Brevard Public Schools
School Improvement Plan
2015 – 2016
Name of School:
Area:
Andrew Jackson Middle School
North
Principal:
Area Superintendent:
Mrs. Annetha Jones
Dr. Laura Rhinehart
SAC Chairperson:
Mr. Glenn Dames
Superintendent: Dr. Desmond Blackburn
Mission Statement:
Andrew Jackson Middle School is committed to providing our students with an environment where students feel
supported, think critically, and make informed decisions as lifelong learners.
Vision Statement:
Andrew Jackson Middle School is committed to quality education that challenges and motivates our students to reach
their highest potential by being respectful, responsible, and prepared.
Stakeholder Involvement in School Improvement Planning:
Briefly explain how stakeholders are involved in the development, review, and communication of the SIP.
All stakeholders are invited to visit Andrew Jackson Middle School during the summer in order to provide input
towards the development of the upcoming school year’s School Improvement Plan. The SIP is then discussed and
reviewed in detail at SAC meetings, faculty meetings, department meetings, and other school events. Andrew Jackson
Middle School’s mission, vision, and school improvement plan is communicated to all stakeholders by being placed on
the school’s website. In addition, a hard copy of our School Improvement Plan is available in the front office.
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Brevard Public Schools
School Improvement Plan
2015-2016
Part 1: Planning for Student Achievement
RATIONALE – Continuous Improvement Cycle Process
Data Analysis from multiple data sources:
Upon reviewing the 2014-2015 school year data, Andrew Jackson Middle School had 174 students take the Algebra
EOC and 152 students passed, for an 87.4% pass rate. The district’s average was an 86.8%. Also, based on total
population, Andrew Jackson Middle School had a larger percent of level 3 students placed into Algebra than most
middle schools.
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

Jefferson
Hoover
Delaura
McNair
Kennedy
Jackson
Stone
Southwest
Madison
Johnson
Central
% Pass
98.4
98.0
97.2
92.9
89.9
87.4
86.1
82.7
80.9
80.7
74.6
Tested/Passed
185/182
150/147
216/210
99/92
158/142
174/152
144/124
168/139
94/76
254/205
358/267
Enrollment
653
683
683
450
617
600
777
884
450
773
1220
Andrew Jackson Middle School’s students had 54% of students achieving a level 3 or higher in science based on the
Science FCAT. This is up two points from 52% the previous school year. Also, as evidenced by the scores below,
Andrew Jackson Middle school ranked 4th out of 11 middle schools in the district.
Science FCAT Comparison:
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




Jefferson
Delaura
Hoover
Jackson
Kennedy
Johnson
McNair
Central
Southwest
Madison
Stone
Score
212
211
208
204
203
203
203
202
201
198
197
In the 2013-2014 school year, Andrew Jackson Middle School ranked 4th out of 11 schools on the Civics EOC.
Unfortunately, Andrew Jackson Middle school fell to 6th out of 11 for the 2014-2015 school year. Our goal is to move up
to an 80% pass rate.
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Civics EOC Comparison:
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




Delaura
Jefferson
Hoover
Kennedy
Central
Jackson
McNair
Southwest
Johnson
Stone
Madison
Score
92
77
76
74
71
70
69
69
61
59
57
Andrew Jackson Middle School’s seventh grade Level 1 and Level 2 reading students had a mean reading
comprehension percentile rank of 25 on the first 2015-2016 FAIR assessment. Andrew Jackson Middle School’s
eighth grade Level 1 and Level 2 reading students had a mean reading comprehension percentile rank of 17 on the
first 2015-2016 FAIR assessment.
Based on classroom observations from the 2014-2015 school year, it was evident that teachers were utilizing
standards to create their lesson plans, discussing those standards with students, and posting higher order essential
questions on the board daily (which was the SIP focus of the 2014-2015 school year). However, it was also observed
that although most students were aware of the standards being addressed, they were not always clear on what the
learning goals for the lesson were and their proficiency level for those specific learning goals. In addition, most
teachers did not plan collaboratively to analyze standards and create learning goals.
According to the first 2015-2016 teacher survey, only 24% of Andrew Jackson Middle School teachers regularly
collaborated with their department to create learning goals, scales, and higher order essential questions.
Furthermore, only 7% of teachers stated that they regularly utilized learning goals and scales in the classroom. Along
those same lines, 15% percent of Andrew Jackson Middle School students stated that they used scales to monitor
their progress towards learning goals in their classes prior to the 2015-2016 school year.
Upon analyzing all of the data above, Andrew Jackson Middle School has come to the conclusion that although we are
going to continue to work on standards based instruction and quality higher order thinking questions, the primary
focus for the 2015-2016 School Improvement Plan will include utilizing priority standards to create learning goals and
scales through collaborative planning.
Analysis of Current Practices:
Andrew Jackson Middle School bases instructional decisions on quantifiable data. Data driven instructional practices
have fundamentally transformed our instructional decision making.
Classroom teachers post a higher order thinking (HOT) question in the form of an essential question on the board for
every lesson/unit that they teach. Students interact with higher order question frequently in variety of ways
throughout the lesson/unit. Most teachers also post content specific standards on the board in addition to including
them in their lesson plans.
Andrew Jackson Middle School implements Tier 1 Positive Behavior Support (PBS) school wide. Incentives such as
patio time, popcorn, and the Starbuck store are paired with a token economy. Students earn a “Starbuck” by
following the school wide expectations to be Respectful, Responsible, and Prepared.
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Differentiated Accountability Daily Bell Work is 100% school-wide. Reading, math, language arts, and social
studies teachers have structured their bell work according to Florida state standards. Science bell work is structured
to align with FCAT 2.0 in science. Algebra and geometry bell work aligns with those content core competencies,
and finally the elective departments have chosen to highlight specific core competencies identified as signature
weaknesses across the board for each of our struggling math learners. Additionally, AJMS is utilizing periodic Bell
Work Mini Assessments as a substitute for district-wide differentiated accountability assessments. Bell work
results are analyzed, compared and tracked to determine such things as student growth and/or
instructional weaknesses.
Students who scored a Level 1 or 2 on their 2014 FCAT Reading assessment are encouraged by the district to be
enrolled in an intensive reading class during the school day. However, these students are also invited to participate
in our daily Morning School Program which consists of tutoring sessions with teachers and computer based
instruction from programs such as Study Island.
Additionally, students who scored a Level 1 on their 2014 FCAT Math assessment attend an intensive math class,
whereby providing an additional scaffolding of math support. This class utilizes Engage New York math curriculum
that is directly tied to common core state standards and focuses on higher order thinking.
Best Practice:
Andrew Jackson Middle School bases instructional decisions on our curriculum, instruction, and assessment. In order
to support these components, the faculty at Andrew Jackson Middle School will focus on learning goals, scales, higher
order essential questions, and collaborative planning.
Learning goals inform students of the destination of the lesson. In other words, learning goals specifies to students
what to learn, how deeply to learn it, and exactly how to demonstrate that learning (Moss & Brookhart, 2009; Seidle,
Rimmele, & Prenzel, 2005; Stiggins, Arter, & Chappuis, 2009). In more specific terms, creating and communicating
learning goals is the starting place for all effective instruction (Marzano, 2009).
In the same token, learning scales also play a significant role in students’ learning. The learning scales should be used
in conjunction with learning goals. When learning goals have been articulated in scale format, the teacher and students
have a clear direction about instructional targets, as well as descriptions of levels of understanding and performance for
those targets (Marzano, 2007).
In order for teachers to be able to develop learning goals, scales, and mini-assessments, the faculty at Andrew Jackson
Middle School will be given a set time to work collaboratively. According to the Center for Teacher Quality (2007),
teachers who collaborate during planning build collective expertise. Furthermore, 67% of the teachers who answered
the survey developed by the Center of Teacher Quality (2007) said that they joined their local professional network
because they wanted a professional community to “exchange ideas and best practices in the classroom.”
Collaboration among teachers at Andrew Jackson Middle School has influenced the process of lesson planning and
implementation. The entire faculty implements Higher Order Thinking questions in their lesson practices. Research
suggests that assessing students with HOT questions and implementing them in daily classroom activities is associated
with high scores (National Association of Educational Progress 2004).
School-Based Goal: What can be done to improve instructional effectiveness?
Andrew Jackson Middle School teachers will continue to focus on standards based instruction by utilizing
priority standards to create learning goals, scales, and higher order essential questions through collaborative
planning.
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Strategies: Small number of action oriented staff performance objectives.
Barrier
Action Steps
Person Responsible
Teachers varied
knowledge of
determining
priority standards,
creating learning
goals and scales,
and implementing
higher order
essential questions.
Additionally
teacher buy-in and
the fidelity of
implementation are
also barriers.
Timetable
In-Process
Measure
Training
Materials
Train two teachers from each core
department on how to determine
priority standards in order to
create learning goals, scales, and
higher order essential questions
through the use of UbD.
Teacher leaders worked
collaboratively to write learning
goals, scales, and higher order
essential questions utilizing the
UbD template.
Train Andrew Jackson Middle
School faculty to utilize
collaborative planning in order to
determine priority standards,
create learning goals and scales,
and write common assessments
utilizing the UbD process.
Provide teachers with a set
meeting time to collaborate with
their department for the purpose
of creating learning goals, scales,
and higher order thinking
questions. Teachers will also
utilize this time to analyze
common assessment data.
Teachers also have the option to
use early release days for
collaborative planning in addition
this set meeting time.
In addition to priority standards
and higher order essential
questions, teachers are encouraged
to post student learning
goals/targets on the board daily.
Curriculum Assistant
Principal
July 2015
Curriculum Assistant
Principal
July 2015
UbD units
Principal,
Curriculum Assistant
Principal, Teacher
Leaders
Preplanning
Agenda,
PowerPoint,
Sign-In Sheet
Administration,
Department Chairs
Monthly
Curriculum/
Data
Analysis
Meetings
Monthly
Meeting
Schedule,
Meeting
Agendas,
Minutes,
Lesson Plans
Faculty,
Administration
September May
Teachers will work
collaboratively to analyze the
effectiveness of the learning goals,
scales, and higher order essential
questions that they create as a
department.
Department Chairs,
Administration
Dept.
Meetings,
Curriculum
Data
Analysis
Meetings
ProGoe
Informal
Observation
Data,
Feedback
Conversation
Notes
Meeting
Agendas,
Minutes,
Lesson Plans
Model and train teachers new to
Andrew Jackson Middle School
for the 2015-2016 school year on
writing quality essential questions.
Veteran Jackson teachers will be
given the opportunity to attend
this training or select another
professional development
opportunity.
Reading Coach,
Teacher Leaders,
Administration
February
Early Release
Professional
Development
Day
Professional
Development
Calendar,
Agenda,
Sign-In
Sheet, Exit
Slips, Lesson
Plans
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EVALUATION – Outcome Measures and Reflection-begin with the end in mind.
Qualitative and Quantitative Professional Practice Outcomes: Measures the level of implementation of
professional practices throughout your school.
Baseline Qualitative Data: According to the first 2015-2016 teacher survey, only 24% of Andrew Jackson
Middle School teachers regularly collaborated with their department to create learning goals, scales, and
higher order essential questions.
Qualitative Outcome Goal: Based on teacher surveys, 80% of teachers will verify that they regularly plan
together to create learning goals, scales, and higher order essential questions.
Baseline Quantitative Data: Based the first 2015-2016 teacher survey (see above), and conversations with
teachers it was determined that less than 12% of teachers were utilizing learning goals and scales in the
classroom.
Quantitative Outcome Goal: 80% percent of Andrew Jackson Middle School’s faculty will report that they
regularly utilize learning goals, scales, and essential questions in the classroom. This will be monitored
through informal observations, data team meetings, and curriculum/data analysis meetings.
Administration will also have meaningful conversations with teachers after classroom observations in order
to ensure teachers are discussing the learning goals and higher order essential questions with students and
the students are monitoring their progress towards mastering the learning goals using scales.
Qualitative and Quantitative Student Achievement Expectations: Measures student achievement.
Baseline Qualitative Data: According to the first 2015-2016 student survey, only 15% percent of Andrew
Jackson Middle School students stated that they used scales to monitor their progress towards learning
goals in their classes prior to the 2015-2016 school year.
Qualitative Outcome Goal: Based on student surveys, at least 60% of students will verify that they are aware
of learning goals being addressed in their classes and that they use scales to self-monitor their progress
towards mastering those goals.
Baseline Quantitative Data: Andrew Jackson Middle School’s seventh grade Level 1 and Level 2 reading
students had a mean reading comprehension percentile rank of 25 on the first 2015-2016 FAIR
assessment. Andrew Jackson Middle School’s eighth grade Level 1 and Level 2 reading students had a
mean reading comprehension percentile rank of 17 on the first 2015-2016 FAIR assessment.
Quantitative Outcome Goal: Andrew Jackson Middle School’s seventh grade Level 1 and Level 2 reading
students will have a mean reading comprehension percentile rank of 30 on the last 2015-2016 FAIR
assessment. Andrew Jackson Middle School’s eighth grade Level 1 and Level 2 reading students will have a
mean reading comprehension percentile rank of 22 on the last 2015-2016 FAIR assessment.
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Part 2: Support Systems for Student Achievement
(Federal, State, and District Mandates)
For the following areas, please write a brief narrative that includes the data from the year 2014-2015 and a
description of changes you intend to incorporate to improve the data for the year 2015-2016.
MULTI-TIERED SYSTEM OF SUPPORTS MTSS/RtI
MTSS is designed to provide both academic and behavioral services to improve outcomes for all students (Glover&
Vaughn, 2010). The phrase MTSS was adopted by the State of Florida in 2012 to combine the two systems previously
referred to as Response to Intervention and Positive Behavioral Supports.
Tier 1 is what ALL students get in the form of instructions (academic and behavioral) and student supports. Tier 1
focuses on the implementation of the district’s Core Curriculum and is aligned with Florida Standards.
Tier 2 is what “some” students receive in addition to Tier 1 instruction with the goal of improving student performance
under Tier 1 performance expectations. Intensive Language Arts and Intensive Math are offered at Jackson Middle school
as a Tier 2 intervention. Morning Help Sessions with teachers, Jackson’s Check-In/Check-Out system, and after school
tutoring with the YMCA program are also offered as Tier 2 Interventions.
Tier 3 is what “few” students receive and is the most intense service level. Typically, Tier 3 services are provided to very
small groups/or individual students. Tier 3 services require more time and a more narrow focus of instruction/intervention
than Tier 2 services. Students receiving prolonged interventions at this level may be several grade levels behind the one
in which they are enrolled and are not making adequate progress with Tier 2 Support. Academic interventions for reading
are designed by the Reading Coach, Guidance Counselor and Tier 2 Reading teacher. Academic interventions for Math are
designed by the Guidance Counselor, and the Intensive Math teacher. When the teacher has documented 4 to 6 weeks
of Ongoing Progress Monitoring, the Guidance Counselor schedules an Individual Problem Solving Team meeting with the
parent, school psychologist, and a district ESE Support Specialist to determine if the student is making adequate progress
with Tier 3 supports in order to be on grade level by the end of the current school year. Tier 3, Positive Behavior
Intervention plans are written by a team that consists of the student’s teachers, administration, guidance, and the district
Behavioral Analyst. The expected outcome of Tier 3 services, combined with Tiers 1 and Tier 2, is that the student(s) will
achieve Tier 1 proficiency levels (academic and/or behavior) established by the district.
The early warning indicators that are used to identify students needing more support are:
1. Attendance below 90%, regardless of whether the absence is excused or a result of a suspension
2. One or more suspensions
3. Course failure in a core subject
4. A level 1 score on any statewide standardized assessment
5. Two or more previous retentions with no passing scores on statewide standardized assessments within the last two
years
There are three teams that meet to monitor the effectiveness and implementation of MTSS at Andrew Jackson Middle
School:
Team 1: School Leadership Team Meetings: are made up of administrators, counselors, the reading coach, and teacher
leaders. This team looks at the early warning indicators on a school wide basis and creates actions to support instruction
as a whole. Data for these meetings is accumulated and presented by the administration. The School Leadership Team
meets bi-monthly. If more than approximately, 5% of students are ever receiving Tier 3 interventions, this team would
look at systemic problem solving of the Tier 1 and Tier 2 instruction.
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Team 2: MTSS Leadership Team: consists of three teachers who are responsible for supporting 40 other teachers in the
IPST process by conducting the Cumulative Review and ensuring that there have been multiple parent contacts before a
meeting is requested with the Individual Problem Solving Team. They are responsible for monitoring that teachers are
implementing Behavior Plans with fidelity and for coordinating meetings with students receiving Tier 2 and 3 behavioral
interventions (i.e. reviewing Self-Monitoring check sheets, frequency of reinforcers students are receiving in class, etc.)
Team 3: Individual Problem Solving Team: consists of parents, school counselors, teachers, administration, and district
personnel such as school psychologist, ESE Support Specialist, and Certified Behavior Analyst. The guidance counselor is
responsible for scheduling these meetings on Fridays when district personnel are assigned to be at Jackson Middle
School. After interventions have been implemented with fidelity for 6 weeks and if the Individual Problem Solving Team
suspects that the student may have a disability, they will make a recommendation that may or may not include obtaining
consent for an exceptional education evaluation.
PARENT AND FAMILY INVOLVEMENT:
According to the answers provided in the parent survey, emails are the most effective way to communicate with
parents. In more specific terms, 89% of parents said that emails are the best way to keep parents informed. Even
though emails are an effective communication format, it is important that parents access Edline to follow students’
grades. However, only 65% of parents said that Edline is an effective form of communication. The administrative team
at Andrew Jackson Middle School will continue to promote Edline. Further, we provide training for parents during
registration on how to access Edline.
Another area of strength for Andrew Jackson Middle School is friendliness and helpfulness. According to the survey
results, 77% of parents said Andrew Jackson Middle School faculty and staff are friendly and 70% are helpful. The faculty
and staff of Andrew Jackson Middle School will continue to enhance our customer service skills.
92% of parents believe that teachers are responsive to parents’ questions and concerns, and 73% believe the school
principal is responsive to parents. These scores show that Andrew Jackson Middle School’s faculty and staff are quick to
respond to parents’ needs.
In terms of school events, 77% of parents reported that they attended at least one. In order to maintain these scores,
our faculty will attempt to organize more events such as game nights, dinners, fundraisers and meetings.
One of the weakest areas shown in the survey is that 35% of parents who do not attend events at school state that they
did not know about it. In order to decrease the number of parents who are not aware of different events, the
administrative team at Jackson intends to advertise more by utilizing our newsletters, website, and marquee. In
addition, we will continue to utilize blackboard connect for information messages. 77% of parents said that they prefer
to attend events in the evening. Thus, when scheduling events, the administrative team at Jackson will attempt to
schedule most events after 5 pm.
Finally, 40% of parents said they would attend informational sessions at school about college and career planning. This
is an area in need of improvement at Andrew Jackson Middle School. In order to improve in this area, we hope to make
more college and career resources available through our guidance service professional and our guidance counselors.
Additionally, 36% of parents said they would attend study skills sessions. The administrative team and reading coach at
Jackson provide parents with study skill tips during parent night. We will also add these tips to our school website and
reading coach’s website.
STUDENT SURVEY RESULTS:
The student survey results were very enlightening to the faculty and administrative team at Andrew Jackson Middle
School.
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According to the survey report, 84.7% of all students have a computer at home. However, 15% of students do not. This
means that teachers should assign homework and projects that require students to use computers and the Internet. The
administration, and media specialist at Andrew Jackson Middle School have also provided opportunities and tools for
students who do not have access to a computer at home. Through a grant, our school has received a laptop computer
cart for each of the language arts, science, math, and social studies classrooms. Additionally, our school has two
computer labs and a media center lab available for student use. Furthermore, 39% of students reported they have
opportunities during class to use 21st century skills. This year our goal is to increase the number of students aware of
our 21st century opportunities to at least 90%.
In an effort to provide students with 21st century skills, the media center specialist provides instruction on using
PowerPoint, typing, and other classes requested by various teachers. The ELA department works in collaboration with our
media specialist on a regular basis in order to enhance student writing.
During the survey, students were asked questions about diversity and diversity awareness. In more specific terms, 75%
of students said they have tolerance for others, 39% of students are able to speak another language, 68% work with
people who are different from them, and 85% are accepting of others’ differences. To bring more awareness of the
differences between students, and promote more understanding among students of different backgrounds, AJMS has
the NBA (No Bullying Allowed) program where students work to raise bullying awareness and prevent bullying in schools.
The NBA program also brings awareness to diverse cultures and backgrounds.
In terms of safety at Andrew Jackson Middle School, only 8% of students reported being afraid to attend school because
of bullying and 22% of students reported being threatened by a peer in school. To lower these percentages even
further, Andrew Jackson Middle school will continue to offer the NBA program to raise student awareness of the
problem and prevent all types of bullying in our school. Cyber bullying awareness programs will also be offered through
the media center.
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EARLY WARNING SYSTEMS (SB 850)
Fill in the table with the number of students from the 2014-15 SY
7
8
Total
Attendance <90
76
31
107
1 or more ISS or OSS
12
30
42
Level 1 in ELA or Math
46
35
81
Course Failure in ELA or Math
0
0
0
Students with 2 or more EWI
17
20
37
Jackson Middle School has a very detailed attendance policy. Every effort is made to impede excessive absences before
a student misses 10 percent of instructional time. Andrew Jackson Middle School’s attendance policy is as follows:
Every absence– Blackboard connect message is sent to parents
3 days absent – Phone call is made to parents
4 days absent – Excessive absence letter is sent to parents
5 days absent – Student signs attendance contract and parents are notified
7 days absent – Truancy officer is notified and an attendance meeting is scheduled with parents
10 days absent – Follow up with truancy
Upon reviewing Out of School Suspensions (OSS) for student behavioral concerns, it is important to note that Andrew
Jackson Middle School utilizes student suspensions as a last resort for major infractions. All of Andrew Jackson Middle
School’s teachers have a discipline ladder in their classrooms which includes multiple steps/interventions for behavioral
concerns before a referral is written. The dean’s office also has several discipline ladders in place for minor infractions to
give students every opportunity to correct their behavior before an Out of School Suspension is assigned. Out of School
Suspensions are reserved for major infractions that substantially disrupt the orderly conduct of the school. Andrew
Jackson Middle School is a Positive Behavior Support School that supports rewarding students for achieving our school
wide expectations of being Respectful, Responsible, and Prepared. Andrew Jackson Middle School also utilizes Jackson’s
Ultimate Mentoring Program for students who receive frequent referrals. The goal of this program is to unite students
with a positive adult role model for an additional layer of support. This school year, Andrew Jackson Middle School will
participate in the Sheriff’s Behavioral Attitude Modification program. The BAM program seeks to modify student behavior
in order for them to be successful.
Students scoring a Level 1 or 2 in FCAT reading are enrolled in an intensive reading class during the school day. However,
these students are also invited to participate in our daily Morning School Program which consists of tutoring sessions with
teachers and computer based instruction from programs such as Study Island. Students scoring a Level 1 or 2 in FCAT
math are also invited to participate in the Morning School Program in order to receive tutoring from teachers. Additionally,
students who scored a Level 1 in math are placed in an intensive math class, whereby providing an additional scaffolding
of math support.
In terms of students who fail core courses, Andrew Jackson Middle School offers several solutions.


If a student fails a core class (Math, LA, Sci, SS) for first semester, a failure letter is mailed home to inform the
parents. Credit retrieval is offered to allow students to make up the first semester failure.
If a student fails a core class (Math, LA, Sci, SS) for the year, Andrew Jackson Middle School enrolls them in FLVS
courses or summer school courses. Students are identified midway through second semester and sign up for the
summer school class before the year ends, if possible, to speed up the process. Students have the opportunity
to take up to 2 core classes during summer school for course make up.
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

If a 7th grade student fails one core class, that student can be “conditionally promoted”, rolled up to 8th grade
courses while retaking the 7th grade course he/she failed.
If an 8th grade student fails one or more core classes, that student must be retained. (These are district
requirements.)
Several interventions are in place for students demonstrating two or more early warning indicators. Interventions may
include but are not limited to the following:





Daily Morning School
Jackson’s Ultimate Mentoring Program (J.U.M.P.)
Daily Check-In/Check-Out program (3 or more early warning indicators)
Teacher help sessions
Daily Zero Tolerance for Zeroes program (ZTZ)
STUDENT TRANSITION AND READINESS
Students need to have a solid foundation in mathematics and language arts skills in order to follow the educational
path and transition from middle school to high school and then high school to college. These same skills are
paramount in gaining employment and career advancement. The transition from high school to college or the
workforce can be challenging, so it is imperative that we ensure that our students are prepared academically and
socially. In addition to the Career and Technical Education (CTE) course that is available to eighth grade students, we
will provide opportunities for our students to visit local colleges such as Eastern Florida University, the University of
Central Florida, and Florida State. With a vested interest from our local business partners, we will develop
partnerships that will provide services and/or events such as career fairs that will allow students to attend mock job
interviews and hear from guest speakers.
An Individual Program of Study presentation is made by guidance during each Career Wheel class that explains the
requirements for the optional SCHOLAR and MERIT Designations on the High School Diploma as well as the Florida
Bright Future Scholarship options and requirements for the Florida Academic, Florida Medallion, or Florida Gold
Vocational Scholarship. Students are encouraged to begin collecting their Bright Future volunteer hours the summer
after eighth grade.
Andrew Jackson Middle School seeks to remove any barriers that may prevent students in transition from excelling
academically and socially. Once a student is identified as a SIT, we immediately code the student in AS400 and notify
our cafeteria so there is no interruption in the student’s meal plan. Additionally, we notify any fee based teachers to
eliminate discussion with the child pertaining to the expectation of funds. Utilizing supplies donated by our business
partners, we provide needed school items so students are equipped with the tools needed to be successful in the
classroom. When possible we enroll SIT students in tutoring and mentoring programs. As students transition to other
schools from Andrew Jackson Middle School, we make every effort to contact the outgoing school to provide valuable
information in order to establish a smooth transition.
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