DISC Adolescent Treatment Program School Improvement Plan Mid-Year Report
GOAL AREA: Reading Year-end Objective #1: Seventy-five percent of all students, enrolled for a period of 90 days or more, who meet behavior expectations and have 85% percent attendance, will increase their reading level by ½ month for each month of instruction. Strategy 1: A literature-enriched environment, multi-age hands-on materials and a variety of reading strategies will be used to ensure that all students are reading daily and comprehending what they read. Progress Monitoring for this strategy: - All students are enrolled in at least two Language Arts/Literature/Reading courses. - Reading resource teacher generates and monitors reading goals on the AIPs. Strategy 2: Teachers will develop effective instructional and learning strategies to increase individual learning and reading skill building using many resources including, but not limited to, integrated themes, hands on activities and manipulative and literature groups. Progress Monitoring for this strategy: - Administrator conducts Classroom Walk Throughs - Lesson planning incorporates a variety of learning methods. Strategy 3: All students in the lower 25% of his grade level will receive additional remediation strategies in reading which will be documented in teacher’s lessons plans. Progress Monitoring for this strategy: - DAR is being used for all entering student identified as deficient in reading levels. - Targeted student are enrolled in separate class for intensive skill building. Strategy 4: All Level One students will be enrolled in an intensive reading course daily. Progress Monitoring for this strategy: - DAR is being used for all entering student identified as deficient in reading levels. - Targeted student are enrolled in separate class for intensive skill building.
Midyear Status Report: 1. Implementation of the DAR has been effective in identifying specific needs for individual students. 2. Walk throughs and plans indicate that targeted students are receiving needed intensive attention and practice.
3. 9 out of 10 qualifying students who exited the school during the first half of the school year met or exceeded the targeted goals as set out in the SIP, a 90% success rate. 4. Student report cards show 87% of all students scoring a “C” or higher in all Language Arts and Literature courses.
GOAL AREA: Mathematics Year-end Objective #1: By May 2006, 50% of all students in grades 7-12 at DISC school who are in the program for at least six months will make learning gains as measured by the FCAT SSS Math. Strategy 1: Multi-age hands-on materials, skill assessments, and math tutors will be used at to ensure that all students are progressing in math and in a position to earn at least one credit by the time they leave the Program. Progress Monitoring for this strategy: - Teachers and administrators monitor student progress in regards to the SSS through the use of informal teacher observations, commercially published and teacher prepared formative and cumulative assessments.
Strategy 2: Teachers will develop effective instructional and learning strategies to increase individual learning and math skill building using many resources including, but not limited to, integrated themes, hands on activities and manipulative. Progress Monitoring for this strategy: - Teachers and administrators monitor student progress in regards to the SSS through the use of informal teacher observations, commercially published and teacher prepared formative and cumulative assessments.
Strategy 3: In addition to skill building, math lessons will incorporate at a minimum the following strategies: spatial development, math vocabulary, problem solving techniques, mental math practice, the four operations and measurement. Progress Monitoring for this strategy: - Teachers and administrators monitor student progress in regards to the SSS through the use of informal teacher observations, commercially published and teacher prepared formative and cumulative assessments.
Strategy 4: All students who have not demonstrated mastery of the 10th grade math benchmarks will take a yearlong math course appropriate for their performance level. Progress Monitoring for this strategy: - All students are pre and post tested. - Based on each student’s test results, current credit status, and AIP goals, they are appropriately placed in math courses based upon the SSS.
Midyear Status Report: 1. 9 out of 10 qualifying students met or exceeded the goal during the first half of the school year. 2. 7 of the 10 students successfully passed the mathematics section of the GED and earned their diploma in that method. 3. 1 of the 10 students completed his regular high school diploma while at the program. 4. 1 of the 10 students earned 1 credit in mathematics and re-entered a regular high school in order to complete his diploma. 5. 1 of the 10 students only managed to earn ½ credit towards his high school diploma. 6. Student report cards show 76% of all students scoring a “C” or higher in all mathematics courses.
GOAL AREA: Writing Year-end Objective #1: The percentage of 10th graders, when enrolled for a period of 90 days or more, who meet behavior objectives meeting the state standards in writing, will increase their writing score by one level.
Strategy 1: All students will participate in the District writing program (WUR). Progress Monitoring for this strategy: - Every student, regardless of grade level, participates in every administration of the WUR during the course of the school year - LCS /2nd Chance score the individual products and report the scores to ATP for Evaluation and remediation.
Strategy 2: 10th grade English classes will require at least 2 additional essays each 9 weeks. Progress Monitoring for this strategy: - Lesson plans and grade books reflect expanded writing requirements. - Teachers closely monitor grade level assessments, related benchmarks and standards, WUR results in order to check-off sheets for every student based on individual achievement.
Strategy 3: Low performing students will be provided additional assistance. Progress Monitoring for this strategy: - Successive WUR scores are tracked and low performing students are identified. - Low performing students are provided with intensive individual instruction focused on the writing process.
Midyear Status Report: 1. Lesson plans and administrator walk throughs show evidence teachers are using writing strategies in their lessons. 2. Currently there were only 4 students in the target group of 10th graders that exited the program in the first half of the school year. Of these 4, there was insufficient data to assess the progress for 2 of the students and in the other 2 cases, the data indicated a lack of success in this area. 3. The improvements on the WUR for the entire student group of the program for the same period of time was much more encouraging. Of the 13 students total that exited the program, 8 scored a 3.0 or higher on at least one administration of the WUR. Of the 5 that sat for at least two administrations, 2 showed an increase in score, 2 showed a decline in score and 1 maintained the same score throughout.
GOAL AREA: Science Year-end Objective #1: Eighty percent of students required to take the science portion of the 2006 FCAT will pass that particular section of the assessment, if they are enrolled for 90 days or more, and meet behavior expectations. Strategy 1: . Monitor any changes in Florida Sunshine State Standards in all science courses in order to properly prepare students for the FCAT science battery. Progress Monitoring for this strategy: - Staff reviews all DOE memos regarding SSS and keeps up to date to ensure the most current SSS are in use in the classrooms.
Strategy 2: Every month each science class will participate in a science investigation for at least 1 class period. Progress Monitoring for this strategy: - Staff tracks gains in applying scientific methods to investigation. - Informal teacher-observation of daily performance - Staff uses commercially published and/or teacher-made formative assessment - Staff uses commercially published and/or teacher-made cumulative assessment
Strategy 3: Twice a year, appropriate science related field trips would be planned and Implemented for the entire student body. Progress Monitoring for this strategy: Class has made a trip to Wakulla Springs as a part of our environmental studies in Integrated Science. Schools has plans for a trip to Magnet Lab at FSU in the spring of 2006.
Midyear Status Report: 1. Grade books and administrative classroom walk throughs show evidence students are understanding the SSS at the appropriate grade level. 2. Student report cards show 92% of all students scoring a “C” or higher in appropriate science courses.