2011-2012 School Improvement Plan (SIP)-Form SIP-1
FLORIDA DEPARTMENT OF EDUCATION
School Improvement Plan (SIP)
Form SIP-1
Proposed for 2011-2012
April 2011
Rule 6A-1.099811
Revised April 29, 2011
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
2011 – 2012 SCHOOL IMPROVEMENT PLAN
PART I: SCHOOL INFORMATION
School Name: Blanche Ely High School
District Name: Broward
Principal: Karlton O. Johnson
Superintendent:
SAC Chair: Kim Williams
Date of School Board Approval: 12/6/11
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)
Principal
Karlton O. Johnson
B.S.-Business Education
M.S.-Educational
Leadership
Certified: Educational
Leadership (All Levels)
and Elementary Education
April 2011
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Revised April 29, 2011
Number of
Years at
Current School
3
Number of Years
as an
Administrator
9
Prior Performance Record (include prior School Grades, FCAT
(Proficiency, Learning Gains, Lowest 25%), and AYP information
along with the associated school year)
2010-2011 Blanche Ely High School
 School Grade: Pending
 Reading Mastery: 28% Math Mastery: 61% Writing
Mastery: 75% Science Mastery: 31%
 AYP: 77%
 AYP in Reading: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
 AYP in Math: Black and Economically Disadvantaged did
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
NOT make adequate yearly progress.
2009-2010 Blanche Ely High School
 School Grade: C
 Reading Learning Gains – 37%; High Standards – 27%
Lower 25% Gains – 30%
 Mathematics Learning Gains – 70%; High Standards – 65%
Lower 25% Gains – 69%
 Writing proficiency 88% ; Percent Score 4 and Above 72%
 Science meeting high standards – 22%
 AYP: 67%
 AYP in Reading: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
 AYP in Math: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
2008-2009 Blanche Ely High School
 School Grade: D (AYP-No)
 All subgroup FCAT results - 65% of students at or above
grade level in Math•67% of students making a year's worth
of progress in math; 62% of struggling students making a
year's worth of progress in Math; 57% of 11th and 12th grade
students passed the FCAT Math Retake.
 Reading-32% met high standards in reading (42% Learning
gains) Lower 25% Gains – 45% Received 10 Bonus Points
for Retakes (60% passed reading)
Intern
Principal
Delphine Lassiter
Administrative Leadership
(Florida Atlantic
University)
B.S.-Mathematics
Education (University of
South Florida)
M.S.-Computer Science
Education (Barry
University)
Certified: School Principal
(All Levels)
Mathematics 6-12
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2010-2011 - Blanche Ely High
 Grade: Pending
 Reading Mastery: 28% Math Mastery: 61% Writing
Mastery: 75% Science Mastery: 31%
 AYP: 77%
 AYP in Reading: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
 AYP in Math: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
2009-2010 - Blanche Ely High
 School Grade: C
 Reading Mastery: 27% Math Mastery: 65% Writing Mastery:
88% Science Mastery: 22%
 AYP: 67%
 AYP in Reading: Black and Economically Disadvantaged did
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
NOT make adequate yearly progress.
AYP in Math: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
2008-2009 Blanche Ely High School
 School Grade: “D” (AYP-No)
 All subgroup FCAT results - 65% of students at or above
grade level in Math•67% of students making a year's worth
of progress in math•62% of struggling students making a
year's worth of progress in Math; 57% of 11th and 12th grade
students passed the FCAT Math Retake.
2007- 2008 Nova High School - "A" AYP- no
 Math proficiency increase by 6% -9th grade; by 2% -10th
grade: Science proficiency – 49%
2010-2011 - Blanche Ely High
 Grade: Pending
 Reading Mastery: 28% Math Mastery: 61% Writing
Mastery: 75% Science Mastery: 31%
 AYP: 77%
 AYP in Reading: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
 AYP in Math: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
2009-2010 - Blanche Ely High
 School Grade: C
 Reading Mastery: 27% Math Mastery: 65% Writing Mastery:
88% Science Mastery: 22%
 AYP: 67%
 AYP in Reading: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
 AYP in Math: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
2008-09 Blanche Ely High School
School Grade: D (AYP-No),
 Assistant Principal for enrichment programs and Retakes,
 Math; 57% of 11th and 12th grade students passed FCAT
Math Retakes, 60% passed reading – Received the 10 Bonus
Points for Retakes.
2007- 2008 Deerfield Beach High School –
 School Grade: C AYP- no
 Reading mastery: 44%, Math mastery: 70%, Science

Assistant
Principal
Antonio Womack
B.S.- Music Education,
Alabama State University
M.M.- Music, University
of Miami
Educational Leadership
Nova Southeastern
University
Certified: Educational
Leadership (All Levels)
and Music (All Levels)
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2011-2012 School Improvement Plan (SIP)-Form SIP-1

Assistant
Principal
Heidi Jones
M.S. Educational
Leadership (Nova
Southeastern University)
B.S. in Exercise Science
and Wellness (Florida
Atlantic University)
Certified: Educational
Leadership (All Levels)
Pre- School Education
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mastery: 29%, AYP: 87%,
The Black, English Language Learners, and Students with
Disabilities subgroups did not make AYP in Reading. The
English Language Learners and Students with Disabilities
subgroups did not make AYP in Math.
2010-2011 - Blanche Ely High
 Grade: Pending
 Reading Mastery: 28% Math Mastery: 61% Writing
Mastery: 75% Science Mastery: 31%
 AYP: 77%
 AYP in Reading: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
 AYP in Math: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
2009-2010 - Blanche Ely High
 School Grade: C
 Reading Mastery: 27% Math Mastery: 65% Writing Mastery:
88% Science Mastery: 22%
 AYP: 67%
 AYP in Reading: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
 AYP in Math: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
2008-2009 Blanche Ely High School
 School Grade: D (AYP-No)
 All subgroup FCAT results - 65% of students at or above
grade level in Math•67% of students making a year's worth
of progress in math•62% of struggling students making a
year's worth of progress in Math; 57% of 11th and 12th grade
students passed the FCAT Math Retake.
2007-2008 Blanche Ely High School
 School Grade: C - no AYP
 Writing - percent scoring 3.5 or higher increased from 80 to
81 with the addition of the multiple-choice section to the test.
 Percent scoring in level 3, 4, 5 in FCAT Reading was 35%,
which is the highest proficiency earned for 9th grade at
BEHS. Increased from 29 to 35.
 Percent scoring in level 3, 4, 5 in FCAT Math was 63%,
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
which is the highest proficiency earned for 9th grade at
BEHS. Increased from 55 to 63.
Assistant
Principal
Malcolm Spence
M.S. Educational
Leadership (Nova
Southeastern University)
B.S. Communications
(West Virginia State
University)
Certified: Educational
Leadership (All Levels),
English 5-9, and ESOL
Endorsed
Intern
Principal
Francine Baugh
April 2011
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BS – English (Florida
State University)
MS -English Education,
(Nova Southeastern
University)
Ed. S - Education
Leadership (Nova
Southeastern University)
3
3
2010-2011 - Blanche Ely High
 Grade: Pending
 Reading Mastery: 28% Math Mastery: 61% Writing
Mastery: 75% Science Mastery: 31%
 AYP: 77%
 AYP in Reading: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
 AYP in Math: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
2009-2010 - Blanche Ely High
 School Grade: C
 Reading Mastery: 27% Math Mastery: 65% Writing Mastery:
88% Science Mastery: 22%
 AYP: 67%
 AYP in Reading: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
 AYP in Math: Black and Economically Disadvantaged did
NOT make adequate yearly progress.
2008-2009 Blanche Ely High School
 School Grade: D (AYP-No)
 All subgroup FCAT results - 65% of students at or above
grade level in Math•67% of students making a year's worth
of progress in math•62% of struggling students making a
year's worth of progress in Math; 57% of 11th and 12th grade
students passed the FCAT Math Retake.
2007- 2008 Boyd Anderson High
 School Grade: F (AYP- No)
 School Percent Scoring 3 and Above in Science Increased
from 12 to 17. Mean score also Increased from 275 to 281.
2010-2011 - Deerfield Beach High
 Grade: Pending
 Reading Mastery: 43% Math Mastery: 71% Writing
Mastery: 83% Science Mastery: 34%
 AYP: 77%
 AYP in Reading: Black, Hispanic, Economically
Disadvantaged, and Students with Disabilities did NOT make
adequate yearly progress.
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2011-2012 School Improvement Plan (SIP)-Form SIP-1

Certified: English 6-12,
Educational Leadership
(All Levels), and ESOL
Endorsed
Assistant
Principal
Tarachell Thomas
BS – Science (Stetson
University)
MS-Science Education,
(Nova Southeastern
University)
Ed. S – Education
Leadership (Nova
Southeastern University)
Certified: Biology 6-12
and Educational
Leadership (All Levels)
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AYP in Math: Black, Hispanic, and Economically
Disadvantaged did NOT make adequate yearly progress.
2000-2010 - Deerfield Beach High
 Grade: B
 Reading Mastery: 41% Math Mastery: 72% Writing
Mastery: 88% Science Mastery: 33%
 AYP: 69%
 AYP in Reading: White, Black, Hispanic, Economically
Disadvantaged, English Language Learners, and Students
with Disabilities did NOT make adequate yearly progress.
 AYP in Math: Hispanic, Economically Disadvantaged, and
English Language Learners did NOT make adequate yearly
progress.
2010-2011 Monarch High
 Grade: Pending
 Reading Mastery: 43% Math Mastery: 74% Writing
Mastery: 85% Science Mastery: 26%
 AYP: 74%
 AYP in Reading: White, Black, Hispanic, and Economically
Disadvantaged did NOT make adequate yearly progress.
 AYP in Math: White, Black, Hispanic, and Economically
Disadvantaged did NOT make adequate yearly progress.
2009-2010 - Monarch High
 Grade: B
 Reading Mastery: 47% Math Mastery: 77% Writing
Mastery: 92% Science Mastery: 33%
 AYP: 85%
 AYP in Reading: White and Black did NOT make adequate
yearly progress.
 AYP in Math: Black, Hispanic, and Economically
Disadvantaged did NOT make adequate yearly progress.
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
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
Reading
Name
Masharie Powell
Degree(s)/
Certification(s)
Bachelor of Arts
English & Mass
Communications
Masters of Science
Reading
Reading Endorsed
Reading Certified K-12
ESOL Endorsed
Number of
Years at
Current School
Number of Years as
an
Instructional Coach
2
2
Prior Performance Record (include prior School Grades, FCAT
(Proficiency, Learning Gains, Lowest 25%), and AYP
information along with the associated school year)
2010-2011 - Blanche Ely High
 Grade: Pending
 Reading Mastery: 28%
 33% met learning gains in Reading
 36% of Lowest quartile made learning gains in


AYP: 77%
AYP in Reading: Black and Economically
Disadvantaged did NOT make adequate yearly
progress.
AYP in Math: Black and Economically Disadvantaged
2009-2010 - Blanche Ely High
 School Grade: C
 Reading Mastery: 27%
 37% met learning gains in Reading
 30% of Lowest 25 % made learning gains in



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Reading
Reading
AYP: 67%
AYP in Reading: Black and Economically
Disadvantaged did NOT make adequate yearly
progress.
AYP in Math: Black and Economically Disadvantaged
did NOT make adequate yearly progress.
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
Reading
Shonner Gainer
Reading 6-12
2
4
2010-2011 - Blanche Ely High
 Grade: Pending
 Reading Mastery: 28%
 33% met learning gains in Reading
 36% of Lowest quartile made learning gains in
Reading


AYP: 77%
AYP in Reading: Black and Economically
Disadvantaged did NOT make adequate yearly
progress.
 AYP in Math: Black and Economically Disadvantaged
did NOT make adequate yearly progress.
2009-2010 - Blanche Ely High
 School Grade: C
 Reading Mastery: 27%
 37% met learning gains in Reading
 30% of Lowest 25 % made learning gains in


Science
Dorothy Gregg
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Biology 6-12
General Science 6-9
NBCT AYA Science
(1998-2018)
3
3
Reading
AYP: 67%
AYP in Reading: Black and Economically
Disadvantaged did NOT make adequate yearly
progress.
 AYP in Math: Black and Economically Disadvantaged
did NOT make adequate yearly progress.
2010-2011 - Blanche Ely High
 Grade: Pending
 Science Mastery: 31%
 AYP: 77%
 AYP in Reading: Black and Economically
Disadvantaged did NOT make adequate yearly
progress.
 AYP in Math: Black and Economically Disadvantaged
did NOT make adequate yearly progress.
2009-2010 - Blanche Ely High
 School Grade: C
 Science Mastery: 23%
 AYP: 67%
 AYP in Reading: Black and Economically
Disadvantaged did NOT make adequate yearly
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
progress.
AYP in Math: Black and Economically Disadvantaged
did NOT make adequate yearly progress.
2008-2009 Blanche Ely High School (Science Coach)
 FCAT Science 19
2010-2011 - Blanche Ely High
 Grade: Pending
 Writing Mastery: 75%
 AYP: 77%
 AYP in Reading: Black and Economically
Disadvantaged did NOT make adequate yearly
progress.
 AYP in Math: Black and Economically Disadvantaged
did NOT make adequate yearly progress.
2009-2010 - Blanche Ely High
 School Grade: C
 Writing Mastery: 88%
 AYP: 67%
 AYP in Reading: Black and Economically
Disadvantaged did NOT make adequate yearly
progress.
 AYP in Math: Black and Economically Disadvantaged
did NOT make adequate yearly progress.

Writing
Elizabeth Benton
Math
TBD
English 6-12
2
2
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
Administrators, Coaches and Department Chairs will serve as
support for all new staff members.
Teachers new to school will be invited in days prior to the
start of school for an introduction, orientation, and tour. While
there they will receive essential materials needed for the
classroom and school operations.
Antonio Womack - NESS
06/2012
Antonio Womack - NESS
06/2012
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Not Applicable
(If not, please explain why)
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
Open communication is maintained to keep teachers abreast of
district and state educational news and teacher recognition is
also provided to reinforce motivation and morale
Teacher new to the teacher professional will be assigned a
Coach to assist with the transition. The Department
Chairperson and Coaches will also provide assistance with
content and delivery.
Administrators will invite graduate schools to speak, promote
and recruit participates for advance degree programs after
school and during staff meetings.
Teachers will be allowed to use a TDA to attend purposeful
Professional Development, which aligns with the SIP.
Karlton Johnson
06/2012
Antonio Womack
06/2012
Karlton Johnson
06/2012
Francine Baugh
06/2012
Monthly meetings such as department, curriculum, and faculty
meetings and staff development are in place to assist teachers
to grow professionally.
Administrative staff and leadership team will encourage and
support teachers attending Professional development and
pursuing advance degrees through graduate level work.
Karlton Johnson
Francine Baugh
06/2012
Delphine Lassiter
06/2012
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)).
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
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
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
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
N/A
Title I, Part C- Migrant
N/A
Title I, Part D
N/A
Title II
N/A
Title III
N/A
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Title X- Homeless
N/A
Supplemental Academic Instruction (SAI)
N/A
Violence Prevention Programs
N/A
Nutrition Programs
N/A
Housing Programs
N/A
Head Start
N/A
Adult Education
N/A
Career and Technical Education
N/A
Job Training
N/A
Other
N/A
Response to Instruction/Intervention (RtI)
School-Based RtI Team
Identify the school-based RtI Leadership Team.
Antonio Womack, Assistant Principal
Malcolm Spence, Assistant Principal
Tarachell Thomas, Assistant Principal
Heidi Jones, Assistant Principal
Francine Baugh, Intern Principal
Delphine Lassiter, Intern Principal
Carla Knight, Guidance (12th grade)
Suzette Wright, Guidance (10th grade)
Calvin Lamar, Guidance (9th grade)
Antonia Williams, Guidance (11th grade)
Meleca Brown, School Psychologist
Micaelle Julmiste, ESE Student Support Services
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Sandra Fencher, ESE Specialists
**TBD**, Behavior Specialists
Shonner Gainer, Reading Coach
Marsharie Powell, Reading Coach
Kathy Kissane, Attendance Clerk
**TBA**, Math Team Leader
Elizabeth Rouhizad, Speech Therapist
JoAnn Labossiere, Social Worker
Delvin Dulmore, Probation Officer
Dorothy Gregg, Science Coach/Science Team Leader
Latia James, Reading Team Leader
Simon Dritz, PE and Health Team Leader
Felipe Brown, World Languages Team Leader
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 school-based RtI Leadership Team meets weekly to focus on problem solving, goal setting and the implementation of plans to increase the success of struggling
students. During these meetings, data is discussed for those students that have been referred to the RtI Team. Students are referred due to academic and/or behavioral
concerns reflected by data and teacher recommendations. The RtI Team members serve as Case Managers for students and are responsible for communicating with
the classroom teachers, parents, students and other support staff.
Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problemsolving process is used in developing and implementing the SIP?
The RtI Team uses the following Problem Solving Process: (1) defining the problem; (2) determine why this problem is occurring; (3) develop a plan; (4)
implementing the plan; and (5) measure progress and access effectiveness. The complete Problem Solving Process is used in developing and implementing the SIP by
focusing on a tiered approach to providing intensive interventions to student with educational problems needing (academic/behavioral) support.
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.
Tier 1 data is routinely inspected as follows:





Ongoing Pinnacle Information in all coursed (i.e., attendance records, class grades, teacher observations- weekly assessment; on-task behavior/task completion).
Reading using Baseline Data (Mini-benchmark Assessment), BAT I & II, , FAIR and DAR, End of Year: FAIR/FCAT
Math and Science using Baseline Data (Mini-benchmark Assessment), BAT I & II, End of Course Exams.
Writing using monthly writing prompts and FCAT.
Behavior using DMS data, which is reviewed weekly by all administrators, based on their assigned grade level.
Collectively, Tier 1 data is used to make decisions about modifications needed to the core curriculum and school-wide approach to behavior management for Tier 1
students. Additionally, this data is used as a means of screening to help identify students who are struggling with either academics or behavior, who may be in need of
Tier 2 and Tier 3 interventions.
Tier 2 interventions include Tiger Support Squads with 9 & 10 grade students, APEX , Child Study Team, Conflict Remediation, Mentorship programs.
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Tier 3 interventions include Student Pull-Outs, Social Worker, Progress Reports, Social Worker, Child Protective Services, Functional Behavior Assessment,
Spectrum, Henderson Clinic, Lutheran Services
Describe the plan to train staff on RtI.
Staff will participate in RtI professional Development for during pre-planning days and during common planning times. Teachers will be educated on the purpose and
function of RtI Team, the referral process and how the use of evidence-based interventions are supported at each of the 3 tiers. As well teachers will focused on the
implementation strategies and progress monitoring/evaluation of the process.
Literacy Leadership Team (LLT)
School-Based Literacy Leadership Team
Identify the school-based Literacy Leadership Team (LLT).
Karlton Johnson, Principal
Delphine Lassiter. Intern Principal
Francine Baugh, Intern Principal
Heidi Jones, Assistant Principal
Malcolm Spence, Assistant Principal
Antonio Womack, Assistant Principal
Tarachell Thomas, Assistant Principal
Masharie Powell, Reading Coach
Shonner Gainer, Reading Coach
*TBA*, Math Team Leader
Latia James, Reading Team Leader
Steven Woloszn, Language Arts Team Leader
Tonya Sevalia, Social Studies Team Leader
Richard Beckford, Vocational
Simon Dritz, PE and Health Team Leader
Elizabeth Benton, Writing Coach
Dorothy Gregg, Science Coach and Science Team Leader
Felipe Brown, World Languages Team Leader
Kimberly Williams, Social Studies Teacher, Title I Coordinator
Olga Ramos, Math Teacher/ESOL Coordinator
Sandra Fencher, ESE Specialist
Ann-Marie Gilbert, Magnet Coordinator
Kathleen Weathers, Magnet Coordinator
Theresa Gil, Media Specialist
Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).
The purpose of the Reading Leadership Team is to create capacity of reading knowledge within the school building and focus on areas of literacy concern across the
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school. One of the key goals of the School Leadership Team will be to ensure that all school stakeholders understand and support the work o f the reading
coach/reading resource specialist and obtain support for achieving the school's reading goals through a whole-school approach.
Under the guidance of the principal and the reading coaches, the LLT will meet monthly to discuss literacy concerns, developments and goals derived from
disaggregated data, the school’s mission statement, Differentiated Accountability meetings and initiatives, community focused meetings, Response to Intervention
(RtI) initiatives for student success, and teacher needs assessments.
The Literacy Team currently operates with specific benchmark aligned focus for all academic departments represented. There has been further conversation and
decision to foster a more interdisciplinary approach through a literacy team Professional Learning Community (PLC) geared towards strategically planning and
implementing school-wide literacy initiatives across the curriculum and in the community.
Literacy Team members are responsible for sharing and modeling of research-based practices, state and district mandated literacy initiatives and implementation
standards associated with literacy in both intervention and content area settings through well-developed lessons reflecting the Next Generation Standards for reading.
What will be the major initiatives of the LLT this year?
The principal will support the role of the LLT in the development of reading related goals and objectives for the School Improvement Plan, the school professional development plan
(including professional learning communities, study groups, and lesson study), reading initiatives throughout the school, collaborative problem solving, and the Response to
Intervention process.
Some major goals of the school’s Literacy Team are:
 To establish a literacy vision for the school that includes all stakeholders.
 To develop and engage in regular, ongoing professional development opportunities that match the school's literacy vision and needs.
 To support the administration by providing multiple voices that represent the staff on literacy issues.
 To create structures to assess and develop plans for cohesive literacy integration in the curriculum across all disciplines and all grade levels.
 To build a system for handling change concerning literacy such as new state mandates and technology.

Participate in Professional Learning Communities and Study Groups

Use data to analyze the effectiveness of instruction and redesign instruction and resources to meet the student's instructional and intervention needs
 Implement the Comprehensive Core Reading Programs or Comprehensive Intensive Reading Programs and scientifically based reading instruction and strategies with fidelity
 Participate in ongoing literacy dialogues with peers.
 Create and share activities designed to promote literacy.
 Support and participate in classroom research
 Support and participate in classroom demonstrations and modeling of research-based reading strategies.

Mentor other teachers and present staff development
 Reflect on practice to improve instruction
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.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
16
2011-2012 School Improvement Plan (SIP)-Form SIP-1


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.
Disaggregated data is used to determine school-wide students’ benchmark weaknesses and strengths. This data is used to generate “skill of the week”
benchmark focused activities to be integrated in all content area classes. Student progression is monitored through formal and informal teacher-made content
assessments using the FCAT cognitive complexity question stems. At least once a week, there will be some form of written assessment, which may be in the
form of: assignment for student portfolio, ticket out the door activity. Content area leaders will analyze student assessment data and create a plan to re-teach the
benchmark until student mastery. Students may also be assessed using district adopted textbook benchmark-aligned supplemental materials.
*High Schools Only
How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?
Note: Required for High School- Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
17
2011-2012 School Improvement Plan (SIP)-Form SIP-1
At-risk students and lower performing students are placed in the appropriate courses based on the District’s Course Progression Matrix. Course sections will be
designed to infuse basic skill review and requirements for successful achievements in Reading, Writing, Math and Science. All students will be provided data
cards and receive opportunities for “data chats” with their classroom instructors, guidance counselor and/or Administrator. All students will be informed of the
requirements for graduation and are encouraged to exceed those requirements to increase post-secondary opportunities. As well, for at-risk and low performing
students, guidance places a strong emphasis on vocational exploration/completion and participation in Share Time programs.
College Bound students (in and out of the School’s Magnet Programs) are placed in the appropriate courses based on the District’s Course Progression Matrix.
Special attention is given to students to ensure that basic content knowledge is not lost as they matriculate through advanced coursework. All students are
given data cards and receive opportunities for “data chats” with their classroom instructors, guidance counselor and/or Administrator. All students are informed
of the requirements for graduation and are required to exceed those requirements to insure access to post-secondary opportunities. With college bound
students, a strong emphasis is placed on vocational exploration/completion as well as participation in Dual Enrollment, Advanced Placement and Share Time
programs.
Students in the Medical Sciences & the Sciences/Pre-Engineering Magnet Programs are required to take higher-level math & science courses, which exceed
graduation requirement. These courses are sequenced to give students a strong college preparatory foundation, explore options for their future career and
stimulate career interests. Unique courses such as Research I & II, Forensics, Robotics & Drafting, integrate hands-on, real-world problem-solving experiences
with knowledge-based and the project-based learning. Required participation in annual science fairs and competitions provides opportunity to discover diversity
within fields relevant to the medical and the Pre-engineering fields. Also, students will visit the First Responder Lab & Anatomy & Physiology Labs at FAU as
part of the Dual Enrollment Anatomy & Physiology course.
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?
The guidance team will schedule at least three meetings with all students, two meetings will be individualized and one meeting will be in the classroom
guidance environment. All students are required to use the ePep system (created by the State), FACTS.org and the District’s Virtual Counselor. Each system
develops and maintains the balance of academic planning and career exploration. For at-risk and low performing students the course selection process supports
academic achievement and Vocational and Fine Arts exposure. The annual review of both the four-year plan and career options strengthens the student’s
knowledge of the importance of academic and career planning. Students also receive support from the BRACE Advisor whose primary goal is college
preparedness. Additionally, the BRACE advisor meets with all grade levels to discuss career opportunities, as well as coordinates, College Conferences,
College/University Fairs and Vocational Fairs.
Students in the Medical Sciences & the Sciences/Pre-Engineering Magnet Programs meet at least once yearly with a Magnet Coordinator for individualized
academic & career guidance. This includes selecting a Florida major (career/college interest), creating a 4-yr academic/college/career plan with parent input,
scholarship searches, and summer programs search. The plan is reviewed and modified yearly to reflect changes in the school & program’s curriculum and
student’s goals. Attend BEHS Annual Career & College Fair and shadow physicians and CVS pharmacist at assigned locations.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
18
2011-2012 School Improvement Plan (SIP)-Form SIP-1
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.
The Guidance team works diligently to
 Increase frequency of dissemination of college readiness information to students and parents. (to increase PSAT, ACT and SAT percentages)
 Increase monitoring of documents tracking college readiness activities of students (to increase percentage of students completing at least one AP or Dual
Enrollment course)
 Monitor enrollment of vocational course enrollment to increase number of Bright Futures awardees. (49.9% enroll in college while only 26.7% qualified
for BF)
 Administer College Placement Test (CPT), ASVAB, PSAT, and Career and technology Ready to Work exam to qualifying students. These results are
used to guide students' academic and career plans.
 Offer exposure to regionally accredited educational institutions through college visits and college fairs for post secondary opportunities.
 Offer free after-school tutoring for all students.
 Offer APEX for students for the purpose of credit recovery and to increase graduation rate among at risk students.
 Encourage senior students (who have failed the FCAT) to take advantage of the opportunity to take the ACT test at no cost. Encourage student
participation in the College Board's online SAT preparation programs.
Students in the Medical Sciences & the Sciences/Pre-Engineering Magnet Programs:
 Are provided individualized college planning and guidance throughout four years.
 Students with level 3 FCAT Score or higher are required to take honors classes or higher; at least 2 college level math and science by the time they
graduate.
 Parent meetings to discuss college readiness: AP courses, Dual Enrollment courses, Pre-requisites (Test Scores & GPA), after school SAT, ACT, &
CPT prep classes.
 Summer Programs: Select and enroll qualified students in NOVA AHAC, Quest Bridge, UF STTP & FAU Engineer Scholars’ Program for high school
students.
 Field trips to UM/FAU medical School.
PART II: EXPECTED IMPROVEMENTS
Reading Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
Problem-Solving Process to Increase Student Achievement
READING GOALS
d on the analysis of student achievement data, and
Anticipated Barrier
Strategy
Person or Position
Process Used to Determine
ce to “Guiding Questions”, identify and define areas
Responsible for
Effectiveness of
need of improvement for the following group:
Monitoring
Strategy
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Evaluation Tool
19
2011-2012 School Improvement Plan (SIP)-Form SIP-1
1.1.
1.1.
Create and implement
Francine Baugh
Students’ daily exposure secondary NGSSS
Tarachell Thomas
Goal #1:
to consistent use of
benchmark Instructional
Malcolm Spence
Focus Calendar with
Antonio Womack
2011 Current 2012 Expected relevant content and
NGSSS benchmark
identified
Heidi Jones
crease monitored
Level of
Level of
reading/scaffolding tools that Delphine Lassiter
eading comprehension Performance:* Performance:* focused before, during
and after reading
are relevant to specific
Masharie Powell
level literary and non- 19% (154)
26%
strategies.
content area classes and to Shonner Gainer
ext in content area
specific NGSSS
Department Team
benchmarks.
Leaders
.
Example: Main
nsure teacher
Idea/Supporting Details in meeting
Science will use the
al student reading
outlining Method of note
ough skill-based,
taking for student research,
en differentiated
which allows students to
on practices during
understand the use of
ruction across the
primary and secondary
m.
sources in supporting ideas
presented in text. Social
studies will use two-column
crease students’ use
note taking to assist students
nued awareness of:
in understanding how to
nt specific Tier 2
identify primary details and
ry
main idea through
ulary associated with
questioning and
FCAT, PSAT, ACT,
summarizing .
rder to meet
on requirements and
Other strategies to be
s of post-secondary
implemented across the
.
curriculum are: Vocabulary
Instruction Strategy
Chart(VIS); Marzano High
Yield Strategies; Question
Answer Relationship (QAR);
Activating Afferent and
Efferent thinking through
selective underlining and
margin notes before, during
ents achieving proficiency (FCAT Level 3) in
April 2011
Rule 6A-1.099811
Revised April 29, 2011
1.1.
1.1.
1.1.
1. Classroom Walkthrough’s 1.CWT documents
CWT
2. Student Portfolios and
2. Lesson Plan Review for
Tiger PAWS(Pushing
incorporation of Reading
Ahead With Strategies)
strategies
Reading and Writing
3. Classroom Visits by Reading across the curriculum
Coaches and Team Leaders
journals.
4. Survey of Student Artifacts 3. Lesson Plans and
5. Progress Monitoring
Teachers assessments i.e.
Assessments.
mid-terms, final exams,
6. Lesson Plans
classroom assessments
7. Bi-Monthly NGSSS
that includes question
Benchmark focused data.
stems.
8. FAIR Data
9. Mini-benchmark
assessments and Mock Tests
20
2011-2012 School Improvement Plan (SIP)-Form SIP-1
and after reading.
1.2.
Limited Professional
Development
opportunities to support
on-going teacher
readiness in instruction
1.2.
Collaborative teacher/ coach
planning and lesson
implementation sessions for
NGSSS benchmark “Skill of
the Week” instruction. The
sessions will include teacher
needs assessments, lesson
planning, lesson modeling
and creation of
demonstration classrooms.
.
1.3.
1.3.
Authentic implementation Explicit instruction and
of selected grade level
school-wide (faculty and
Tier 2 vocabulary words staff) involvement in the
in daily instruction
daily reinforcement of
selected words through
authentic reading, writing,
speaking and visual based
activities including but not
limited to Word of the Day
(W.O.W.), use of nonlinguistic representations,
word walls, and morphemic
analysis during instruction.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
1.2.
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
Masharie Powell
Shonner Gainer
Latia James
Department Team
Leaders
1.2.
1. Classroom Walk Through
(CWT)
2. Lesson plan review for
incorporation of reading
strategies
3. Classroom visitations by
reading coaches and team
leaders
4. Teacher Needs Assessment
5. Reading Coaches/Teacher
collaborative lesson planning
and lesson implementation
sessions
6. Survey of Student
Work/Artifacts.
1.2.
1. CWT documents
2. Classroom Visit/
Teacher Needs
Assessment Rubric
3.Teacher/Coach
Collaborative Planning
Notes
4. Demonstration
Classrooms
5. Best shared practices
of student work/artifacts
6. Model Classroom and
lesson study group
1.3
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
Masharie Powell
Shonner Gainer
Latia James
Department Team
Leaders
1.3.
1. Classroom Walk Through
(CWT)
2. Lesson plan review for
selected content vocabulary
and Words of the Week
3. Classroom visitations by
reading coaches and team
leaders
4. Survey of student
work/artifacts
1.3.
1. CWT documents
2. Student portfolios and
Tiger PAWS (Pushing
Ahead with Strategies)
Reading and writing
journals
3. Teacher lesson plans
4. Student generated
word walls
21
2011-2012 School Improvement Plan (SIP)-Form SIP-1
d on the analysis of student achievement data, and
Anticipated Barrier
ce to “Guiding Questions”, identify and define areas
need of improvement for the following group:
2.1.
ents achieving above proficiency
Levels 4 and 5) in reading
Limited use of available
Goal #2:
school library and the
media specialist as
9% (72).
16%
resources from
crease monitored
which/who to acquire
ndependent reading
supplemental independent
ension in content area
content-based reading
ith after reading
materials for building
aligned with the biclassroom libraries.
Reading Instructional
lendar.
crease at-risk
reading
ension support in
rea classes using
uring and after
trategies aligned with
ing Instructional
lendar and which are
o the course
m.
nsure student support
g comprehension and
ry development by
hem with highly
teachers in the
reas.
ncrease daily use and
d awareness of:
nt specific Tier 2
ry
on vocabulary
d with the FCAT,
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Strategy
Person or Position
Responsible for
Monitoring
2.1.
2.1
Francine Baugh
a. Teachers will check-out Tarachell Thomas
resources (content themed Malcolm Spence
fiction and non-fiction
Antonio Womack
novels; magazines, journals Heidi Jones
etc.) from the media center Delphine Lassiter
to build content themed
Shonner Gainer
classroom libraries and
Masharie Powell
involve students in Weekly Latia James
Drop Everything and Read Theresa Gill
(D.E.A.R) independent
Department Team
timed reading sessions.
Leaders
-Students will choose and
read a novel, magazine,
journal, etc. from an
approved reading list or from
the content themed
classroom library
-Students will D.E.A.R. once
a week for 15 minutes
school-wide during second
block. Students will
complete an after-reading
response log to summarize
their reading or to respond to
specific benchmark-focused
moderate to high complexity
level open-ended questions.
Process Used to Determine
Effectiveness of
Strategy
2.1.
1. Classroom Walk Through
(CWT)
2. Classroom visitations by
reading coaches and team
leaders
3. Implementation of rubric
based project each semester
4. Students weekly postreading response in Tiger
PAWS journals
Evaluation Tool
2.1
1. CWT documents
2. Student portfolios and
Tiger PAWS (Pushing
Ahead with Strategies)
Reading and writing
journals
3. Completed student
technology project
4. Media circulation
report by teacher and
titles
b. Students will complete a
collaborative project- using
technology i.e. PowerPoint,
Podcast, etc., to share
information from their
semester content themed
independent reading
opportunities. The projects
22
2011-2012 School Improvement Plan (SIP)-Form SIP-1
CT, SAT and CPT to
duation requirements
dards of posty readiness.
will involve critical thinking
in the areas of analyzing,
evaluating and synthesizing
information across multiple
texts and will be shared with
the Blanche Ely High
learning community through
on-going television
broadcasts in the media
center.
2.2.
Lack of CAR-PD trained
teachers and
content teacher readiness
to select and use relevant
scaffolding
strategies/tools/ques-tions
April 2011
Rule 6A-1.099811
Revised April 29, 2011
2.2.
Partner specific reading
benchmark-focused
scaffolding strategies/
tools/moderate to high
complexity stems to meet
specific subject/course
2.2.
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
2.2.
1. Skill of the week
professional development
sessions.
2. Classroom Walk Through
(CWT)
3. Classroom visitations by
2.2.
1. Skill of the week
professional
development sessions.
2. Classroom Walk
Through (CWT)
3. Classroom visitations
23
2.2.
1. CW
2. Clas
Teache
Assess
3.Teac
Collab
2011-2012 School Improvement Plan (SIP)-Form SIP-1
before, during and after
reading of content
materials and to
seamlessly integrate the
NGSSS skill of the week
benchmark with content
instruction.
content needs:
Masharie Powell
Examples:
Shonner Gainer
Two-Column note-taking for Latia James
cause and effect in Science Department Team
Research; Two-Column
Leaders
note-taking for comparative
analysis in Social Studies
independent reading
assignments; Selective
Underlining for content text,
etc.
reading coaches and team
leaders
4. Teacher Needs Assessment
5. Reading coaches/teacher
collaborative lesson planning
and lesson implementation
sessions
by reading coaches and
team leaders
4. Teacher Needs
Assessment
5. Reading
coaches/teacher
collaborative lesson
planning and lesson
implementation sessions
Notes
4. Shar
practic
5. Stud
work/a
6. Dem
classro
2.3
1. Teacher recruitment and
enrollment in prerequisite
CAR-PD courses
2. Teacher recruitment for
qualified teachers in CAR-PD
on-site training
2.3
1. Teacher recruitment
and enrollment in
prerequisite CAR-PD
courses
2. Teacher recruitment
for qualified teachers in
CAR-PD on-site training
2.3
1. CAR
points
2. CAR
Protoco
- Collaborative teacher/
coach planning and lesson
implementation sessions for
benchmark focused Skill of
the Week strategies to
include teacher needs
assessments, lesson
planning, lesson modeling
and creation of
demonstration classrooms.
2.3a.
2.3
Lack of CAR-PD trained Provide on-site CAR-PD
teachers
training for content area
teachers to ensure effective
use of reading strategies
2.3b.
during instruction
Authentic implementation
of selected grade level
Tier 2 vocabulary words
in daily instruction
2.3b
Explicit instruction and
school-wide (faculty and
staff) involvement in the
daily reinforcement of
selected words through
April 2011
Rule 6A-1.099811
Revised April 29, 2011
2.3
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
Masharie Powell
Shonner Gainer
Doreen Kennedy
2.3b
Francine Baugh
Tarachell Thomas
Malcolm Spence
2.3b
1. Classroom Walk Through
(CWT)
2. Lesson plan review for
selected content vocabulary
and Words of the Week
2.3b
1. Classroom Walk
Through (CWT)
2. Lesson plan review 2.3b
for selected content
1. CW
vocabulary and Words of 2. Stud
the Week
and Tig
3. Classroom visitations (Pushin
24
2011-2012 School Improvement Plan (SIP)-Form SIP-1
authentic reading, writing,
speaking and visual based
activities including but not
limited to Word of the Day
(W.O.W.), use of nonlinguistic representations,
word walls, and morphemic
analysis during instruction.
d on the analysis of student achievement data, and
ce to “Guiding Questions”, identify and define areas
need of improvement for the following group:
crease students’ daily
ontinued awareness
Anticipated Barrier
Strategy
nt specific Tier 2
ry
on vocabulary
d with the FCAT.
3.1 Limited Professional
Development
opportunities to support
on-going teacher
readiness in instruction.
nsure teacher
in implementing
en differentiated
on according to
al student needs by
g professional
ment and lesson
g in skill-based
for daily instruction
GSSS standards across
culum.
3.2 Coaches need
3.2 Create student
scheduled opportunities to remediation/intervention
provide consistent direct sessions by creating and
support with students.
activating pullout session
schedules.
crease direct student
ccording to
al needs
April 2011
Rule 6A-1.099811
Revised April 29, 2011
3.1 Collaborative teacher/
coach planning and lesson
implementation sessions for
NGSSS benchmark “Skill of
the Week” instruction. The
sessions will include teacher
needs assessments, lesson
planning, lesson modeling
and creation of
demonstration classrooms.
- Train/mentor students in
their areas of mastery to
facilitate peer-push-in
sessions through
collaborative learning and
Antonio Womack
Heidi Jones
Delphine Lassiter
Masharie Powell
Shonner Gainer
Latia James
Department Team
Leaders
Person or Position
Responsible for
Monitoring
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
Masharie Powell
Shonner Gainer
Latia James
Department Team
Leaders
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
Masharie Powell
Shonner Gainer
Latia James
Department Team
Leaders
3. Classroom visitations by
reading coaches and team
leaders
4. Survey of student
work/artifacts
by reading coaches and
team leaders
4. Survey of student
work/artifacts
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
1. Classroom Walk Through
(CWT)
2. Lesson plan review for
incorporation of reading
strategies
3. Classroom visitations by
reading coaches and team
leaders
4. Teacher Needs Assessment
5. Reading Coaches/Teacher
collaborative lesson planning
and lesson implementation
sessions
6. Survey of Student
Work/Artifacts.
1. Progress monitoring
FAIR Data
2. Bimonthly mini-assessment
data
3. BAT I & II Data
4. Classroom visitations by
reading coaches and team
leaders
1. CWT documents
2. Classroom Visit/
Teacher Needs
Assessment Rubric
3.Teacher/Coach
Collaborative Planning
Notes
4. Demonstration
Classrooms
5. Best shared practices
of student work/artifacts
6. Teacher lesson plans
1. Progress Monitoring
FAIR Data
2. Bi-monthly miniAssessment Data
3. BAT I & II Data
4. Student portfolios
25
Strateg
writing
3. Tea
4. Stud
word w
2011-2012 School Improvement Plan (SIP)-Form SIP-1
differentiated grouping.
d on the analysis of student achievement data, and
Anticipated Barrier
ce to “Guiding Questions”, identify and define areas
need of improvement for the following group:
entage of students in Lowest 25% making learning 4.1a.
Coaches need scheduled
reading
opportunities to provide
Goal #4:
consistent direct support
2011 Current 2012 Expected with student.
increase direct student Level of
Level of
ccording to
Performance:* Performance:* 4.1b. Student recruitment
for after-school and
al needs.
33% (287).
40%
Saturday tutoring camps
provide
onal support and
tion for students
he designated school
nsure teacher
iness in
ementing
rentiated
ruction according to
vidual student needs
roviding staff
lopment and lesson
eling in skill based
4.2.
tices for daily
ruction across the
Limited Professional
iculum.
Development opportunities to
increase students’
support on-going teacher
and continued
readiness in instruction.
s of:
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Strategy
4.1a.
Create student
remediation/intervention
sessions by creating and
activating pullout session
schedules.
- Train/mentor students in
their areas of mastery to
facilitate peer-push-in
sessions through
collaborative learning and
differentiated grouping
Person or Position
Responsible for
Monitoring
4.1a.
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
Masharie Powell
Shonner Gainer
Latia James
Department Team
Leaders
4.1b. - Establish community
partnerships to provide
4.1b.
incentives for students.
Francine Baugh
Tarachell Thomas
- Utilize Study Island- a
Malcolm Spence
research-based, highly
Antonio Womack
engaging technology
Heidi Jones
instructional tool geared
Delphine Lassiter
towards individual student
needs with built in incentives
recognizing student
achievement
4.2.
4.2.
Collaborative teacher/
Francine Baugh
coach planning and lesson Tarachell Thomas
implementation sessions Malcolm Spence
for benchmark focused
Antonio Womack
Skill of the Week to
Heidi Jones
include teacher needs
Delphine Lassiter
Process Used to Determine
Effectiveness of
Strategy
4.1a.
1. Progress monitoring
FAIR Data
2. Bimonthly mini-assessment
data
3. BAT I & II Data
4. Classroom visitations by
reading coaches and team
leaders
4.1b.
1. Student recruitment and
enrollment for after school and
Saturday camps
2. Continued progress
monitoring
3. Administrator mentoring
sessions with students
Evaluation Tool
4.1
1. Progress Monitoring
FAIR Data
2. Bi-monthly miniAssessment Data
3. BAT I & II Data
4. Student portfolios
1b.
1. Attendance records
2. Study Island
assessment reports
3. Administrator
monitoring reports
4.2.
4.2.
4.2.
1. Classroom Walk 1. CWT documents
Through (CWT)
2. Classroom Visit/ Teacher
2. Lesson plan review Needs Assessment Rubric
for incorporation of 3.Teacher/Coach Collaborative
reading strategies
Planning Notes
3. Classroom
4. Demonstration Classrooms
26
2011-2012 School Improvement Plan (SIP)-Form SIP-1
nt specific Tier 2
ry
on vocabulary
d with the FCAT.
4.3
Authentic implementation of
selected grade level Tier 2
vocabulary words in daily
instruction
assessments, lesson
Masharie Powell
planning, lesson modeling Shonner Gainer
and creation of
Latia James
demonstration
Department Team Leaders
classrooms.
ed
dent
b. Consistent implementation
of independent reading
activities by the teacher
hensio
nsive
classes
r-
4.3
4.3
Francine Baugh
Explicit instruction and Tarachell Thomas
daily reinforcement of
Malcolm Spence
selected words through
Antonio Womack
authentic reading, writing, Heidi Jones
speaking and visual based Delphine Lassiter
activities implemented by Masharie Powell
all faculty and staffShonner Gainer
members.
Latia James
Department Team Leaders
s
with
onal
r and
arks.
b. Students will be
engaged in daily DEAR
independent timed
reading sessions.
-Students will choose and
read a novel from an
approved reading list or
classroom library
-Students will DEAR
daily for 15 minutes in
their
reading class
-Students will complete
an after reading response
log to summarize their
reading or to respond to
April 2011
Rule 6A-1.099811
Revised April 29, 2011
visitations by reading
coaches and team
leaders
4. Teacher Needs
Assessment
5. Reading
Coaches/Teacher
collaborative lesson
planning and lesson
implementation
sessions
6. Survey of Student
Work/Artifacts.
4.3
5. Best shared practices of
student work/artifacts
6. Teacher lesson plans
4.3
4.3.
1. Classroom Walk 1. CWT documents
Through (CWT)
2. Student portfolios and Tiger
2. Lesson plan review PAWS (Pushing Ahead with
for selected content Strategies) Reading and writing
vocabulary and Words journals
of the Week
3. Teacher lesson plans
3. Classroom
4. Student generated word
visitations by reading walls
coaches and team
leaders
4. Survey of student
work/artifacts
27
2011-2012 School Improvement Plan (SIP)-Form SIP-1
certain benchmark
focused low to high
complexity questions
d on the analysis of student achievement data, and
ce to “Guiding Questions”, identify and define areas
ed of improvement for the applicable subgroup(s):
dent subgroups not Reading Goal #5A:
Adequate Yearly
Ethnicity
(AYP) in reading (White, Black, Hispanic,
Asian,
Goal #5A:
American Indian)
2011 Current
Level of
e teacher readiness Performance:*
menting data-driven White: 37%
iated instruction
(11)
g to individual
Black: 26%
needs by providing
(202)
elopment and lesson Hispanic: 25%
g in skill based
(15)
for daily instruction Asian: 82%
e curriculum.
(9)
American
Indian: 100%
(1)
Anticipated Barrier
5A.1.
Limited Professional
Development
opportunities to support
on-going teacher
readiness in instruction.
2012 Expected
5A.1b.
Level of
Performance:* Coaches need scheduled
opportunities to provide
White: 44%
consistent direct support
Black: 34 % to students with focus on
ESE, ELL and lowest
Hispanic: 33% 25% and bubble students.
Asian: 84%
American
Indian: 100%
5A.2.
Student recruitment for
after-school and Saturday
tutoring camps
Strategy
5A.1.
Collaborative teacher/ coach
planning and lesson
implementation sessions for
benchmark focused Skill of
the Week to include teacher
needs assessments, lesson
planning, lesson modeling
and creation of
demonstration classrooms.
-Created students
remediation/intervention
sessions by creating an
activating students pull-out
session schedules
-Train/slash mentor students
in their area of master to
facilitate peer push-in
sessions through
collaborative learning and
differentiated grouping
5A.2.
Establish community
partnerships to provide
incentives for students.
- Utilize Study Island- a
research-based, highly
engaging technology
instructional tool geared
towards individual student
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Person or Position
Responsible for
Monitoring
5A.1.
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
Masharie Powell
Shonner Gainer
Latia James
Department Team
Leaders
Process Used to Determine
Effectiveness of
Strategy
5A.1.
1. Classroom Walk Through
(CWT)
2. Lesson plan review for
incorporation of reading
strategies
3. Classroom visitations by
reading coaches and team
leaders
4. Teacher Needs Assessment
5. Reading Coaches/Teacher
collaborative lesson planning
and lesson implementation
sessions
6. Survey of Student
Work/Artifacts.
7. FAIR data
8. Bimonthly miniassessments
9. Florida Achieves
assessments
10. Study Island assessments
5A.2.
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
5A.2.
1. Student recruitment and
enrollment for after school and
Saturday camps
2. Continued progress
monitoring
3. Administrator mentoring
sessions with students
Evaluation Tool
5A.1.
1. CWT documents
2. Classroom Visit/
Teacher Needs
Assessment Rubric
3.Teacher/Coach
Collaborative Planning
Notes
4. Demonstration
Classrooms
5. Best shared practices
of student work/artifacts
6. Teacher lesson plans
7. FAIR data
8. Bimonthly miniassessments
9. Florida Achieves data
10. Study Island data
5A.2.
Attendance records
2. Study Island
assessment reports
3. Administrator
monitoring reports
28
2011-2012 School Improvement Plan (SIP)-Form SIP-1
needs with built in incentives
recognizing student
achievement
d on the analysis of student achievement data, and
ce to “Guiding Questions”, identify and define areas
eed of improvement for the following subgroup:
dent subgroups not Reading Goal #5B:
Adequate Yearly
English Language Learners
(AYP) in reading (ELL)
Goal #5B:
e teacher readiness
menting
iated instruction
g to individual
needs by providing
elopment and lesson
g in skill based
for daily instruction
e curriculum to
xplicit integration of
-based ESOL
s.
2011 Current
Level of
Performance:*
6% (5)
April 2011
Rule 6A-1.099811
Revised April 29, 2011
2012 Expected
Level of
Performance:*
16% ()
5A.3.
5A.3.
5A.3.
Authentic implementation Explicit instruction and daily Francine Baugh
of selected grade level
reinforcement of selected
Tarachell Thomas
Tier 2 vocabulary words words through authentic
Malcolm Spence
in daily instruction
reading, writing, speaking Antonio Womack
and visual based activities Heidi Jones
implemented by
Delphine Lassiter
all faculty and staffMasharie Powell
members..
Shonner Gainer
Latia James
Department Team
Anticipated Barrier
Strategy
Person or Position
Responsible for
Monitoring
5B.1.
5B.1.
5B.1.
Collaborative teacher/ coach Francine Baugh
Limited Professional
planning and lesson
Tarachell Thomas
Development
implementation sessions for Malcolm Spence
opportunities to support benchmark focused Skill of Antonio Womack
on-going teacher
the Week to include teacher Heidi Jones
readiness in instruction. needs assessments, lesson
Delphine Lassiter
planning, lesson modeling Masharie Powell
5B.1b.
and creation of
Shonner Gainer
Coaches need scheduled demonstration classrooms. Latia James
opportunities to provide
Department Team
consistent direct support -Created student
Leaders
to students with focus on remediation/intervention
ESE, ELL, lowest 25% sessions by creating and
and bubble students.
activating student pull-out
session schedules
-Train/mentor students in
their area of mastery to
facilitate peer push-in
sessions through
collaborative learning and
differentiated grouping
5A.3.
. Classroom Walk Through
(CWT)
2. Lesson plan review for
selected content vocabulary
and Words of the Week
3. Classroom visitations by
reading coaches and team
leaders
4. Survey of student
Process Used to Determine
Effectiveness of
Strategy
5B.1.
1. Classroom Walk Through
(CWT)
2. Lesson plan review for
incorporation of reading
strategies
3. Classroom visitations by
reading coaches and team
leaders
4. Teacher Needs Assessment
5. Reading Coaches/Teacher
collaborative lesson planning
and lesson implementation
sessions
6. Survey of Student
Work/Artifacts.
7. FAIR data
8. Bimonthly miniassessments
9. Florida Achieves
assessments
10. Study Island assessments
5A.3.
1. CWT documents
2. Student portfolios and
Tiger PAWS (Pushing
Ahead with Strategies)
Reading and writing
journals
3. Teacher lesson plans
4. Student generated
Evaluation Tool
5B.1.
1. CWT documents
2. Classroom Visit/
Teacher Needs
Assessment Rubric
3.Teacher/Coach
Collaborative Planning
Notes
4. Demonstration
Classrooms
5. Best shared practices
of student work/artifacts
6. Teacher lesson plans
7. FAIR data
8. Bimonthly miniassessments
9. Florida Achieves data
10. Study Island data
29
2011-2012 School Improvement Plan (SIP)-Form SIP-1
5B.2.
5B.2.
5B.2.
5B.2.
5B.2.
5B.3.
5B.3.
5B.3.
5B.3.
5B.3.
Person or Position
Responsible for
Monitoring
5C.1.
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
Masharie Powell
Shonner Gainer
Latia James
Department Team
Leaders
Process Used to Determine
Effectiveness of
Strategy
5C.1.
1. Classroom Walk Through
(CWT)
2. Lesson plan review for
incorporation of reading
strategies
3. Classroom visitations by
reading coaches and team
leaders
4. Teacher Needs Assessment
5. Reading Coaches/Teacher
collaborative lesson planning
and lesson implementation
sessions
6. Survey of Student
Work/Artifacts.
7. FAIR data
8. Bimonthly miniassessments
9. Florida Achieves
assessments
10. Study Island assessments
d on the analysis of student achievement data, and
Anticipated Barrier
ce to “Guiding Questions”, identify and define areas
eed of improvement for the following subgroup:
5C.1.
dent subgroups not Reading Goal #5C:
Adequate Yearly
Students with Disabilities
(AYP) in reading (SWD)
Limited Professional
Goal #5C:
Development
opportunities to support
2011 Current 2012 Expected on-going teacher
readiness in instruction.
Level of
Level of
e teacher readiness Performance:* Performance:*
5c.1b.
menting
22% (15)
30%
Coaches need scheduled
iated instruction
opportunities to provide
g to individual
consistent direct support
needs by providing
to students with focus on
elopment and lesson
ESE, ELL, lowest 25%
g in skill based
and bubble students.
for daily instruction
e curriculum to
xplicit integration
ccommodations
g to their IEP.
Strategy
5C.1.
Collaborative teacher/ coach
planning and lesson
implementation sessions for
benchmark focused Skill of
the Week to include teacher
needs assessments, lesson
planning, lesson modeling
and creation of
demonstration classrooms.
-Created student
remediation/intervention
sessions by creating and
activating student pull-out
session schedules
-Train/mentor students in
their area of mastery to
facilitate peer push-in
sessions through
collaborative learning and
differentiated grouping
Evaluation Tool
5C.1.
1. CWT documents
2. Classroom Visit/
Teacher Needs
Assessment Rubric
3.Teacher/Coach
Collaborative Planning
Notes
4. Demonstration
Classrooms
5. Best shared practices
of student work/artifacts
6. Teacher lesson plans
7. FAIR data
8. Bimonthly miniassessments
9. Florida Achieves data
10. Study Island data
- ESE support facilitators
will provide more direct
support to intensive students
within the Intensive Reading
classroom.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
30
2011-2012 School Improvement Plan (SIP)-Form SIP-1
5C.2.
5C.2.
5C.2.
5C.2.
5C.2.
5C.3.
5C.3.
5C.3.
5C.3.
5C.3.
Person or Position
Responsible for
Monitoring
5D.1.
Francine Baugh
Tarachell Thomas
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
Masharie Powell
Shonner Gainer
Latia James
Department Team
Leaders
Process Used to Determine
Effectiveness of
Strategy
5D.1.
1. Classroom Walk Through
(CWT)
2. Lesson plan review for
incorporation of reading
strategies
3. Classroom visitations by
reading coaches and team
leaders
4. Teacher Needs Assessment
5. Reading Coaches/Teacher
collaborative lesson planning
and lesson implementation
sessions
6. Survey of Student
Work/Artifacts.
7. FAIR data
8. Bimonthly miniassessments
9. Florida Achieves
assessments
10. Study Island assessments
d on the analysis of student achievement data, and
Anticipated Barrier
ce to “Guiding Questions”, identify and define areas
eed of improvement for the following subgroup:
5D.1.
dent subgroups not Reading Goal #5D:
Adequate Yearly
Economically Disadvantaged
Limited Professional
(AYP) in reading
Development
Goal #5D:
opportunities to support
on-going teacher
2011 Current 2012 Expected readiness in instruction.
Level of
Level of
e teacher readiness Performance:* Performance:* 5D.1b.
Coaches need scheduled
menting
25% (180)
33% ()
opportunities to provide
iated instruction
consistent direct support
g to individual
to students with focus on
needs by providing
ESE, ELL, lowest 25%
elopment and lesson
and bubble students.
g in skill based
for daily instruction
e curriculum to
xplicit integration
ccommodations to
ESOL strategies and
ommodations.
Strategy
5D.1.
Collaborative teacher/ coach
planning and lesson
implementation sessions for
benchmark focused Skill of
the Week to include teacher
needs assessments, lesson
planning, lesson modeling
and creation of
demonstration classrooms.
-Created student
remediation/intervention
sessions by creating and
activating student pull-out
session schedules
-Train/mentor students in
their area of mastery to
facilitate peer push-in
sessions through
collaborative learning and
differentiated grouping
Evaluation Tool
5D.1.
1. CWT documents
2. Classroom Visit/
Teacher Needs
Assessment Rubric
3.Teacher/Coach
Collaborative Planning
Notes
4. Demonstration
Classrooms
5. Best shared practices
of student work/artifacts
6. Teacher lesson plans
7. FAIR data
8. Bimonthly miniassessments
9. Florida Achieves data
10. Study Island
- ESE support facilitators
will provide more direct
support to intensive students
within the Intensive Reading
classroom.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
31
2011-2012 School Improvement Plan (SIP)-Form SIP-1
5D.2.
5D.2.
5D.2.
5D.2.
5D.2.
5D.3.
5D.3.
5D.3.
5D.3.
5D.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
Target Dates and
and/or PLC Focus
PD Facilitator
PD Participants
Schedules
Grade
Person or Position Responsible
and/or
(e.g. , PLC, subject, grade
(e.g. , Early Release) and Strategy for Follow-up/Monitoring
Level/Subject
for Monitoring
PLC Leader
level, or school-wide)
Schedules (e.g., frequency
of meetings)
Lesson Study Group
Target Dates and
for Edge Teachers
PD Facilitator
PD Participants
Schedules
Grade
Person or Position Responsible
and/or
(e.g. , PLC, subject, grade
(e.g. , Early Release) and Strategy for Follow-up/Monitoring
Level/Subject
for Monitoring
PLC Leader
level, or school-wide)
Schedules (e.g., frequency
of meetings)
Differentiated
District Staff
Pre-planning week
Instruction
Masharie
CWT
Professional Study Days
9-12
Powell
All teachers school-wide
Professional Learning Community Malcolm Spence
September 2010-June
Shonner
minutes
Delphine Lassiter
2011
Gainer
School-wide Literacy
Initiative
(Skill & Word-of the
Week)
New Generation SSS
9-12
Masharie
Powell
Shonner
Gainer
Latia James
9-10 Rdg
Masharie
Powell
April 2011
Rule 6A-1.099811
Revised April 29, 2011
All teachers school-wide
Pre-planning week
September 2010-June
2011
CWT
Student journals
Reading Teachers 9-12
Pre-planning week
Planning days
CWT
Teacher Chats
Malcolm Spence
Antonio Womack
Heidi Jones
Delphine Lassiter
Malcolm Spence
32
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Shonner
Gainer
Latia James
Reading Budget
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
Mock Testing and Mini BAT
Copy Machine Toner and Printer Paper
Accountability
Available Amount
Subtotal:
Technology
Strategy
Document Camera and Promethean
Board Training
Description of Resources
Funding Source
Available Amount
Subtotal
Subtotal:
Professional Development
Strategy
Description of Resources
Funding Source
Differentiated Instruction to include data
analysis and Skill of the Week
Vocabulary through Morphemes
TDA for teachers to complete training
starting pre-planning week
Substitutes for teachers to attending training
Professional Development Fund
Available Amount
Subtotal:
Other
Strategy
Tiger PAWS (Pushing Ahead with
Strategies) reading and writing strategy
implementation journal across the
curriculum
Description of Resources
Student Journals
Funding Source
Available Amount
Grand Total:
End of Reading Goals
April 2011
Rule 6A-1.099811
Revised April 29, 2011
33
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Mathematics Goals
* When using percentages, include the number of students the percentage represents (e.g. 70% (35)).
Problem-Solving Process to Increase Student Achievement
MATHEMATICS
Based on the analysis of student achievement data, and
Anticipated Barrier
reference to “Guiding Questions”, identify and define areas in
need of improvement for the following group:
1.1.
1. Students achieving proficiency (FCAT Level 3) in
Students lack of adequate
mathematics
foundational skills of
Mathematics Goal #1:
mathematics concepts
2011 Current 2012 Expected
Level of
Level of
To ensure teacher readiness in Performance:* Performance:*
implementing differentiated
29%
34%
instruction according to
individual student needs by
providing staff development
and lesson modeling in skill
based practices for solving
word problems.
Strategy
1.1.
Differentiating instruction
Creation of centers
(computer, versa-tiles,
folders, and pizzazz activities
etc.)
- Pullout program
- Daily Skills Practice/Do
Nows (focusing on the
weakest benchmarks, each
day for the first 20 minutes of
class.)
1.2.
1.2.
Lack of teacher familiarity - Problem solving strategies
with the Mathematics Next posted and used frequently
Generation Sunshine State
Standards in Geometry
-Continue professional
development on unwrapping
and Algebra
the NGSSS Standards
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Person or Position
Responsible for
Monitoring
1.1.
Delphine Lassiter
Math Coach,
Math Dept. Chair
1.2.
Delphine Lassiter
Math Coach
Math Depart Chair
Process Used to Determine
Evaluation Tool
Effectiveness of
Strategy
1.1.
1.1.
Classroom walk-throughs Pre-assessments
and visits - weekly;
Mini assessments
Professional Learning
BATs 1, 2 and 3 (if
Communities to review
Applicable)
on-going data -weekly;
Do Nows review results
Monitor/Revise school-wide
Instructional Focus Calendar
as needed;
Data chats with students bi-monthly;
Data chats with
administration - bi-monthly
Collegial discussions at dept
meetings - bi-weekly
1.2.
1.2.
Classroom visits, Lesson
Mini-assessments
Plan review.
Chapter tests
Lesson Plans
Monthly Data Chats to
monitor class standards and
34
2011-2012 School Improvement Plan (SIP)-Form SIP-1
monitoring chart of
benchmarks
- Sharing of best practices
within the subject area
Professional Learning
Communities (PLC) and the
mathematics department.
Bi-monthly meeting
according to subject to
modify IFC according to
assessment results.
Implement teacher/class
monitoring tool to monitor
student mastery of standards.
Monthly Meeting to
monitor class standards
monitoring chart of
benchmarks
Review of PLC Minutes
Bi-monthly meeting
according to subject o modify
IFC according to assessment
results
1.3.
1.3.
1.3.
Students’ challenges with - Integrated reading strategies Delphine Lassiter
insufficient comprehension into daily instruction
Math Coach
skills necessary for solving
Masharie Powell
word problems
- Sharing of best practices
Shonner Gainer Math
within the subject area
Dept. Chair
Professional Learning
Communities.
1.3.
1.3.
Classroom Walk Throughs Student journal entries
Review of PLC Minutes
Do Nows review results
PLC Minutes
- Implementation of CRISS
strategies for Mathematics
Establish content area word
walls and vocabulary centers
for journaling
Based on the analysis of student achievement data, and
Anticipated Barrier
reference to “Guiding Questions”, identify and define areas in
need of improvement for the following group:
2.1.
2. Students achieving above proficiency
Inconsistent
(FCAT Levels 4 and 5) in mathematics
implementation of higher
Mathematics Goal #2:
order thinking strategies.
2012 Current 2011 Expected
To increase teaching strategies Level of
Level of
in the use of higher order
Performance:* Performance:*
thinking skills.
32%
37%
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Strategy
2.1.
- Intensify the use of reading
and problem solving
strategies.
- Increased vocabulary
acquisitions through student
created word walls and the
integration of CRISS
strategies for mathematics.
Person or Position
Responsible for
Monitoring
2.1.
Delphine Lassiter
Math Dept. Chair Math
Coach
Process Used to Determine
Evaluation Tool
Effectiveness of
Strategy
2.1.
2.1.
Teacher made Assessment Mini Bat
Chapter tests
Lesson plans
Review of center
activities
CWT
Center usage Charts
Review of Student Center
Activities
35
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Teachers will utilize Next
Generation Standards in daily
curriculum.
- Training on differentiated
instruction and high order
questioning techniques
through school based
training.
Development of center
activities to target higher
order questions
2.2.
Lack of teacher
familiarity with the Next
Generation Sunshine
State Standards in
Geometry and Algebra
2.2.
2.2.
- Problem solving strategies Delphine Lassiter
posted and used frequently Math Dept. Chair Math
Coach
- Professional development
during designated study days
and subject area PLC --ie
Item Spec, unwrapping
Benchmarks
2.2.
Lesson Plan Reviews,
Classroom visits
Review of Professional
Development Registration
Lesson plans
Staff Development
Follow up assignments
- Sharing of best practices
within the subject area
professional learning
communities and the
mathematics department.
2.3
Lack of familiarity with
the new Math ancillary
materials, manipulative,
and online resources.
2.3
- Staff development on the
integration and
implementation of the
textbook ancillary materials
and utilization of online
resources
Chapter tests
2.3
Delphine Lassiter
Math Dept. Chair Math
Coach
April 2011
Rule 6A-1.099811
Revised April 29, 2011
2.4
Proper Placement
(Scheduling) of teachers
2.3
Classroom walk-throughs
and visits - weekly;
Professional Learning
Communities to review
on-going data -weekly;
2.3
Chapter tests
Assessments
Computer cart usage
chart.
Monitor/Revise school-wide Usage and mastery
Instructional Focus Calendar report for online
as needed;
programs
Lesson Plans
Collegial discussions at dept
meetings - bi-weekly
- Professional learning
communities and sharing of
best practices within the
department.
2.4
Teachers lack the
strategies to implement a
2.2.
Teacher staff
development
registration – in-service
report
2.4
Delphine Lassiter
Math Dept. Chair Math
2.4
Master Schedule
Classroom visit
2.4
Data review of MiniAssessments and
36
2011-2012 School Improvement Plan (SIP)-Form SIP-1
rigorous curriculum
necessary to challenge
students to perform at or
above tested levels
according to areas of
certification.
Coach
Chapter tests
Data chats with
administration - bi-monthly
Staff development on
multiple intelligences,
CRISS, and technology
integration
Proper placement of students
according to district and
teacher recommendations
Quarterly data chats based on
Mini Assessments and BAT
Scores
Based on the analysis of student achievement data, and
Anticipated Barrier
reference to “Guiding Questions”, identify and define areas in
need of improvement for the following group:
3.1.
3. Percentage of students making Learning Gains in
- Inconsistent
mathematics
implementation of
Mathematics Goal #3:
problem solving and
2011 Current 2011 Expected higher order thinking
strategies.
Level of
Level of
Performance:* Performance:*
68%
73%
By June 2012, 73% of the
students will show learning
gains in Algebra.
Sharing of best practices and
visits to other successful
school for observation of
effective teaching strategies.
Strategy
Person or Position
Responsible for
Monitoring
3.1.
3.1.
- Intensify the use of reading Delphine Lassiter
and problem solving
Math Dept. Chair
strategies.
Math Coach
- Increased vocabulary
acquisitions through student
created word walls and the
integration of CRISS
strategies for mathematics.
Process Used to Determine
Effectiveness of
Strategy
3.1.
Lesson Plan Reviews,
Classroom visits
Evaluation Tool
3.1.
Review of coaches log
FCAT
Mini-assessments
Teacher assessments
BAT 1 & 2
- Training on differentiated
instruction and high order
questioning techniques.
3.2.
Lack of adequate
foundational skills of
mathematics concepts
3.2.
- Pullout program
- Daily Skills Practice,
focusing on the weakest
benchmarks, each day for the
April 2011
Rule 6A-1.099811
Revised April 29, 2011
3.2.
Delphine Lassiter
Math Dept. Chair
Math Coach
3.2.
3.2.
Lesson Plan Reviews,
Center activity usage
Classroom visits
chart
Data chats with students - bi- Chapter tests
monthly;
Mini assessments
Data chats with administration bi-monthly
37
2011-2012 School Improvement Plan (SIP)-Form SIP-1
first 20-minutes of class (Do
Nows)
Teacher developed centers to
target specific strands and
benchmarks.
Real world problems in both
classroom assignments and
on homework regularly.
Use of ESOL and ESE
strategies regularly.
Instructional focus mini
lessons taught daily at the
beginning of each class.
Review of test item
specifications.
Higher Order questioning
skills regularly.
Use of technology regularly.
3.3.
Students have challenges
with transferring learned
concepts and skills to new
situations.
3.3.
3.3.
- Increased vocabulary
Delphine Lassiter
acquisitions through student Math Dept. Chair
created word walls, school- Math Coach
wide word of the day, and the
integration of CRISS
strategies for mathematics.
3.3.
Lesson Plan Reviews
CWT
Subject Area Word Wall
Student journals with focus
3.3.
FCAT
Mini-assessments
Teacher assessments
BAT 1, 2 & 3
Student will be assigned to
centers to target deficiencies.
Based on the analysis of student achievement data, and
Anticipated Barrier
Strategy
reference to “Guiding Questions”, identify and define areas in
need of improvement for the following group:
4.1.
4. Percentage of students in Lowest 25% making learning 4.1.
Many of the students will Pullout Program
gains in mathematics
be preparing for the End of
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Person or Position
Responsible for
Monitoring
4.1.
Delphine Lassiter
Math Dept. Chair
Process Used to Determine
Effectiveness of
Strategy
4.1.
Bi-weekly testing
Mini assessments
Evaluation Tool
4.1.
Mini and Bi-weekly
assessment test results
38
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Mathematics Goal #4:
By June 2012, 71% of the
students will show learning
gains in mathematics.
Course exams in Algebra Computer based training
Math Coach
and Geometry because of (Odyssey, FOCUS, USA Test
the school’s block
Prep, Florida Achieves)
2011 Current 2011 Expected schedule students miss out
of the full year of learning. After school 21st Century,
Level of
Level of
Saturday Math Camps--Performance:* Performance:*
Tutorial program
66%
71%
4.2.
Lack of adequate
foundational skills of
mathematics concepts
Class pairing on the master
schedule
4.2.
- Use of Centers
- Pullout program
4.2.
Delphine Lassiter
Math Dept. Chair
Math Coach
Chapter Tests
4.2.
Lesson Plan Reviews,
Classroom visits
Center activity usage
chart
FCAT
Mini-assessments
Teacher assessments
BAT 1, 2 & 3
- Daily Skills Practice,
focusing on the weakest
benchmarks, each day for the
first 20-minutes of class Do
Nows.
Center activities
4.3.
4.3
4.3.
Students’ challenges with - Integrated reading strategies Delphine Lassiter
insufficient comprehension into our daily instruction
Math Dept. Chair
skills necessary for solving
Math Coach
word problems
- Sharing of best practices
Masharie Powell
within the professional
Shonner Gainer
learning communities.
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
Mathematics Goal #5A:
making Adequate Yearly
Ethnicity
(White, Black, Hispanic, Asian,
Progress (AYP) in
American Indian)
mathematics
Mathematics Goal #5A:
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Anticipated Barrier
- Implementation of CRISS
strategies for mathematics
.
Strategy
Person or Position
Responsible for
Monitoring
5A.1.
5A.1.
5A.1.
Students’ challenges with Classes will be scheduled to Delphine Lassiterinsufficient comprehension utilize the computer lab or
Math Admin.
skills necessary for solving use of the carts weekly.
Math Coach
word problems
Math Dept. ChairMath manipulative will be
utilized in classroom centers
4.2.
Daily Skill (Do Now)
Practice Review
4.3.
Lesson Plan Reviews,
Classroom visits
Review of journal entries
Process Used to Determine
Effectiveness of
Strategy
5A.1.
CWT
Lab usage print-out (Odyssey,
FLORIDA ACHIEVES and
FCAT Explorer).
4.3.
Mini Assessments
School-wide vocabulary
assessment (bi-monthly)
Evaluation Tool
5A.1.
BAT I, II, and III Mini
Assessments.
Classroom walkthrough
data.
Lab usage print- out
(Odyssey, and FCAT
39
2011-2012 School Improvement Plan (SIP)-Form SIP-1
2011 Current
Level of
By June 2012, students in the Performance:*
Ethnicity subgroups Black,
White – 38%
White and Hispanic will
Black – 58%
achieve at or above proficiency Hispanic –
(FCAT level 3 or higher) in
52%
mathematics FCAT 1
assessment.
2012 Expected
Level of
Performance:*
White – 45%
Black – 63%
Hispanic –
57%
Explorer, Florida
Achieves).
Pull out sessions for ESOL
and ESE
Data chart will be charted,
reviewed and analyzed for
remediation purposes
5A.2.
5A.2.
Teacher understanding and Bi-Monthly data chats
implementation of Tier 1,
Tier 2 and Tier 3 strategies Monitoring student results
and chart progression
5A.3.
5A.3.
Teacher understanding
Establish and Algebra PLC.
of NGSSS for the Algebra
End of Course
Provide training for teachers
Exam (EOC).
on new standards.
Provide opportunities for
teachers to attend district
trainings.
5A.2.
Delphine Lassiter
Antonio Womack
5A.2.
CWT
Rti will monitor response to
intervention.
5A.2.
BAT I, II, III.
Mini- Assessments.
5A.3.
- Math Coach
5A.3.
Classroom walk-throughs and
visits - weekly;
PLC to review on-going data weekly;
5A.3.
Lesson Plans CWT
Mini- Assessments
PLC Minutes
Monitor/Revise school-wide
Instructional Focus Calendar as
needed;
Data chats with administration bi-monthly
Collegial discussions at dept
meetings - bi-weekly.
Monitoring student results and Weekly FCAT camp
chart progression
Assessment results
5A.4
Encourage teachers to give - Math Coach
Lack of encouragement of students incentives if the
attendance of these
students attended afterschool Antonio Womack
students in after school
program or Saturday FCAT
Pre/Post assessments
Program tutoring, Saturday Tutoring.
FCAT camp tutoring
Based on the analysis of student achievement data, and
Anticipated Barrier
Strategy
Person or Position
Process Used to Determine
reference to “Guiding Questions”, identify and define areas in
Responsible for
Effectiveness of
need of improvement for the following subgroup:
Monitoring
Strategy
5B.1.
5B.1.
5B.1.
5B.1.
5B. Student subgroups not
Mathematics Goal #5B:
- Differentiating instruction Delphine Lassiter
Lesson Plan Reviews,
making Adequate Yearly
English Language Learners Lack of Strategies and
knowledge, foundations of
Math Dept. Chair Math Classroom visits
Progress (AYP) in
(ELL)
basic mathematics skills - Pullout program
Coach
mathematics
Mathematics Goal #5B:
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Evaluation Tool
5B.1.
Mini assessments
Daily Practice review
- Daily Skills Practice,
focusing on the weakest
40
2011-2012 School Improvement Plan (SIP)-Form SIP-1
By June 2012, 40% of the
students in the English
Language Learners subgroup
will achieve at or above
proficiency (FCAT level 3 or
higher) in mathematics FCAT
1 assessment.
2010 Current
Level of
Performance:*
33%
2011 Expected
Level of
Performance:*
40
benchmarks, each day for the
first 20minutes of class.
5B.2.
5B.2
5B.2.
Students’ challenges with - Integrated reading strategies Math Dept. Chair
insufficient comprehension into our daily instruction
Delphine Lassiter
skills necessary for solving
Mathematics Coach
word problems
- Sharing of best practices
Masharie Powell
within the professional
Shonner Gainer
learning communities.
5B.2.
5B.2.
Lesson Plan Reviews,
Center logs
Classroom visits. PLC visits. Student Work
Lesson plans
- Implementation of CRISS
strategies for mathematics
Develop centers to focus on
vocabulary development
(Math and SAT word)
journaling
5B.3.
Proper placement of these
students in correct math
class based on their level.
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
Mathematics Goal #5C:
making Adequate Yearly
Students with Disabilities
Progress (AYP) in
(SWD)
mathematics
Mathematics Goal #5C:
By June 2012, 40% of the
students in the Students with
Disabilities subgroup will
April 2011
Rule 6A-1.099811
Revised April 29, 2011
20101Current
Level of
Performance:*
33%
2011 Expected
Level of
Performance:*
40%
Anticipated Barrier
5B.3.
-Differentiated Instruction in
all classrooms (ESE, ELL
and GEN ED)
Data chart will be charted,
reviewed and analyzed for
remediation purposes.
Strategy
5C.1.
5C.1.
Lack of Strategies and
- Differentiating instruction
knowledge, foundations of
basic mathematics skills - Pullout program
5B.3.
Mathematics Teachers
Math Dept. Chair
Mathematics Coach
Person or Position
Responsible for
Monitoring
5C.1.
Delphine Lassiter
Math Dept. Chair
Math Coach
5B.3.
Classroom walkthrough
5B.3.
Pre and Posttest
Teacher made quizzes
and test
Process Used to Determine
Effectiveness of
Strategy
5C.1.
Lesson Plan Reviews,
Classroom visits
Evaluation Tool
5C.1.
Mini assessments
Daily Practice review
- Daily Skills Practice,
focusing on the weakest
benchmarks, each day for the
first 20minutes of class.
41
2011-2012 School Improvement Plan (SIP)-Form SIP-1
achieve at or above proficiency
(FCAT level 3 or higher) in
mathematics FCAT 1
assessment.
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
Mathematics Goal #5D:
making Adequate Yearly
Economically Disadvantaged
Progress (AYP) in
mathematics
Mathematics Goal #5D:
By June 2012, 60% of the
students in the Economically
disadvantaged subgroup will
achieve at or above proficiency
(FCAT level 3 or higher) in
mathematics FCAT 1
assessment.
2012 Current
Level of
Performance:*
55%
5C.2.
Proper placement of these
students in correct math
class based on their level.
5C.2.
Data chart will be charted,
reviewed and analyzed for
remediation purposes.
5C.2.
Delphine Lassiter
Math Dept. Chair
Math Coach
5C.2.
Lesson Plan Reviews,
Classroom visits
5C.3.
5C.3.
5C.3.
5C.3.
Person or Position
Responsible for
Monitoring
5D.1.
Administration
Classroom teacher
Process Used to Determine
Effectiveness of
Strategy
5D.1.
Tally sheet of conferences for
these identified students.
Anticipated Barrier
Strategy
5D.1
5D.1.
Lack of parental
Invitations to Parent
involvement in the child’s Universities
education
Newsletters of parent
activities
5C.2.
Pre and Posttest
Teacher made quizzes
and test
BAT I, II, and III
5C.3.
Evaluation Tool
5D.1.
Record Count
Survey of parents for feedback.
2011 Expected
Level of
Performance:*
60%
5D.2.
5D.2.
Lack of Strategies and
- Differentiating
knowledge, foundations of instruction
basic mathematics skills
- Pullout program
5D.2.
Delphine Lassiter
Math Dept. Chair
Math Coach
5D.2.
Lesson Plan Reviews,
Classroom visits. PLC visits.
5D.2.
Mini assessments
Daily Practice review
- Daily Skills Practice,
focusing on the weakest
benchmarks, each day for the
first 20minutes of class.
5A.4
Encourage teachers to give - Math Coach
Lack of encouragement of students incentives if the
attendance of these
students attended afterschool Antonio Womack
students in after school
program or Saturday FCAT
Program tutoring, Saturday Tutoring.
FCAT camp tutoring
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Monitoring student results and Weekly FCAT camp
chart progression
Assessment results
Pre/Post assessments
42
2011-2012 School Improvement Plan (SIP)-Form SIP-1
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.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
43
2011-2012 School Improvement Plan (SIP)-Form SIP-1
PD Content /Topic
and/or PLC Focus
Content PLC Training
and Implementation of
NGSSS
Differentiated
Instruction
Grade
Level/Subject
Algebra 1 &II
Geometry
Algebra 1A &1B
9-12/All Subjects
Technology
Integration:
GeoGebra
Book Integration
Florida Achieves
Promethean Board
Algebra 1
Geometry
Algebra 2
Calculus
PD Facilitator
and/or
PLC Leader
Content Area
Teachers
HRD
District Trainer
PD Participants
(e.g. , PLC, subject, grade
level, or school-wide)
Algebra 1 &II
Geometry
Algebra 1A &1B
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
Professional Study Days
PLC minutes
Delphine Lassiter
Pre-planning
August 2011
School-wide
CWT
Data Chats
Delphine Lassiter
Math Coach
Math Coach
All content area teachers
9-12
Early release
PLC dates selected by group
members
CWT
Monitor equipment checkout log
Delphine Lassiter
Math Coach
Clickers in the
Classroom
Center Creation and
Maintenance
Algebra and
Geometry
Chandra Daniels
Melvin Randall
Algebra 1 &II
Geometry
Algebra 1A &1B
Pre-Planning
PSD days
Delphine Lassiter
PLC minutes
Mathematics Budget
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
March2Success
Free Online tutorial and best practices (video
reviews and tutorials)
Online remediation used to prepare student for
ECOs in Mathematics
N/A
USATest Prep
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Accountability- SAC
Available Amount
$400.00
44
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Subtotal:
Technology
Strategy
Description of Resources
Clickers
E-Instruction Clickers for the classroom
Calculators (Graphing, Scientific, and 4
function)
Daily Instruction in classroom
Funding Source
Available Amount
Subtotal:
Professional Development
Strategy
Description of Resources
Funding Source
CRISS for Math
Designed to develop thoughtful and independent
readers and learners. integrate new information
with prior knowledge
Technology Integration
N/A
Technology training:
GeoGebra, Promethean Board; Document
Cameras; On-line ancillary materials
Differentiated Instruction - centers
Odyssey, FOCUS, Florida Achieves
Available Amount
N/A
Teachers use different avenues for students to
acquiring content; to processing, constructing, or
making sense of ideas; and to
developing teaching materials so that all students
within a classroom can learn effectively.
Online tutorial in Mathematics
Subtotal:
Other
Strategy
Description of Resources
New Textbooks
Daily Classroom instruction
Manipulative – Versa Tiles, Geo boards
Daily classroom instruction
Funding Source
Available Amount
Grand Total: $400.00
End of Mathematics Goals
Science Goals
Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each question on the template.
Guiding Questions to Inform the Problem-Solving Process


Based on 2010 FCAT data, what percentage of students achieved proficiency (FCAT Level 3)?
Based on 2010 FCAT data, what percentage of students achieved above proficiency (FCAT Levels 4 or 5)?
April 2011
Rule 6A-1.099811
Revised April 29, 2011
45
2011-2012 School Improvement Plan (SIP)-Form SIP-1

What are the anticipated barriers to students achieving proficiency (FCAT Level 3) or above proficiency (FCAT Levels 4 or 5) on the 2011 FCAT?



What benchmarks/strands, by grade level, showed non-proficiency?
How will the Instructional Focus Calendar be created to address areas of improvement (benchmark(s)/strand(s))?
How will focus lessons be developed and revised to increase and maintain proficiency for these benchmarks/strands?



In addition to the baseline and mid-year assessment, how often will interim or mini-assessments be administered?
How often will teachers and the leadership team (principal, assistant principal, instructional coaches) meet to analyze data, problem solve, and redirect the instructional focus based on the
academic needs of students?
How often will data chats be held at each of the following levels: teacher/student; teacher/administration?



How will the Problem-solving Model and progress monitoring be utilized to strengthen Response to Intervention (RtI) Tier 1 instruction and differentiation?
How will the Problem-solving Model and progress monitoring be utilized to identify students in need of RtI Tier 2 supplemental intervention?
How will the Problem-solving Model and ongoing progress monitoring be utilized to identify students in need of RtI Tier 3 intensive intervention?
* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
Problem-Solving Process to Increase Student Achievement
SCIENCE GOALS
Based on the analysis of student achievement data, and
Anticipated Barrier
Strategy
Person or Position
Process Used to Determine
reference to “Guiding Questions”, identify and define areas in
Responsible for
Effectiveness of
need of improvement for the following group:
Monitoring
Strategy
1.1.
1.1.
1.1.
1. Students achieving proficiency on the Biology EOC exam. 1.1.
Teacher unfamiliarity Professional development
Tarachell Thomas
Review lesson plans
Science Goal #1:
with the Next
throughout the year.
Generation Biology
Dorothy Gregg
Classroom visits
2011 Current 2012 Expected
Standards.
Review of district
Level of
Level of
Instructional Focus Calendar
All biology students will pass Performance:* Performance:*
the Biology EOC exam.
Biology EOC
Common planning for biology
data not
teachers
currently
available.
Professional Learning
Community for biology
teachers
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Evaluation Tool
1.1.
Monthly checklist
PLC logs
Administrative chats
46
2011-2012 School Improvement Plan (SIP)-Form SIP-1
1.2.
Teacher unfamiliarity
with the newly
adopted Biology
textbook.
1.2.
1.2.
Staff development on
Tarachell Thomas
integration and
implementation of the new
Dorothy Gregg
textbook and online resources
1.2.
Review of lesson plans
1.2.
In-service report
PLC logs
Administrative chats
Sharing of best practices
Professional Learning
Community for Biology
teachers
1.3
1.3
The item test specs for the District and school training.
Biology EOC exam have
not yet been released.
Professional Learning
Community for Biology
teachers
1.4
Students have difficulty
retaining concepts over
time.
1.3
Tarachell Thomas
1.3
1.3
Review of lesson plans and tests Administrative chats
Dorothy Gregg
Classroom walkthroughs
Sharing of best practices and
laboratory activities
1.4
1.4
Differentiating instruction
Tarachell Thomas
Daily review of previous
concepts
Dorothy Gregg
1.4
1.4
Review of lesson plans and tests Administrative chats
Classroom walkthroughs
Concept word wall
Comprehensive tests that
include material covered from
previous topics.
Test results
GIZMOS and
USAtestprep activity
logs
Attendance at the
Afterschool 21st Century
Tutoring Program
Training and use of selected
instructional materials to be
used to reinforce and review
biological concepts over time
Use of computer simulations
to reinforce concepts
Use of USA testprep program
to reinforce concepts
Afterschool 21st Century
April 2011
Rule 6A-1.099811
Revised April 29, 2011
47
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Tutoring Program
1.5
Low reading scores.
Saturday Biology EOC Camp
1.5
1.5
Incorporate appropriate high- Tarachell Thomas
yield reading/writing
strategies within the daily
Dorothy Gregg
activities (pre-reading, during
reading, vocabulary
improvement strategies,
KWL, charts
1.5
Review of lesson plans
1.5
Activities documentation
Classroom walkthroughs
Computer schedule logs
Word walls
Training and/or
implementation of
CRISS/McRel strategies for
science
Practice use of prefixes,
suffixes and root words
Use of non-linguistic
representations and modeling
to assist all students, including
ELL and ESE students.
Fully support the school-wide
reading initiative
Students will be placed in the
appropriate biology course
based on their previous
science course grades and the
district course progression
chart
1.6
1.6
1.6
Inability to effectively
Conduct weekly lab activities Tarachell Thomas
process and solve scientific according to the curriculum
problems using the
map for their particular
Dorothy Gregg
scientific method.
course.
Use a departmental lab report
format.
1.6
1.6
Review lesson plans, documents, Lesson plans
syllabi, lab reports
Teacher tests
Classroom walkthroughs/visits
to ensure that laboratory
Activities documentation
activities being conducted
Conduct inquiry based lab
activities.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
48
2011-2012 School Improvement Plan (SIP)-Form SIP-1
1.7
Not enough time to cover
entire biology Instructional
Focus Calendar in the time
allotted due to the block
schedule
1.7
Pair Research with Biology
Honors to ensure that the
entire Biology Instructional
Focus Calendar is covered
1.7
Tarachell Thomas
1.7
Activities documentation
Dorothy Gregg
Based on the analysis of student achievement data, and
Anticipated Barrier
Strategy
Person or Position
reference to “Guiding Questions”, identify and define areas in
Responsible for
need of improvement for the following group:
Monitoring
2.1.
2.1.
2.1.
2. Students achieving proficiency on the Advanced
Students not accustomed to Attendance at afterschool
Tarachell Thomas
Placement Biology, Chemistry and/or Physics Exams
the rigor required to be
tutoring
Science Goal #2:
successful on the AP
Dorothy Gregg
Use of practice questions,
2011 Current 2012 Expected exam(s)
essays and tests as provided
All students enrolled in
Level of
Level of
by the College Board
Advanced Placement Biology, Performance:* Performance:*
Chemistry and Physics will
AP Biology
AP Biology
Administer mock Advanced
score a 3 or higher.
(27%)
(32%)
Placement tests in April
AP Chemistry AP Chemistry
(0%)
(15%)
Provide inquiry based labs to
AP Physic
AP Physic
enhance scientific thinking
(10%)
(15%)
April 2011
Rule 6A-1.099811
Revised April 29, 2011
1.7
Review of lesson plans
Process Used to Determine
Evaluation Tool
Effectiveness of
Strategy
2.1.
2.1.
Review of lesson plans, student Activities documentation
work, documents
Teacher tests
Classroom walkthroughs
2.2.
Inability to problem-solve
and use math concepts as
applied to science concepts
2.2.
2.2.
Students in pre-AP Chemistry Tarachell Thomas
and Physics courses and the
Advanced Placement courses Dorothy Gregg
will practice science word
problems
2.2.
2.2.
Review of lesson plans, student Activities documentation
work, documents
Teacher tests
Classroom walkthroughs
2.3
2.3
2.3
2.3
2.3
49
2011-2012 School Improvement Plan (SIP)-Form SIP-1
PD Content /Topic
and/or PLC Focus
CRISS or McRel for
Science
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 Schedules
PD Facilitator
PD Participants
Grade
(e.g. , Early Release) and
and/or
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Level/Subject
Schedules (e.g., frequency of
PLC Leader
school-wide)
meetings)
Science teachers who have not
Participation in in-service training
9-12
District
Professional Study Days
been trained
CWT
Inquiry-based labs
9-12
District
Science PLC
Professional Study Days
Lesson plans
CWT
Differentiated Instruction
9-12
District
Pre-planning, planning days,
School-wide content area PLC
Professional Study Days
Lesson plans
Teacher chats
Person or Position Responsible
for Monitoring
Tarachell Thomas
Dorothy Gregg
Tarachell Thomas
Dorothy Gregg
Tarachell Thomas
Dorothy Gregg
Science Budget
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
Available Amount
Subtotal:
Technology
Strategy
Description of Resources
Increase knowledge of science concepts and
scientific thinking
USATestPrep – Biology EOC
Funding Source
Available Amount
Subtotal:
Professional Development
Strategy
Description of Resources
Provide biology teachers a variety of methods
to increase student engagement and
understanding
Differentiated Instruction
Funding Source
Available Amount
Subtotal:
April 2011
Rule 6A-1.099811
Revised April 29, 2011
50
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Other
Strategy
Description of Resources
Funding Source
Available Amount
Grand 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)).
Problem-Solving Process to Increase Student Achievement
WRITING GOALS
Based on the analysis of student achievement data, and
Anticipated Barrier
reference to “Guiding Questions”, identify and define areas in
need of improvement for the following group:
Students’ weaknesses in
1. Students achieving Adequate Yearly Progress
grammar
(FCAT Level 4.0 and higher) in writing
Writing Goal #1:
Ensure full mastery of
writing process by
giving specialized team
support through multiclass seminars in the
amphitheater, focusing
on prompt review and
analysis, prompt
dissection, review of
basic skills, and
monthly revisions. In
addition, we will
minimally realign
Language Arts
Instructional Focus
Calendar to allow more
focus on FCAT Writing
by using the core
reading selections as
2011 Current
Level of
Performance:*
75%(399)
April 2011
Rule 6A-1.099811
Revised April 29, 2011
2012 Expected
Level of
Performance:*
83%(460)
Students’ participating in
the writing process to
improve writing and
increase the frequency of
writing
Strategy
Person or Position
Responsible for
Monitoring
Teaching students grammar Elizabeth Benton,
through mini-lessons on
Writing Coach;
certain skills. Teachers will Steve Woloszn,
have Word Walls with words Department Head;
students can use in their
Francine Baugh
writing. Teachers will model Administrator
the use of these words in the
classroom in oral
communication with
students.
Process Used to Determine
Effectiveness of
Strategy
Classroom Walkthroughs,
Lesson Study Groups,
Administer weekly miniassessments on the skill of the
week.
Evaluation Tool
Students will be given a pre- Elizabeth Benton,
writing assessment at the
Writing Coach;
start of the month and a post- Steve Woloszn,
writing assessment at the end Department Head;
of the month. The rest of the Francine Baugh
month is spent of revision
Administrator
and editing.
Classroom Walkthroughs,
Informal Observation,
Lesson Study Groups, Student Binder checklist, Data
Writing Conferences
Chat results, Student
Writing Folders
Informal Observation,
Binder checklist, Data
Chat results, Student
Writing Folders
Fall and Spring Writing
Conference in Media Center
Teachers will give feedback
to students on their writing
during in-class writing
conferences.
51
2011-2012 School Improvement Plan (SIP)-Form SIP-1
steering for monthly
prompts, mini
assessments based on
teacher prescribed
lessons, and adherence
to school-wide writing
initiative.
Students relying on
formulaic writing and not
able to write essays with
supporting evidence and a
variety of sentences.
Students will be taught how
to write expository and
persuasive essays. Students
will learn persuasive
techniques such as logic.
Additionally, students will
learn how to effectively use
transitional words and
phrases.
Grading of papers/tests Use Scranton sheets to administer
weekly mini-assessment. Teachers
will score the mini-assessments.
Elizabeth Benton, Writing Classroom Walkthroughs,
Coach;
Lesson Study Groups,
Steve Woloszn, Department Student Writing Conferences
Head;
Writing coach will score and return Francine Baugh
pre-assessments and postAdministrator
assessments.
Based on the analysis of student achievement data, and
Anticipated Barrier
Strategy
reference to “Guiding Questions”, identify and define areas in
need of improvement for the following group:
Monitoring the data based Teacher will be trained on
2
Writing Goal #2A:
on ethnicity
how to disaggregate data by
A. Student subgroups Ethnicity
AYP subgroups
not making Adequate (White, Black, Hispanic, Asian,
Yearly Progress (AYP) American Indian)
in writing
Elizabeth Benton,
Writing Coach;
Steve Woloszn,
Department Head;
Francine Baugh
Administrator
Classroom Walkthroughs,
Informal Observation,
Lesson Study Groups, Student Binder checklist, Data
Writing Conferences
Chat results, Student
Writing Folders
Informal Observation, Grading of papers/tests
Binder checklist, Data
Chat results, Student
Writing Folders
Person or Position
Process Used to Determine
Responsible for
Effectiveness of
Monitoring
Strategy
Mrs. Benton, Writing Writing data reports will
Coach; Francine
include student results by
Baugh Master
subgroups.
Schedule
Use Scranton sheets to
administer weekly miniassessment. Teachers
will score the miniassessments.
Writing coach will
score and return preassessments and postassessments.
Evaluation Tool
Administrative Data
Chats
Writing Goal #2A:
2011 Current
Level of
The Writing coach and Performance:*
Administration will
White- 88%(15);
monitor attendance and Black- 93%(378);
provide RTI support. In Hispanicaddition correct
81%(17) ; Asianplacement of students 100%(3);
will be assured.
American Indian100% (1)
April 2011
Rule 6A-1.099811
Revised April 29, 2011
2012 Expected
Level of
Performance:*
White-94%(16):
Black-95%(388):
Hispanic95%(20): Asian100%(3):
American Indian100% (1)
2A.2.
2A.2.
2A.2.
2A.2.
2A.2.
2A.3.
2A.3.
2A.3.
2A.3.
2A.3.
52
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Based on the analysis of student achievement data, and
Anticipated Barrier
reference to “Guiding Questions”, identify and define areas in
need of improvement for the following subgroup:
Ensure teacher has training
2B. Student subgroups not Writing Goal #2B:
and strategies that would
making Adequate Yearly
English Language Learners
promote success in
Progress (AYP) in writing
(ELL)
imparting the ESOL
Writing Goal #2B:
curriculum with close
2011 Current 2012 Expected alignment to the Writing
IFC
Level of
Level of
Monitoring and ensuring thePerformance:* Performance:*
development of writing skills 73% (37)
80% (41)
by adapting a more
comprehensive approach to
general instruction through
Students ability to
placement of a Highly
effectively write in the
Effective Teacher, solicitation
extended time with the
of assistance of World
resources given
Language teachers, Team
Teaching/Seminars, and more
frequent pullouts.
Rebellion of Writing
Process/Disrespect of
authority. Lack of
classroom management.
Based on the analysis of student achievement data, and reference Anticipated Barrier
to “Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:
Overuse of supplemental
2C. Student subgroups not Writing Goal #2C:
material on the
making Adequate Yearly
Students with Disabilities
Instructional Focus
Progress (AYP) in writing
(SWD)
Calendar
Writing Goal #2C:
2011 Current 2012 Expected
Level of
Level of
Offer a more inclusive
Performance:* Performance:*
approach allowing ESE
81% (30)
86% (32)
students to spend time in
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Strategy
Person or Position
Process Used to Determine
Responsible for
Effectiveness of
Monitoring
Strategy
Offer assistance from World Elizabeth Benton,
Writing data reports will
Language teachers as well as Writing Coach;
include student results on
aids, team leader and writing Steve Woloszn,
specific grammar and writing
coach, to help new teacher Department Head;
skills.
reach comfort level.
Francine Baugh
Administrator
Olga Ramos, Database
supervisor
Students will be given a
simulated testing
environment for the Mock
Writing Tests with the use of
dictionaries, so they are
familiar with using this tool
when writing.
Elizabeth Benton,
Writing data reports will
Writing Coach;
include student results on
Steve Woloszn,
specific grammar and writing
Department Head;
skills.
Francine Baugh
Administrator
Olga Ramos, Database
supervisor
CHAMPS training for
Elizabeth Benton,
Writing data reports will
teachers; Administration will Writing Coach;
include student results on
support teachers with
Steve Woloszn,
specific grammar and writing
classroom management;
Department Head;
skills.
Parents will be notified of
Francine Baugh
students’ behavior; FCAT
Administrator
Writing Parent Night
Olga Ramos, Database
supervisor
Strategy
Person or Position
Process Used to Determine
Responsible for
Effectiveness of
Monitoring
Strategy
Use “less is more” approach Elizabeth Benton,
(CWT), Weekly grade level
to reading selections until
Writing Coach;
team meetings, Data chats
February 2011 focusing more Steve Woloszn,
attention to visits to
Department Head;
mainstream instruction.
Francine Baugh
(focus on specified students Administrator
instead of whole group)
Evaluation Tool
Administrative Data
Chats; Classroom
Walkthrough
Administrative Data
Chats; Classroom
Walkthrough
Administrative Data
Chats; Classroom
Walkthrough
Evaluation Tool
Informal Observation
(CWT), Binder
checklist, Data Chat
results, student writing
samples.
53
2011-2012 School Improvement Plan (SIP)-Form SIP-1
general population during
multi-class seminars and
prompt analysis. In addition,
provide pullouts and coach
visits to ESE classrooms.
Elizabeth Benton,
(CWT), Weekly grade level
Writing Coach;
team meetings, Data chats
Steve Woloszn,
Department Head;
Francine Baugh
Administrator
More time needed for
Designate a day for writing Elizabeth Benton,
(CWT), Weekly grade level
preparation for Writing test. coach to visit sheltered
Writing Coach;
Team meetings, Data chats
classes.
Steve Woloszn,
Department Head;
Francine Baugh
Administrator
Based on the analysis of student achievement data, and reference Anticipated Barrier
Strategy
Person or Position
Process Used to Determine
to “Guiding Questions”, identify and define areas in need of
Responsible for
Effectiveness of
improvement for the following subgroup:
Monitoring
Strategy
Follow up on Attendance Keep closer records and
Writing Coach, Steve Have teachers identify students
2D. Student subgroups not Writing Goal #2D:
and
solicit assistance of school Woloszn, Department with emotional or attendance
making Adequate Yearly
Economically Disadvantaged
Truancy
liaison, guidance counselor, Chair; Carla Knight, issues on a weekly basis.
Progress (AYP) in writing
grade level administrator,
Grade level counselor;
Writing Goal #2D:
and psychologist.
Antonio Womack;
Grade level
2011 Current 2012 Expected
Administrator
Level of
Level of
To monitor attendance and Performance:* Performance:*
behavioral issues that distract 96% (340)
97% (366)
student performance.
PD Content /Topic
and/or PLC Focus
6 Traits Highly Qualified
Teachers
Scoring Fidelity
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Rebellion to writing
process. Disrespect of
authority.
Include the writing process
within the curriculum as a
part of the grade for the
class.
Informal Observation,
(CWT), Binder
checklist, Data Chat
results, student writing
samples.
Informal Observation
(CWT), Binder
checklist, Data Chat
results, student writing
samples.
Evaluation Tool
Follow up on
Attendance and
Truancy
2D.2.
2D.2.
2D.2.
2D.2.
2D.2.
2D.3.
2D.3.
2D.3.
2D.3.
2D.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.
Target Dates and Schedules
PD Facilitator
PD Participants
Grade
(e.g. , Early Release) and
and/or
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Level/Subject
Schedules (e.g., frequency of
PLC Leader
school-wide)
meetings)
9-10
District
9th and 10th grade teachers
9-12
Elizabeth Benton
English Teachers
9-12 and Interested faculty
August 2011
October 2011
Classroom Walkthroughs and
Observations
Accuracy check after monthly prompt
Person or Position Responsible
for Monitoring
Elizabeth Benton
Francine Baugh
Elizabeth Benton
54
2011-2012 School Improvement Plan (SIP)-Form SIP-1
College Ready Writing
9-12
English and Social Studies
Elizabeth Benton
Teachers
Writing Budget:
Evidence-based Program(s)/Material(s)
Strategy
Foster writing across the curriculum
Fall and Spring Writing Conferences
Description of Resources
Notebooks (4 per student)
Folders, Paper, Toner, and Pencils
Elizabeth Benton
Steve Woloszn
Journals, Classroom Walkthroughs, and
Francine Baugh
Student Writing Folders
Malcolm Spence
September 2011
Funding Source
Accountability
Accountability
Available Amount
$1,329.00
Subtotal: $1,329.00
Technology
Strategy
Analyze and model essay writing through use of
document projectors
Description of Resources
Funding Source
Technology
Accountability
Available Amount
$2,000.00
Subtotal: $3,333.25
Professional Development
Strategy
Improve understanding of essay writing and alignment
with FCAT elements
Description of Resources
Funding Source
6-Traits
Professional Development/Substitutes
Available Amount
$833.00
Subtotal: $1,666.00
Other
Strategy
Improve fidelity in scoring
Description of Resources
Training on Assessing Writing
Funding Source
Professional Development/Substitutes
Available Amount
$833.00
Subtotal: $833.00
Grand Total: $7,161.25
End of Writing Goals
Attendance Goal(s)
Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each question on the template.
Guiding Questions to Inform the Problem-Solving Process







What was the attendance rate for 2009-2010?
How many students had excessive absences (10 or more) during the 2009-2010 school year?
What are the anticipated barriers to decreasing the number of students with excessive absences?
What strategies and interventions will be utilized to decrease the number of students with excessive absences for 2010-2011?
How many students had excessive tardies (10 or more) during the 2009-2010 school year?
What are the anticipated barriers to decreasing the number of students with excessive tardies?
What strategies and interventions will be utilized to decrease the number students with excessive tardies for 2010-2011?
* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
April 2011
Rule 6A-1.099811
Revised April 29, 2011
55
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Problem-solving Process to Increase Attendance
ATTENDANCE GOAL(S)
Based on the analysis of attendance data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement:
1. Attendance
Attendance Goal #1:
Person or Position
Responsible for
Monitoring
1. Parental awareness of 1.1.
1.1
child’s attendance record Parents will be contacted
Individual classroom
and the importance of
after third absence.
Teachers, Guidance
2011 Current
2012 Expected
adhering
to
the
attendance
1.2.
and
Attendance Rate:* Attendance Rate:*
policy
Notify administration on
APs
Increase daily and
patterns of non- attendance. 1.2
average attendance rate. 88.4% (1661)
95% (1781)
1.3. Communication of
Teachers, Guidance&
2011 Current
2012 Expected
district’s attendance policy at Attendance Clerk
Number of
Number of
Orientation, SAC, newsletter 1.3
Students with
Students with
& website.
APs
Excessive
Excessive
1.4. Social Worker
1.4
Absences
Absences
interventions as needed.
Social Worker
(10 or more)
(10 or more)
1266
469 (25%)
2011 Current
Number of
Students with
Excessive Tardies
(10 or more)
2012 Expected
Number of
Students with
Excessive Tardies
(10 or more)
5
0
Anticipated Barrier
Strategy
Process Used to Determine
Evaluation Tool
Effectiveness of
Strategy
Review of daily, weekly and
Monthly attendance
monthly attendance reports to reports
determine effectiveness by the
leadership team.
2. Teacher follow-up and
reporting absences in a
consistent and timely
manner.
2.1. Reminders to teachers to 2.1
post their attendance on
Attendance Clerk
pinnacle, daily, every block.
2.2. School – based incentive 2.2
for teachers, aim at
Administrators
improving the reporting of IMS
tardies and absences.
Review of daily, weekly and
Monthly attendance
monthly attendance reports to reports of students
determine effectiveness by the
leadership team.
3. Student Motivation
3.1. Assemblies, orientation, Administrators
small-group conferencing
and mentoring.
3.2. Mentors, peer
counselors, wake-up calls.
3.3
Incentives
One – to – one conferences and Increase in school-wide
classroom
attendance
Walkthroughs,
Internal
Suspension Attendance log for
tardies
Attendance recognition
April 2011
Rule 6A-1.099811
Revised April 29, 2011
56
2011-2012 School Improvement Plan (SIP)-Form SIP-1
breakfast.
PD Content /Topic
and/or PLC Focus
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 Schedules
PD Facilitator
PD Participants
Grade
(e.g. , Early Release) and
and/or
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Level/Subject
Schedules (e.g., frequency of
PLC Leader
school-wide)
meetings)
Person or Position Responsible
for Monitoring
Assistant Principal
Attendance Policy
Training
9-12
Assistant
Principal
School-Wide
CHAMPS for Behavior
9-12
District
Facilitated
School-Wide
Professional Study Days
Pre-Planning Week
TDA According to district
schedule
Pre-Planning Week
In-service
Attendance Report
coordinator
In-service coordinator
In-service Records
Teacher Blogging Sessions
PLC Records
Assistant Principal
Attendance Budget
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
Available Amount
Subtotal:
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Subtotal:
Professional Development
April 2011
Rule 6A-1.099811
Revised April 29, 2011
57
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Strategy
Description of Resources
Funding Source
Available Amount
Subtotal:
Other
Strategy
Description of Resources
Funding Source
Available Amount
Grand Total:
End of Attendance Goals
Suspension Goal(s)
Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each question on the template.
Guiding Questions to Inform the Problem-Solving Process








What was the total number of in-school suspensions for 2009-2010?
What was the total number of out-of school suspensions for 2009-2010?
What was the total number of students suspended in school in 2009-2010?
What was the total number of students suspended out of school in 2009-2010?
What are the anticipated barriers to decreasing the number of suspensions?
What are the anticipated barriers to decreasing the number of students suspended?
What strategies and interventions will be utilized to decrease the number of suspensions for 2010-2011?
What strategies and interventions will be utilized to decrease the number of students suspended for 2010-2011?
* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
Problem-solving Process to Decrease Suspension
SUSPENSION GOAL(S)
Based on the analysis of suspension data, and reference to
Anticipated Barrier
Strategy
Person or Position
Process Used to Determine
“Guiding Questions”, identify and define areas in need of
Responsible for
Effectiveness of
improvement:
Monitoring
Strategy
1.1.
1.1.
1.1.
1.1.
1. Suspension
Suspension Goal #1:
Professional development
Team Leaders
Suspension Report- DMS
Lack of curriculum
training in Differentiated
2011 Total Number 2012 Expected
planning and preparation Instruction, CHAMPS,
NESS Coaches
Referral Data
of
Number of
(bell to bell instruction) CRISS, Framework for
To reduce the
In –School
In- School
leading to classroom
Understanding Poverty
Peer Mentors
suspension rate and
Suspensions
Suspensions
management issues.
improve school-wide 801
750
Common Lesson Planning Leadership Team
discipline.
2011 Total Number 2012 Expected
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Evaluation Tool
1.1.
Administrative Data
Chats
Staff Development
Report
Lesson Plan Review
58
2011-2012 School Improvement Plan (SIP)-Form SIP-1
of Students
Suspended
In-School
Number of
Students
Suspended
In –School
438
400
2011 Number of 2012 Expected
Out-of-School
Number of
Suspensions
Out-of-School
Suspensions
20
15
2011 Total Number 2012 Expected
of Students
Number of
Suspended
Students
Out- of- School
Suspended
Out- of-School
19
Templates within subject
areas
Teacher Mentoring/NESS
program
15
1.2.
1.2.
Lack of positive parental Implementation of Parent
involvement
Involvement Plan
1.3.
1.3.
Students are not following Peer Counseling
the Code of Conduct,
leading to increased
RtI Interventions
student referrals
Child Study Review
Consistent use of SBBC
discipline Matrix
1.2.
Assistant Principal
Parent Involvement
Liaison
1.3.
(Assistant Principal)
1.2.
Parental Involvement
Suspension Rate
Referral Data
1.2.
Sign- in sheets
Data chats
1.3.
Suspension Rate
Referral Data
1.3.
Peer Counseling review
RtI Team
RtI Data
Leadership Team
Participation in
extracurricular activities
Club and organization
sponsors
Promote extracurricular
involvement
PD Content /Topic
and/or PLC Focus
April 2011
Rule 6A-1.099811
Revised April 29, 2011
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 Schedules
PD Facilitator
PD Participants
Grade
(e.g. , Early Release) and
and/or
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Level/Subject
Schedules (e.g., frequency of
PLC Leader
school-wide)
meetings)
In-service Records
Person or Position Responsible
for Monitoring
Antonio Womack (Assistant
59
2011-2012 School Improvement Plan (SIP)-Form SIP-1
RtI Team Training
CHAMPS
9-12
9-12
Antonio
Womack
(Assistant
Principal)
District
Facilitated
Core RtI Team
All Teachers
School-Wide
Professional Study Days
Pre-Planning Week
TDA According to district
schedule
Pre-Planning Week
RtI Reports
Teacher Blogging Sessions
PLC Records
In-service Records
Teacher Blogging Sessions
PLC Records
Principal)
Kimberly Williams (In-service
coordinator)
Kimberly Williams (In-service
coordinator)
Delphine Lassiter
Suspension Budget
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
Available Amount
Subtotal:
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Subtotal:
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
Subtotal:
Other
Strategy
Description of Resources
Funding Source
Available Amount
Grand Total:
End of Suspension Goals
April 2011
Rule 6A-1.099811
Revised April 29, 2011
60
2011-2012 School Improvement Plan (SIP)-Form SIP-1
Dropout Prevention Goal(s)
Note: Required for High School- F.S., Sec. 1003.53
Please refer to questions below to guide your responses when completing the goal chart. Specific responses are not required for each question on the template.
Guiding Questions to Inform the Problem-Solving Process






What is the current dropout rate? What strategies and interventions will be utilized to decrease the dropout rate?
What is the current graduation rate? What strategies and interventions will be utilized to increase the graduation rate?
What is the total number of students retained at each grade level? What strategies and interventions will be utilized to decrease the retention rate?
What data warning systems are currently in place to identify students at risk of being retained and/or dropping out of school?
What school-wide activities, strategies, and/or interventions are in place to support students who are at risk of being retained and/or dropping out?
How will barriers be addressed to prevent students from experiencing course failure, lack of credit attainment, and behavioral issues impacting student achievement?
* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
Problem-solving Process to Dropout Prevention
DROPOUT PREVENTION GOAL(S)
Based on the analysis of parent involvement data, and
Anticipated Barrier
Strategy
Person or Position
Process Used to Determine
reference to “Guiding Questions”, identify and define areas in
Responsible for
Effectiveness of
need of improvement:
Monitoring
Strategy
1.1.
1.1.
1.1.
1.1.
1. Dropout Prevention
Incoming 9th graders
Dropout Prevention Goal #1:
identified in the 'At Risk" All 9th graders have been
Malcolm Spence
Analyze student data
*Please refer to the percentage of students who dropped out category need additional placed in a small learning
Male student
during the 2010-2011 school year.
attention to assist them
community "BEST
Administrator
Teacher Data Chats
with their transition to
ACADEMY" to enhance
high school.
their academic and social
Delphine Lassiter
Parent Meetings
2011 Current
2012 Expected
transition from Middle
Female students
Dropout Rate:* Dropout Rate:*
School to High School.
Administrator
Student Data Chats
To Increase graduation
rates.
17%
12%
There is a male and female Calvin Lamar
2011 Current
2012 Expected
administrators and a
Guidance
Graduation
Graduation Rate:*
guidance
counselor
assigned
Counselor Analyze
Rate:*
to
the
BEST
Academy.
student data
85%
90%
1.2.
1.2.
1.2.
1.2.
Students lack
Guidance Department will All Administrators
Analyze student data,
understanding of state
conduct Data Chats with
educate students and parents on
requirements for
students to review graduation Buffy Phillips, Brace the use of Pinnacle and review
graduation.
requirements.
Advisor
information from student focus
group survey.
Grade level assemblies will Carla Knight,
be scheduled for all students Guidance Director
Student sign-in sheets for
with Grade Level Counselor
individual appointments with
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Evaluation Tool
1.1.
Review of student data
of the "At Risk"
students at the end of
the 2011-2012 school
year and cohort
graduation rates
Review Student Grade
and discipline data
1.2.
Analyze and track
graduation data
Review BRACE
Advisor logs
61
2011-2012 School Improvement Plan (SIP)-Form SIP-1
to review graduation
requirements.
Counselors will schedule
meetings with all 11th and
12th grade students to review
graduation requirements.
Calvin Lamar
counselors
Suzette Wright
Antonia Williams,
Guidance Counselors
BRACE Advisor will meet
with students in small
groups.
1.3.
PD Content /Topic
and/or PLC Focus
Parent Academy will be
scheduled on graduation and
college requirement.
1.3.
1.3.
1.3.
1.3.
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.
Target Dates and Schedules
PD Facilitator
PD Participants
Grade
(e.g. , Early Release) and
and/or
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Level/Subject
Schedules (e.g., frequency of
PLC Leader
school-wide)
meetings)
Person or Position Responsible
for Monitoring
Dropout Prevention Budget
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
Available Amount
Subtotal:
Technology
Strategy
Description of Resources
Funding Source
Available Amount
Subtotal:
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
Subtotal:
Other
Strategy
Description of Resources
Funding Source
Available Amount
Grand 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)).
Problem-solving Process to Parent Involvement
PARENT INVOLVEMENT GOAL(S)
Based on the analysis of parent involvement data, and
Anticipated Barrier
Strategy
Person or Position
Process Used to Determine
reference to “Guiding Questions”, identify and define areas in
Responsible for
Effectiveness of
need of improvement:
Monitoring
Strategy
1.1.
1.1.
1.1.
1.1.
1. Parent Involvement
Working and single
Early communication
Kimberly Williams
Parent Attendance
Parent Involvement Goal #1:
parents with children who
Delphine Lassiter
*Please refer to the percentage of parents who participated in would need supervision. Employ a ESOL paraschool activities, duplicated or unduplicated.
professional for child care
and advertise this service
2011 Current 2012 Expected
level of Parent level of Parent
Blanche Ely High School's
Involvement:* Involvement:*
goal is to increase parental
involvement by 25% over the
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Evaluation Tool
1.1.
Parent Conference logs
Sign-in sheets
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
number of parents attending
parent training in the 20102011 school year.
PD Content /Topic
and/or PLC Focus
Freshman Academy Parent
Night
Literacy Parent Night
ESOL Parent Night
Writing Parent Night
EOC Math/Holiday Packet
Parent Night
College Night for Parents
1.2.
With most parents,
English is not their first
language.
1.2.
1.2.
Create information flyers in a Olga Ramos
Creole and Spanish
Kimberly Williams
Delphine Lassiter
1.2.
Parent attendance
1.2.
Sign-in sheets
Parent surveys
1.3.
Parents with children may
have dinner during the
time of parent
trainings.
1.3.
Provide refreshment for
parents and student in
childcare
1.3.
Parent
attendance
1.3.
Sign-in sheets
Parent surveys
1.3.
Kimberly Williams
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 Participants
Target Dates and Schedules
PD Facilitator
Grade
(e.g. , PLC, subject,
(e.g. , Early Release) and
and/or
Strategy for Follow-up/Monitoring
Level/Subject
grade level, or schoolSchedules (e.g., frequency of
PLC Leader
wide)
meetings)
9/All subject Malcolm Spence
Freshman Academy
September 2011
Administrative/Teacher Data Chat
areas
Delphine Lassiter
parents
Masharie Powell
9-12/Reading
9-12 Grade Parents
November 2011
Administrative/Teacher Data Chat
Shonner Gainer
9-12/All subjects Olga Ramos
9-12
9-12/Math
11-12
Person or Position Responsible
for Monitoring
Malcolm Spence
Delphine Lassiter
Francine Baugh
ESOL& ELL parents
October 2011
Administrative/Teacher Data Cha
Tarachell Thomas
9-12 grade parents
November 2011
Prompt Data, BAT 1 &2 results
Francine Baugh
Math Coach and Math
Parents school-wide
Team Leader
December 2011
Administrative/Teacher Data Chat
Delphine Lassiter
Buffy Phillips
11-12 grade parents
October 2011
Guidance Classroom visits/logs
Francine Baugh
Parents of Athletes
August 2011
Athletics’ Tutorial attendance logs
Malcolm Spence
9-12 grades parents
October 2011
Guidance Classroom visits/logs
Parent teacher conferences
Tarachell Thomas
9-12 grade parents
January 2012
Parent sign-in sheets/Parent Link Logs Tarachell Thomas
AP Teachers/ Parents
September 1, 2011
Parent sign-in sheets/Parent Link
Elizabeth Benton
Tiger Power Parent Meeting
Andrea Love
9-12/All subjects
(Athletics)
Kim Williams
ACT/SAT Parent/Student
9-12
Kim Williams
Workshop
Technology/EOC Science
9-12
Dorothy Gregg
Night
Advanced Placement(AP)
9-12
Tonya Sevalia
Parent Night
Tarachell Thomas
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.
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
Evidence-based Program(s)/Materials(s)
Strategy
Description of Resources
Books and supplies for the various Parent
Nights
Paper, Chart Paper, Flip Charts, Markers,
pencils, pens, clipboards, file folders, USB
drives, file folders, name tags, highlighters
There will be pamphlets available in points of
entry for parents: 15 Tips For Your Child's
School Success; Get Involved! Keeping Tabs On
Your Child's Education; "Parent Involvement"
Periodicals for Parent Resource Center
(Channing and Bete Company)
Funding Source
Available Amount
$1000.00
$2000.00
Subtotal:
$3000.00
Technology
Strategy
Description of Resources
Parent Science/GIZMO Training
Salaries for Teachers who are the trainers
Funding Source
Available Amount
382.00
Subtotal:
$382.00
Professional Development
Strategy
Description of Resources
Funding Source
Available Amount
Literacy Parent Night
Salaries for Teachers who are the trainers
$382.00
ESOL Parent Night
Salaries for Teachers who are the trainers
$382.00
Writing Parent Night
Salaries for Teachers who are the trainers
$382.00
FCAT Math/Holiday Packet Parent Night
Salaries for Teachers who are the trainers
$382.00
College Night for Parents
Salaries for Teachers who are the trainers
$382.00
Tiger Power Parent Meeting (Athletics)
Salaries for Teachers who are the trainers
$382.00
ACT/SAT Parent/Student Workshop
Salaries for Teachers who are the trainers
$382.00
Freshman Academy Parent Night
Salaries for Teachers who are the trainers
$382.00
Subtotal:
$3056.00
Other
Strategy
Description of Resources
Refreshment fro Parent Night
Will use our account at Publix to purchase
refreshments
Salaries for Paraprofessional to provide child
care service and to provide translations for
ESOL parents
Paraprofessionals for each Parent Night
Funding Source
Available Amount
2006.00
600.00
Subtotal:
Grand Total:
April 2011
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Revised April 29, 2011
$2606.00
$9044.00
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
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)).
Problem-Solving Process to Increase Student Achievement
ADDITIONAL GOAL(S)
Based on the analysis of school data, identify and define
areas in need of improvement:
Anticipated Barrier
1. Additional Goal
Additional Goal #1:
2011 Current
Level :*
Enter narrative for the goal in
this box.
Strategy
Person or Position
Responsible for
Monitoring
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
1.1.
1.1.
1.1.
1.1.
1.1.
1.2.
1.2.
1.2.
1.2.
1.2.
1.3.
1.3.
1.3.
1.3.
1.3.
2012 Expected
Level :*
Enter numerical Enter numerical
data for current data for expected
goal in this box. goal in this box.
Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
PD Content /Topic
and/or PLC Focus
April 2011
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Revised April 29, 2011
Grade
Level/Subject
PD Facilitator
and/or
PLC Leader
Please note that each Strategy does not require a professional development or PLC activity.
Target Dates and Schedules
PD Participants
(e.g. , Early Release) and
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Schedules (e.g., frequency of
school-wide)
meetings)
Person or Position Responsible for
Monitoring
66
2011-2012 School Improvement Plan (SIP)-Form SIP-1
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
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 Additional Goal(s)
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
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:
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2011-2012 School Improvement Plan (SIP)-Form SIP-1
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.
Describe projected use of SAC funds.
April 2011
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Amount
69