and analyze 1. Analyze Average
percentage of daily attendance being added to the Principal for data for each grading Daily Attendance to
students attending for each grading Parent Portal Attendance period to determine identify factors that
school daily. during the 2009- Average Daily may have influence
Average for 2007-08 2010 school year Attendance. outcome.
was 92.1% will be at least 2. Identify students not 2. All classroom 2. Collect and analyze 2. Analyze data on
95% for each of attending regularly teachers and the data for students truant students to see
the four grading (truant) and refer them Assistant identified as truant to if interventions were
periods to the Student Study Principal for see if interventions effective and
Team Attendance were effective determine if other
steps need to be
taken.
3. 3. 3. 3.
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
No budget or professional development needed.
Page 28
Other Goals
Based on the Objective Linked Action Step Person Process Evaluation Tool
Needs to Area of Responsible Used to
Assessment, Improvement for Monitoring Determine
Identify Area(s) the Action Effectiveness
for Step of Action
Improvement Step
During the 2008- Progress monitoring 1.Tier 1- 1.Guidance 1. Progress 1.Student Report
2009 school year, of AP students who Implement Counselor check of AP cards
1,178 AP exams were placed in AP progress check students grades
were administered, courses without of students at at the
a 13% increase teacher the end of the conclusion of
from 2007-2008; recommendation or first the first
Yet the number of prerequisite semester.(Dec semester (Dec
students earning a requirements and ’09) 2009)
passing a grade of students who 2.Tier 2- 2.AP Teacher 2. Teacher 2. Student
3 or higher enrolled in 4 or more Implement recommendation progress reports
decreased by 11%. AP courses in one progress check s made to and student report
semester. of AP student Guidance cards.
grade at the end Department
of each grading regarding AP
period.(Oct ’09 & students who
Dec ’09) are continually
failing to meet
course
objectives.
Expansion of AP 1. Create 1.Principal 1.Classroom 1.AP score report
offerings with new opportunities/pro observations received in July
staff members vide funding for 2010
requires additional AP teachers to
professional attend
development Professional
opportunities for AP Development
teachers. training.
2. Enrollment in 2.AP Teacher 2.Student 2. Student report
Professional feedback and cards and AP
Development classroom score report
courses and assessments received in July
workshops 2010
Professional Development Aligned with Objective
Objective Content/Topic Facilitator Target Strategy for Person Responsible for
Addressed Date Follow-up/ Monitoring
Monitoring
Scheduled Best Practices in each AP Testing October Schedule follow-up Principal
Collegial AP course and Coordinator 2009 Collegial discussions
discussions general open forum (First among AP teachers
among AP regarding AP program Semester) throughout Leon
teachers County (Second
throughout Leon Semester)
County
Page 29
Budget
Evidence-based Program(s)/Materials(s)
Objective Description of Resources Funding Source Available Amount
College-level/College College Board approved Advanced Placement
Board approved text and ancillary
textbooks and materials materials for AP
will be made available to teachers
students enrolled in AP AP Exam review books
courses
Teacher salaries Advanced Placement
Total: $165,000
Technology
Objective Description of Resources Funding Source Available Amount
N/A Technology needs Technology Department
Total: N/A
Professional Development
Objective Description of Resources Funding Source Available Amount
New and experienced Professional Advanced Placement
AP teachers will be development workshops
afforded the opportunity and trainings
to attend training
workshops in their area
of discipline
Total: $5,000
Other
Objective Description of Resources Funding Source Available Amount
Total:
End of Other Goals
FINAL BUDGET (Insert Rows as Needed)
Budget
Evidence-based Program(s)/Materials(s)
Goal Description of Funding Source Available Amount
Resources
By then end of 2009-2010 Ancillary materials Textbook fund $0
academic year 85% of ALL
students will meet or
provided by textbook
exceed mathematics publishers
proficiency by scoring at or
above a level 3 on the
2010 Sunshine State
Standards Mathematic
Florida Comprehensive
Assessment Test (FCAT).
On the 2009 FCAT writing
Page 30
test 84% of the students in Elements of Language Already in place None needed
10th grade scored level 3.5
or above
textbook
FCAT writing + Already in place None Needed
progress monitoring
Teacher developed Already in place None needed
plans and materials
College-level/College College Board Advanced Placement
Board approved approved text and
textbooks and ancillary materials for
materials will be AP teachers
made available to AP Exam review
students enrolled in books
AP courses
Teacher salaries Advanced Placement $165,000
Total: $165,000
Technology
Goal Description of Funding Source Available Amount
Resources
Increase the number of My Reading Coach
students in the lowest Textbooks $ 0.0
quartile making learning Guided Reading
gains from 44 % to 55%
LEXIA
60% of the 9-10 grade Enrichment teacher District Adult Ed – $8,500.
students in the lowest
Staffing Allocation
quartile will make learning
gains in 2010 in 2/7 Teacher Salary
mathematics.
60% of the 9-10 grade FCAT Explorer None $0
students in the lowest
quartile will make learning
gains in 2010 in
mathematics.
On the 2009 FCAT writing Computer labs Already in place None needed
test 84% of the students in
10th grade scored level 3.5
or above
Total: $8,500.
Professional Development
Goal Description of Funding Source Available Amount
Resources
On the 2010 administration Temporary Coverage for
of FCAT Reading, 60% of Professional Development District/SIP Carry-forward $8,000.
9th and 10th grade students
will achieve learning gains. Materials
Reading Coach (1.5/hrs) Staffing Allocation $13,000.
60% of the Economically Reading Coach Reading Coach $13,000.
Disadvantaged
Salary/Staffing
9-10 grade students will
make AYP in 2010 in Allocation
mathematics. 1.5 hours/day
60% of the Black 9-10 Release Time for Sub Budget/TEC/ SIP $3,600.
grade students will make
AYP in 2010 in
teachers to attend Carry-forward
mathematics. workshops
Given instruction based on Temporary Coverage District, Subs, SIP,
the Sunshine State
for Professional Carry-forward, TEC $5,500.
Standards, 60% of
students will score at level Development
three or above on the 2010
Page 31
FCAT Science Materials
Assessment.
New & experienced AP
Teachers will be afforded the Professional development Advanced Placement $5,000.
Opportunity to attend training workshops and trainings
Workshops in their area of
Discipline
On the 2009 FCAT writing test Six professional days for cross Sub, SIP carry-forward, TEC $4,050.
84% of the students in 10th grade curricular in-service to include
scored level 3.5 or above. Writing across the curriculum.
TOTAL: $ 52,150.
Other
Goal Description of Funding Source Available Amount
Resources
77% of all students SnapShot Textbooks/Technology $4,300.
in grades 9-10 will make
learning gains in 2010 in
mathematics
Total: $4,300.
Differentiated Accountability
School-level Differentiated Accountability Compliance
School Differentiated Accountability Status
Intervene Correct II Prevent II Correct I X Prevent I
Attach school’s Differentiated Accountability Checklist of Compliance
Professional Development
Expected
Strategies to Person
DA Evidence of Date of
Status Attain Responsi
Requirements Compliance Completio
Compliance ble
n
Leon ensures Leon Data analysis Leon’s October 1
Individual Teacher training school
Professional Individual leadership
Development Professional Principal/teacher team
Compliance
Plans (IPDPs) for Development IPDP review
Partial
teachers of Plans meeting
Compliance
targeted
Non-
subgroups include
Compliance
PD targeting the
needs of
subgroups not
making AYP.
Page 32
Curriculum Aligned and Paced
Expected
Strategies to Person
DA Evidence of Date of
Status Attain Responsi
Requirements Compliance Completio
Compliance ble
n
Adopted Compliance Update textbook School September
Leon identifies and
textbook list Partial inventory principal1
implements state-
Compliance
adopted materials.
Non-
*
Compliance
* As a result of SB 1676, the requirement that purchases of instructional materials be made within the
first two years of the 2008-2009 adoption cycle is waived for Prevent I, Prevent II, and Correct I
schools. This includes instructional materials for language arts, literature, and ESOL.
Leon ensures Leon’s Compliance Student data School September
students are master Partial review principal 1
properly placed in schedule Compliance
rigorous Non- Flexible scheduling
coursework. Compliance
Leon’s Reading coach School September
Compliance
Leon implements master training principal 1
Partial
district K-12 schedule
Compliance
Reading Plan with District site visits
Non-
fidelity. PMRN/FAIR
Compliance
data
Florida’s Continuous Improvement Model
Expected
Strategies to Person
DA Evidence of Date of
Status Attain Responsi
Requirements Compliance Completio
Compliance ble
n
Leon plans for the Leon’s RTI RTI training School October 1
implementation of Leadership Principal
Florida’s Team On-going RTI
Compliance
Response to meeting meetings
Partial
Instruction/Interve agendas
Compliance
ntion model as
Non-
defined by the
Compliance
Statewide RtI
Implementation
Plan.
Leon implements Leon’s Student progress School October 1
Florida’s School monitoring Principal
Continuous Improvement Compliance On-going
Improvement Plan Partial School throughout
Model (FCIM). Compliance Improvement Plan year
(FCIM Leon’s Non- review
implemented with School Compliance
subgroups not Advisory
making AYP) Council
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minutes
Leon administers FAIR data Flexible scheduling School October 1
screening, Compliance Principal
diagnostics, and Leon’s Partial Reading Coach On-going
provides master Compliance training throughout
remediation, schedule Non- year
acceleration, and Compliance Student progress
enrichment. monitoring
Data chats are Data chat District site visits School October 1
conducted minutes/ Principal
between district agendas/sign Principal/teacher February 1
administration and -in sheets IPDP review
school On-going
Compliance
administration; Student data chats throughout
Partial
school year
Compliance
administration and Data analysis
Non-
teachers; and training
Compliance
teachers and
students following
baseline, mini-,
and mid-year
assessments.
Monitoring Process and Plans
Expected
Strategies to Person
DA Evidence of Date of
Status Attain Responsi
Requirements Compliance Completio
Compliance ble
n
Leon’s School Leon’s School School September
Advisory Council School Improvement Plan Principal 1
receives quarterly Advisory training December
Compliance
updates on the Council 1
Partial
implementation of minutes March 1
Compliance
the School May 1
Non-
Improvement Plan
Compliance
and makes
necessary
updates.
Leon’s leadership Leon’s Principal walk- School October 1
Compliance
team monitors School throughs/ teacher Principal
Partial
fidelity of Advisory meetings On-going
Compliance
implementation of Council throughout
Non-
the School minutes District site visits year
Compliance
Improvement Plan.
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Leon participates Teacher Principal walk- School October 1
Compliance
in a observation throughs/ teacher Principal
Partial
comprehensive data meetings On-going
Compliance
instructional throughout
Non-
monitoring Leon’s mid- year
Compliance
process. year report
Leon reports PMRN data Reading coach School October 15
prescribed reading training Principal
progress Compliance January 15
monitoring three Partial Principal/coach
times per year Compliance monthly meetings May 15
using the Progress Non-
Monitoring and Compliance
Reporting Network
(PMRN).
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 No
If No, Measures Being Taken to Comply with SAC Requirement
Projected use of SAC Funds Amount
SAC operating expenses $150
FCAT Chat printing $250
Describe the Activities of the School Advisory Council for the Upcoming Year
The School Advisory Council composes and monitors the School Improvement Plan. Teacher needs and
enhancements for FCAT preparation and school improvement are provided by SAC. SAC serves as a liaison to
our community to address issues with surrounding neighborhoods, helping our school to be a good neighbor.
Committees also address communication issues, health and fitness, crime, violence and safety.
SAC Membership Roster
List of Members
Member Name Role Represented (SAC Chair, Principal, Parent,
Student, Business Member, Community Member,
Teacher, or School Support Staff)
Sylvia Crews SAC Co-Chair – Teacher
Page 35
Gary Kenney SAC Co-Chair - Parent
Rocky Hanna Principal
Greylynne DeWinter Teacher
Pam Owen Teacher
Laurel Lemley Teacher
Janet Taylor Teacher
Matt Guyton Teacher
Blan Teagle Parent
Ed George Parent
Kelli Walker Parent
Laura Rogers Parent
Kathleen Bishop Community Member
Stan Parson Community Member
Pat Weaver Community Member
Nena Pobjecky Community Member
Arlene Toner Parent
Gary Eggebraaten Parent
Kate Nielson-Nunez Parent
Timothy Kelly Parent
Paige Twyman School Support Staff
Virginia Maier School Support Staff
Kelsey Owen Student
Hayley Twyman Student
Hunter Munson Student
Susan David Teacher
Foundation Community Member
Cherry Alexander Community Member
Jerry Hassler Teacher
Martina Taylor Teacher
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