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VIEWS: 45 PAGES: 82

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        FLORIDA DIFFERENTIATED ACCOUNTABILITY PROGRAM
              2011-2012 SCHOOL IMPROVEMENT PLAN

 School Name: SERGEANT PAUL R SMITH MIDDLE SCHOOL

 District Name: Hillsborough

 Principal: Raymond Padgett

                                                                                                                        Gerard Robinson, Commissioner
 SAC Chair: Sandra Galpin                                                                                                Florida Department of Education
                                                                                                                              325 West Gaines Street
                                                                                                                            Tallahassee, Florida 32399
 Superintendent: Mary Ellen Elia

 Date of School Board Approval:
                                                                                                                          Dr. Mike Grego, Chancellor
                                                                                                                                K-12 Public Schools
                                                                                                                         Florida Department of Education
 Last Modified on: 10/19/2011                                                                                                 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).

                                                                                                        Prior Performance Record (include prior School
                                                                   # of Years
                                            Degree(s)/                              # of Years as an    Grades, FCAT (High Standards, Learning Gains,
     Position           Name                                       at Current
                                          Certification(s)                           Administrator     Lowest 25%), and AYP information along with the
                                                                     School
                                                                                                                    associated school year)
                                                                                                       10-11:   Sgt. Smith Middle School Grade A, No AYP
                                  AS-Electronics, Avionics,                                            09-10:   Orange Grove Middle Magnet Grade A, 89% on
                                  journalism                                                           AYP
Principal         Raymond Padgett                                  2            5
                                  BS - Computer Science                                                08-09:   Orange Grove Middle Magnet Grade B, No AYP
                                                                                                       07-08:   Orange Grove Middle Magnet Grade B, No AYP

                                    • Educational Leadership (all
                                    levels)
                                    • Guidance and                                                     10-11: Smith Middle School Grade A, No AYP
                                    Counseling(prekindergarten-                                        09-10: Smith Middle School Grade A, No AYP
Asst. Principal   Ronald Mason                                    4             4
                                    Grade 12)                                                          08-09: Smith Middle School Grade A, No AYP
                                    • Physical Education (grades
                                    K-8)

                                    • Educational Leadership (all
                                    levels)                                                            10-11 Smith Middle School Grade A, No AYP
                                    • School Principal (all levels)                                    09-10: Smith Middle School Grade A, No AYP
Asst. Principal   Shonda Flores                                     4           10
                                    • Specific Learning                                                08-09: Smith Middle School Grade A, No AYP
                                    Disabilities (grades K-12)




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.

                                                                                                    Prior Performance Record (include prior School
                                                              # of Years
                                           Degree(s)/                      # of Years as an        Grades, FCAT (Proficiency, Learning Gains, Lowest
    Subject Area         Name                                 at Current
                                         Certification(s)                Instructional Coach          25%), and AYP information along with the
                                                                School
                                                                                                                associated school year)
                                   BA- English
                                   BS- Education
                                   MS- Education
                                                                                                 10-11: Sgt. Smith Middle School Grade A, No AYP
                                   Certified: K-12
                                                                                                 09-10: Sgt. Smith Middle School. Grade A, No AYP
                                   Reading
                                                                                                 08-09: Sgt. Smith Middle School
                                   History 6-12
Reading            Carolyn Kunzman                           4              10                   Grade A, No AYP
                                   English 6-12
                                                                                                 07-08:Martinez Middle School (02-08) A grade and made
                                   Social Science 5-9
                                                                                                 AYP
                                   Middle Grade
                                   Endorsement
                                   Valid until 2012



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


                                                                     Person            Projected
                      Description of Strategy                                                           Not Applicable (If not, please explain why)
                                                                   Responsible      Completion Date



1       Teacher Interview Day                                    General Director
                                                                                    June


                                                                 Supervisor of Data
2       MAP                                                                         ongoing
                                                                 Analysis
                                                                  General Director
3       Performance Pay                                           of Federal
                                                                  Programs


4       Partnering new teachers with veteran staff                Assistant Principal ongoing




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


                                                                                                           Professional Development/Support to Become
                      Name                                  Certification            Teaching Assignment
                                                                                                                          Highly Qualified



Amy Carte                                            Language Arts              Language Arts              ESOL



Cordella Hayden                                      ESE                        ESE Math                   Needs coursework for Science



Kristen LaRiviere                                    Language Arts              Language Arts              ESOL



Jennifer Restrepo                                    ESE                        ESE Language Arts          Needs coursework for Language Arts



Craig Zyburo                                         ESE                        History                    Needs coursework for Social Studies, ESOL



Brent Caldwell                                       Social Studies Eligible    History                    Needs coursework for Social Studies, ESOL



Nicole De LaGuardia                                  Guidance                   Guidance                   ESOL
Cathy Downey                                    Reading                     Reading                  ESOL



Colleen Hilander                                Language Arts               AVID                     ESOL



Donald Lamison                                  Language Arts               Language Arts            ESOL



Angela Martinez                                 ART                         ART                      ESOL



Ronald Mason                                    Admin                       Admin                    ESOL



Nancy McAlister                                 Science                     Science                  ESOL



Diane Middleton South                           ESE Language Arts           ESE Language Arts        ESOL




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)).

                                                                                        % of
                                                                                                                           % National
Total Number of % of First- % of Teachers % of Teachers % of Teachers                 Teachers    % Highly    % Reading                    % ESOL
                                                                                                                             Board
 Instructional    Year      with 1-5 Years with 6-14 Years with 15+ Years               with      Qualified   Endorsed                    Endorsed
                                                                                                                            Certified
      Staff     Teachers of Experience of Experience       of Experience              Advanced    Teachers    Teachers                    Teachers
                                                                                                                           Teachers
                                                                                       Degrees


63                 3.2%(2)   31.7%(20)        39.7%(25)         25.4%(16)          49.2%(31)     87.3%(55)    14.3%(9)    3.2%(2)       25.4%(16)
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
The Career and technical support is specific to each school site in which funds can be utilized, in a specific program, within Title I regulations.

Job Training
Job Training support is specific to each school site in which funds can be utilized, in a specific program, within Title I regulations.

Other



Response to Instruction/Intervention (RtI)
Identify the school-based RtI Leadership Team. The RtI Leadership team (Problem Solving Leadership Team – PSLT) includes:


       Raymond Padgett, Principal

       Ronald Mason, Assistant Principal

       Shreya Desai, Technology

       Stephanie Ryland, ESE Specialist

       Catherine Bigham, Guidance Counselor

       Susan Roberts, Guidance Counselor
       Elizabeth Luis, Social Worker

   •    Monique Rodrigues, School Psychologist
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?


The purpose of the PSLT in our school is to ensure high quality instruction/intervention matched to student needs and using performance level and

learning rate over time to make data-based decisions to guide instruction. The PSLT reviews school-wide data to address the progress of low-

performing students and determine the enrichment and acceleration needs of high performing students. The major goal is for all students to achieve

adequate yearly progress and improve other long-term outcomes (behavior, attendance, etc.). The team uses the Collaborative Culture Problem

Solving Model and ALL decisions are guided by the review and analysis of student data.



The PSLT is considered the main leadership team in our school. The PSLT will meet weekly and use the problem solving process to:

•Oversee the multi-layered model of service delivery (Tier 1/Core, Tier 2/Supplemental and Tier 3/Intensive)

•Based on student data, recommend, coordinate and implement supplemental services (Tiers 2 and 3) that match students’ non-mastery of skills

through:

o Tutoring during the day in small group pull-outs in reading, math and science

o Extended Learning Programs during and after school

o Saturday Academies

o Intensive Reading and Math classes

o Extended Homeroom once a week

o Create, manage and update the school resource map

•Determine scheduling needs, curriculum materials and intervention resources based on identified needs derived from data analysis

•Determine the school-wide professional development needs of faculty and staff and arrange trainings aligned with the SIP goals

•Review and interpret student data (academic, behavior and attendance) at the school and grade levels

•Organize and support systematic data collection as needed

•Strengthen the Tier 1 (core curriculum) instruction through the:

o Implementation and support of PLCs
o Use of school-based Reinforcement Instructional Calendars, Mini-Lessons and Mini-Assessments

o Use of Mini Assessments (data will be collected by PLCs and entered and compiled for analysis by members of the PSLT)
o Use of Common Core Assessments at the end of segments/chapters (data will be collected by PLCs and entered and compiled for analysis by

members of the PSLT)

o Implementation of research-based, scientifically validated instructional strategies and/or interventions (e.g., Differentiated Instruction)

o Communication with major stakeholders (e.g., parents, business partners, etc.) regarding student outcomes through data summaries and

conferences

• At the end of each nine weeks, assist in the evaluation of teacher fidelity data and student achievement data collected during the nine weeks.

• Assist with planning, implementing, and evaluating the outcomes of supplemental and intensive interventions in conjunction with PLCs.

• Work collaboratively with the PLCs in the implementation of the C-CIM (Core Continuous Improvement Model) and F-CIM (Florida Continuous

Improvement Model on specific tested benchmarks) and progress monitoring.

• Coordinate/collaborate with other working committees, such as the Literacy Leadership Team (which is charged with developing a plan for

embedding/integrating reading and writing strategies across all other content areas).

• Use intervention planning forms to communicate initiatives between the PSLT and PLCs.


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?




Indicator                   Strategy Fidelity Check Strategy                              Data Check

Not Evident                 Teacher monitoring indicates strategy implementation has      Student data indicate that strategy implementation is

                            not begun.                                                    showing no positive effect on student achievement.

Emerging                    Some (25-75%) of the intended teachers are                    Student data indicate that strategy implementation is

                            implementing the strategy with fidelity. Evidence             showing minimal or poor effect on student achievement.

                            indicates early or preliminary stages of implementation.

Operational                 Most (>75%) of the intended teachers are implementing         Student data indicate that strategy implementation is
                            the strategy with fidelity. Evidence indicates active         mostly showing a positive effect on student achievement.

                            implementation.
Highly Functional          Teacher monitoring indicates that all of the intended         Student data indicate that strategy implementation is

                           teachers are implementing the strategy with fidelity.         showing a significant positive effect on student

                           Evidence exists that the strategy is fully integrated and     achievement.

                           effectively/consistently implemented.

• The Chair of SAC is a member of the PSLT.

• The PSLT and SAC were involved in the School Improvement Plan development that was initiated prior to the end of the 2010-11 school year and

during preplanning for the 2011-12 school year.

• The School Improvement Plan is the working document that guides the work of the PSLT. The large part of the work of the team is outlined in the

Expected Improvements/Problem Solving Process sections (and related professional development plans) for school-wide goals in Reading, Math,

Writing, Science, Attendance and Suspension/Behavior.

• Given that one of the main tasks is to monitor student data related to instruction and interventions, the PSLT will monitor the effectiveness of the

strategies developed in problem solving plans by reviewing student data as well as data related to various levels of fidelity. Using data gathered from

PLCs, the team will monitor the data and make progress statements on the School Improvement Plan at the end of the first, second and third nine

weeks. The PSLT will use the following rubric to evaluate Strategy Fidelity of Implementation and Strategy Effectiveness:



• The PSLT will communicate with and support the PLCs in implementing the proposed strategies by assigning PSLT members as consultants to the

PLCs to facilitate planning and implementation. Once strategies are put in place, PLCs will periodically report on their efforts and student outcomes to

the larger PSLT team through the subject area PSLT representatives.

• The PSLT and PLCs both use the problem solving process: Problem Identification, Problem Analysis, Intervention Design and Implementation and

Evaluation to:

o review and analyze screening and collateral data

o develop and test hypotheses about why student/school problems are occurring (changeable barriers)

o develop and target interventions based on confirmed hypotheses

o establish methods to track students’ progress with appropriate progress monitoring assessments at intervals matched to the intensity of the

interventions and/or enrichment
o develop progress monitoring goals to determine when student(s) need more or less support (e.g., frequency, duration, intensity) to meet

established class, grade, and/or school goals (e.g., use of data-based decision-making to fade, maintain, modify or intensify interventions and/or
enrichments)

o review goal statements to ensure they are ambitious, time-bound and meaningful (e.g., SMART goals)

o assess the fidelity of instruction/intervention implementation and other PS/RtI processes



                                                               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. The following table contains a summary of the assessments used to measure student progress in core, supplemental and intensive

                                                   instruction and their sources and management:
                                                            Core Curriculum (Tier 1)


Data Source                                        Database                                        Person (s) Responsible


FCAT released test                                 School Generated Excel Database                 Reading Coach, LA, Math, & Science SALs, APC


Baseline and Midyear District Assessments          Scantron Achievement Series                     Data Wall PSLT, PLCs, individual teachers


Subject-specific assessments generated by          Scantron Achievement Series                     Program Generated Assessments Software,

District-level Subject Supervisors in Reading,                                                     Individual teachers

Math, Writing and Science


FAIR                                               Progress Monitoring and Reporting Network       Data Wall Reading Coach/ Reading PLC

                                                                                                   Facilitator


CELLA                                              Sagebrush (IPT)                                 ELL Specialist, PSLT Representative


Common Assessments* (see below) of                 Subject Area Generated Database                 SALS, individual teachers, PSLT
chapter/segments tests using adopted

curriculum resources.
Nine Week Exams                                    Subject Area Generated Excel Database              SALs, individual teachers, PSLT


Semester Exams                                     Subject Area Generated Excel Database              SALs, individual teachers, PSLT


Mini-Assessments on specific tested                Subject Area Generated Excel Database              Individual teachers

Benchmarks


*A Common Assessment covers a “chunk” of instruction within the District adopted curriculum. It covers all of the skills taught within a certain time

period. The purpose of the Common Assessment is to assess students’ knowledge of the core curriculum. The results of the Common Assessment are

used to:

• Determine if the lesson plans and teaching strategies used to teach the core curriculum were effective or need to be modified.

• Determine which skills need to be taught with alternative strategies.

• Determine which skills need to be re-taught within the core curriculum and which skills need to be moved to the Reinforcement Instructional

Calendar.

• Determine which students need Differentiated Instruction within the classroom and which students might need Supplemental Services.
Supplemental/Intensive Instruction (Tiers 2 and 3)
Data Source                                        Database                                           Person (s) Responsible for Monitoring

Extended Learning Program (ELP)* (see below)        School Generated Database in Excel                PSLT/ ELP Facilitator

Ongoing Progress Monitoring (mini-assessments

and other assessments from adopted curriculum

resource materials)

FAIR OPM                                           School Generated Database in Excel                 PSLT/ Reading Coach

Ongoing assessments within Intensive Courses       Database provided by course materials (for         PSLT/PLC/Individual Teachers

                                                   courses that have one), School Generated

                                                   Database in Excel

Other Curriculum Based Measurement** (see          School Generated Database in Excel                 PSLT/PLCs
below)
*Students receiving pull-out tutoring during the school day or Extended Learning Program (ELP) after school will receive instruction on the specific

skills they have not mastered in the core curriculum. As students work on these specific skills, they will be assessed during tutoring and ELP to ensure

mastery of skills. In order to make this process effective, a communication system between classroom teacher and the tutor/ELP teacher will be

developed by the PSLT and monitored for effectiveness throughout the school year. As students progress through Supplementary Support and

Intensive Instruction, the number/type of supplemental services, time spent in the supplemental services and frequency of assessment will increase

in duration.

** In addition to Core assessments, progress monitoring the outcomes of intensive interventions requires additional Curriculum Based Measures

(CBM) that:

• assess the same skills over time

• have multiple equivalent forms

• are sensitive to small amounts of growth over time.


Describe the plan to train staff on RtI.
Staff received overview training over the course of several faculty meetings during the 2010-2011 school year. PSLT members who attended the

district level RtI trainings served as consultants to the PLCs to guide the process of data review and interpretation. The Problem Solving Leadership

Team will continue to work to build consensus with all stakeholders regarding a need for and a focus on school improvement efforts. The Problem

Solving Leadership Team will work to align the efforts of other school teams that may be addressing similar identified issues.



As the District’s RtI Committee develops resources and staff development trainings on PS/RtI, these tools and staff development sessions will be

conducted with staff when they become available. Professional Development sessions will occur during Tuesday faculty meeting times or rolling

faculty meetings. Our school will invite our area RtI Facilitator to visit quarterly to review our progress in implementation of PS/RtI and provide on-

site coaching and support to our PSLT/PLCs. New staff will be directed to participate in trainings relevant to PLCs and PS/RtI as they become

available. All teachers will complete the state perceptions of PS/RtI Skills Survey midyear and at the end of the year to determine their development

of skills and knowledge related to PS/RtI implementation



Literacy Leadership Team (LLT)
School-Based Literacy Leadership Team
Identify the school-based Literacy Leadership Team (LLT): Carolyn Kunzman, Reading Coach, Raymond Padgett, Principal, Ronald Mason, APC, Mary

Rafferty, DRT – Reading, Layla Hughes, Geography and LA Teacher, Sheryl Merritt, Reading and LA Teacher, Lisa Johnson, Reading and LA Teacher,

Amy Carte, Reading and LA Teacher, Valerie Burns, LA, SAL, Dorris Thomas, Reading Teacher, Mary Volpitta, Math Teacher, Elizabeth Hickey, Science

Teacher, Cynthia Starling, Music Teacher, Cathy Downey, ESE Teacher, Tiffany DeFrange, LA Teacher and SAL, Colleen Hilander, AVID Teacher, Karen

Triplett, Media Specialist, Mary Chris Peterika, Health, Joan Bloch, Social Studies, SAL

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

The LLT is a subset of the Problem Solving Leadership Team (PSLT). The team provides leadership for the implementation of the reading strategies on
the SIP.
The principal is the LLT chairperson. The reading coach is a member of the team and provides extensive expertise in data analysis and reading
interventions. The reading coach and principal collaborate with the team to ensure that data driven instruction support is provided to all teachers.
The principal also ensures that the LLT monitors reading data, identifies school-wide and individual teachers’ reading-focused instructional strengths
and weaknesses, and creates a professional development plan to support identified instructional needs in conjunction with the Problem Solving
Leadership team’s support plan. Additionally the principal ensures that time is provided for the LLT to collaborate and share information with all site
stakeholders including other administrators, teachers, staff members, parents and students.

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

• Implementation and evaluation of the SIP reading strategies across the content areas

• Professional Development

• Co-planning, modeling and observation of research-based reading strategies within lessons across the content areas

• Data analysis (on-going)
• Implement K-12 Reading Plan



NCLB Public School Choice
     Notification of (School in Need of Improvement) SINI Status
      No Attachment


     Public School Choice with Transportation (CWT) Notification
      No Attachment


     Notification of (School in Need of Improvement) SINI Status
      No Attachment
*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.

A reading leadership team (RLT) is mandated by the K-12 Comprehensive Reading Plan at each site. The principal is the chairperson of the committee
and the reading coach is an integral member, guiding the data review, the creation of an action plan, progress monitoring of the plan and evaluation of
the plan each school year. The RLT has representation from each content area and is responsible for reporting back to the school their findings and
instructional decisions.

Each Subject Area Professional Learning Community (PLC) is responsible for reviewing their students’ literacy data and creating lessons that are
responsive to identified student needs. PLCs are responsible for the creation and implementation of the Florida Continuous Improvement Model (FCIM)
reinforcement, instructional calendars, mini lessons, mini assessments, and re-teach lessons based on the ongoing collection of student data. Common
assessments on chapter tests are used to identify effective reading strategies and guide instruction for re-teach or enrichment.

Project CRISS Level 1 is 15 hour district training offered at central locations for all teachers. As part of that level 1 training the reading coach will provide
the three-hour training over the CRISS philosophy review and observe CRISS lessons.

The reading coach and rolling in-service team will provide training to all teachers regarding reading with a focus on topics such as reading as assessed on
the FCAT 2.0, FAIR results, instructional implications, higher order questioning, and using technology to teach reading.



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



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
                                                                            In grades 6-8, the percentage of Standard Curriculum students scoring a
                                                                            Level 3 or higher on the 2011 FCAT Reading will increase from 71% to
  Reading Goal #1:                                                          73%.



  2011 Current Level of Performance:*                                       2012 Expected Level of Performance:*



  71% (767)                                                                 73% (796)



                                            Problem-Solving Process to Increase Student Achievement


                                                                        Person or Position
                                                                                                 Process Used to Determine
              Anticipated Barrier                  Strategy              Responsible for                                              Evaluation Tool
                                                                                                  Effectiveness of Strategy
                                                                           Monitoring

         1.1.                           1.1.                            1.1.                     1.1.                             1.1.
         -Students lack of general      Strategy                        Who                      Reading Leadership will devote   3x per year
         vocabulary, FCAT-specific      This reading strategy           Reading Leadership       meeting time to analyze FAIR     - FAIR On-going Progress
         vocabulary, and background     crosses all content areas.      Team and PLCs            data for improvement.            Monitoring in
         knowledge                      Teachers will implement CRISS                                                             comprehension
  1                                     strategies, graphic organizers, How
                                        and academic word lists for     -RLT and PLCs will
                                        vocabulary and concept          analyze and review       First Nine Week Check
                                        development.                    FAIR data for evidence
                                                                        of increased reading
                                        Action Steps                    comprehension                                             During Nine Weeks
                                                                                          Second Nine Week Check        Student Work
                                Teachers will receive CRISS       First Nine Week Check
                                training if not previously
                                trained.
                                                                  Second Nine Week        Third Nine Week Check
                                Teachers will discuss             Check
                                successful CRISS strategies
                                within their PLCs.
                                                              Third Nine Week
                                Teachers will implement newly Check
                                learned CRISS strategies in
                                their classes.

                                Teachers will report the
                                student achievement results of
                                the strategies back to the PLCs
                                to determine success.

    1.2.                        1.2.                              1.2.                     1.2.                           1.2.
    --Large class sizes         Strategy                          Who                      Teacher will complete an email
    -Students having to share   This reading strategy             Rolling In-service       survey on the effectiveness of Check student discipline
    books                       crosses all content areas.        Committee,               the CHAMPS/Kagan/discipline records 2-3x Per Year
    -Behavior of the students                                     Administration           program.
                                To implement the CHAMPS                                                                   Survey Cross section of
                                program school-wide               How                                                     students regarding
                                                                  - rolling in-service for                                effectiveness of the
                                Review of Kagan Strategies        all faculty October      First Nine Week Check          CHAMPS/Kagan/Discipline
                                                                  2011,                                                   incentive programs.
                                Implement Discipline Incentive
                                Program                        Discipline committee
2
                                                               monthly                    Second Nine Week Check
                                                                                                                        During Nine Weeks
                                                                  First Nine Week Check

                                                                                          Third Nine Week Check
                                                                  Second Nine Week
                                                                  Check


                                                                  Third Nine Week
                                                                  Check
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           In grades 6-8, the percentage of Standard Curriculum students scoring a
                                                                           Level 4 or higher on the 2011 FCAT Reading will increase from 32% to
reading.                     Reading Goal #2:                              34%.



2011 Current Level of Performance:*                                        2012 Expected Level of Performance:*



32% (102)                                                                  34% (109)



                                          Problem-Solving Process to Increase Student Achievement


                                                                        Person or Position
                                                                                               Process Used to Determine
            Anticipated Barrier                   Strategy               Responsible for                                         Evaluation Tool
                                                                                                Effectiveness of Strategy
                                                                           Monitoring

       2.1                            2.1                              2.1                     2.1                            2.1
       Teachers are at varying skill  Strategy                         Who                     PLCs examine student work      3x per year (Reading)
       levels with higher-order       This reading strategy            PLCs (In all content    and data from the FAIR         - FAIR
       questioning techniques         crosses all content areas.       areas)                  testing.
                                      Student reading                                                                         Results of Practice
       Lack of Focus on informational comprehension will improve       Kunzman - rolling in-   (Question levels &             FCAT 2.0
       text.                          through the systematic use of    service                 informational text)
                                      higher-order questions in all
       Understanding of FCAT 2.0 for subject areas. As a result,       How                     Perform Practice FCAT 2.0 prior During the nine weeks
       both teachers and students     there will be increased use of   PLCs will review        to 2012 FCAT.                   -Student work
                                      higher level questions versus    student work regarding
1
       Lack of FCAT 2.0 Practice      lower level questions for both   the use of higher-level
       Materials                      teachers and students.           questioning.

                                       Action Steps:
                                                                       First Nine Week Check
                                       Action Steps.

                                       -Teachers will use the PLCs     Second Nine Week
                                       to learn how to construct and   Check
                                       implement higher-order
                                       questioning techniques.
                                                                          Third Nine Week Check
                                       -Teachers will use the higher-
                                       order questioning techniques in
                                       class.

                                       -Teachers will bring their
                                       results back to the PLC to
                                       discuss outcomes of the use of
                                       the questioning techniques.

                                       -Modifications (if needed) are
                                       discussed and made in the
                                       PLC.

                                       Teachers will learn higher order
                                       thinking strategies during a
                                       rolling in-service.

                                       Rolling in-service Strategy on
                                       FCAT 2.0
       2.2                              2.2                               2.2                     2.2                              2.2
       Students need practice with      Strategy                          Who                     LA and LA SAL and reading        Bell work Grades over
       higher level thinking questions. This reading strategy             LA teachers             coach will debrief the           the strategies.
                                        crosses all content areas.                                effectiveness at the LA SAL
2
                                        LA teachers will use bell work    Reading Coach           meetings.
                                        (Appetizers) to reinforce these
                                        strategies and the reading
                                        coach will model.
       2.3                             2.3                                2.3                     2.3                               2.3
       8th grade students need         Strategy                           Who                     8th grade Social Studies          Results of spring FCAT
       practice with FCAT style        This reading strategy              Social Studies Teachers teachers and Reading Coach        practice test.
       informational text questions.   crosses all content areas.                                 will debrief the effectiveness of
3                                      8th grade Social Studies           Reading Coach           the strategy and materials.
                                       teachers will incorporate FCAT-
                                       type informational articles into
                                       their curriculum. Reading
                                       Coach will model.




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
                                                                             In grades 6-8, the percentage of All Curriculum students making learning
                                                                             gains on the 2012 FCAT Reading will increase from 61% to 63%.
Reading Goal #3:



2011 Current Level of Performance:*                                          2012 Expected Level of Performance:*




61% (666)                                                                    63% (691)




                                            Problem-Solving Process to Increase Student Achievement


                                                                           Person or Position
                                                                                                 Process Used to Determine
            Anticipated Barrier                     Strategy                Responsible for                                        Evaluation Tool
                                                                                                  Effectiveness of Strategy
                                                                              Monitoring

      3.1.                               3.1.                           3.1.                  3.1                             3.1
      Lack of school wide and grade-     Strategy                       Who                   Analysis of FCAT and Fair data. Fair - 2-3X Per Year
      specific 2010 FCAT data            This reading strategy          Administration will
      reflecting the different strands   crosses all content areas.     disseminate 2011 FCAT                                 FCAT Practice Test
      for each subgroup.                 School will provide grade and  data
                                         class specific 2011 FCAT data                        First Nine Week Check
                                         on students to identify strandsReading Coach will
                                         for instructional focus.       disseminate provided
                                                                        Fair data to teachers
                                         Action Steps                                         Second Nine Week Check
                                         -Teachers will access          How
1                                        Sagebrush (IPT) to get student Faculty Meeting and
                                         grades and scores.             PLCs
                                                                                              Third Nine Week Check
                                         -After they get the scores,    First Nine Week Check
                                         teachers will use the data to
                                         guide instruction.
                                                                        Second Nine Week
                                         -Teachers will discuss how to Check
                                         improve instruction using
                                         FCAT/FAIR data.
                                                                        Third Nine Week Check
       3.2                             Strategy                        3.2                     3.2                            3.2
       Students missing instructional                                  Who                     If target group improves       Attendance Records
       time due to late arrival, early 3.2                             Parent Liaison          attendance.
       sign out, or absences           Use of parent liaison to work
                                       with students with attendance   How                     First Nine Week Check
                                       problems.                       Using attendance
                                                                       records/sign in-out log
2
                                       Action Step
                                                                                               Second Nine Week Check
                                       Parent liaison will work to
                                       identify target group.

                                                                                               Third Nine Week Check

       3.3                             3.3                             3.3                     3.3                            3.3
       Students need more practice                                     Who
       reading and comprehending       Strategy                        Social Studies SAL,     Use of a pre/post test covering Pre/Post Test
       informational text.                                             teachers and Reading    comprehension of informational
                                                                       Coach                   text.
                                       Action Step
                                                                       How
                                                                       Social Studies
                                                                       SAL meetings
3
                                                                       First Nine Week Check


                                                                       Second Nine Week
                                                                       Check


                                                                       Third Nine Week Check




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:

                                                                 In grades 6-8, the percentage of All Curriculum students in the bottom
4. Percentage of students in Lowest 25% making learning gains in quartile making learning gains on the 2012 FCAT Reading will increase
                                                                 from 68% to 70%.
reading
Reading Goal #4:




2011 Current Level of Performance:*                                   2012 Expected Level of Performance:*




68% (187)                                                             70% (192)




                                      Problem-Solving Process to Increase Student Achievement


                                                                    Person or Position
                                                                                          Process Used to Determine
            Anticipated Barrier              Strategy                Responsible for                                           Evaluation Tool
                                                                                           Effectiveness of Strategy
                                                                       Monitoring

      4.1.                          4.1.                          4.1.                    4.1.                              4.1
      Lack of focus on decoding and Strategy                      Who
      fluency skills to increase    This reading strategy         PLCs                    Reading Coach, Reading            2-3x Per year
      comprehension                 crosses all content areas.    Reading Coach           Teachers and ESE Specialist       FAIR testing
                                                                  In-service Committee    will review use of FAIR toolkit
                                   Through PLCs, teachers will                            and student work to identify
                                   identify decoding and fluency                          re-teaching strategies and
                                   lessons, including those found How                     needs
                                   in the FAIR tool kit.          Rolling In-service

                                   Action Steps                   First Nine Week Check
1
                                   -Teachers will create lessons
                                   using the strategies mentioned Second Nine Week        First Nine Week Check
                                   above.                         Check

                                   -After getting the results from
                                   lessons, reading and language Third Nine Week Check Second Nine Week Check
                                   arts teachers will meet with
                                   PLC to discuss their results and
                                   more effective implementation
                                   strategies.                                         Third Nine Week Check
    4.2                           4.2                               4.2                     4.2                      4.2

    Students need to increase their Strategy                    Who                    Teacher feedback from         Verbal or written exit
    understanding of FAIR Scores                                Reading Coach and      classroom discussions about   slip focusing on
                                                                Language Arts teachers FAIR Scores and their         student understanding
                                  Complete FAIR data chats with                        interpretation.               of FAIR results.
                                  all students during first     How
                                  semester.                                            First Nine Week Check
                                                                Data chat discussions
                                  Action Steps                  during Language Arts.
2
                                  Have the Reading Coach create First Nine Week Check Second Nine Week Check
                                  the data sheets for each
                                  student.
                                                                Second Nine Week
                                                                Check                 Third Nine Week Check


                                                                    Third Nine Week Check

    4.3                           4.3                             4.3                    4.3                             4.3
    Lack of awareness of FCAT     Strategy                                               Looking at student classroom 2-3x Per Year
    scores by students            Complete data chats with        Who                    test grades, teachers and staff
                                  every student to allow them to Social Studies Teachers can begin to determine the      FCAT
                                  better understand their scores.                        value of the data chats.
                                                                  Technology Specialist

                                  Action Steps                      How
                                  Have the technology specialist    Discussion of the data
                                  create the data sheets for each   chats in the social
                                  student during second             studies PLCs.          First Nine Week Check
3
                                  semester.

                                  Provide copies of the scores to First Nine Week Check
                                  the social studies teachers and                       Second Nine Week Check
                                  allow the teachers to discuss
                                  the scores with each student. Second Nine Week
                                                                  Check
                                                                                        Third Nine Week Check

                                                                    Third Nine Week Check
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 grades 6-8, 79% of the following All Curriculum student subgroups will
in reading                                                                  score a Level 3 or higher on the 2012 FCAT Reading or the percentage of
                                                                            non-proficient students will decrease by 10%. (Safe Harbor Targets:
                                                                            Hispanic - 67%)
Reading Goal #5A:



Reading Goal #5A: Ethnicity
(White, Black, Hispanic, Asian, American Indian)


2011 Current Level of Performance:*                                         2012 Expected Level of Performance:*




59% (303)                                                                   61% (315)



                                          Problem-Solving Process to Increase Student Achievement


                                                                          Person or Position
                                                                                                Process Used to Determine
             Anticipated Barrier                   Strategy                Responsible for                                        Evaluation Tool
                                                                                                 Effectiveness of Strategy
                                                                             Monitoring

       5A.1                            5A.1                             5A.1                    5A.1                           5A.1
       -lack of parental involvement                                    Who
       -poor communication with        Strategy                         Parent Liaison           Parent liaison will record    Parent Climate Survey
       parents/guardians                                                                         parent contacts and
                                       Increase parent participation    How                      attendance at conferences and
                                       at quarterly conferences, and    newsletters/flyers/phone other events.
                                       curriculum related events.       contact
1
                                       Action Steps                     First Nine Week Check

                                       Parent liaison contacts target   Second Nine Week
                                       group.                           Check

                                                                        Third Nine Week Check
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                                                                  In grades 6-8, 79% ELL All Curriculum students will score a Level 3 or
                                                                            above on the 2012 FCAT Reading Test or the percentage of non-proficient
                                                                            students will decrease by 10% in 2012. (Safe Harbor Target- 46%)
Reading Goal #5B:



Reading Goal #5B: English Language Learners (ELL)


2011 Current Level of Performance:*                                         2012 Expected Level of Performance:*



43% (48)                                                                    45% (50)



                                          Problem-Solving Process to Increase Student Achievement


                                                                          Person or Position
                                                                                               Process Used to Determine
              Anticipated Barrier                 Strategy                 Responsible for                                       Evaluation Tool
                                                                                                Effectiveness of Strategy
                                                                             Monitoring

       5B.1                            5B.1                              5B.1                  5B.1                           3x per year
                                                                                                                              - FAIR Ongoing
       Students lack of general        Strategy                          Who                                                  Progress Monitoring in
       vocabulary, FCAT-specific       This reading strategy             Reading Leadership    First Nine Week Check          comprehension
       vocabulary, and background      crosses all content areas.        Team and PLCs
       knowledge                       Teachers will implement CRISS
1                                      strategies, graphic organizers,   How
                                       and academic word lists for       RLT and PLCs will      Second Nine Week Check
                                       vocabulary and concept            analyze and review
                                       development. Bilingual aides      FAIR data for evidence                               During Nine Weeks
                                       will be used in core curriculum   of increased reading                                 Student Work
                                       classes to facilitate students.   comprehension within Third Nine Week Check
                                       Vocabulary Workbooks will be      this subgroup
                               incorporated in the ESOL
                               classroom with emphasis on
                               academic vocabulary.
                                                                 First Nine Week Check
                               Action Steps

                               Teachers will receive CRISS       Second Nine Week
                               training if not previously        Check
                               trained.

                               Teachers will discuss successful Third Nine Week Check
                               CRISS strategies within their
                               PLCs.

                               Teachers will implement newly
                               learned CRISS strategies in
                               their classes.

                               Teachers will report the
                               student achievement results of
                               the strategies back to the PLCs
                               to determine success.

    5B.2                       5B.2                              5B.2                       5B.2                     5B.2

    Language barrier between   Strategy                          Who                        First Nine Week Check    2-3x Per Year
    students and teachers.     Provide teacher access to the     Guidance counselor
                               Rosetta Stone Language            PLCs                                                FCAT
                               software to learn Spanish.                                                            FAIR
                               Three Professional licenses                                  Second Nine Week Check
                               were acquired for teacher use     How
                               in Rosetta Stone.                 Discussion of results in
                                                                 PLC                                                 During Nine Weeks
                                                                                            Third Nine Week Check
2
                               Action Steps                                                                          Classroom tests
                                                                 First Nine Week Check                               Vocabulary
                               Provide teachers the                                                                  assessments
                               opportunity to get a
                               subscription to Rosetta Stone. Second Nine Week
                                                              Check
                               Have teachers begin
                               completing the program.
                                                              Third Nine Week Check
                               Discuss the success of the
                               program in each PLC
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                                                                In grades 6-8, 40% SWD will score a Level 3 or above on the 2012 FCAT
                                                                          Reading Test or the percentage of non-proficient students will decrease by
                                                                          10% in 2012. (Safe Harbor Target- 46%)
Reading Goal #5C:



Reading Goal #5C: Students with Disabilities (SWD)


2011 Current Level of Performance:*                                       2012 Expected Level of Performance:*




35% (56)                                                                  40% (64)



                                          Problem-Solving Process to Increase Student Achievement


                                                                        Person or Position
                                                                                               Process Used to Determine
              Anticipated Barrier                 Strategy               Responsible for                                         Evaluation Tool
                                                                                                Effectiveness of Strategy
                                                                           Monitoring

       5C.1                            5C.1                           5C.1                    5C.1                           5C.1

       In ESE and EBD classrooms, a Strategy                          Who
       lack of leveled books for    Teachers will implement           ESE Specialist will                                    2-3x per year
       differentiated instruction   literature circles and            conduct walkthroughs                                   - FAIR On-going
                                    independent reading program       and review PLC                                         Progress Monitoring in
                                    using leveled books               agendas to ensure the First Nine Week Check            comprehension
1
                                                                      use of differentiated
                                                                      instruction strategies
                                       Action Steps
                                                                      How                     Second Nine Week Check
                                       With assistance from the
                                       reading coach, language arts                                                          During Nine Weeks
                                       and reading teachers will      First Nine Week Check                                  Student Work
                                       determine which books need to                          Third Nine Week Check
                                       be used for students on the
                                       appropriate grade level.         Second Nine Week
                                                                        Check
                                       In the PLCs, teachers will
                                       discuss the data gathered from
                                       the test and activities students Third Nine Week Check
                                       completed from the grade level
                                       text.

                                       Teachers will discuss strategies
                                       to make the text and
                                       assignments more effective for
                                       the students.




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 grades 6-8, 79% Economically Disadvantaged All Curriculum students
                                                                will score a Level 3 or above on the 2012 FCAT Reading or the percentage
in reading                                                      of non-proficient students will decrease by 10%. (Safe Harbor Target-
                                                                64%)
Reading Goal #5D:



Reading Goal #5D: Economically Disadvantaged


2011 Current Level of Performance:*                                       2012 Expected Level of Performance:*



57% (394)                                                                 59% (408)



                                          Problem-Solving Process to Increase Student Achievement
                                                                              Person or Position
                                                                                                      Process Used to Determine
                Anticipated Barrier                  Strategy                  Responsible for                                          Evaluation Tool
                                                                                                       Effectiveness of Strategy
                                                                                 Monitoring

           5D.1                            5D.1                              5D.1                     5D.1                            5D.1
           Students lack of organizational
           skills and accountability for   Strategy                          Who                      Teacher feedback                Binder Check
           student work and grades.                                          Admin.
                                           Provide students with a binder,
                                           dividers, and a pencil pouch.     How

                                          Action Steps                       Homeroom Teachers
                                                                             & Binder Committee
                                          Students will use school wide
1
                                          binders for all content areas.     First Nine Week Check

                                          Teachers will instruct students
                                          on organization of the binder. Second Nine Week
                                                                          Check


                                                                             Third Nine Week Check




 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.

                                                                                           Target Dates and
  PD Content                            PD Facilitator PD Participants (e.g.                                           Strategy for      Person or Position
                          Grade                                                         Schedules(e.g. , Early
 /Topic and/or                           and/or PLC , PLC, subject, grade                                                Follow-          Responsible for
                       Level/Subject                                                   Release) and Schedules
   PLC Focus                               Leader      level, or school-wide)                                         up/Monitoring         Monitoring
                                                                                    (e.g., frequency of meetings)

                                       Rolling In-
                                                                                                                    Post Evaluation
EET                   All              service          All                         October 5, 2011                                      Administration
                                                                                                                    Discussion
                                       Committee


FCAT 2.0              All              Kunzman          All                         Fall 2011                       Practice FCAT 2.0    Kunzman
Informational Text
and Higher Order     All      Walker         All              Spring 2012                FAIR   Kunzman
Questioning


CHAMPS               All                     All              Ongoing




Reading Budget:



     Evidence-based Program(s)/Material(s)



                                                                                                     Available
      Strategy                          Description of Resources            Funding Source
                                                                                                      Amount



      No Data                           No Data                             No Data                       $0.00



                                                                                                Subtotal: $0.00



     Technology



                                                                                                     Available
      Strategy                          Description of Resources            Funding Source
                                                                                                      Amount
No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00



Professional Development



                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             Amount



No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00



Other



                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             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)).


1. Students achieving proficiency (FCAT Level 3) in mathematics
                                                                             In grades 6-8, the percentage of Standard Curriculum students scoring a
                                                                             Level 3 or higher on the 2012 FCAT Math will increase from 71% to 74%.
Mathematics Goal #1:



2011 Current Level of Performance:*                                          2012 Expected Level of Performance:*



71% (606)                                                                    74% (811)



                                          Problem-Solving Process to Increase Student Achievement


                                                                           Person or Position
                                                                                                 Process Used to Determine
            Anticipated Barrier                   Strategy                  Responsible for                                       Evaluation Tool
                                                                                                  Effectiveness of Strategy
                                                                              Monitoring

       1.1.                            1.1.                               1.1.                  1.1.                           1.1.
       Students have difficulty        Strategy: Teachers will ‘spiral’   Who:                  Walkthroughs by                2-3x Per Year
       retaining the information after curriculum through bell work &     Math SAL              administrators and PLC.        End of semester exams
       the assessment.                 subsequent tests where             Math teachers                                        Pretest
1
                                       appropriate.                       APC                   PLC notes and agendas.
                                                                          Principal
                                                                                                Daily lesson plans.
                                       Action Steps: Teachers will                                                             During Nine Weeks
                                     introduce new lessons by         How:                                                    Chapter tests
                                     reviewing material that was      PLCs will identify                                      Quizzes
                                     already covered in previous      previously covered
                                     lessons through bell work.       material that should be
                                                                      included in each        First Nine Week Check
                                     Teachers will include at least 2 chapter test after the
                                     test questions from previously first one
                                     tested material on subsequent
                                     tests                                                    Second Nine Week Check
                                                                      First Nine Week Check

                                                                    Second Nine Week
                                                                    Check                     Third Nine Week Check

                                                                    Third Nine Week Check
    1.2.                             1.2.                            1.2.                     1.2                             1.2
    Students , particularly in the   Strategy                        Who
    8th grade, are not prepared to   Increase Costa level 3 thinking Math SAL                 Graded FCAT Explorer quizzes    FCAT Explorer and bell
    take FCAT Math                   skills                          Math teachers            will determine FCAT readiness   work problems
                                     Action Steps                    APC                      for each standard
                                     Students will take 2 FCAT focus Principal
                                     quiz per month. Teachers will                            First Nine Week Check
                                     use data to drive future
                                     instruction to prepare students How
                                     to take FCAT                    Teachers will have                                       During Nine Weeks
2                                                                    students take at least   Second Nine Week Check          Administer FCAT
                                     8th grade teachers will use     2 FOCUS assessment                                       Explorer quizzes and
                                     District FCAT Bell work to      per month                                                use FCAT 2.0 questions
                                     prepare students                                                                         in bell work
                                                                     First Nine Week Check    Third Nine Week Check

                                                                    Second Nine Week
                                                                    Check

                                                                    Third Nine Week Check

    1.3                            1.3.                             1.3.                      1.3. Teachers assess readiness 1.3.
                                   Strategy                         Who                       with multiplication tests      2-3x Per Year
    Students enter sixth grade not Increase memorization, recall    SAL
    knowing basic math facts       and comprehension with boot      Math teachers
                                   camp style incentives and        APC
3
                                   practice skills
                                                                    How
                                     Action Steps                   Teachers will practice                                    During Nine Weeks
                                     Boot camp incentives and       and remediate             First Nine Week Check
                                     practice on multiplication     multiplication skills
                                       tables
                                                                          First Nine Week Check
                                                                                                    Second Nine Week Check
                                                                          Second Nine Week
                                                                          Check

                                                                          Third Nine Week Check Third Nine Week Check




2. Students achieving above proficiency (FCAT Levels 4 and 5) in

mathematics                                                                  In grades 6-8, the percentage of Standard Curriculum students scoring a
                                                                             Level 4 or higher on the 2012 FCAT Math will increase from 38% to 40%.
Mathematics Goal #2:



2011 Current Level of Performance:*                                          2012 Expected Level of Performance:*



38% (304)                                                                    40% (438)



                                          Problem-Solving Process to Increase Student Achievement


                                                                           Person or Position
                                                                                                    Process Used to Determine
              Anticipated Barrier                 Strategy                  Responsible for                                        Evaluation Tool
                                                                                                     Effectiveness of Strategy
                                                                              Monitoring

       2.1.                            2.1                                2.1.                      2.1.                         2.1.
                                       Strategy: Teachers will ‘spiral’   Who:                                                   2-3x Per Year
       Students have difficulty        curriculum through bell work &     Math SAL                  Walkthroughs by              End of Semester
       retaining the information after subsequent tests where             Math teachers             administrators and PLC.      Exams
       the assessment.                 appropriate.                       APC                                                    Formative Assessments
                                                                          Principal                 PLC notes and agendas.
1
                                       Action Steps: Teachers will                                  Daily lesson plans.
                                       introduce new lessons by           How:
                                       reviewing material that was        PLCs will identify                                     During Nine Weeks
                                       already covered in previous        previously covered
                                       lessons through bell work.         material that should be
                                                                    included in each
                                   Teachers will include at least 2 chapter test after the First Nine Week Check
                                   test questions from previously first one
                                   tested material on subsequent
                                   tests                            First Nine Week Check
                                                                                           Second Nine Week Check

                                                                    Second Nine Week
                                                                    Check
                                                                                            Third Nine Week Check
                                                                    Third Nine Week Check

    2.2.                           2.2.                            2.2.                     2.2.                            2.2.
    Students are not prepared to   Strategy:                       Who                      Graded FCAT Explorer quizzes    Graded FCAT Explorer
    take FCAT Math                                                 Math SALs                will determine FCAT readiness   quizzes and bellwork
                                   Increase Costa level 3 thinking Math teachers            for each standard
                                   skills                          APCs
                                                                   Principal
                                   Action Steps                                             First Nine Week Check
                                   Students will take 2 FCAT focus How
                                   quizzes per month               Teachers will have                                       During Nine Weeks
                                                                   students take at least
2
                                                                   2 FOCUS assessment       Second Nine Week Check
                                                                   per month

                                                                    First Nine Week Check
                                                                                            Third Nine Week Check
                                                                    Second Nine Week
                                                                    Check

                                                                    Third Nine Week Check

    2.3                            2.3                              2.3                     2.3 records will be kept of     2.3
    Students do not know how to    Strategy                         Who                     students’ attendance at help    Quizzes, tests,
    ask for or receive math help   Offer math tutoring 2-3          Math SAL                sessions and students will be   assessments, FCAT
    outside of classroom           mornings a week and increase     Math department         periodically assessed online
    instruction                    students’ knowledge of where     ESE teachers
                                   to find math help online
                                                                    How                    First Nine Week Check
3
                                   Action Steps                     SAL and APC will check                                  During Nine Weeks
                                   Offer scheduled math help        to make sure tutoring
                                   before school available to all   is available and
                                   students and model where to      advertised             Second Nine Week Check
                                   locate verified math help
                                   websites for student use         First Nine Week Check
                                                                                            Third Nine Week Check
                                                                    Second Nine Week
                                                                    Check

                                                                    Third Nine Week Check




3. Percentage of students making Learning Gains in mathematics
                                                                       In grades 6-8, the percentage of All Curriculum students making learning
                                                                       gains on the 2012 FCAT Math will increase from 74% to 76%.
Mathematics Goal #3:



2011 Current Level of Performance:*                                    2012 Expected Level of Performance:*



74% (717)                                                              76% (833)



                                       Problem-Solving Process to Increase Student Achievement


                                                                     Person or Position
                                                                                            Process Used to Determine
            Anticipated Barrier                Strategy               Responsible for                                          Evaluation Tool
                                                                                             Effectiveness of Strategy
                                                                        Monitoring

      3.1                            3.1.                            3.1.                   3.1.                            3.1.
      Students are not prepared to   Strategy:                       Who: Math SALs         Graded FCAT Explorer quizzes    Graded FCAT Explorer
      take FCAT Math                 Increase Costa level 3 thinking Math teachers, APCs    will determine FCAT readiness   quizzes and bell work
                                     skills                          Principal              for each standard

                                     Action Steps                    How: Teachers will
                                     Students will take 2 FCAT focus have students take at First Nine Week Check
                                     quizzes per month               least 2 FOCUS
1
                                                                     assessment per month                                   During Nine Weeks

                                                                    First Nine Week Check Second Nine Week Check

                                                                    Second Nine Week
                                                                    Check
                                                                                            Third Nine Week Check
                                                                    Third Nine Week Check
       3.3                            3.3                              3.3                     3.3 records will be kept of     3.3
       Students do not know how to    Strategy                         Who                     students’ attendance at help    2-3x Per Year
       ask for or receive math help   Offer math tutoring 2-3          Math SAL                sessions and students will be   End of semester exams
       outside of classroom           mornings a week and increase     Math department         periodically assessed online    Formative Assessments
       instruction                    students’ knowledge of where     ESE teachers
                                      to find math help online
                                                                       How                    First Nine Week Check
                                      Action Steps                     SAL and APC will check                                  During Nine Weeks
                                      Offer scheduled math help        to make sure tutoring                                   Chapter tests
                                      before school available to all   is available and                                        Quizzes
2                                     students and model where to      advertised             Second Nine Week Check           3.3
                                      locate verified math help                                                                Quizzes, tests,
                                      websites for student use         First Nine Week Check                                   assessments, FCAT

                                                                                               Third Nine Week Check
                                                                       Second Nine Week
                                                                       Check
                                                                                                                               During Nine Weeks

                                                                       Third Nine Week Check




4. Percentage of students in Lowest 25% making learning gains in In grades 6-8, the percentage of All Curriculum students in the bottom
                                                                 quartile making learning gains on the 2012 FCAT Math will increase from
mathematics              Mathematics Goal #4:                    68% to 70%.



2011 Current Level of Performance:*                                       2012 Expected Level of Performance:*



68% (187)                                                                 70% (192)



                                         Problem-Solving Process to Increase Student Achievement


                                                                        Person or Position
                                                                                               Process Used to Determine
            Anticipated Barrier                  Strategy                Responsible for                                         Evaluation Tool
                                                                                                Effectiveness of Strategy
                                                                           Monitoring
      4.1.                             4.1.                              4.1.                    4.1.                           4.1.
                                       Strategy                          Who                     Students will be monitored for Weekly assessments
      Students are not proficient in   Teachers will increase students   Math SAL                mastery and understanding      until mastery attained
      basic math facts                 basic multiplication facts        Math department         weekly

                                       Action Steps                                              First Nine Week Check
                                                                         How
                                       Teachers will enroll all level 1’s
                                       and 2’s in FASST Math & make                                                              During Nine Weeks
1
                                       sure that they use the program First Nine Week Check Second Nine Week Check
                                       on a weekly basis until mastery
                                       is determined
                                                                          Second Nine Week
                                       Teachers will do basic             Check                 Third Nine Week Check
                                       multiplication facts for bell
                                       work once a week
                                                                          Third Nine Week Check

      4.2                              4.2                               4.2                     4.2                             4.2
      Students do not know how to      Strategy                          Who                     Records will be kept of         Quizzes, tests,
      ask for or receive math help     Offer math tutoring 2-3           Math SAL                students’ attendance at help    assessments, FCAT
      outside of classroom             mornings a week and increase      Math department         sessions and students will be
      instruction                      students’ knowledge of where      ESE teachers            periodically assessed online
                                       to find math help online
                                                                         How
                                       Action Steps                      SAL and APC will check First Nine Week Check            During Nine Weeks
                                       Offer scheduled math help         to make sure tutoring
                                       before school available to all    is available and
2
                                       students and model where to       advertised
                                       locate verified math help                                Second Nine Week Check
                                       websites for student use          First Nine Week Check


                                                                         Second Nine Week        Third Nine Week Check
                                                                         Check


                                                                         Third Nine Week Check



                                                                            In grades 6-8, 80% of the following All Curriculum student subgroups will
5A. Student subgroups not making Adequate Yearly Progress (AYP)
                                                                            score a Level 3 or higher on the 2012 FCAT Math or the percentage of non-
in mathematics                                                              proficient students will decrease by 10%. (Safe Harbor Targets: Hispanic –
                                                                            64%)
Mathematics Goal #5A:



Mathematics Goal #5A: Ethnicity
(White, Black, Hispanic, Asian, American Indian)


2011 Current Level of Performance:*                                        2012 Expected Level of Performance:*



61% (314)                                                                  63% (325)



                                           Problem-Solving Process to Increase Student Achievement


                                                                         Person or Position
                                                                                                Process Used to Determine
             Anticipated Barrier                    Strategy              Responsible for                                         Evaluation Tool
                                                                                                 Effectiveness of Strategy
                                                                            Monitoring

       5.A.1                            5.A.1.                           5.A.1.                 5.A.1.                         5.A.1.
                                        Strategy                         Who                    Students will be monitored for Weekly assessments
       Students are not proficient in   Teachers will increase students’ Math SAL               mastery and understanding      until mastery attained
       basic math facts                 basic multiplication facts       Math department        weekly

                                        Action Steps                       How                   First Nine Week Check
                                                                           Mastery will be
                                        Teachers will enroll all level 1’s monitored weekly as
                                        and 2’s in FASST Math & make students retain                                           During Nine Weeks
                                        sure that they use the program multiplication facts      Second Nine Week Check
1
                                        on a weekly basis until mastery
                                        is determined                      First Nine Week Check

                                        Teachers will do basic                                  Third Nine Week Check
                                        multiplication facts for bell   Second Nine Week
                                        work once a week                Check


                                                                        Third Nine Week Check
      5.A.2                          5.A.2                            5.A.2                   5.A.2 records will be kept of   5.A.2
      Students do not know how to    Strategy                         Who                     students’ attendance at help    Quizzes, tests,
      ask for or receive math help   Offer math tutoring 2-3          Math SAL                sessions and students will be   assessments, FCAT
      outside of classroom           mornings a week and increase     Math department         periodically assessed online
      instruction                    students’ knowledge of where     ESE teachers
                                     to find math help online
                                                                      How                    First Nine Week Check
                                     Action Steps                     SAL and APC will check                                  During Nine Weeks
                                     Offer scheduled math help        to make sure tutoring
                                     before school available to all   is available and
2                                    students and model where to      advertised             Second Nine Week Check
                                     locate verified math help
                                     websites for student use         First Nine Week Check

                                                                                              Third Nine Week Check
                                                                      Second Nine Week
                                                                      Check


                                                                      Third Nine Week Check




5B. Student subgroups not making Adequate Yearly Progress (AYP)

in mathematics                                                           In grades 6-8, 80% ELL All Curriculum students will score a Level 3 or
                                                                         above on the 2011 FCAT Math Test or the percentage of non-proficient
                                                                         students will decrease by 10% in 2010. (Safe Harbor Target- 40%)
Mathematics Goal #5B:



Mathematics Goal #5B: English Language Learners (ELL)


2011 Current Level of Performance:*                                      2012 Expected Level of Performance:*



46%                                                                      48%(53)



                                        Problem-Solving Process to Increase Student Achievement
                                                                     Person or Position
                                                                                            Process Used to Determine
        Anticipated Barrier                   Strategy                Responsible for                                         Evaluation Tool
                                                                                             Effectiveness of Strategy
                                                                        Monitoring

    5.B.1                         5. B.1                          5.B.1                     5.B.1                           5.B.1
    Student comprehension of      Strategy                        Who                       Student comprehension should Monitor weekly
    vocabulary and main ideas due Students will have the use of a Math SALs                 increase with use of ESOL tools
    to language barrier           bilingual aide to assist as     Math department           available
                                  needed.                         ESOL teachers
                                                                  APCs

                                   Action Steps                     How                   First Nine Week Check             During Nine Weeks
                                   Use of Differentiated            Monitor comprehension
1                                  Instruction curriculum will be   through translators
                                   provided by the ELL              and quizzes
                                   department to assist teachers.                         Second Nine Week Check
                                                                    First Nine Week Check
                                   Translate work into other                                                                During Nine Weeks
                                   languages, use translators,     Second Nine Week
                                   partner work and differentiated Check                 Third Nine Week Check
                                   strategies
                                                                   Third Nine Week Check

    5.B.2                          5.B.2                            5.B.2                   5.B.2                           5.B.2
    Students do not know how to    Strategy                         Who                     Records will be kept of         Quizzes, tests,
    ask for or receive math help   Offer math tutoring 2-3          Math SAL                students’ attendance at help    assessments, FCAT
    outside of classroom           mornings a week and increase     Math department         sessions and students will be
    instruction                    students’ knowledge of where     ESOL teachers           periodically assessed online
                                   to find math help online
                                                                    How
                                   Action Steps                     SAL and APC will check First Nine Week Check            During Nine Weeks
                                   Offer scheduled math help        to make sure tutoring
2                                  before school available to all   is available and
                                   students and model where to      advertised                                              During Nine Weeks
                                   locate verified math help                               Second Nine Week Check
                                   websites for student use         First Nine Week Check

                                                                                                                            5.B.2
                                                                    Second Nine Week        Third Nine Week Check           Quizzes, tests,
                                                                    Check                                                   assessments, FCAT

                                                                    Third Nine Week Check                                   During Nine Weeks
5C. Student subgroups not making Adequate Yearly Progress (AYP) In grades 6-8, 40% SWD will score a Level 3 or above on the 2012 FCAT
                                                                Math Test or the percentage of non-proficient students will decrease by
in mathematics            Mathematics Goal #5C:                 10% in 2012. (Safe Harbor Target- 42%)



Mathematics Goal #5C: Students with Disabilities (SWD)


2011 Current Level of Performance:*                                        2012 Expected Level of Performance:*



35%                                                                        40% (64)



                                           Problem-Solving Process to Increase Student Achievement


                                                                         Person or Position
                                                                                                Process Used to Determine
            Anticipated Barrier                     Strategy              Responsible for                                         Evaluation Tool
                                                                                                 Effectiveness of Strategy
                                                                            Monitoring

       5C.1.                            5C.1.                            5C.1.                  5C.1.                          5C.1.
                                        Strategy                         Who                    Students will be monitored for Weekly assessments
       Students are not proficient in   Teachers will increase students’ Math SAL               mastery and understanding      until mastery attained
       basic math facts                 basic multiplication facts       Math department        weekly

                                        Action Steps                       How                   First Nine Week Check
                                                                           Mastery will be
                                        Teachers will enroll all level 1’s monitored weekly as
                                        and 2’s in FASST Math & make students retain                                           During Nine Weeks
1
                                        sure that they use the program multiplication facts      Second Nine Week Check
                                        on a weekly basis until mastery
                                        is determined                      First Nine Week Check

                                        Teachers will do basic                                  Third Nine Week Check
                                        multiplication facts for bell   Second Nine Week
                                        work once a week                Check

                                                                        Third Nine Week Check
5D. Student subgroups not making Adequate Yearly Progress (AYP)
                                                                          In grades 6-8, 80% Economically Disadvantaged All Curriculum students
in mathematics                                                            will score a Level 3 or above on the 2012 FCAT Math or the percentage of
                                                                          non-proficient students will decrease by 10%. (Safe
                                                                          Harbor Target- 63%)
Mathematics Goal #5D:



Mathematics Goal #5D: Economically Disadvantaged


2011 Current Level of Performance:*                                       2012 Expected Level of Performance:*



58% (___)                                                                 61% (286)



                                          Problem-Solving Process to Increase Student Achievement


                                                                        Person or Position
                                                                                               Process Used to Determine
            Anticipated Barrier                    Strategy              Responsible for                                         Evaluation Tool
                                                                                                Effectiveness of Strategy
                                                                           Monitoring

      5.D.1                            5.D.1                            5.D.1                  5.D.1                          5.D.1
                                       Strategy                         Who                    Students will be monitored for Weekly assessments
      Students are not proficient in   Teachers will increase students’ Math SAL               mastery and understanding      until mastery attained
      basic math facts                 basic multiplication facts       Math department        weekly

                                       Action Steps                       How                   First Nine Week Check
                                                                          Mastery will be
                                       Teachers will enroll all level 1’s monitored weekly as
                                       and 2’s in FASST Math & make students retain                                           During Nine Weeks
1
                                       sure that they use the program multiplication facts      Second Nine Week Check
                                       on a weekly basis until mastery
                                       is determined                      First Nine Week Check

                                       Teachers will do basic                                  Third Nine Week Check
                                       multiplication facts for bell   Second Nine Week
                                       work once a week                Check

                                                                       Third Nine Week Check
        5.D.2                          5.D.2                            5.D.2                   5.D.2 records will be kept of   5.D.2
        Students do not know how to    Strategy                         Who                     students’ attendance at help    Quizzes, tests,
        ask for or receive math help   Offer math tutoring 2-3          Math SAL                sessions and students will be   assessments, FCAT
        outside of classroom           mornings a week and increase     Math department         periodically assessed online
        instruction                    students’ knowledge of where     ESE teachers
                                       to find math help online
                                                                        How                    First Nine Week Check
                                       Action Steps                     SAL and APC will check                                  During Nine Weeks
                                       Offer scheduled math help        to make sure tutoring
                                       before school available to all   is available and
 2
                                       students and model where to      advertised             Second Nine Week Check
                                       locate verified math help
                                       websites for student use         First Nine Week Check

                                                                                                Third Nine Week Check
                                                                        Second Nine Week
                                                                        Check

                                                                        Third Nine Week Check




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.


                                                                                  Target Dates and
                                                              PD Participants     Schedules(e.g. ,
                                                                                                                 Strategy for      Person or Position
 PD Content /Topic        Grade             PD Facilitator  (e.g. , PLC,subject, Early Release) and
                                                                                                                   Follow-          Responsible for
 and/or PLC Focus      Level/Subject      and/or PLC Leader   grade level, or     Schedules (e.g.,
                                                                                                                up/Monitoring         Monitoring
                                                               school-wide)         frequency of
                                                                                      meetings)

Grades 6-8               6-8 Math            MATH SAL           Math Teachers       Professional Study Day     Administrator walkthroughs    Admin.


                                                                                    Monthly Dept Meetings
Mathematics Budget:




    Evidence-based Program(s)/Material(s)



                                                                                        Available
     Strategy                          Description of Resources   Funding Source
                                                                                         Amount



     No Data                           No Data                    No Data                   $0.00



                                                                                   Subtotal: $0.00



    Technology



                                                                                        Available
     Strategy                          Description of Resources   Funding Source
                                                                                         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



                                                                                                                 Available
     Strategy                                Description of Resources                Funding Source
                                                                                                                  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)).
1. Students achieving proficiency (FCAT Level 3) in science
                                                                            In grades 6-8, the percentage of Standard Curriculum students scoring a
                                                                            Level 3 or higher on the 2012 FCAT Science will increase from 53% to
Science Goal #1:                                                            55%.



2011 Current Level of Performance:*                                         2012 Expected Level of Performance:*



53% (147)                                                                   55% (196)



                                           Problem-Solving Process to Increase Student Achievement


                                                                          Person or Position
                                                                                                Process Used to Determine
            Anticipated Barrier                    Strategy                Responsible for                                           Evaluation Tool
                                                                                                 Effectiveness of Strategy
                                                                             Monitoring

       1.1.                             1.1.                             1.1.                  1.1.                               1.1.
       -Not all teachers are            Strategy                         Who                   Science PLCs will review unit      2-3x Per Year
       knowledgeable of the             Tier 1 – The purpose of this     Principal             assessments and chart the          District-level baseline
       strategies of inquiry based      strategy is to strengthen the    APC                   increase in the number of          and mid-year tests
       instruction such as engaging     core curriculum. Students will   Science SAL           students reaching at least 80%
       the students, explore time,      develop problem-solving and      Science Teachers      mastery on units of instruction.
       accountable talk, higher order   creative thinking skills while
       questioning, etc.                constructing new knowledge.
       -Not all PLC meetings include    To achieve this goal, science    How
       regular discussion of student    teachers will increase the       -PLC logs turned into                                    During Nine Weeks
       data and/or the                  number of inquiry based          administration.                                          - Mini Assessments
       implementation of the inquiry    instruction (such as student     Administration                                           -Unit assessments
1      model.                           engagement, explore time,        provides feedback.     First Nine Week Check
       -Teachers are at varying skill   accountable talk and higher      - Evidence of strategy
       levels with the use of           order questioning) per unit of   in teachers’ lesson
       achievement series to            instruction.                     plans seen during
       accurately analyze student                                        administrative walk-   Second Nine Week Check
       data.                            Action Steps                     through.
                                        1. Teachers will attend District -Classroom walk-
                                        Science training and share       through observing
                                        information with their PLCs.     inquiry based          Third Nine Week Check
                                        2. PLCs write SMART goals        instruction.
                                        based on each nine weeks of
                                        material. (For example, during First Nine Week Check
                                        the first nine weeks, 75% of
                                    the students will score an 80%
                                    or above on each unit of         Second Nine Week
                                    instruction.)                    Check
                                    3. As a Professional
                                    Development activity in their
                                    PLCs, teachers spend time        Third Nine Week Check
                                    sharing, researching, teaching,
                                    and modeling inquiry based
                                    instruction strategies.
                                    4. PLC teachers instruct
                                    students using the core
                                    curriculum and inquiry based
                                    instruction strategies.
                                    5. At the end of the unit,
                                    teachers give a common
                                    assessment identified from the
                                    core curriculum material.
                                    6. Teachers bring assessment
                                    data back to the PLCs.
                                    7. Based on the data, teachers
                                    discuss inquiry based
                                    instruction strategies that were
                                    effective.
                                    8 Based on data, PLCs use the
                                    problem-solving process to
                                    determine next steps of
                                    planning inquiry based
                                    instruction strategies.
                                    9. PLCs record their work in
                                    the PLC logs.

    1.2.                             1.2.                              1.2.                  1.2.                           1.2.
    -Teachers are at varying skill   Strategy                          Who                   PLCs will review evaluation    2-3x Per Year
    levels in the use of inquiry and Tier 1 – The purpose of this      Principal             data.                          District-level baseline
    the 5E lesson plan model.        strategy is to strengthen the     APC                                                  and mid-year tests
    -PLC are not being               core curriculum. Students’        Science SAL           PLCs will review unit          FCAT
    implemented at all middle        science skills will improve       Science Teachers      assessments and chart the
    schools with fidelity            through participation in the 5E                         increase in the number of
2   -Lack of common planning time lesson plan model.                 How                     students reaching at least 80%
    to facilitate and hold PLC                                       -PLC logs turned into   mastery on units of instruction. During Nine Weeks
                                                                     administration.                                          - Mini Assessments
                                    Action Steps                     Administration                                           -Unit assessments
                                    1. Teachers will attend District provides feedback.
                                    Science training and share 5 E -Evidence of strategy
                                    Lesson Plan Model information in teachers’ lesson
                                    with their PLCs.                 plans seen during
                                   2. PLCs write SMART goals         administration walk-   First Nine Week Check
                                   based on each nine weeks of       through.
                                   material.                         - Classroom walk-
                                   3. As a Professional              through observing this
                                   Development activity in their     strategy.              Second Nine Week Check
                                   PLCs, teachers spend time
                                   collaboratively building 5E       First Nine Week Check
                                   Lesson Plans.
                                   4. PLC teachers instruct                                  Third Nine Week Check
                                   students using the 5 E Lesson     Second Nine Week
                                   Plans.                            Check
                                   5. Teachers bring assessment
                                   data back to the PLCs.
                                   6. Based on the data, teachers    Third Nine Week Check
                                   discuss effectiveness of the 5E
                                   Lesson Plans.

       1.3.                        1.3.                              1.3.                    1.3.                             1.3.
       -Language barrier between   Strategy                          Who                     PLCs will review ELL student     2-3x Per Year
       students and teachers.      Tier 1 – Purpose of this          ELL Specialist          data throughout the school       District-level baseline
                                   strategy is to strength student   Science SAL             year to monitor progress of      and mid-year tests
                                   understanding of key science      Science Teachers        science content mastery of ELL   FCAT
                                   concepts.                                                 students.
                                                                     How
                                   Action Steps                      PLCs will meet with the
                                   PLCs with work in coordination    school site specialist
                                   with ELL specialist at the        throughout the year to                                   During Nine Weeks
                                   school to create lesson plans     discuss strategies for First Nine Week Check             - Mini Assessments
3                                  that will incorporate DI          instructing ELL                                          -Unit assessments
                                   strategies into their lesson      students.
                                   plans to help ELL students at
                                   the school.                       First Nine Week Check Second Nine Week Check


                                                                     Second Nine Week
                                                                     Check                   Third Nine Week Check


                                                                     Third Nine Week Check




2. Students achieving above proficiency (FCAT Levels 4 and 5) in        In grades 6-8, the percentage of Standard Curriculum students scoring a
                                                                        Level 4 or higher on the 2012 FCAT Science will increase from 12% to
                                                                              14%.
science


Science Goal #2:



2011 Current Level of Performance:*                                           2012 Expected Level of Performance:*



12% (34)                                                                      14 (50)



                                           Problem-Solving Process to Increase Student Achievement


                                                                            Person or Position
                                                                                                  Process Used to Determine
           Anticipated Barrier                     Strategy                  Responsible for                                         Evaluation Tool
                                                                                                   Effectiveness of Strategy
                                                                               Monitoring

      2.1.                              2.1                                2.1.                   2.1.                            2.1.
      - Teachers are at varying skill   Strategy                           Who                    PLCs examine student work       2-3x Per Year
      levels with Costas (higher        Tier 1 – The purpose of this       -Administration Team   and data from the Costas        District Baseline and
      order questioning techniques).    strategy is to strengthen the      -AVID Coordinator      quizzes and other               Mid-Year Testing
      - PLC meetings do not focus on    core curriculum. Students’         -Science SAL           assessments. Data from review
      higher order questioning          math skills will improve                                  of unit assessments be
      strategies for upcoming           through participation in Costas                           analyzed at PLC meetings.
      lessons.                          Level Questioning As a result,     How                                                    During Nine Weeks
                                        there will be increased use of     -PLC logs turned into                                  -Student work
                                        higher level questions versus      administration.                                        -Chapter tests
                                        lower level questions for both     Administration                                         -Quizzes utilizing
                                        teachers and students.             provides feedback.                                     Costas level
1
                                                                           -Evidence of strategy First Nine Week Check            questioning.
                                        Action Steps.                      in teachers’ lesson
                                        1. AVID site team designs and      plans seen during
                                        plans Costas training for staff.   administration walk-
                                        Demonstration classrooms are       through.               Second Nine Week Check
                                        identified and training schedule   -Classroom walk-
                                        designed for staff.                through observing this
                                        2. PLCs write SMART goals          strategy.
                                        based on each nine weeks of                               Third Nine Week Check
                                        material.                          First Nine Week Check
                                        3. As a Professional
                                        Development activity in their
                                    PLCs, teachers discuss          Second Nine Week
                                    Costas/HOT strategies and how Check
                                    they can be implemented in
                                    the upcoming lessons.
                                    4. Teachers implement the       Third Nine Week Check
                                    targeted higher order
                                    questioning strategies in their
                                    lessons.
                                    5. Teachers implement the
                                    common assessments.
                                    6. Teachers bring assessment
                                    data back to the PLCs.
                                    7. Based on data, PLCs use the
                                    problem-solving process to
                                    determine next steps of higher
                                    order strategy implementation.
                                    8. PLCs record their work in
                                    the PLC logs.
    2.2.                            2.2.                              2.2.                  2.2.                               2.2.
    - Lack of common planning       Strategy                          Who                   PLCs will review unit              2-3x Per Year
    time to discuss best practices Tier 1 – The purpose of this       -Principal            assessments and chart the          District Baseline and
    before the unit of instruction. strategy is to strengthen the     -APC                  increase in the number of          Mid-Year Testing
    -Lack of common planning time core curriculum. Students’          -Science SAL          students reaching at least 80%
    to identify and analyze core    science comprehension will                              mastery on units of instruction.
    curriculum assessments.         improve through teachers        How
    -Lack of planning time to       using the Continuous            -PLC logs turned into
    analyze data to identify best   Improvement Model with core     administration.
    practices.                      curriculum and providing        Administration        First Nine Week Check                During Nine Weeks
    - Need additional training to   Differentiated Instruction as a provides feedback.                                         -Unit assessments
    implement effective PLCs.       result of the problem-solving   -Evidence of strategy
                                    model.                          in teachers’ lesson
                                                                    plans seen during     Second Nine Week Check
2
                                    Action Steps                    administration
                                    1. As a Professional            classroom walk-
                                    Development activity, teachers through
                                    use district textbook adopted                         Third Nine Week Check
                                    materials and resources within
                                    their PLCs to plan and deliver First Nine Week Check
                                    lessons.
                                    2. As a Professional
                                    Development activity in their   Second Nine Week
                                    PLCs, teachers spend time       Check
                                    sharing, researching, teaching,
                                    and modeling researched-
                                    based best-practice strategies. Third Nine Week Check
                                    3. PLC teachers instruct
                                  students using the core
                                  curriculum, incorporating DI
                                  strategies from their PLC
                                  discussions.
                                  4. At the end of the unit,
                                  teachers give a common
                                  assessment identified from the
                                  core curriculum material.
                                  5. Teachers bring assessment
                                  data back to the PLCs.
                                  6. Based on the data, teachers
                                  discuss strategies that were
                                  effective.
                                  7. Based on the data, teachers
                                  1) decide what skills need to
                                  be re-taught in a whole lesson
                                  to the entire class, 2) decide
                                  what skills need to be moved
                                  to mini-lessons or re-teach for
                                  the whole class 3) decide what
                                  skills need to re-taught to
                                  targeted students (remediation
                                  and enrichment).
                                  8. PLCs record their work in
                                  the PLC logs.

    2.3                           2.3                               2.3                     2.3                              2.3
    - Students not receiving      Strategy                          Who                     APC reviews SILK, District-level 2-3x Per Year
    academic support outside of   Tier 2/3 - Students’ science      - APCs                  baseline and midyear             - SILK
    math classroom instruction.   skills will improve through       - Guidance Counselors   assessments, semester exams - Formative Tests
    - Lack pre-requisite skills   providing a supplemental          - Math Teachers         and Instructional Planning Tool - Semester Exams
                                  science tutoring.                                         Data
                                                                    How
                                                                    - SILK Reports
                                  Action Steps                      - class assessments
                                  1. Identify students showing
3
                                  deficiencies in core science    First Nine Week Check First Nine Week Check             During Nine Weeks
                                  concepts.                                                                               -Unit Tests
                                  2. Schedule students into after                                                         - Unit Assessments
                                  school science                  Second Nine Week
                                  tutoring/mentoring.             Check                 Second Nine Week Check


                                                                    Third Nine Week Check
                                                                                            Third Nine Week Check
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.


                                                                        Target Dates and
                                           PD Participants (e.g.                                                           Person or
 PD Content                 PD Facilitator                            Schedules(e.g. , Early
                 Grade                     , PLC, subject, grade                                 Strategy for Follow-       Position
/Topic and/or                and/or PLC                              Release) and Schedules
              Level/Subject                   level, or school-                                     up/Monitoring        Responsible for
  PLC Focus                    Leader                                  (e.g., frequency of
                                                    wide)                                                                  Monitoring
                                                                           meetings)

New Curriculum
               All           County        All                     Pre-Planning 2011           PLC meetings             SAL
Training

Technology and
                                                                                               Admin Walk-thorughs to
Hands-on
               All           County        All                     Pre-Planning 2011           monitor Technology/Hands- ADMIN
activities
                                                                                               on implementation.
(Gizmos)

Inquiry and 5E
                                                                                               Admin Walk-thorughs to
Lesson Plan      All         Science SAL   Science Teachers/PLC Monthly PLC Meetings                                    ADMIN
                                                                                               monitor inquiry model
Model




Science Budget:




     Evidence-based Program(s)/Material(s)



                                                                                                                              Available
      Strategy                              Description of Resources                   Funding Source
                                                                                                                               Amount
No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00



Technology



                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             Amount



No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00



Professional Development



                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             Amount



No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00
    Other



                                                                                                                                        Available
     Strategy                                   Description of Resources                    Funding Source
                                                                                                                                         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                                                    In grades 6-8, the percentage of AYP All Curriculum (AC) students scoring
                                                                          a Level 3 or higher on the 2011 FCAT Writing will increase from 98% to
                                                                          99%.
Writing Goal #1:
2011 Current Level of Performance:*                                      2012 Expected Level of Performance:*



97%                                                                      99% (1086)


                                        Problem-Solving Process to Increase Student Achievement


                                                                       Person or Position
                                                                                             Process Used to Determine
             Anticipated Barrier                Strategy                Responsible for                                        Evaluation Tool
                                                                                              Effectiveness of Strategy
                                                                          Monitoring

      1.1.                            1.1.                            1.1.                  1.1.                            1.1.
                                      Strategy                        Who                   School wide writing             3x
      Lack of consistency for         Language Arts department will   LA SAL                assessments will be monitored   School wide writing
      students in instructional       implement a common planning     PLCs                  for improvement and to target   assessment to be
      methods and FCAT Writes         method and utilize common                             individual students that need   entered into EASI
      specific vocabulary             vocabulary to ensure             How                  extra assistance
                                      consistency                      . Teachers implement
                                                                       the ideas based on
                                      Action Steps                     specific student needs.
                                      1. LA Department collaborates PLCs review nine week
                                      to select common planning        data, set a new goal                                 During Nine Weeks
                                      method and vocabulary at the for the following nine First Nine Week Check             Additional writing
1                                     onset of the year                weeks.                                               assessments as
                                      2. As a Professional             PLCs record their work                               determined by the
                                      Development activity, teachers in the PLC agendas.                                    teacher
                                      participate in assessment and                            Second Nine Week Check
                                      rubric refresher courses and     First Nine Week Check
                                      practice scoring within PLCs.
                                      3. Teachers implement the
                                      ideas based on specific student Second Nine Week         Third Nine Week Check
                                      needs.                           Check
                                      4. PLCs review nine week data,
                                      set a new goal for the following
                                      nine weeks.                      Third Nine Week Check

      1.2                             1.2                             1.2                   1.2                             1.2
      Students need to learn varied   Strategy                        Who                                                   3x Per Year
      sentence structure and          Language Arts department will   LA SAL                School wide writing
2
      conventions                     implement a common planning     PLCs                  assessments will be monitored School wide writing
                                      method and utilize common                             for improvement and to target assessment to be
                                      vocabulary to ensure            How                   individual students that need entered into EASI
                                       consistency                      . Teachers implement extra assistance
                                                                        the ideas based on
                                                                        specific student needs.
                                       Action Steps.                    PLCs review nine week
                                       1. LA Department collaborate data, set a new goal                                     During Nine Weeks
                                       to select common planning        for the following nine                               Additional writing
                                       method and vocabulary at the weeks.                                                   assessments as
                                       onset of the year                PLCs record their work First Nine Week Check         determined by the
                                       2. As a Professional             in the PLC agendas.                                  teacher
                                       Development activity, teachers
                                       participate in assessment and
                                       rubric refresher courses and     First Nine Week Check Second Nine Week Check
                                       practice scoring within PLCs.
                                       3. Teachers implement the
                                       ideas based on specific student Second Nine Week
                                       needs.                           Check                   Third Nine Week Check
                                       4. PLCs review nine week data,
                                       set a new goal for the following
                                       nine weeks.                      Third Nine Week Check




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)
                                                                          N/A
in writing                 Writing Goal #2A:



Writing Goal #2A: Ethnicity
(White, Black, Hispanic, Asian, American Indian)


2011 Current Level of Performance:*                                       2012 Expected Level of Performance:*



98% (___)                                                                 99% (511)



                                          Problem-Solving Process to Increase Student Achievement
                                                                  Person or Position
                                                                                       Process Used to Determine
Anticipated Barrier           Strategy                            Responsible for                                  Evaluation Tool
                                                                                       Effectiveness of Strategy
                                                                  Monitoring




2. Student subgroups not making Adequate Yearly Progress (AYP)
                                                                         N/A
in writing                 Writing Goal #2B:



Writing Goal #2B: English Language Learners (ELL)


2011 Current Level of Performance:*                                      2012 Expected Level of Performance:*



95%                                                                      98% (108)



                                         Problem-Solving Process to Increase Student Achievement


                                                                       Person or Position
                                                                                             Process Used to Determine
             Anticipated Barrier                Strategy                Responsible for                                     Evaluation Tool
                                                                                              Effectiveness of Strategy
                                                                          Monitoring

                                     2B.1

                                     Strategy: There will be a
                                     Writing Workshop provided via
                                     PowerPoint to provide a visual
                                     reference for students that are
                                     learning English. LYA and LYB
1                                    students will be in a ESOL
                                     resource teacher’s class where
                                     students can have more time
                                     to build knowledge and skills
                                     that can be scaffolded.
                                     Students will have access to
                                     Rosetta Stone and other
                                     software that will help them
                                  acquire the necessary
                                  vocabulary for improvement.
                                  Focus on Spelling,
                                  Conventions, and Idioms will
                                  be emphasized.




2. Student subgroups not making Adequate Yearly Progress (AYP)

in writing
                                                                    N/A

Writing Goal #2C:



Writing Goal #2C: Students with Disabilities (SWD)


2011 Current Level of Performance:*                                 2012 Expected Level of Performance:*



95%                                                                 98% (157)



                                      Problem-Solving Process to Increase Student Achievement



                                                             Person or Position
                                                                                  Process Used to Determine
Anticipated Barrier        Strategy                          Responsible for                                  Evaluation Tool
                                                                                  Effectiveness of Strategy
                                                             Monitoring




2. Student subgroups not making Adequate Yearly Progress (AYP)

in writing
                                                                    N/A

Writing Goal #2D:
 Writing Goal #2D: Economically Disadvantaged


 2011 Current Level of Performance:*                                2012 Expected Level of Performance:*



 95% (__)                                                           98% (459)



                                        Problem-Solving Process to Increase Student Achievement



                                                             Person or Position
                                                                                  Process Used to Determine
 Anticipated Barrier         Strategy                        Responsible for                                  Evaluation Tool
                                                                                  Effectiveness of Strategy
                                                             Monitoring




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.


                                                                                Target Dates and
                                                            PD Participants     Schedules(e.g. ,
                                                                                                       Strategy for    Person or Position
 PD Content /Topic        Grade           PD Facilitator  (e.g. , PLC,subject, Early Release) and
                                                                                                         Follow-        Responsible for
 and/or PLC Focus      Level/Subject    and/or PLC Leader   grade level, or     Schedules (e.g.,
                                                                                                      up/Monitoring       Monitoring
                                                             school-wide)         frequency of
                                                                                    meetings)


                                                            No Data Submitted
Writing Budget:




     Evidence-based Program(s)/Material(s)



                                                                                         Available
     Strategy                           Description of Resources   Funding Source
                                                                                          Amount



     No Data                            No Data                    No Data                   $0.00



                                                                                    Subtotal: $0.00



     Technology



                                                                                         Available
     Strategy                           Description of Resources   Funding Source
                                                                                          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



                                                                                                                Available
     Strategy                                Description of Resources                Funding Source
                                                                                                                 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)).
                                                                            The attendance rate will increase from 94% in 2010-2011 to 96% in 2011-
                                                                            2012.

1. Attendance                                                               -The number of students who have 10 or more unexcused absences
                                                                            throughout the school year will decrease from 10 in 2010-2011 to 9 in
                                                                            2011-2012.
Attendance Goal #1:
                                                                            The number of students who have 10 or more unexcused tardies to school
                                                                            throughout the school year will decrease from 13 in 2010-2011 to 10 in
                                                                            2011-2012.


2011 Current Attendance Rate:*                                              2012 Expected Attendance Rate:*



94%                                                                         96%



2011 Current Number of Students with Excessive Absences (10 or              2012 Expected Number of Students with Excessive Absences (10 or
more)                                                                       more)



(10)                                                                        (9)



2011 Current Number of Students with Excessive Tardies (10 or               2012 Expected Number of Students with Excessive Tardies (10 or
more)                                                                       more)



(13)                                                                        (10)



                                           Problem-Solving Process to Increase Student Achievement


                                                                         Person or Position
                                                                                                Process Used to Determine
            Anticipated Barrier                    Strategy               Responsible for                                         Evaluation Tool
                                                                                                 Effectiveness of Strategy
                                                                            Monitoring

       1.1.-                            1.1.                              AP will run          1.1.                            1.1.
1      Most students with significant   The Administration Team along Attendance/Tardy         Administration Team and         Attendance Report
       unexcused absences (10 or        with other appropriate staff will meetings every 20    subset of PSLT will examine     Tardy Report
       more) have serious personal or meet every 20 days to review       days with appropriate    data monthly                  Attendance Plan
       family issues that are         the school’s Attendance Plan to    reports
       impacting attendance.          1) ensure that all steps are
                                      being implemented with fidelity    AP will maintain data
       -Lack of time to focus on      and 2) discuss targeted            base
       attendance                     students. A data base will be
                                      maintained for students with       Social Worker
       -Lack of staff to focus on     excessive unexcused absences
       attendance                     and tardies. This data base will   Guidance Counselors
                                      be used to evaluate the
                                      effectiveness of attendance
                                      interventions and to identify
                                      students in need of support
                                      beyond school wide attendance
                                      initiatives


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.

                                                                                          Target Dates and
                                                                  PD Participants
                                                                                          Schedules(e.g. ,
                                                                     (e.g. , PLC,                                   Strategy for      Person or Position
 PD Content /Topic        Grade             PD Facilitator                               Early Release) and
                                                                   subject, grade                                     Follow-          Responsible for
 and/or PLC Focus      Level/Subject      and/or PLC Leader                               Schedules (e.g.,
                                                                  level, or school-                                up/Monitoring         Monitoring
                                                                                            frequency of
                                                                        wide)
                                                                                              meetings)

                                                                                                                  Review plan and
                                                                    Admin Staff
  Attendance Plan            6-8                   AP                                        Bi-weekly           student data every          AP
                                                                     Meeting
                                                                                                                      2 weeks


Attendance Budget:




     Evidence-based Program(s)/Material(s)



                                                                                                                                           Available
      Strategy                                  Description of Resources                         Funding Source
                                                                                                                                            Amount
No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00



Technology



                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             Amount



No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00



Professional Development



                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             Amount



No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00
    Other



                                                                                                                                  Available
     Strategy                                Description of Resources                 Funding Source
                                                                                                                                   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)).

                                                                     The total number of In-School Suspensions will decrease from ___ in
                                                                     2010-2011 to ___ in 2011- 2012.

                                                                     -The total number of students receiving In-School Suspension will decrease
1. Suspension                                                        from ___ in 2010-2011 to __ in 2011-2012.

                                                                     -The total number of Out-of-Suspensions (including ATOSS) will decrease
Suspension Goal #1:                                                  from ___ in 2010-2011 to ___ in 2011-2012.

                                                                     -The total number of students receiving Out-of-School Suspension will
                                                                     decrease from___ in 2010-2011 to ___ in 2011- 2012.
2011 Total Number of In –School Suspensions                               2012 Expected Number of In- School Suspensions



(436)                                                                     (415)



2011 Total Number of Students Suspended In School                         2012 Expected Number of Students Suspended In School



(___)                                                                     (___)



2011 Number of Out-of-School Suspensions                                  2012 Expected Number of Out-of-School Suspensions




(316)                                                                     (300)




2011 Total Number of Students Suspended Out of School                     2012 Expected Number of Students Suspended Out of School



(70) ATOSS                                                                (___)



                                         Problem-Solving Process to Increase Student Achievement


                                                                        Person or Position
                                                                                             Process Used to Determine
             Anticipated Barrier                 Strategy                Responsible for                                        Evaluation Tool
                                                                                              Effectiveness of Strategy
                                                                           Monitoring

        1.1.                           1.1.                           1.1.                   1.1.                             1.1.
        There needs to be use of the   CHAMPS Program School wide Team leaders and           Team leaders and                 The number of
        common school-wide                                            administration will    administration will look at      referrals and
1
        expectations and rules for     Change current discipline plan present CHAMPS         referrals quarterly and          suspensions.
        appropriate classroom          to make it easier for teachers Program                compare to the previous years'
        behavior.                      to use in the classroom.                              totals.
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.

                                                                             Target Dates and
                                                         PD Participants     Schedules(e.g. ,
                                                                                                  Strategy for   Person or Position
 PD Content /Topic      Grade          PD Facilitator  (e.g. , PLC,subject, Early Release) and
                                                                                                    Follow-       Responsible for
 and/or PLC Focus    Level/Subject   and/or PLC Leader   grade level, or     Schedules (e.g.,
                                                                                                 up/Monitoring      Monitoring
                                                          school-wide)         frequency of
                                                                                 meetings)


                                                         No Data Submitted




Suspension Budget:




     Evidence-based Program(s)/Material(s)



                                                                                                                      Available
      Strategy                            Description of Resources               Funding Source
                                                                                                                       Amount



      No Data                             No Data                                No Data                                   $0.00



                                                                                                                 Subtotal: $0.00



     Technology
                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             Amount



No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00



Professional Development



                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             Amount



No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00



Other



                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             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)).


 1. Dropout Prevention - Dropout Prevention Goal #1:


 *Please refer to the percentage of students who dropped out during the

 2009-2010 school year.



 2011 Current Dropout Rate:*                                              2012 Expected Dropout Rate:*




 2011 Current Graduation Rate:*                                           2012 Expected Graduation Rate:*




                                          Problem-Solving Process to Increase Student Achievement
                                                             Person or Position
                                                                                  Process Used to Determine
 Anticipated Barrier         Strategy                        Responsible for                                  Evaluation Tool
                                                                                  Effectiveness of Strategy
                                                             Monitoring



                                                             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.

                                                                                Target Dates and
                                                            PD Participants     Schedules(e.g. ,
                                                                                                       Strategy for    Person or Position
 PD Content /Topic        Grade           PD Facilitator  (e.g. , PLC,subject, Early Release) and
                                                                                                         Follow-        Responsible for
 and/or PLC Focus      Level/Subject    and/or PLC Leader   grade level, or     Schedules (e.g.,
                                                                                                      up/Monitoring       Monitoring
                                                             school-wide)         frequency of
                                                                                    meetings)

                                                            No Data Submitted



Dropout Prevention Budget:




     Evidence-based Program(s)/Material(s)



                                                                                                                                Available
      Strategy                               Description of Resources                Funding Source
                                                                                                                                 Amount



      No Data                                No Data                                 No Data                                       $0.00
                                                                       Subtotal: $0.00



Technology



                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             Amount



No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00



Professional Development



                                                                            Available
Strategy                   Description of Resources   Funding Source
                                                                             Amount



No Data                    No Data                    No Data                   $0.00



                                                                       Subtotal: $0.00



Other
                                                                                                                               Available
     Strategy                                    Description of Resources              Funding Source
                                                                                                                                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)
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).


1. Parent Involvement: Parent Involvement Goal #1:


*Please refer to the percentage of parents who participated in school

activities, duplicated or unduplicated.



2011 Current Level of Parent Involvement:*                              2012 Expected Level of Parent Involvement:*
                                        Problem-Solving Process to Increase Student Achievement



                                                             Person or Position
                                                                                  Process Used to Determine
 Anticipated Barrier         Strategy                        Responsible for                                  Evaluation Tool
                                                                                  Effectiveness of Strategy
                                                             Monitoring



                                                             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.

                                                                                Target Dates and
                                                            PD Participants     Schedules(e.g. ,
                                                                                                       Strategy for    Person or Position
 PD Content /Topic        Grade           PD Facilitator  (e.g. , PLC,subject, Early Release) and
                                                                                                         Follow-        Responsible for
 and/or PLC Focus      Level/Subject    and/or PLC Leader   grade level, or     Schedules (e.g.,
                                                                                                      up/Monitoring       Monitoring
                                                             school-wide)         frequency of
                                                                                    meetings)


                                                            No Data Submitted




Parent Involvement Budget:
Evidence-based Program(s)/Material(s)



                                                                                    Available
Strategy                           Description of Resources   Funding Source
                                                                                     Amount



No Data                            No Data                    No Data                   $0.00



                                                                               Subtotal: $0.00



Technology



                                                                                    Available
Strategy                           Description of Resources   Funding Source
                                                                                     Amount



No Data                            No Data                    No Data                   $0.00



                                                                               Subtotal: $0.00



Professional Development



                                                                                    Available
Strategy                           Description of Resources   Funding Source
                                                                                     Amount
No Data             No Data                                No Data                                         $0.00



                                                                                                Subtotal: $0.00



Other



                                                                                                      Available
Strategy            Description of Resources               Funding Source
                                                                                                       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)



                                         Description of
  Goal                      Strategy                      Funding Source   Available Amount
                                         Resources



  No Data                   No Data      No Data          No Data                     $0.00



                                                                             Subtotal: $0.00



 Technology



                                         Description of
  Goal                      Strategy                      Funding Source   Available Amount
                                         Resources



  No Data                   No Data      No Data          No Data                     $0.00



                                                                             Subtotal: $0.00



 Professional Development



                                         Description of
  Goal                      Strategy                      Funding Source   Available Amount
                                         Resources
    No Data                    No Data                      No Data                      No Data                                  $0.00



                                                                                                                         Subtotal: $0.00



   Other



                                                            Description of
    Goal                       Strategy                                                  Funding Source               Available Amount
                                                            Resources



    No Data                    No Data                      No Data                      No Data                                  $0.00



                                                                                                                         Subtotal: $0.00



                                                                                                                      Grand Total: $0.00



Differentiated Accountability               School-level Differentiated Accountability Compliance


     Intervene                 Correct II                 Prevent II                  Correct I           Prevent I               NA


No Attachment


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.


X - YES                         □ NO
                                                                                                                                     Amount
                                                      Projected use of SAC Funds
 Name and Number of Strategy from        Description of Resources that improves student           Projected Amount           Final Amount
 the SIP                                 achievement or student engagement.

 3.3 READING                             Maps, Restaurant Guide, Historical Facts, Biographies,   100.00
 Students need more practice reading     etc. to use for Tourism Project.
 and comprehending informational
 text.
 Reading Goal 4 - Focus on decoding      Video Conferencing equipment for student computer        100.00
 and fluency skills to increase          (camera and microphone)
 comprehension

 Reading (Social Studies) Students       Resource materials Primary source reader packets of      292.00
 achieving proficiency (FCAT Level 3)    ancient civilizations
 in reading. Reading Goal #1- increase
 reading proficiency


 Science –Goal 1 Increasing Inquiry      Force and Motion Physics Set, Potential and Kinetic      1230.00
 based instruction and teacher use of    Energy Roller Coaster kit, Constant velocity cars.
 5E lesson planning




Describe the activities of the School Advisory Council for the upcoming year:
The School Advisory Council (SAC) will provide support for the school-wide implementation of the School Improvement Plan(SIP). The
SAC committee will meet monthly to monitor progress throughout the school year. The SAC will vote on issues related to A+ funds,
allocation of SAC funds to support school improvement, and provide input to school administrators of ways to improve student
achievement.



AYP DATA
Adequate Yearly Progress (AYP) Trend Data 2010-2011
Adequate Yearly Progress (AYP) Trend Data 2009-2010
Adequate Yearly Progress (AYP) Trend Data 2008-2009




SCHOOL GRADE DATA


Hillsborough School District
SERGEANT PAUL R SMITH MIDDLE SCHOOL
2010-2011




                                                                          Grade
                               Reading      Math        Writing Science
                                                                          Points
                                                                          Earned




% Meeting High                                                                     Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the %
Standards (FCAT Level 3        69%          71%         95%     53%       288      scoring 3 and above on Science. Sometimes the District writing and/or science average is
and Above)                                                                         substituted for the writing and/or science component.




% of Students Making                                                               3 ways to make gains: Improve FCAT Levels, Maintain Level 3, 4, or 5, Improve more than
                               61%          74%                           135
Learning Gains                                                                     one year within Level 1 or 2




Adequate Progress of
                                                                                   Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50%
Lowest 25% in the              64% (YES)    68% (YES)                     132
                                                                                   or more make gains in both reading and math.
School?




FCAT Points Earned                                                        555




Percent Tested = 100%                                                              Percent of eligible students tested




School Grade*                                                             A        Grade based on total points, adequate progress, and % of students tested
Hillsborough School District
SERGEANT PAUL R SMITH MIDDLE SCHOOL
2009-2010




                                                                     Grade
                           Reading     Math        Writing Science
                                                                     Points
                                                                     Earned




% Meeting High                                                                Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the %
Standards (FCAT Level 3    73%         73%         98%     58%       302      scoring 3 and above on Science. Sometimes the District writing and/or science average is
and Above)                                                                    substituted for the writing and/or science component.




% of Students Making                                                          3 ways to make gains: Improve FCAT Levels, Maintain Level 3, 4, or 5, Improve more than
                           68%         75%                           143
Learning Gains                                                                one year within Level 1 or 2




Adequate Progress of
                                                                              Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50%
Lowest 25% in the          67% (YES)   74% (YES)                     141
                                                                              or more make gains in both reading and math.
School?




FCAT Points Earned                                                   586




Percent Tested = 100%                                                         Percent of eligible students tested




School Grade*                                                        A        Grade based on total points, adequate progress, and % of students tested




Hillsborough School District
SERGEANT SMITH MIDDLE SCHOOL
2008-2009




                                                                    Grade
                          Reading     Math        Writing Science
                                                                    Points
                                                                    Earned




% Meeting High                                                               Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the %
Standards (FCAT Level 3   73%         74%         100%    53%       300      scoring 3 and above on Science. Sometimes the District writing and/or science average is
and Above)                                                                   substituted for the writing and/or science component.




% of Students Making                                                         3 ways to make gains: Improve FCAT Levels, Maintain Level 3, 4, or 5, Improve more than
                          70%         73%                           143
Learning Gains                                                               one year within Level 1 or 2




Adequate Progress of
                                                                             Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50%
Lowest 25% in the         70% (YES)   61% (YES)                     131
                                                                             or more make gains in both reading and math.
School?




FCAT Points Earned                                                  574




Percent Tested = 100%                                                        Percent of eligible students tested




School Grade*                                                       A        Grade based on total points, adequate progress, and % of students tested

								
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