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2011-2012 School Improvement Plan (SIP)-Form SIP-1

April 2011 2 Rule 6A-1.099811 Revised April 29, 2011

2011 – 2012 SCHOOL IMPROVEMENT PLAN

PART I: SCHOOL INFORMATION

School Name: Tavares Middle School District Name: Lake County

Principal: Ms. Trella Mott Superintendent: Dr Susan Moxley

SAC Chair: Ms Laura Chandler Date of School Board Approval:

Student Achievement Data: 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 Sections 1 and 2 of the writing and science goals.) Adequate Yearly Progress (AYP) Trend Data (Use this data to complete Sections 5A-5D of the reading and mathematics goals and Section 3A-3D of the writing goals.) Florida Comprehensive Assessment Test (FCAT) Trend Data (Use this data to inform the problem-solving process when writing goals.) Highly Qualified Administrators List your school’s highly qualified administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).

Position Name Degree(s)/ Certification(s)

Number of Years at Current School

Number of Years as an Administrator

Prior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year)

Principal

Trella Mott Bachelor of Arts – Consumer Science, Florida State University. Master of Science – Educational Leadership, Nova Southeastern University. Certification:

3 14 2010-2011 Principal Tavares Middle School Grade A 66% Reading mastery 63% Mathematics mastery Tavares middle school did not meet federal adequate yearly progress under no child left behind. AYP: 70% White, 51% African American, 55% Hispanic, 58% Economically Disadvantaged and 36% students with disabilities



Principal, State of Florida

made AYP in Reading. AYP: 66% White, 43% African American, 56% Hispanic, 53% Economically Disadvantaged and 38% students with disabilities made AYP in mathematics. 2009-2010 Principal Tavares Middle School Grade A 67% Reading mastery 62% Mathematics mastery Tavares middle school did not meet federal adequate yearly progress under no child left behind. AYP: 30% White, 33% African American, 35% Hispanic, 42% Economically Disadvantaged and 62% students with disabilities did not make AYP in Reading. AYP: 33% White, 66% African American, 42% Hispanic, 49% Economically Disadvantaged and 64% students with disabilities did not make AYP in mathematics. 2008-09 Assistant Principal – Leesburg HS Grade D 37% Reading Mastery 65% Math Mastery AYP: 73% SWD, 55% African Americans, and 45% Economically Disadvantaged did not make AYP in Math. 54% Whites, 85% SWD, 83% African Americans, and 74%Economically Disadvantaged did not make AYP in Reading. Ms Mott was charged with the 9th grade class which made gains in all categories. Additionally, the 9th grade had a 49% decrease in discipline. 2007-08 Assistant Principal Leesburg HS Grade D Significant gains over the previous year. 2007-08 Assistant Principal – Leesburg HS Grade D Significant gains over the previous year. 2006-07 Assistant Principal – Leesburg HS Grade D Significant gains over the previous year.

Assistant Principal

James Braucher

Bachelor of Arts, Business Administration, Mount Union College. Master of Science – Educational Leadership, Nova Southeastern University. Certification: Principal, State of Florida

3 11 2010-2011 Asst Principal Tavares Middle School Grade A 66% Reading mastery 63% Mathematics mastery Tavares middle school did not meet federal adequate yearly progress under no child left behind. AYP: 70% White, 51% African American, 55% Hispanic, 58% Economically Disadvantaged and 36% students with disabilities made AYP in Reading. AYP: 66% White, 43% African American, 56% Hispanic, 53%



Economically Disadvantaged and 38% students with disabilities made AYP in mathematics. 2009-2010 Assistant Principal – Tavares Middle School Grade A 72% Reading mastery 66% Mathematics mastery 60% lowest quartile students made AYP in Reading 61% lowest quartile students made AYP in Mathematics Tavares middle school did not meet federal adequate yearly progress under no child left behind. AYP: 30% White, 33% African American, 35% Hispanic, 42% Economically Disadvantaged and 62% students with disabilities did not make AYP in Reading. AYP: 33% White, 66% African American, 42% Hispanic, 49% Economically Disadvantaged and 64% students with disabilities did not make AYP in mathematics. 2008-09 Assistant Principal – East Ridge HS Grade C 41% Reading Mastery 72% Math Mastery AYP: 62% SWD, 50% African Americans, 33% Hispanics, and 40%Economically Disadvantaged did not make AYP in Math. 50% Whites, 76% African Americans, 71% Economically Disadvantaged, 70%Hispanics, and 88% SWD did not make AYP n Reading. Mr Braucher was charged with the B&I Academy which made gains in reading and math. 2007-08 Assistant Principal – Clermont Middle School Grade A 2006-07 Assistant Principal – Mount Dora High School Grade C. Gains over the previous year.

Assistant Principal

Jessica Velez Bachelor of Science, English Education, Florida State University. Master of Science – Educational Leadership, University of Central Florida. Certification: Ed Leadership, State of Florida

2 4 2010-2011 Asst Principal Tavares Middle School Grade A 66% Reading mastery 63% Mathematics mastery Tavares middle school did not meet federal adequate yearly progress under no child left behind. AYP: 70% White, 51% African American, 55% Hispanic, 58% Economically Disadvantaged and 36% students with disabilities made AYP in Reading. AYP: 66% White, 43% African American, 56% Hispanic, 53% Economically Disadvantaged and 38% students with disabilities made AYP in mathematics. 2009-2010 Assistant Principal School – South Lake High School Grade pending 48% Reading mastery 76% Mathematics mastery



41% lowest quartile students made gains in reading but did not make AYP 60% lowest quartile students made AYP in Mathematics South Lake High school did not meet federal adequate yearly progress under no child left behind. AYP: 49% White, 66% African American, 66% Hispanic, 66% Economically Disadvantaged and 73% students with disabilities did not make AYP in Reading. AYP: 43% African American, 33% Hispanic, 37% Economically Disadvantaged and 56% students with disabilities did not make AYP in mathematics.

Assistant Principal

Charlotte Williams Bachelor of Arts, Special Education, University of Florida. Master of Science – Educational Leadership, Certification: Education leadership, State of Florida

3 4 2010-2011 Assistant Principal – Tavares Middle School Grade A 72% Reading mastery 66% Mathematics mastery 60% lowest quartile students made AYP in Reading 61% lowest quartile students made AYP in Mathematics Tavares middle school did not meet federal adequate yearly progress under no child left behind. AYP: 30% White, 33% African American, 35% Hispanic, 42% Economically Disadvantaged and 62% students with disabilities did not make AYP in Reading. AYP: 33% White, 66% African American, 42% Hispanic, 49% Economically Disadvantaged and 64% students with disabilities did not make AYP in mathematics. 2008-09 Assistant Principal – Leesburg HS Grade D 37% Reading Mastery 65% Math Mastery AYP: 73% SWD, 55% African Americans, and 45% Economically Disadvantaged did not make AYP in Math. 54% Whites, 85% SWD, 83% African Americans, and 74%Economically Disadvantaged did not make AYP in Reading. Ms Mott was charged with the 9th grade class which made gains in all categories. Additionally, the 9th grade had a 49% decrease in discipline.

Highly Qualified Instructional Coaches



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

Subject Area

Name Degree(s)/ Certification(s)

Number of Years at

Current School

Number of Years as an

Instructional Coach

Prior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year)

Reading

Maxine Mangus Bachelor Science in Language arts and Reading Certified K-12 Reading 6-12 LA ESOL

7 6 2010-2011 Grade A 66% Reading mastery 63% Mathematics mastery Tavares middle school did not meet federal adequate yearly progress under no child left behind. AYP: 70% White, 51% African American, 55% Hispanic, 58% Economically Disadvantaged and 36% students with disabilities made AYP in Reading. AYP: 66% White, 43% African American, 56% Hispanic, 53% Economically Disadvantaged and 38% students with disabilities made AYP in mathematics. 2009-2010 Grade A 72% Reading mastery 66% Mathematics mastery 60% lowest quartile students made AYP in Reading Tavares middle school did not meet federal adequate yearly progress under no child left behind. AYP: 30% White, 33% African American, 35% Hispanic, 42% Economically Disadvantaged and 62% students with disabilities did not make AYP in Reading. AYP: 33% White, 66% African American, 42% Hispanic, 49% Economically Disadvantaged and 64% students with disabilities did not make AYP in mathematics. 2008-2009 Grade A Reading-Level 3 and above 67% Learning Gains- 68% AYP Lowest 25%- 67% Math-Level 3 and above 65% Learning Gains- 73% AYP Lowest 25%- 78% 2007-2008 Grade A Reading-Level 3 and above 67% Learning Gains- 68% AYP Lowest 25%- 67% Math-Level 3 or above 65% Learning Gains- 73% AYP Lowest 25%- 79%



Highly Qualified Teachers Describe the school-based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school. Description of Strategy

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

1. 1. National Board Certified Teachers will mentor new and veteran teachers. Regular meetings are scheduled with newly hired teachers as a component of Tavares Middle School's on-going induction plan

Pat Rogers Sharon Lolley Diane Reid-Goolsby Leslie Lee Michelle Metheny

On-going

2. 2. Tavares Middle's strategies to recruit and retain highly qualified and high quality teachers includes, but is not limited to, on line advertising, District Applications, word-of-mouth, printed flyers, job fairs, and more.

Principal, all assistant principals, department chairs, grade level chairs, and other existing teachers.

On-going

3.

4.

Non-Highly Qualified Instructors List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified. Name Certification Teaching Assignment Professional Development/Support to Become Highly Qualified



Staff Demographics Please complete the following demographic information about the instructional staff in the school. *When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)). Total Number of Instructional Staff

% of First-Year Teachers

% of Teachers with 1-5 Years of Experience

% of Teachers with 6-14 Years of Experience

% of Teachers with 15+ Years of Experience

% of Teachers with Advanced Degrees

% Highly Qualified Teachers

% Reading Endorsed Teachers

% National Board Certified Teachers

% ESOL Endorsed Teachers

61 1(1) 18 (11) 39 (23) 42 (26) 13 (8) 100 (61) 13 8 87

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

Stanford Team: Ms Carter, Ms Wainright, Ms Hupalo,

Mr Keener This is a team assigned the same students with teachers in the same proximity

Weekly meetings and spontaneous needs

Ms Mangus, Instructional Coach Above same

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



Title I, Part A

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other

Response to Instruction/Intervention (RtI)

School-Based RtI Team

Identify the school-based RtI Leadership Team. Administrative Team - Trella Mott, Principal; James Braucher, Assistant Principal; Jessica Velez, Assistant Principal; Charlotte Williams, Assistant Principal:



Provides a common vision for the use of data-based decision-making, ensures that the school-based team is implementing RtI, conducts assessment of RtI

skills of school staff, ensures implementation of intervention support and documentation, ensures adequate professional development to support RtI

implementation, and communicates with parents regarding school-based RtI plans and activities through website, SAC, phone contact, and meetings.

Select General Education Teachers grades 6-8 (David Harris- math, Sharron Lolley - Language Arts, Lamica Caldwell - Science): Provides information about

core instruction, participates in student data collection, delivers Tier 1 instruction/intervention, collaborates with other staff to implement Tier 2 interventions,

and integrates Tier 1 materials/instruction with Tier 2/3 activities.

Exceptional Student Education (ESE) Specialist, Cori Bentancourt: Participates in student data collection, integrates core instructional activities/materials into

Tier 3 instruction, and collaborates with general education teachers through such activities as co-teaching.

Reading Coach (Instructional Specialist Coach), Maxine Mangus: Provides guidance on K-12 reading plan and specifically the 6-8 reading plan; facilitates and

supports data collection activities; assists in data analysis; provides professional development and technical assistance to teachers regarding data-based

instructional planning; supports the implementation of Tier 1, Tier 2, and Tier 3 intervention plans.

Avid Leader, Kelly Cook: Develop, leads, and evaluates the Avid Program for struggling students.

School Psychologist, Ann Shutze: Participates in collection, interpretation, and analysis of data; facilitates development of intervention plans; provides support

for intervention fidelity and documentation; provides professional development and technical assistance for problem-solving activities including data collection,

data analysis, intervention planning, and program evaluation; facilitates data-based decision making activities.

Speech Language Pathologist: Educates the team in the role language plays in curriculum, assessment, and instruction, as a basis for appropriate program

design; assists in the selection of screening measures; and helps identify systemic patterns of student need with respect to language skills

Student Services Personnel, (School based counselors), Joani Westmorland, Lisa Veazey, and Brenda Lettsome: Provide quality services and expertise on

issues ranging from program design to assessment and intervention with individual students and their needs. In addition to providing interventions

School social worker, Rachael Sadelmeyer, continues to link child-serving and community agencies to the schools and families to support the child's academic,

emotional, behavioral, and social success.

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 Leadership Team will focus meetings around one question: How do we develop and maintain a problem-solving system to bring out the best in our

schools, our teachers, and in our students?

The team meets once a monthly to engage in the following activities:

Review universal screening data and link to instructional decisions;

Review progress monitoring data at the grade level and classroom level to identify students who are meeting/exceeding benchmarks, at moderate risk or at

high risk for not meeting benchmarks. Data will be drawn from (1) Reading - FAIR testing (2) Math, Science, and Social Studies from baseline testing

(Edusoft).

Based on the above information, the team will:

Identify professional development and resources.

Collaborate regularly, problem solve, share effective practices, evaluate implementation, make decisions, and practice new processes and skills.

Facilitate the process of building consensus, increasing infrastructure, and making decisions about implementation 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? The RtI Leadership Team will meet once each month to develop and upgrade the SIP reporting to the School Advisory Council (SAC) at each SAC meeting. The

RtI team provides data and recommendations on:

Student achievement including tier 1, 2, and 3 targets.

Meeting focus points include:

Academic and social/emotional areas that need to be addressed.

Setting clear expectations for instruction (Rigor, Relevance, Relationship, Differentiated Instruction, Instructional Focus Calendar, Edusoft, Learn 360,

eSembler, Data Documentation) PLC’s).

Facilitate the development of a systemic approach to teaching (Gradual Release, Essential Questions, Activating Strategies, Teaching Strategies, Extending,

Refining, and Summarizing).

Aligning processes and procedures. 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. Baseline data:

Progress Monitoring and Reporting Network (PMRN) = Reading – FAIR testing in September and December and April. Math & Science & Social Studies -

county-wide Edusoft testing of Benchmarks in September, December and April. Writing – Writing pretest scored via the FCAT rubric and entered into Edusoft.

These will be used as monitoring of student needs / progress as well as predictors of FCAT success. They are additionally used as a tool for student placement

for the following year.

Florida Comprehensive Assessment Test (FCAT) administered in February and March.

Additionally Progress Monitoring:

My Access – a computer writing program - with students for grades 7 and 8 in the TMS writing lab every week. The data is analyzed by the teachers weekly

and the school makes reports in December and April.

Florida Assessments for Instruction in Reading (FAIR), a county/state wide diagnostic and progress monitoring initiative.

ExamView – a complimentary program with the county adopted textbooks allowing teachers to produce chapter/unit assessments based upon the S.S.S. The

data from these tests are transferred to Edusoft allowing analysis of student progress on a chapter-by-chapter basis.

End of year: FCAT, FAIR, Lake Benchmark Test in Math, Science, and Social Studies.

Frequency of Data Days: Target: September, December and April for data analysis. Reading Coach and Achievement Liaison will implement and data compare

to previous testing results. Describe the plan to train staff on RtI. Professional development will be provided during regularly scheduled teachers’ common planning time with small sessions occurring weekly throughout the

year, once per month during early release Wednesday, on teacher work days, during PLC meetings once per month during early release Wednesday, and

during Faculty Meetings.

• Professional Development sessions will take place starting in September. RtI: Challenges to Implementation Data-based Decision-making, and Supporting

and Evaluating Interventions. • RtI: Problem Solving Model: Building Consensus, Implementing, and Sustaining Problem-Solving/RtI Portfolio training •

eSembler training, Edusoft training • ExamView training• FAIR – overview training • Data Collection of student S.S.S. achievement at the classroom level •

Differentiated Instruction – Materials, Resources, Focus Lessons, Methods, Implementation Technology equipment training • “IFC’s” – Instructional Focus



Calendars • P D Moments – 3-5 minute vignettes during faculty meetings highlighting best teaching practices such as word wall usage, vocabulary exercises,

lesson plans, ‘Student Driven Learning Objectives’ usage, etc.

Literacy Leadership Team (LLT)

School-Based Literacy Leadership Team

Identify the school-based Literacy Leadership Team (LLT). Principal, Trella Mott Literacy - Instructional Coach, Maxine Mangus LA Teacher, Linda Wooten Reading Teacher, Mariela Brink Media Specialist, Leslie Lee Reading Teacher, Felicia Thibodeau ESE Specialist, Cori Bentancourt Reading Teacher, Joan Rintelmann EBD Teacher, Jennifer Davis Describe how the school-based LLT functions (e.g., meeting processes and roles/functions). Literacy team meets on a monthly basis. Team functions under the leadership of the Principal. Minutes are taken during the meetings and are shared with membership. Updates are given to the school at large. What will be the major initiatives of the LLT this year? Plan to implement a current events read and write in social studies classes. Planning literacy week activities. Update Get Caught Reading campaign. Work to ensure that students participate in the Superintendent's Reading Challenge. Campus wide usage of MyOn Reader



NCLB Public School Choice

Notification of School in Need of Improvement (SINI) Status Upload a copy of the Notification of SINI Status to Parents in the designated upload link on the “Upload” page.

Public School Choice with Transportation (CWT) Notification

Upload a copy of the CWT Notification to Parents in the designated upload link on the “Upload” page.

Supplemental Educational Services (SES) Notification Upload a copy of the SES Notification to Parents in the designated upload link on the “Upload” page.

*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. Staff has been trained in CRISS strategies and there will be a refresher on October 24, 2011.



*High Schools Only Note: Required for High School- Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S. How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future? How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful? Postsecondary Transition Note: Required for High School- Sec. 1008.37(4), F.S. Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report.



PART II: EXPECTED IMPROVEMENTS Reading Goals * When using percentages, include the number of students the percentage represents (e.g., 70% (35)).

READING GOALS Problem-Solving Process to Increase Student Achievement

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:

Anticipated Barrier Strategy Person or Position Responsible for

Monitoring

Process Used to Determine Effectiveness of

Strategy

Evaluation Tool

1. Students achieving proficiency (FCAT Level 3) in reading

Reading Goal #1:

1.1. 7th and 8th grade students do not have a dedicated reading class.

1.1. Stress reading and vocabulary in all content area classes. Progress monitoring MyOn Reader Use of CRISS strategies WICR – AVID strategies CAR-PD

1.1. Literacy Coach, Maxine Mangus

1.1. FAIR Teacher Observation FCAT Content area baseline assessments PLC's MyOn Reader reports

1.1. FCAT TEAM FAIR Lesson Study

Students will either increase a level and/or make annual learning gains.

2011 Current Level of Performance:*

2012 Expected Level of Performance:*

32%(315)of students are currently level 3 in reading.

40%(395) of students expected to achieve proficiency level (FCAT level 3) in reading.

1.2. School environment is not print rich 1.3 Lack of support

materials

1.2. Word Walls 1.2. CWT trainer, Trella Mott, Jim Braucher, Charlotte Williams and Jessica Velez.

1.2. Classroom observation Gr Level Admin

1.2. CWT

1.4 Lack of student

knowledge or personal testing data

1.4Data chats FAIR training for teachers

1.4Advisory teacher Literacy coach, Maxine Mangus

1.4Improved testing scores 1.4 FCAT Lake Benchmark Assessments (LBA’s) End of course exams (EOC’s)



FAIR

1.5 How the classroom could follow the RtI process while continuing core instruction.

1.5Focus discussion in reading/LA PLC group.

1.5PLC's A.P. of PLC's, Jessica Velez RTI Team

1.5CWT PLC minutes

1.5FCAT Common assessments TEAM




Monitoring


Strategy

Evaluation Tool

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

Reading Goal #2:

2.1.Lack of challenging enrichment activities, rigor.

2.1.Upper level differentiated instruction. Data chats. 6th grade advanced reading courses MyOn Reader

2.1.Classroom teachers. Literacy Coach, Maxine Mangus. Gr level Administrator.

2.1.FAIR FCAT TEAM Common Assessments Teacher observations

2.1.FCAT TEAM FAIR Lesson Study End of course exams My On Reader

45% (445) make annual learning gains.



34%(339) students are currently achieving above proficiency in reading.

45%(445) students are expected to achieve above proficiency in reading.

2.2.Lack of dedicated reading classes in 7th and 8th grade.

2.2.Employ more reading strategies in content area classes CAR-PD N6-CAR-PD

2.2.Classroom teachers TEAM Literacy Coach, Maxine Mangus

2.2.FAIR FCAT TEAM Common Assessments Teacher observations

2.2.FCAT TEAM FAIR Lesson Study End of course exams

2.3Lack of upper level lexile books in the media center.

2.3Add upper level lexile books to media center and classroom libraries.

2.3Media Specialist, Leslie Lee Classroom teachers

2.3Media checkout report for upper level lexile books. FAIR FCAT

2.3FCAT TEAM FAIR Lesson Study



TEAM Common Assessments Teacher observations

End of course exams

2.4How the classroom could follow the RtI process while continuing core instruction.

2.4Focus discussion in Reading/LA PLC group. Small group/differentiated instruction

2.4PLC's A.P. of PLC's, Jessica Velez

2.4 TEAM PLC minutes





Monitoring


Strategy

Evaluation Tool

3. Percentage of students making Learning Gains in reading

Reading Goal #3:

3.1. Student Behavior/disruptions

3.1.PBS New in-school suspension plan Homework lab

3.1. PBS school coordinator, Doris Weizenecker PBS AP, Braucher

3.1. TEAM reduction in percentage of discipline referrals teacher observation

3.1. AS400 discipline report TEAM

70%(694) of all students will make learning gains in reading



62%(613) of students made learning gains in reading.

70%(692) of students are expected to make learning gains on this year's FCAT.

3.2.Poor attendance

3.2.Use caucus period for Achievement Liaison/Guidance meetings discussing attendance.

3.2. Guidance counselors

3.2.Attendance report 3.2.Attendance report

3.3.No dedicated reading course for 7th and 8th graders.

3.3.Literature circles in LA classes Black board activities during advisory period

3.3Advisory teachers.

3..3.FCAT 3.3.FCAT


3.4Focus discussion in Reading/LA PLC group. Small group

3.4PLC leaders A.P. of PLC's, Jessica Velez

3.4PLC minutes TEAM




3.5Test data ambiguity for students and staff.

3.5FAIR training for staff. Data chat training for staff. Data chats with students FCAT star training Edusoft training

3.5Literacy Coach, Maxine Mangus Advisory teachers Principal Mott

3.5CWT Staff feedback Edusoft reports FAIR reports

3.5FCAT FAIR LBA's Common Assessments




Monitoring


Strategy

Evaluation Tool

4. Percentage of students in Lowest 25% making learning gains in reading

Reading Goal #4:

4.1. Lack of attendance

4.1. Guidance Counselors will monitor attendance and make parent contact.

4.1. Guidance Counselors by Gr Level

4.1. FCAT FAIR

4.1. FCAT FAIR

70%(169) will make learning gains



61%(151) in the lowest quartile made learning gains in reading.

70%(169) of students in lowest 25% is expected to make learning gains in reading.

4.2.Classroom disruptions

4.2.PBS 4.2PBS Coordinator, Doris Weizenecker. PBS AP, Braucher

4.2.Decrease in discipline referrals FCAT

4.2.AS400 Discipline report FCAT

4.3Taught same curriculum regardless of individual need.

4.3.Scaffold and tiered instruction. Differentiated instruction.

4.3.Literacy Coach, Maxine Mangus

4.3.FAIR Rd 180 CWT

4.3.FAIR FCAT CWT

4.4Test data ambiguity for students and staff.

4.4FAIR training for staff. Data chat training for staff.

4.4Literacy Coach, Maxine Mangus Advisory teachers

4.4CWT Staff feedback

4.4FCAT FAIR



Data chats with students FCAT star training Edusoft training

A.P. for curriculum, Jim Braucher

Edusoft reports FAIR reports

LBA's Common Assessments


4.5Focus discussion in Reading/LA PLC group.

4.5PLC leader A.P. of PLC's, Jessica Velez RTI Team

4.5PLC minutes TEAM

4.5FCAT FAIR


improvement for the applicable subgroup(s):


Monitoring


Strategy

Evaluation Tool

5A. Student subgroups not making Adequate Yearly Progress (AYP) in reading

Reading Goal #5A:

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

5A.1. Lack of attendance

5A.1.Use caucus period for Parent / Guidance meetings discussing attendance. PBS Advisory lessons about attendance

5A.1. Advisory teachers and guidance counselors data chats

5A.1. Esembler AS400

5A.1. FCAT

The goal for subgroups as it pertains to AYP is for all groups to increase the percentage of students achieving AYP. white - 79%(543) black - 65%(70) Hispanic - 69%(90)



The following subgroups did not make AYP in reading: white - 30%(207) black - 59%(55) Hispanic - 28%(36)

The expected level of performance for the following subgroups are: white - 79%(543) black - 65%(70) Hispanic - 69%(90)

5A.2.Behavior/disruptions

5A.2.PBS Advisory Lesson on appropriate behavior New in-school suspension plan Homework lab

5A.2.PBS school coordinator, Doris Weizenecker PBS AP, Braucher

5A.2TEAM reduction in percentage of discipline referrals teacher observation

5A.2.AS400 discipline report TEAM



5A.3.Students unable to connect with text WICR strategies

5A.3.Learning styles inventory Data chats

5A.3.Advisory teachers Classroom teachers

5A.3.Teacher observation Common assessments with in the FCIM.

5A.3.Common assessments FCAT TEAM

5.A.4Test data ambiguity for students and staff.

5A.4FAIR training for staff. Data chat training for staff. Data chats with students FCAT star training Edusoft training

5A.4Literacy Coach, Maxine Mangus Advisory teachers Principal Mott

5A.4CWT Staff feedback Edusoft reports FAIR reports

5A.4FCAT FAIR LBA's Common Assessments

5A.5How the classroom could follow the RtI process while continuing core instruction.

5A.5Focus discussion in Reading/LA PLC group.

5A.5PLC Leaders A.P. PLC's, Jessica Velez

5A.5CWT PLC minutes

5A.5FCAT Common assessments TEAM


improvement for the following subgroup:


Monitoring


Strategy

Evaluation Tool

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

Reading Goal #5B:

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

5B.1.

5B.1. 5B.1. 5B.1. 5B.1.

Enter narrative for the goal in this box.



Enter numerical data for current level of performance in this box.

Enter numerical data for expected level of performance in this box. 5B.2. 5B.2. 5B.2. 5B.2. 5B.2.

5B.3. 5B.3. 5B.3. 5B.3. 5B.3.






Monitoring


Strategy

Evaluation Tool

5C. Student subgroups not making Adequate Yearly Progress (AYP) in reading

Reading Goal #5C:

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

5C.1. Lack of collaboration between general education teachers and inclusion team

5C.1.Inclusion training Reorganization of inclusion teams to subject area teams

5C.1.ESE Specialist Administration

5C.1.FCAT TEAM Lesson plans PLC minutes

5C.1.FCAT FAIR

44%(54) of students with disabilities are expected to make AYP this year in reading.



63%(77) of students with disabilities did not make AYP in reading.

44%(54) of students with disabilities are expected to make AYP this year in reading.

5C.2. Lack of attendance

5C.2 Guidance Counselors will monitor attendance and make parent contact.

5C.2. Guidance Counselors

5C.2.FCAT FAIR

5C.2.FCAT FAIR

5C.3. Behavior/disruptions

5C.3.PBS New in-school suspension plan Homework lab

5C.3.PBS school coordinator, Doris Weizenecker PBS AP, Braucher

5C.3.TEAM reduction in percentage of discipline referrals teacher observation

5C.3.AS400 discipline report CWT

5C.4.How the classroom could follow the RtI process while continuing core instruction.

5C.4.Focus discussion in Reading/LA PLC group.

5C.4.PLC leader A.P. of PLC's, Jessica Velez

5C.4TEAM PLC minutes

5C.4.FCAT Common assessments CWT

5C.5.Test data ambiguity for students and staff.

5C.5.FAIR training for staff. Data chat training for staff.

5C.5.Literacy Coach, Maxine Mangus Advisory teachers

5C.5.TEAM Staff feedback Edusoft reports

5C.5.FCAT FAIR LBA's



Data chats with students FCAT star training Edusoft training LEAPS lessons

Principal Mott

FAIR reports

Common Assessments




Monitoring


Strategy

Evaluation Tool

5D. Student subgroups not making Adequate Yearly Progress (AYP) in reading

Reading Goal #5D:

Reading Goal #5D: Economically Disadvantaged

5D.1.Homeless students

5D.1.Identify and monitor students

5D.1.Guidance counselors

5D.1.Guidance report attendance report

5D.1.AS400 attendance report Guidance homeless report

Economically disadvantaged students will reach 63%(323) as it pertains to AYP.



42%(215) of ed students did not make AYP.

63%(323)ed students are expected to make AYP in reading.

5D.2.Lack of attendance

5D.2.Achievement Liaison and Guidance Counselors will monitor attendance and make parent contact.

5D.2.Guidance Counselors

5D.2.FCAT FAIR

5D.2.FCAT FAIR

5D.3. Test data ambiguity for students and staff.

5D.3.FAIR training for staff. Data chat training for staff. Data chats with students FCAT star training Edusoft training

5D.3.Literacy Coach, Maxine Mangus Advisory teachers Principal Mott

5D.3.TEAM Staff feedback Edusoft reports FAIR reports

5D.3.FCAT FAIR LBA's Common Assessments



Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity Please note that each Strategy does not require a professional development or PLC activity.

PD Content /Topic and/or PLC Focus

Grade

Level/Subject

PD Facilitator and/or

PLC Leader

PD Participants (e.g. , PLC, subject, grade level, or

school-wide)

Target Dates and Schedules (e.g. , Early Release) and

Schedules (e.g., frequency of meetings)

Strategy for Follow-up/Monitoring Person or Position Responsible for Monitoring

FAIR training 6-8

Literacy coach, Maxine Mangus

All subjects 6-8 once PLC meetings FAIR assessments

Literacy Coach, Maxine Mangus

FAIR test administrators

training

LA 6-8 Literacy Coach, Maxine Mangus

LA teachers Testing Coordinator, Kelly Cook

once Progress monitoring of FAIR assessment


FCAT star training 6-8 all subjects

Test Coordinator

all instructional staff grades 6-8 once TEAM Administrative team

Edusoft training

6-8 all core subjects

ILS, Jane Chapuis Edusoft Contact Zohar Cain

All core subjects instructional staff grades 6-8

on going through out the school year

PLC minutes TEAM

Administrative team

Esembler 6-8 all subjects

ILS, Jane Chapuis

all instructional staff grades 6-8 once Lesson plan review Administrative team

Lesson Study Training 6-8 all subjects Linda Connor all instructional staff grades

6-8 once PLC Minutes Administrative team

MyON Reader 6-8 all subjects MyOn trainer Reading team once Lesson plan review Administrative team

Reading Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities/materials. Evidence-based Program(s)/Materials(s)

5D.4How the classroom could follow the RtI process while continuing core instruction.

5D.4Focus discussion in Reading/LA PLC group.

5D.4PLC leaders A.P. of PLC, Jessica Velez

TREAM PLC minutes

5D.4FCAT Common assessments TEAM



Strategy

Description of Resources Funding Source Amount

Subtotal: Technology Strategy Description of Resources Funding Source Amount

Subtotal: Professional Development Strategy Description of Resources Funding Source Amount

Subtotal: Other Strategy Description of Resources Funding Source Amount

Subtotal: Total:

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

MATHEMATICS GOALS Problem-Solving Process to Increase Student Achievement




Monitoring


Strategy

Evaluation Tool

1. Students achieving proficiency (Level 3) in mathematics

Mathematics Goal #1:

Lack of Rigor in Instruction

Develop focus lessons that go in-depth and concentrate on higher

Principal Mott

Chart assessments and incorporate in data folder to discuss in PLC’s

Mini assessments and LBA's graded through Edusoft



Increase students scoring level 3 to level 4



order –thinking problems. AVID trained personnel will share AVID strategies with other instructors to implement in classroom instruction throughout the school year

Classroom teacher Trained AVID instructors

FCAT Class evaluation TEAM

37%(363) of school population achieved level 3 in mathematics

45%(442) of school population will achieve level 4.

Students not mastering common assessments to be grouped in classroom for intervention & enrichment during advisory.

Differentiated instruction learning centers PLC's to develop lessons Tiered lessons Continue and Refine CRISS strategies PENDA Learning

Department Chair Dave Harris Classroom teachers PLC AP, Velez

PLC's Retesting the common assessments Teacher observations

Mini assessments FCAT LBA's PLC review TEAM

Student lack of tracking individual progress

Data chat training for staff. Data chats with students Edusoft training PENDA training

Classroom Teacher Advisory teachers PENDA Implemation Manager Principal Mott

Staff feedback PENDA reports Edusoft reports

FCAT PENDA LBA's Common Assessments TEAM

apply RtI process to continuing core instruction.

Focus discussion in math PLC group.

Math Dept. Head, Dave Harris PLC AP, Velez Math lead teachers RTI Team

CWT PLC minutes

FCAT Common assessments TEAM

Lack of reading and writing in math

AVID trained personnel share AVID strategies

Principal Mott

CWT

Common Assessments



classroom with other instructors to implement in classroom instruction throughout the school year Implementation of Cornell Notes

Classroom Teacher Math Depart. Chair – Dave Harris

Staff feedback

TEAM MyOn Reader




Monitoring


Strategy

Evaluation Tool

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


Lack of emphasis in lesson plans of higher order thinking questions.

A PLC session will be devoted to focusing on higher order questioning. Lead math teachers will coach other teachers during lesson study discussions.

Math Dept. Chair, Dave Harris Lead math teachers Principal Mott AP Velez, PLC

Teachers incorporate new strategies in lesson plans Results of Common assessments

Advanced math course lesson plans LBA's Common Assessments TEAM

Increase the percentage of students scoring levels 4 and 5 by integrating an increased number of higher order thinking questions, rigor, inquiry based teaching and math process standards into advanced math courses.



24% (234)students achieved above proficiency in mathematics.

35% (344)of school population will achieve FCAT level 5. Lack of Rigor in

Instruction Develop focus lessons that go in-depth and concentrate on higher order –thinking problems. AVID trained personnel will share AVID strategies with instructors to implement in classroom instruction throughout the school year

Principal Mott Classroom teacher Trained AVID instructors AVID AP Velez


Mini assessments and LBA's graded through Edusoft FCAT Class evaluation TEAM

How the classroom could follow the RtI process while continuing core instruction.


Math Chair Dave Harris Math lead teachers PLC's

TEAM PLC minutes


Lack of reading and writing in math classroom

AVID trained personnel will share AVID strategies with other

Principal Mott Classroom Teacher

TEAM Staff feedback

Common Assessments



instructors to implement in classroom instruction throughout the school year Implementation of Cornell Notes

Math Depart. Chair – Dave Harris

TEAM




Monitoring


Strategy

Evaluation Tool

3. Percentage of students making learning gains in mathematics (excluding 9th grade; learning gains will not be available for this grade)


Lack of mathematical fundamental skills.

Use math centers with level 1 students. Computer assisted instruction Tiered assignments to meet the needs of individual assignments.

Principal Mott Math Chair Dave Harris Classroom teachers PLC's

PENDA Common Assessments

Common assessment data TEAM LBA's PENDA TEAM

Increase the percentage of students making learning gains by 15%.


2012Expected Level of Performance:*

69% (682) of students made learning gains in mathematics.

74%(732) of students are expected to make learning gains in mathematics.


Develop focus lessons that go in-depth and concentrate on higher order –thinking problems. AVID trained personnel will share AVID strategies with other instructors to implement in classroom instruction throughout the school year

Principal Mott Classroom teacher Trained AVID instructors


Mini assessments and LBA's graded through Edusoft FCAT Class evaluation TEAM

Increased rigor of FCAT 2.0 benchmarks.


Math Dept. Chair Dave Harris Math lead teachers PLC's

TEAM PLC minutes


How the classroom could follow the RtI process while continuing core


Math Chair Head, Dave Harris Math lead teachers

TEAM PLC minutes

FCAT Common assessments



instruction. PLC's

TEAM


AVID trained personnel will share AVID strategies with other instructors to implement in classroom instruction throughout the school year Implementation of Cornell Notes

Principal Mott Classroom Teacher Math Depart. Chair – Dave Harris

TEAM Staff feedback

Common Assessments TEAM




Monitoring


Strategy

Evaluation Tool

4. Percentage of students in Lowest 25% making learning gains in mathematics


Lack of mathematical fundamental skills.

Use math centers with level all students. Computer assisted instruction Tiered assignments to meet the needs of individual assignments.

Principal Mott Math Dept. Head, Dave Harris Classroom teachers PLC's

PENDA Common Assessments

FCAT Common assessment data TEAM LBA's PENDA

40% of students in lowest 25% are expected to make learning gains in mathematics.



27%(46)students in lowest 25% made learning gains in mathematics.

40%(74)students in lowest 25% are expected to make learning gains in mathematics.



Principal Mott Classroom teacher Trained AVID instructors AVID AP Velez


Mini assessments and LBA's graded through Edusoft FCAT Class evaluation

Increased rigor of FCAT 2.0 benchmarks.


Math Dept. Chair, Dave Harris Math lead teachers

TEAM PLC minutes

FCAT Common assessments



PLC's

TEAM



Math Dept. Chair, Dave Harris Math lead teachers PLC's RTI Team

TEAM PLC minutes



AVID trained personnel will share AVID strategies with other instructors to implement in classroom instruction throughout the school year Implementation of Cornell Notes

A.P Curriculum, Braucher Classroom Teacher Math Depart. Chair – Dave Harris AVID AP Velez

CWT Staff feedback

Common Assessments


improvement for the applicable subgroup(s):


Monitoring


Strategy

Evaluation Tool

5A. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics

Mathematics Goal #5A:

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

Black, Hispanic Student Attendance

Counselors and advisory teachers will monitor attendance and make parent contact. School Messenger utilizing email, texting, and phone messages

Guidance Counselors, Brenda Lettsome Lisa Veazey Joni Westmorland Advisory teachers

TEAM Advisory Lessons Guest Entry Emphasis teacher observation

AS400 attendance report TEAM Esembler

The goal for subgroups as it pertains to AYP is for all groups to increase the percentage of students achieving AYP enabling the school to make AYP.



The following subgroups did not make AYP in mathematics: white - 33%(224) black - 66%(77) Hispanic - 42%(52)

The expected level of performance for the following subgroups are: white - 71%(482) black - 41%(48) Hispanic - 63%(78) Behavior/disruptions PBS

New in-school

PBS school coordinator, Doris Weizenecker

TEAM reduction in percentage of

AS400 discipline report



suspension plan Math afterschool lab

Math Dept. Head, Dave Harris

discipline referrals teacher observation

TEAM

Taught same curriculum regardless of individual need.

Scaffold and tiered instruction. Differentiated instruction.

Dept. Head, Dave Harris

TEAM PLC

FCAT LBA's PLC minutes



A.P. Curriculum, Braucher. Classroom teacher Trained AVID instructors AVID AP Velez


Mini assessments and LBA's graded through Edusoft FCAT Class evaluation EOC LBA’s



Math Dept. Head, Dave Harris Math lead teachers PLC's RTI Team

TEAM PLC minutes





Monitoring


Strategy

Evaluation Tool

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

Mathematics Goal #5B:

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

5B.1.

5B.1. 5B.1. 5B.1. 5B.1.

Enter narrative for the goal in





this box.

Enter numerical data for current level of performance in this box.

Enter numerical data for expected level of performance in this box.

5B.2.

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

5B.3

5B.3. 5B.3. 5B.3. 5B.3.




Monitoring


Strategy

Evaluation Tool

5C. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics

Mathematics Goal #5C:

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

Collaboration between general education teachers and inclusion team

Inclusion training Reorganization of inclusion teams to subject area teams PLC Meetings

ESE Specialist Administration

FCAT TEAM Lesson plans PLC minutes

FCAT EOC LBA’s

43%(56) students are expected to make AYP in mathematics



64%(84) students with disabilities did not make AYP.

43%(56) students are expected to make AYP in mathematics. Lack of Rigor in

Instruction Develop focus lessons that go in-depth and concentrate on higher order –thinking problems. AVID trained personnel will share AVID strategies with other instructors to implement in classroom instruction throughout the school year

A.P curriculum, Braucher. Classroom teacher Trained AVID instructors AVID Coordinator, Cook Avid AP, Velez


Mini assessments and LBA's graded through Edusoft FCAT Class evaluation

Behavior/disruptions PBS New in-school suspension plan Homework lab

PBS school coordinator, Doris Weizenecker

TEAM reduction in percentage of discipline referrals teacher observation

AS400 discipline report TEAM EOC





Math Dept. Head, Dave Harris Math lead teachers PLC's RTI Team

TEAM PLC minutes

FCAT Common assessments TEAM EOC




Monitoring


Strategy

Evaluation Tool

5D. Student subgroups not making Adequate Yearly Progress (AYP) in mathematics

Mathematics Goal #5D:

Mathematics Goal #5D: Economically Disadvantaged

Homeless students Identify and monitor students

Guidance counselors, Brenda Lettsome Lisa Veazey Joni Westmorland

Guidance report attendance report

AS400 attendance report Guidance homeless report

56%(285) ed students are expected to make AYP in mathematics



49%(249) ed students did not make AYP in mathematics.

56%(285) ed students are expected to make AYP in mathematics. Lack of Rigor in

Instruction Develop focus lessons that go in-depth and concentrate on higher order –thinking problems. AVID trained personnel will share AVID strategies with other instructors to implement in classroom instruction throughout the school year

A.P curriculum, Braucher. Classroom teacher Trained AVID instructors AP AVID, Velez


Mini assessments and LBA's graded through Edusoft FCAT Class evaluation EOC

classroom follows RtI process while continuing core instruction.


PLC leaders A.P. of PLC, Jessica Velez

TEAM PLC minutes






Grade

Level/Subject


PLC Leader


school-wide)




CRISS 6-8 all core

subjects

Staff development trainer

All core subject instructional staff grades 6-8

Review October TEAM Administrative team

FCAT star training 6-8 all

subjects

Achievement Liaison, Kelly Cook

all instructional staff grades 6-8 September 9, 2011 TEAM Administrative team

Edusoft training

6-8 all core subjects

ILS, Jane Chapuis Achievement Liaison, Kelly Cook


ongoing throughout the school year

PLC minutes TEAM

Administrative team

Board Configuration training 6-8 all

subjects

Academy teacher, Katie Latta

all instructional staff grades 6-8 August 2011 TEAM Administrative staff

Word Walls 6-8 all subjects

LA teacher, Linda Wooten all instructional staff August 2011 TEAM Administrative team

PENDA 6-8 Math and Science

PENDA Implementation Manager

Math and Science instructors, 6-8 September 2011

PENDA reports TEAM

Dept. Chair, Dave Harris Administrative team

Differentiated Instruction 6-8 subjects

Fl. Inclusion Network Trainer

6-8 all instructional staff September 2011 TEAM RtI Team

Administrative team RtI

TEAM Training 6-8 subject area LCSB all subject instructional staff ongoing

TEAM PLC minutes

Administrative team PLC leaders

Esembler 6-8 all subjects

ILS, Jane Chapuis

all instructional staff grades 6-8 ongoing Lesson plan review Administrative team

Mathematics Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities /materials. Evidence-based Program(s)/Materials(s)



Strategy Description of Resources Funding Source Amount




Subtotal: Total:

End of Mathematics Goals Science Goals * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

SCIENCE GOALS Problem-Solving Process to Increase Student Achievement




Monitoring


Strategy

Evaluation Tool

1. Students achieving proficiency (FCAT Level 3) in science

Science Goal #1: Increase the number of level 1 & 2 students who will achieve level 3 by 10%

Students are tested on material for which they received instruction 1-2 years prior.

Benchmark Assessments using Edusoft PENDA

All Science Teachers Principal Mott

TEAM mini assessment with IFC PLC Collaboration

FCAT PENDA LBA's



41%(127) students are expected to achieve level 3 in science



IFC

Science Dept. Chair, Lamica Caldwell A.P. for Curriculum, Jim Braucher

PENDA reports Edusoft reports

31%(96) students achieved level 3 in science.

41%(127) students are expected to achieve level 3 in science.

Students experiencing difficulty with the content.

AVID strategies CRISS Strategies Labs

AVID Teachers All teachers

AVID PLC PLC minutes Lab write up

FCAT LBA’s TEAM Lab documentation form

Teacher implementation of various learning strategies.

PLC Professional Development Lesson Study PENDA training AVID training CRISS training Edusoft training

All Science Teachers AVID teachers PLC Facilitator Science Dept. Chair, Lamica Caldwell Principal Mott A.P. of Curriculum, Braucher A.P. of PLC’s, Velez

PLC minutes PENDA Edusoft LBA's

PENDA Common Assessments LBA's FCAT TEAM




Monitoring


Strategy

Evaluation Tool

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

Science Goal #2:

Lack of rigor. Progress monitoring and RTI while continuing core instruction

Upper level differentiated instruction. Data chats. Review of previous

All Science teachers. Dept. Chair, Lamica Caldwell

FKitty FCAT TEAM

FCAT TEAM Lesson Study

20%(62)students are







Grade

Level/Subject


PLC Leader


school-wide)




Word Walls 6-8 all subjects

LA teacher, Linda Wooten all instructional staff ongoing TEAM Administrative team

CRISS 6-8 all core

subjects

Staff development trainer

All core subject instructional staff grades 6-8

ongoing TEAM Administrative team

FAIR training 6-8


All subjects 6-8 ongoing PLC meetings FAIR assessments


AVID Training all avid core subjects

Avid Coordinator, Kelly Cook

all avid staff grades 7-8 ongoing TEAM Administrative team

Edusoft training Zoe Cain 6-8 all core subjects

ILS, Jane Chapuis Avid Coordinator, Kelly Cook

All core subjects instructional staff grades 7-8 ongoing

PLC minutes TEAM

Administrative team

AVID TEAM Training 7-8 all core avid subjects Mott, Prin AVID Teachers July 2011 TEAM & Avid PLC’s Administrative staff

PENDA 6-8 Math and Science

PENDA Implementation Manager, Janet Belzano

Math and Science instructors, 6-8 ongoing

PENDA reports TEAM

Dept. Chair, Lamica Caldwell Administrative team

Differentiated Instruction 6-8 subjects

Fl. Inclusion Network Trainer

6-8 all instructional staff ongoing TEAM RtI

Administrative team RtI

expected to achieve above proficiency in science.

14%(43)students achieved above proficiency in science.

20%(62)students are expected to achieve above proficiency in science..

year’s content incorporated into Advisory lessons. Labs

Science PLC PLC AP, Velez A.P. of Curriculum, Braucher

Common Assessments Teachers Observing Teachers LBA’s

EOC exams

2.2. 2.2. 2.2. 2.2. 2.2.

2.3 2.3 2.3 2.3 2.3



TEAM Training

6-8 subject area LCSB Trainer all subject instructional staff ongoing

TEAM PLC minutes

Administrative team PLC leaders

Science Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities/materials. Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount




Subtotal: Total:

End of Science Goals Writing Goals



* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)). WRITING GOALS Problem-Solving Process to Increase Student Achievement




Monitoring


Strategy

Evaluation Tool

1. Students achieving Adequate Yearly Progress (FCAT Level 4.0 and higher) in writing

Writing Goal #1:

Students not doing authentic writing in all content area classes.

Incorporate authentic writing in all content area lesson plans. DBQ’s

Dept. Chair, Sharon Lolley PLC groups grade level administrator.

TEAM Lesson Plans PLC minutes

FCAT for 8th graders common assessments

96%(301) students are expected to make AYP in writing.



88%(268) students achieved AYP in writing.

96%(301) students are expected to make AYP in writing.

1.2. 1.2. 1.2. 1.2. 1.2. 1.3. 1.3. 1.3. 1.3. 1.3.




Monitoring


Strategy

Evaluation Tool

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

Writing Goal #2A:

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


Incorporate authentic writing in all content area lesson plans. DBQ implementation




The goal for subgroups as it pertains to AYP is 96%.



The following subgroups did not make AYP in reading: white - 5%(11) black - 9%(3) Hispanic - 5%(2)

The expected level of performance for the following subgroups are: white - 96%(207) black - 92%(29) Hispanic - 96%(32) How the classroom

could follow the RtI process while continuing core instruction.

Focus discussion in Reading/LA PLC group. Small group instruction

PLC's A.P. of PLC's, Jessica Velez

TEAM PLC minutes




2A.3. 2A.3. 2A.3. 2A.3. 2A.3. 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:


Monitoring


Strategy

Evaluation Tool

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

Writing Goal #2B:

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



Based on the analysis of student achievement data, and reference to



Monitoring


Strategy

Evaluation Tool

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

Writing Goal #2C:

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


Incorporate authentic writing in all content area lesson plans.




The goal for subgroups as it pertains to AYP is 86%.



15%(7) students did not make AYP in writing.

86%(40) students with disabilities are expected to make AYP in writing.


Focus discussion in Reading/LA PLC group.

PLC's A.P. of PLC's, Jessica Velez

TEAM PLC minutes


2C.3. 2C.3. 2C.3. 2C.3. 2C.3.



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

Please note that each Strategy does not require a professional development or PLC activity.PD Content /Topic and/or PLC Focus

Grade

Level/Subject


PLC Leader


school-wide)




FAIR training 6-8


All subjects 6-8 September, 2011 PLC meetings FAIR assessments


FCAT star training 6-8 all subjects

Test Coordinator, Kelly Cook

all instructional staff grades 6-8 September, 2011 TEAM TEAM

Edusoft training 6-8 all core subjects

Edusoft Contact,


on going through out the school year

PLC minutes TEAM

TEAM

Based on the analysis of student achievement data, and reference to



Monitoring


Strategy

Evaluation Tool

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

Writing Goal #2D:

Writing Goal #2D: Economically Disadvantaged


Incorporate authentic writing in all content area lesson plans. DBQ’s

Dept. Chair, Sharon Lolley PLC groups grade level administrator. Principal Mott



94%(127) ed students are expected to make AYP in writing.



7%(10) ed students did not make AYP in writing.

94%(127) ed students are expected to make AYP in writing.


Incorporate authentic writing in all content area lesson plans.




2D.3.

2D.3. 2D.3. 2D.3. 2D.3.



Zohar Cain

Esembler 6-8 all subjects TMS TechCon all instructional staff grades

6-8 On going Lesson plan review Administrative team

Writing Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities/materials. Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount




Subtotal:



Total:

End of Writing Goals Attendance Goal(s) * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

ATTENDANCE GOAL(S) Problem-solving Process to Increase Attendance

Based on the analysis of attendance data, and reference to “Guiding Questions”, identify and define areas in need of improvement:


Monitoring


Strategy

Evaluation Tool

1. Attendance Attendance Goal #1: Increase the attendance rate by 2% and tardies by 4%

Monthly attendance checks have not been an emphasis for classroom teachers.

Advisory teacher/advocate will do weekly attendance checks for all advisory students. – Student Data Chats

Advisory teacher/advocate

Esembler Student data folders

Esembler AS400

Increase the attendance rate by 2% and tardies by 4% Decrease number of student absences by 2%.

2011 Current Attendance Rate:*

2012 Expected Attendance Rate:*

95.3%(961)students 97%(970)student expected for average daily attendance

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

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

9.5%(95) students with excessive absences of 20 or more

5%(50)or less of students are expected to have excessive absences of 20 or more.

2011 Current Number of Students with Excessive Tardies

2012 Expected Number of Students with Excessive Tardies





Grade

Level/Subject


PLC Leader


school-wide)




Effective Response to Stud Attendance all All Admin School Wide - PBS Every Month Fac Mtgs

Small Group Fac Mtgs Student Discipline Data Mr Braucher AP Ms Weizenecker – Coordinator

Attendance Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities /materials. Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount

(10 or more)

(10 or more)

9%(90) 3.9% (40)

Student’s lack of enthusiasm for school due to adult disconnect.

PBS model will encourage positive students and school staff behavior.

PBS coach, Doris WeizeneckerMr Braucher, AP

Esembler Student data folder

Esembler AS400

Student tardies PBS model rewards and consequences. (proven to work in a test model of 8th grade students at TMS during the 2010 spring quarter)

PBS coach, Doris Weizenecker & Mr Braucher, AP Classroom teacher

Esembler Student data folder. Students with minimal tardies qualify for rewards. Students with excessive tardies qualify for heavy consequences

Esembler AS400






Subtotal: Total:

End of Attendance Goals Suspension Goal(s) * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

SUSPENSION GOAL(S) Problem-solving Process to Decrease Suspension

Based on the analysis of suspension data, and reference to “Guiding Questions”, identify and define areas in need of improvement:


Monitoring


Strategy

Evaluation Tool

1. Suspension Suspension Goal #1: Reduce OS suspensions by 20% and reduce IS suspensions by 20%

1.1. Changing the mind -et of the student body.

1.1. Behavioral lessons in the Advisory Mod (please see Caucus and Advisory Mod – Additional Goal) Conntinuation of the PBS Model known as patriot Pride at TMS.

1.1. Administration and PBS Team

1.1. Discipline data

1.1. AS400 FIDO Reduce OS suspensions

by 20% and reduce IS suspensions by 20% Reevaluate suspension procedures and identify reasons for the

2011 Total Number of In –School Suspensions

2012 Expected Number of In- School Suspensions

379 250





Grade

Level/Subject


PLC Leader


school-wide)




Effective Positive Response to Behavior Problems

all All Admin School Wide - PBS Every Month Fac Mtgs Small Group Fac Mtgs Student Discipline Data

Mr Braucher AP Ms Weizenecker – Coordinator

Suspension Budget (Insert rows as needed)

suspensions. Target those areas.

2011 Total Number of Students Suspended In-School

2012 Expected Number of Students Suspended In -School

LEAPS lessons

216 100

2011 Number of Out-of-School Suspensions

2012 Expected Number of Out-of-School Suspensions

362 250

2011 Total Number of Students Suspended Out- of- School

2012 Expected Number of Students Suspended Out- of-School

210 100 1.2.perception of ISS 1.2.Change Iss to OSI

(opportunity for self improvement) and provide a structure to the daily lesson, activities, lunch, and procedures. Utilize OSI as a long term intervention for repeat students prior to OSS.

1.2. Administration

1.2. Discipline data

1.2. AS 400

1.3.

1.3. Incorporation of tier 1& 2 PBS in coming year LEAPS lessons

1.3. 1.3. 1.3.



Include only school-based funded activities/materials and exclude district funded activities /materials. Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount




Subtotal: Total:

End of Suspension Goals 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 next to the percentage (e.g. 70% (35)).

DROPOUT PREVENTION GOAL(S) Problem-solving Process to Dropout Prevention

Based on the analysis of parent involvement data, and reference to “Guiding Questions”, identify and define areas in need of

improvement:


Monitoring


Strategy

Evaluation Tool





Grade

Level/Subject


PLC Leader


school-wide)




Dropout Prevention Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities /materials. Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount

Subtotal:

1. Dropout Prevention

Dropout Prevention Goal #1: *Please refer to the percentage of students who dropped out during the 2010-2011 school year.

1.1.

1.1. 1.1. 1.1. 1.1.

Enter narrative for the goal in this box.

2011 Current Dropout Rate:*

2012 Expected Dropout Rate:*

Enter numerical data for dropout rate in this box.

Enter numerical data for expected dropout rate in this box.

2011 Current Graduation Rate:*

2012 Expected Graduation Rate:*

Enter numerical data for graduation rate in this box.

Enter numerical data for expected graduation rate in this box.

1.2. 1.2. 1.2. 1.2. 1.2.

1.3. 1.3. 1.3. 1.3. 1.3.



Technology Strategy Description of Resources Funding Source Amount



Subtotal: Total:

End of Dropout Prevention Goal(s) Parent Involvement Goal(s) * When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).

PARENT INVOLVEMENT GOAL(S) Problem-solving Process to Parent Involvement

Based on the analysis of parent involvement data, and reference to “Guiding Questions”, identify and define areas in need of

improvement:


Monitoring


Strategy

Evaluation Tool





Grade

Level/Subject


PLC Leader


school-wide)




Effective Parent Telephone Contacts all All Admin School Wide - PBS Monthly Fac Mtgs

Small Group Fac Mtgs Student Discipline Data Mr Braucher AP Ms Weizenecker – Coordinator

1. Parent Involvement

Parent Involvement Goal #1: Increase parental involvement by 50% in all aspects of the educational process. There were approximately 150 parents involved in 2011.

1.1. Reaching the parents of the student body and involving them in daily activities as well as their students academics.

1.1 Increase parent involvement through the web page. Utilize the Advisory Mod for additional parent contact on positive social and academic behavior. Utilize PBS strategy of Positive Calls Home. Saturday Recovery School requiring parents to attend the sessions with the parents. Personal calls and contacts with parents asking them to become involved at TMS Utilize School Messenger, a new call out program that can reach the entire student body parent numbers, emails, and text contacts in minutes.

1.1. WebMaster Administration PBS Team and Administration Ms Mott Administration AP Mr Braucher

1.1 Web Page hits on the parent section. Records of parent/advocate contact Log of calls home Attendance records Log of contacts by administration Log of usage against parent involvement in any given call-out

1.1. Web hits documentation Advocate log Contact log AS400 Increased numbers as recorded by clubs, organizations, volunteers, community members, etc Number of calls made

The Spring 2011 Climate Survey indicated that surveyed parents desire improved communication, more parent involvement and increased discipline on disruptive students. .

2011 Current level of Parent Involvement:*

2012 Expected level of Parent Involvement:*

Parent participation for 2010-2011 school year was 15% (150)

Increase parent participation to 30% (300) for the 2012 year

1.2.

1.2. 1.2. 1.2. 1.2.

1.3.

1.3. 1.3. 1.3. 1.3.



Parent Involvement Budget * Please ensure that items included in the Parental Involvement Policy/Plan (PIP) are outlined in the following budget section. Include only school-based funded activities/materials and exclude district funded activities /materials. Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount




Subtotal: Total:

End of Parent Involvement Goal(s)



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



Grade

Level/Subject


PLC Leader


school-wide)




Avid Curriculum

6-7 Ms Cook

Ms Velez-Smith, Asst Prin Ms Cook, Avid Coordinator / Teacher Ms Caldwell – Teacher Mr Harris – Teacher Ms Moore – Teacher Ms Richardson - Teacher

Fall 2011 Ms Velez-Smith Asst Prin Ms Cook – Avid Coordinator

ADDITIONAL GOAL(S) Problem-Solving Process to Increase Student Achievement

Based on the analysis of school data, identify and define areas in need of improvement:


Monitoring


Strategy

Evaluation Tool

1. Additional Goal Additional Goal #1:

1.1. Students that are on the verge but not yet over the top

1.1. AVID

1.1. Ms Mott, Principal

1.1. Avid Evaluation

1.1. EOC, Benchmark test, MyOn Reader, and FCAT results

Make AYP TMS has missed AYP by the slimmest of margins two years in a row. We will make AYP in 2012

2011 Current Level :*

2012 Expected Level :*

72% of the student body met AYP in 2011

80% of the AYP requirement will be met

1.2. Students on the verge of little academic growth

1.2.

1.2. 1.2. 1.2.

1.3.

1.3. 1.3. 1.3. 1.3.



Advisory – Utilize time in advisory to accommodate students struggling in one or more subject

All Mr Braucher AP Faculty and staff 2012 school year Struggling student academic

improvement All Administrators

Additional Goal(s) Budget (Insert rows as needed) Include only school-based funded activities/materials and exclude district funded activities /materials. Evidence-based Program(s)/Materials(s) Strategy Description of Resources Funding Source Amount AVID AVID Program COUNTY ?






Subtotal: Total:

End of Additional Goal(s) FINAL BUDGET (Insert rows as needed) Please provide the total budget from each section. Reading Budget

Total: Mathematics Budget

Total: Science Budget

Total: Writing Budget

Total: Attendance Budget

Total: Suspension Budget

Total: Dropout Prevention Budget

Total: Parent Involvement Budget

Total: Additional Goals

Total:



Grand Total:

Differentiated Accountability School-level Differentiated Accountability (DA) Compliance Please choose the school’s DA Status. (To activate the checkbox: 1. double click the desired box; 2.when the menu pops up, select “checked” under “Default Value” header; 3. Select “OK”, this will place an “x” in the box.) School Differentiated Accountability Status

Intervene Correct II Prevent II Correct I Prevent I N/A

Upload a copy of the Differentiated Accountability Checklist in the designated upload link on the “Upload” page 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. Please verify the statement above by selecting “Yes” or “No” below. Yes No If No, describe measures being taken to comply with SAC requirement.

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



To review, advise, and approve the SIP as well as regular reviews of the SIP and its target goals To advise, recommend, and vote on school based issues To attend the CSAC and report to the school based SAC

Describe projected use of SAC funds. Amount No Funds Available -0-

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