2011-2012School 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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2011-2012School Improvement Plan (SIP)-Form SIP-1
2011 – 2012SCHOOL IMPROVEMENT PLAN
PART I: SCHOOL INFORMATION
School Name:HOLLYWOOD HILLS HIGH SCHOOL
District Name: Broward
Principal: Chip Osborn
Superintendent:
SAC Chair: Beth Winterholler
Date of School Board Approval:
Student Achievement Data:
The following links will open in a separate browser window. .
School Grades Trend Data (Use this data to complete Sections 1-4 of the reading and mathematics goals and Sections 1 and 2of 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
Mr. Harold “Chip” Osborn
MS Counseling
Educational Leadership
BA Psychology
Certification in
Guidance/Counseling (K12)
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Number of
Years at
Current School
4
Number of Years
as an
Administrator
12
Prior Performance Record (include prior School Grades, FCAT
(Proficiency, Learning Gains, Lowest 25%), and AYP information
along with the associated school year)
2010-2011 Hollywood Hills High School, Grade TBA/READINGHigh Standards 36%/Learning Gains 40%/Lowest Quartile 38%;
MATH-High Standards 67%/Learning Gains 67%/Lowest Quartile
53%; WRITING-High Standards 81%; SCIENCE-High Standards
41% ; Did not make AYP
2009-10 Hollywood Hills High School, Grade C/READING- High
2
2011-2012School Improvement Plan (SIP)-Form SIP-1
Psychology (6-12)
School Principal
(All Levels)
Standards 39%/Learning Gains 48%/Lowest Quartile 43%;MATHHigh Standards 69%/Learning Gains 75%/Lowest Quartile
64%;WRITING- High Standards 91%; SCIENCE- High Standards
36%; Did not make AYP
2008-09 Hollywood Hills H.S., Grade D/READING- High Standards
36%/Learning Gains 46%/Lowest Quartile 48%; MATH- High
Standards 70%/Learning Gains 72%/Lowest Quartile 59%;
WRITING-High Standards 81%/SCIENCE-High Standards
31%;Did not make AYP
2007-08 Grade C- READING- High Standards 37%/Learning Gains
50%/Lowest Quartile 49%
MATH- High Standards 65%/Learning Gains 70%/Lowest
QUARTILE 64%;WRITING- High Standards 86%;SCIENCE- High
Standards 27%;Did not make AYP
Assistant
Principal
Ms. Lora Boltz
MS Educational
Leadership
BS Biology
Certification in
Biology (6-12)
Chemistry (6-12)
School Principals
(All Levels)
ESOL Endorsement
1
11
Assistant
Principal
Dr. Maureen P. Lue
Ed.D Education
MS. Mental Health
Counseling
BS. Business
Certification in
Educational Leadership
1
9
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2010-2011 Hollywood Hills High School, Grade TBA- READINGHigh Standards 36%, Learning Gains 40%, Lowest Quartile 38%;
MATH- High Standards 67%/ Learning Gains 67%/Lowest Quartile
53%; WRITING- High Standards 81%; SCIENCE- High Standards
41%; Did not make AYP
2009-10 Nova High School, Grade A, READING- High Standards
58%/Learning Gains 61%/Lowest Quartile 61%
MATH- High Standards 92%/Learning Gains 87%/Lowest Quartile
85%;WRITING - High Standards 95%;SCIENCE - High Standards
50%;Did not make AYP
2008-09 Nova High School, Grade A READING- High Standards
59%/Learning Gains 59%/Lowest Quartile 51%
MATH- High Standards 88%/Learning Gains 81%/Lowest Quartile
75%;WRITING - High Standards 94%;SCIENCE - High Standards
49%;Did not make AYP
2007-08 Nova High School Grade A- READING - High Standards
60%/Learning Gains 66%/Lowest Quartile 59%
MATH - High Standards 90%/Learning Gains 85%/Lowest Quartile
86%;WRITING - High Standards 97%;SCIENCE- High Standards
47%;Did not make AYP
2010-2011 Hollywood Hills High School, Grade TBA- READINGHigh Standards 36%, Learning Gains 40%, Lowest Quartile 38%;
MATH- High Standards 67%/ Learning Gains 67%/Lowest Quartile
53%; WRITING- High Standards 81%; SCIENCE- High Standards
41%; Did not make AYP
2009-10 Hallandale High School, Grade C/READING - High
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2011-2012School Improvement Plan (SIP)-Form SIP-1
Guidance
ESOL
Endorsement
Assistant
Principal
Ms. Jacqueline Smith
MS Elementary Education
BS Business and
Humanities
Certification in
Educational Leadership
ESOL Endorsement
Reading Endorsement
0
4
Assistant
Principal
Mr. Anthony
Valachovic
MS Educational
Leadership
BA Sociology
Certification in
Sociology (6-12)
School Principal (All
Levels)
ESOL Endorsement
1
8
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Standards 28%/Learning Gains 42%/ Lowest Quartile 46%; MATH High Standards 60%/Learning Gains 70%/Lowest Quartile 67%
WRITING- High standards 85%; SCIENCE - High standards 24%;
Did not make AYP
2008-09 Flanagan High School, Grade B – READING- High
Standards 53% /Learning Gains 59%/Lowest Quartile 53%
MATH – High Standards78%/Learning Gains 76%/Lowest Quartile
67%; WRITING – High Standards 88% ;SCIENCE – High
Standards 37%; Did not make AYP
2010-11 Hallandale High School, Grade TBA, READING – High
Standards 25%/Learning Gains 42%/Lowest Quartile 53%; MATH –
High Standards 64%/Learning Gains 69%/Lowest Quartile 56%;
WRITING – High Standards 78%; SCIENCE – High Standards
29%; Did not make AYP
2009-10, Grade C READING – High Standards 28%/Learning Gains
42%/Lowest Quartile 46%; MATH – High Standards 60%/Learning
Gains 70%/Lowest Quartile67%; WRITING – High Standards 85%;
SCIENCE – High Standards 24%; Did not make AYP
2010-2011 Hollywood Hills High School, Grade TBA- READINGHigh Standards 36%, Learning Gains 40%, Lowest Quartile 38%;
MATH- High Standards 67%/ Learning Gains 67%/Lowest Quartile
53%; WRITING- High Standards 81%; SCIENCE- High Standards
41%; Did not make AYP
2009-10 Cooper City High School, Grade A READING- High
Standards 70%/Learning Gains 64%/Lowest Quartile 54%;
MATH- High Standards 93%/Learning Gains Lowest Quartile 77%;
WRITING- High Standards 95%;SCIENCE - High Standards 50%
Did not make AYP
2008-09 Cooper City, Grade B READING - High Standards
63%/Learning Gains 58%/Lowest Quartile 42%; MATH – High
Standards 90%/Learning Gains 79%/Lowest Quartile 70%;
WRITING – High Standards 92%; SCIENCE – High Standards
50%; Did not make AYP
2007-08 Cooper City High School, Grade A/ READING- High
Standards 69%/Learning Gains 69%/Lowest Quartile 56%;
MATH- High Standards 93%/Learning Gains 83%/Lowest Quartile
78%; WRITING - High Standards 94%; SCIENCE - High Standards
46% ;Did not make AYP
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2011-2012School 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
Name
LaGayliaBrown
MS Reading (K-12)
BS Elementary Education
ESOL Endorsement
Mareka Lovett
ED.S. Educational
Leadership
MS Reading (K-12)
BS Elementary Education
ESOL Endorsement
Reading
Reading
Degree(s)/
Certification(s)
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Number of
Years at
Current School
7
Number of Years as
an
InstructionalCoach
0
6
0
Prior Performance Record (include prior School Grades, FCAT
(Proficiency, Learning Gains, Lowest 25%), and AYP
information along with the associated school year)
2010-2011 Hollywood Hills High School, Grade TBAREADING-High Standards 36%, Learning Gains 40%, Lowest
Quartile 38%; MATH- High Standards 67%/ Learning Gains
67%/Lowest Quartile 53%; WRITING- High Standards 81%;
SCIENCE- High Standards 41%; Did not make AYP
2009-10 Hollywood Hills H.S., Grade C, READING - High
Standards 39%/Learning Gains 48%/Lowest Quartile
43%;MATH - High Standards 69%/Learning Gains 75%/Lowest
Quartile 64%;WRITING- High Standards 91%/SCIENCE High Standards 36%; Did not make AYP
2008-09 Hollywood Hills H.S., Grade D, READING - High
Standards 36%/Learning Gains 46%/Lowest Quartile 48%;
MATH - High Standards 70%/Learning Gains 72%/Lowest
Quartile 59%; WRITING -High Standards 81%/SCIENCEHigh Standards 31%;Did not make AYP
2007-08 Grade C- READING - High Standards 37%/Learning
Gains 50%/Lowest Quartile 49%; MATH - High Standards
65%/Learning Gains 70%/Lowest Quartile 64%; WRITING High Standards 86%; SCIENCE - High Standards 27%; Did not
make AYP
2010-2011 Hollywood Hills High School, Grade TBAREADING-High Standards 36%, Learning Gains 40%, Lowest
Quartile 38%; MATH- High Standards 67%/ Learning Gains
67%/Lowest Quartile 53%; WRITING- High Standards 81%;
SCIENCE- High Standards 41%; Did not make AYP
2009-10 Hollywood Hills H.S., Grade C, READING - High
Standards 39%/Learning Gains 48%/Lowest Quartile
43%;MATH - High Standards 69%/Learning Gains 75%/Lowest
Quartile 64%;WRITING- High Standards 91%; SCIENCE High Standards 36%; Did not make AYP
2008-09 Hollywood Hills H.S., Grade D, READING - High
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2011-2012School Improvement Plan (SIP)-Form SIP-1
Standards 36%/Learning Gains 46%/Lowest Quartile 48%;
MATH - High Standards 70%/Learning Gains 72%/Lowest
Quartile 59%; WRITING -High Standards 81%/SCIENCE High Standards 31%;Did not make AYP
2007-08 Grade C- READING - High Standards 37%/Learning
Gains 50%/Lowest Quartile 49%; MATH- High Standards
65%/Learning Gains 70%/Lowest Quartile 64%; WRITING High Standards 86%; SCIENCE - High Standards 27%;
Did not make AYP
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
1.
Ms. Lora Boltz
June 2012
Ms. Jacqueline Smith
June 2012
All Administrators
June 2012
2.
3.
Staff Development will be scheduled during pre- planning
week, planning periods, and Employee Planning Days.
Teachers new to Hollywood Hills High School will be provided
a NESS coach.
Teachers in need of improvement will be assigned an
instructional coach based on his/her area of deficiency.
Not Applicable
(If not, please explain why)
Non-Highly Qualified Instructors
List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified.
Name
No data submitted
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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2011-2012School Improvement Plan (SIP)-Form SIP-1
Total Number
of Instructional
Staff
% of First-Year
Teachers
% of Teachers
with 1-5Years 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
103
04% (4)
16% (17)
49% (50)
31% (32)
37%( 38)
100% (103)
03% (3)
09% (9)
98% (101)
Teacher Mentoring Program
Please describe the school’s teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned
mentoring activities.
Mentor Name
Mentee Assigned
Rationale for Pairing
Planned Mentoring Activities
No data submitted
Additional Requirements
Coordination and Integration-Title I Schools Only
Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and
Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education,
career and technical education, and/or job training, as applicable.
Title I, Part A
Title I, Part C- Migrant
Title I, Part D
Title II
Title III
Title X- Homeless
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2011-2012School Improvement Plan (SIP)-Form SIP-1
Supplemental Academic Instruction (SAI)
Violence Prevention Programs
Nutrition Programs
Housing Programs
Head Start
Adult Education
Career and Technical Education
Job Training
Other
Response to Instruction/Intervention (RtI)
School-Based RtI Team
Identify the school-based RtI Leadership Team.
Hollywood Hills H.S. RtI Team will consist of Administrators: Harold "Chip" Osborn, Principal, Ms. Lora Boltz, Asst. Principal, Dr. Maureen Lue, Asst. Principal, Ms. Jacqueline
Smith, Asst. Principal, Mr. Anthony Valachovic, Asst. Principal, Dr. Diane Kallman, Guidance Director, Ms. Kathy Behl-Whiting, Guidance Counselor, Miss Patrice Fletcher,
Guidance Counselor, Mrs. AlvildiaWilliams, Guidance Counselor, Ms. Ellen Adler, ESE Specialist,and Kathleen Perez, School Psychologist.
Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to
organize/coordinate RtI efforts?
Hollywood Hills H.S. RtI Leadership team will function synonymously with the Collaborative Problem Solving Team . Each administrator will identify and initiate the RtI process for
selected students and the team will meet twice a month.The team will collect data, development interventions, make decisions, and share effective practices. Student cases that move
to Tier 2 and 3 will be managed by that student's administrator. Student information will be tracked in a central data base. Students identified to meet the criteria for Tier 2 and Tier 3
will have on-going monitoring and more individualized interventions.
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 Leadership Team will work with the SAC committee to develop and infuse strategies in the School Improvement Plan. Each member of the team will provide direct
leadership for an A++ accountability area (Reading, Math, Science and Writing). Students will be serviced at the Tier 1 intervention level and students in the lower 25% will be
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2011-2012School Improvement Plan (SIP)-Form SIP-1
serviced at the Tier 2 level. The RtI Leadership team will decide what professional development should be provided to assist teachers to implement interventions to increase student
achievement.
RtI Implementation
Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.
The data sources used for RtI are: Broward Assessment Test 1 & 2 for reading and math, Florida Comprehension Assessment Test, Florida Assessment for Instruction
in Reading, Diagnostic Assessment of Reading, and Florida Writing Assessment.
The data management systems used for RtI are: PMRN, Virtual Counselor, Data Warehouse, and TERMS.
Describe the plan to train staff on RtI.
All staff will be trained on RtI during the pre-planning period August 15-August 19, 2012.
Literacy Leadership Team (LLT)
School-Based Literacy Leadership Team
Identify the school-based Literacy Leadership Team (LLT).
Hollywood Hills High School's Literacy Leadership Team (LLT) will include: Harold "Chip" Osborn (Principal), Tammy Albury ( Reading Teacher), Patricia Bolinger(Reading
Teacher), Jacqueline Smith (Assistant Principal), Kathy Sorrell ( Math Department Chairperson), Iris Payan (Science Department Chairperson),LaGaylia Brown ( Reading Coach),
Mareka Lovett (Reading Coach and Department Chairperson), Fernando Mora (ELL Department Chairperson), Beth Winterholler (ESE Department Chairperson), Cindy PoucaMarcelin (Social Studies Department Chairperson), Judy Dennis (Fine Arts Department Chairperson), Angela Dickenson (Vocational Department Chairperson), Maria Hinely
(English Department Chairperson), Stacey Farmer (Media Specialist), Francisco Diaz (9-12 JROTC teacher).
Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).
The LLT will serve as a vehicle through which the school's literacy needs will be identified and addressed. The LLT will meet on a monthly basis.
The Literacy Leadership Team will:
- Engage in monthly ongoing literacy professional development
- Use data to analyze the effectiveness of instruction
- Redesign instruction and resources to meet the student's instructional needs
- Participate in ongoing literacy as it relates to Intensive Reading and content area teachers
- Create and share activities designed to promote literacy
- Work with media specialist to address and build students research strategies
- Recommend, design and assist in the implementation of activities to address school trends and promote literacy
- Reflect on practice to improve the delivery of all content area curriculum
- Collaborate all content area teachers to promote the use of reading strategies
What will be the major initiatives of the LLT this year?
1. The LLT will support NGCAR-PD training for content area teachers.
2. The LLT will recommend and disseminate research-based resources to educate staff on learning and literacy Best Practices.
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2011-2012School Improvement Plan (SIP)-Form SIP-1
3. The LLT will create and maintain a literacy bulletin board that is visible to teachers, parents and students to share school and community events.
NCLB Public School Choice

Notification of School in Need of Improvement (SINI) Status
Uploada copy of the Notification of SINI Status to Parents in the designated upload link on the “Upload” page.

Public School Choice with Transportation (CWT) Notification
Uploada copy of the CWT Notification to Parentsin the designated upload link on the “Upload” page.

Supplemental Educational Services (SES) Notification
Upload a copy of the SES Notification to Parentsin 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 OnlySec. 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.
- Development of IFC's with infused reading strategies
- Align FCIM and IFC's with assessments
-Teachers will receive professional development to support reading initiatives
-School wide vocabulary words will be infused in all subject areas.
-Teachers will share best practices during department meetings and common planning
-Implement model classroom for teachers to observe effective strategies
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2011-2012School Improvement Plan (SIP)-Form SIP-1
*High Schools Only
Note: Required for High School- Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.
How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?
Interdisciplinary units and project-based learning concepts will be integrated through all content area courses. Teachers will connect lessons to real-world applications. Master
schedule incorporates courses (Adobe PhotoShop/DreamWeaver and Nursing Assistant) that afford the opportunity to earn industry certification.
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?
Guidance will promote exploration of students' career fields and how to narrow educational choices. They will offer career planning workshops throughout the year.
Counselors and the BRACE advisor will implement the AGP, which focuses on post-secondary planning.
Vocational teachers will teach and remediate students to receive passing scores on Industry Certification tests.
All tenth grade students will be given the opportunity to take the PSAT.
PERT will be administered to 11th and 12th grade students.
Teachers, guidance counselors and administrators will strive for all students to be college ready.
Guidance counselors and administrators will use the PSAT data to encourage enrollment into Advanced Placement Courses.
School counselors will promote a greater awareness and selection of advanced placement and dual enrollment classes.
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.
Students will receive SAT/ACT preparation through integration in course instruction and Saturday Spartan Academy.
College dual-enrollment course will be available to students both on and off campus.
We will maximize the use of fee waivers for SAT/ACT/PSAT/college admissions for qualified students.
Students in grades 9-12 will be introduced to the Brace Advisor. The Brace advisor will assist them in exploration of post-secondary schools, application requirements, and
financial aid opportunities.
Students participating in the Academics for College Excellence Academy will be provided college visitation through the Brace Advisor.
PART II: EXPECTED IMPROVEMENTS
Reading Goals
* When using percentages, include the number of students the percentage represents (e.g., 70% (35)).
READING GOALS
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Problem-Solving Process to Increase Student Achievement
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2011-2012School Improvement Plan (SIP)-Form SIP-1
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
Anticipated Barrier
1. Students achieving proficiency (FCAT Level 3) in 1.1 Teachers’ lack of
knowledge and
reading
application of the
Reading Goal #1:
NGSSS into the
2011 Current 2012
curriculum.
Level of
Expected
Performance: Level of
To improve student
Performance:
academic success through *
*
all content areas by
implementing a school22% (159) of 27% ( ) of
wide initiative to support students
students will
reading strategies based on achieved
achieve level
secondary Instructional
level 3
3 proficiency
Focus Calendars (IFC’s). proficiency on the Next
on the
Generation
NGSSS
Sunshine
Performance State
test.
Standard
Test(NGSSS)
Strategy
Person or Position
Responsible for
Monitoring
1.1Teachers in the content 1.1 Assistant
areas will be trained in the Principal, Reading
NGSSS.
Coach and Reading
Department Chair.
Content area teachers will
collaboratively develop
lessons for the various
reporting categories.
Provide more
opportunities for common
planning and sharing best
practices.
Teachers will continue to
differentiate instruction in
all content areas.
Teachers will attend and
participate in school-wide
instructional reading
strategies during planning
periods aligned with
content focus for the
NGSSS test.
1.2. Teachers need
1.2.Provide explicit
1.2.Assistant
training and support in vocabulary strategies
Principal, Reading
the use of direct and
during planning periods. Coach, Reading
explicit instruction for
Department Chair
content area vocabulary Teachers will participate
in a book study using
“Explicit Instruction
Effective and Efficient
Teaching” by Anita L.
Archer and Charles A.
Hughes
Collaborative modeling
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Process Used to Determine
Effectiveness of
Strategy
1.1Review of lessons
created collaboratively.
Reading coach logs,
department chair logs, and
administrative logs will
document co-planning
among the content area
teachers.
Weekly CWT’s with
feedback and teacherstudent data chats, one per
quarter.
Identify specific trends
during CWT’s (i.e.
objectives, Do Nows,
agenda, and level of student
engagement).
Sharing best practices
during trainings and
department meetings.
1.2. Coaches logs, lesson
plans, and student work
samples.
Teachers will complete a
questionnaire on the
effectiveness of the
strategies about the book’s
content.
Evaluation Tool
1.1Lesson plans will
reflect infusion of
reading benchmarks
in all content areas.
Data reports from
CWT’s will be
analyzed and
disaggregated to
determine effective
use of NGSSS in
assessing student
knowledge of the
benchmarks taught.
Teacher-made tests,
Mini-Benchmark
Assessments,
Benchmark
Assessment Tests,
FAIR, student work
samples and CWT
Data Reports.
1.2. BAT results,
Mini-Benchmark
results, CWT’s Data
reports, FAIR results.
Observation reports
will be used to
analyze data trends in
the classroom.
Sign-in sheet from training Teacher/student data
chats and student
Weekly CWT’s with focus work samples
12
2011-2012School Improvement Plan (SIP)-Form SIP-1
and providing feedback
during and after lessons
on content area word wall,
vocabulary journals, and
student portfolios.
Teacher/student data chats
Identify specific trends
during CWT’s ( i.e.
objectives, Do Now’s,
agenda, and level of student
engagement).
Sharing Best Practices of
effective teaching
Sharing Best Practices
during training and
department meetings
1.3. Students are not
1.3.Students will be
motivated about
offered incentives to
attending extended
participate in ELO’s i.e.,
learning opportunities. movie tickets, iPods and
gift cards.
1.3.Assistant
1.3. Attendance records and
Principal, Reading monitoring student
Coach, Reading
participation
Department Chair,
and teachers
Weekly CWT’s with
focus on content area
word wall,
vocabulary journals,
and student
portfolios.
1.3.BAT results,
Mini-Benchmark
results, Next
Generation Sunshine
State Standard Test,
CWT Data reports.
Observation reports
will be used to
analyze data trends in
the classroom.
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
2. Students achieving above proficiency
(FCAT Levels 4 and 5) in reading
Reading Goal #2:
2011 Current
Provide accommodations Level of
to support student success Performance:
in rigorous and higher level *
courses.
15% (108) of
students
achieved
level 4 and 5
proficiency
on the Next
Generation
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2012
Expected
Level of
Performance:
*
20% of
students will
achieve level
4 and 5
proficiency
on the Next
Generation
Anticipated Barrier
Strategy
2.1. Teachers lack the 2.1. Provide in-school
skills needed to develop professional development
higher order questions during all planning
for the NGSSS test.
periods on creating
“higher order” questions
for the NGSSS test.
Teachers will
collaboratively plan and
model, provide feedback
during and after lessons.
Person or Position
Responsible for
Monitoring
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
2.1. Assistant
2.1. Weekly CWT’s, student 2.1. Mini-Benchmark
Principal, Reading engagement think alouds, assessments, NGSSS
Coach and Reading and review of lessons.
test, BAT results,
Department Chair.
CWT Data reports.
Observation reports
will be used to
analyze data trends in
the classroom and
student work
samples.
Teacher/student data
chats
13
2011-2012School Improvement Plan (SIP)-Form SIP-1
Sunshine
State
Standard
Test.
Sunshine
State
Standard
Test.
2.2. Teachers
2.2.The school’s media 2.2. Assistant
minimally utilize media specialist will conduct
Principal, Reading
center resources needed professional development Coach, Reading
to develop students’
trainings on how to
Department Chair.
higher level complexity incorporate rigor through
thinking skills for the use of media services and
development of
resources such as: Grolier,
research papers and the Destiny, Broward
development of critical Enterprise Educational
thinking skills.
Portal (B.E.E.P.), World
Book, Testing and
Educational Reference
center websites needed to
equip students to develop
the necessary critical
thinking and problem
solving skills to develop
research project.
2.3High-Yield
strategies are not
utilized consistently
across all curriculum
areas.
Teachers will
collaboratively plan
interdisciplinary units of
study and develop
research questions for
units of study.
2.3Teachers will continue
to practice and implement
High Yield Strategies in
classroom settings.
2.3 Assistant
Principal, Reading
Coach, Reading
Department Chair.
2.2. Weekly CWT’s,
Infusion of school wide
thematic study (i.e., class
objectives, lesson plans).
2.2.Teacher-made
tests, Project-based
learning assessments,
BAT results, CWT
Data reports, and
student work
samples.
2.3 Weekly CWT’s, Coplanning, Co-teaching,
modeling and providing
feedback during and after
lessons.
2.3 BAT results,
Mini-Benchmark
Assessments, NGSSS
test and CWT Data
reports.
Observation reports
will be used to
analyze data trends in
classroom.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
14
2011-2012School Improvement Plan (SIP)-Form SIP-1
Teacher/student data
chats
Student work samples
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
Anticipated Barrier
Strategy
Person or Position
Responsible for
Monitoring
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
3.1Administrators, 3.1. Student/parent surveys, 3.1Attendance
3. Percentage of students making Learning Gains in 3.1. Students’ learning 3.1.Inform parents and
gains are deficient due students the importance of Parent Involvement monitor attendance referrals, records, Benchmark
reading
to poor attendance,
regular attendance
Coordinator and
and data chats.
Assessments and
Reading Goal #3:
particularly during
through:
Classroom teachers.
NGSSS test.
2011 Current 2012Expecte Early Release Days and 1. Parent Involvement
The learning gains for the Level of
d Level of
prior to Holidays.
activities
2012 Next Generation
Performance: Performance:
2. Reading-focused data
Sunshine State Standard
*
*
chats.
Test will increase by 8%. 40% (322) of 45% of
3. Continue to monitor
students
students will
students’ attendance
made
make
through bi-weekly
learning gains learning gains
tracking system from the
on the Next on the Next
beginning of the school
Generation Generation
year.
Sunshine
Sunshine
Students incentives will
State
State
be provided to students,
Standards
Standards
(i.e., extra credit,
Test.
Test.
drawings) on a semiquarterly basis.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
15
2011-2012School Improvement Plan (SIP)-Form SIP-1
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
Anticipated Barrier
4.1.
Teachers lack the skills
necessary to
incorporate center
2012
based instructions
Expected
within the classroom
Level of
setting to meet the
Performance: needs of our lowest
*
quartile students.
43% ( ) of
students will
make
learning
gains on the
Next
Generation
Sunshine
State
Standards
Test.
4. Percentage of students in Lowest 25% making
learning gains in reading
Reading Goal #4:
2011 Current
Level of
18% of our school’s lowest Performance:
quartile will show learning *
gains in Reading.
38 % (77 ) of
students
made
learning
gains on the
Next
Generation
Sunshine
State
Standards
Test.
4.2
Students need
additional support
beyond regular
scheduled reading
class.
4.3
Students lack
motivation about
attending extended
learning opportunities.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Strategy
Person or Position
Responsible for
Monitoring
4.1.
4.1.
Teachers will participate Assistant Principal,
in training to utilize center Reading
based instruction.
Department Chair,
Reading Coach.
Process Used to Determine
Effectiveness of
Strategy
4.1.
CWT’s will focus
identifying classroom with
center based instruction.
Evaluation Tool
4.1
Mini Benchmark
assessments, FAIR,
CWT’s and NGSSS
test.
Observation reports
will be used to
analyze data trends in
the classroom.
4.2
Provide extended learning
opportunities in the form
of pull-out tutoring to the
lowest quartile students
using the Read-On
software program.
4.3. All students in
Reading will receive
recognition at an awards
assembly.
4.2. Assistant
4.2Data chats, Read-On
Principal, Reading reports, attendance report
Department Chair, from pull-out sessions.
Reading Coach.
4.2. BAT results,
Mini Benchmark
Assessments, NGSSS
test, FAIR results.
4.3. Assistant
Principal, Reading
Department Chair,
Reading Coach.
4.3. BAT results,
Mini Benchmark
Assessments, NGSSS
Test, CWT Data
reports, FAIR
Results.
4.3
Attendance reports and
Read-On reports, Weekly
CWT’s.
16
2011-2012School Improvement Plan (SIP)-Form SIP-1
Observation reports
will used to analyze
data trends in the
classroom.
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the applicable subgroup(s):
5A. Student subgroups
not making Adequate
Yearly Progress (AYP) in
reading
Reading Goal #5A:
Ethnicity
(White, Black, Hispanic, Asian,
American Indian)
Reading Goal #5A:
Each AYP Ethnicity Sub
Group will improve their
performance by at least 5%
2011 Current
Level of
Performance:
*
White:
43% (129 )
Black:
16% ( 30)
Hispanic:
34% (108 )
Asian:
35 % ( 8)
American
Indian:
0% (0 )
2012
Expected
Level of
Performance:
*
White:49 %
Black:25 %
Anticipated Barrier
5A.1.
Parents lack the
knowledge of how to
navigate Virtual
Counselor and Pinnacle
to access their child’s
grades, progress, etc.
Lack of teacher
awareness of student
needs, cultural
backgrounds, socioeconomic status that
may affect student
success
Person or Position
Responsible for
Monitoring
Process Used to Determine
Effectiveness of
Strategy
5A.1
5A.1.
5A.1.
Establish informative
Community
Performance and attendance
workshops to increase
Partnership Liaison, rate.
parental awareness of high PLC, Assistant
school graduation
Principal
requirements, Virtual
Counselor and the
Pinnacle Grading System
in their native language.
Evaluation Tool
5A.1.
Attendance Log,
Mini Benchmark
assessments, BAT
results, FAIR results
and NGSSS test.
Teachers will participate
in training given on the
book “Understanding
Poverty” by Ruby Payne.
Hispanic:41%
Asian: 42%
American
Indian: 15%
5A.2.
Suspensions among
AYP subgroups result
in excessive
absenteeism which
negatively impacts
student performance.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Strategy
5A.2.
Peer Counseling, School
wide Behavior contracts,
Mentoring programs and
Implementation of Anger
Management
5A.2.
5A.2.
Assistant Principal, Suspension and attendance
Guidance, Guidance Rate.
Director, Peer
Counseling
Coordinator.
5A.2. BAT results,
Mini-Benchmark
assessments, FAIR
and NGSSS test.
17
2011-2012School Improvement Plan (SIP)-Form SIP-1
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:
5B. Student subgroups
Reading Goal #5B:
not making Adequate
English Language
Yearly Progress (AYP) in Learners (ELL)
reading
Anticipated Barrier
Strategy
Person or Position
Responsible for
Monitoring
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
5B.1.
Language acquisition
5B.1.
5B.1.
5B.1.
5B.1.
Provide comprehensive Assistant Principal Review of master schedule IPT and CELLA
language support through
and lesson plans.
the curriculum.
5B.2.
Teachers minimally
utilize technology to
support the various
learning styles of the
ELL students.
5B.2
5B.2.
Professional school-wide Assistant Principal
staff development for
and Department
teachers with ELL
Chair Persons
students on how to utilize:
B.E.E.P
United Streaming
FCAT Explorer
Read-On
Reading Goal #5B:
The percent of students in
the ELL sub-group in
Reading will improve by
5% as measured by the
2012 administration of the
NGSSS test.
2011 Current
Level of
Performance:
*
14% (10 )
2012
Expected
Level of
Performance:
*
23% ( )
5B.2.
Weekly CWT’s, Coplanning, Co-teaching,
modeling and providing
feedback during and after
lessons.
5B.2
BAT results, Mini
Benchmark
assessments,
FAIR,NGSSS test
and CWT Data
reports.
Observation reports
will be used to
analyze data trends in
the classroom.
Teacher/student data
chats.
Student work
samples.
5B.3.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
5B.3.
5B.3.
5B.3.
5B.3.
18
2011-2012School Improvement Plan (SIP)-Form SIP-1
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 Reading Goal #5C:
not making Adequate
Students with Disabilities
Yearly Progress (AYP) in (SWD)
reading
Reading Goal #5C:
The percent of students in 2011 Current
the SWD sub-group
Level of
proficient in Reading will Performance:
increase by 5% as measured *
by the 2012 administration
of the NGSSS test.
13% ( 13 )
Anticipated Barrier
Strategy
5C.1.
5C.1. Professional
Staff knowledge of how development/trainings on
to use diagnostic
levels of intervention and
assessment data to
differentiated instruction.
determine appropriate
interventions.
Person or Position
Responsible for
Monitoring
5C.1.
Administration,
Reading Coach and
Reading
Department Chair
ESE Department
2012
Expected
Level of
Performance:
*
22% ( 22 )
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
5C.1.Weekly CWT’s, Coplanning, Co-teaching,
modeling and providing
feedback during and after
lessons.
5C.1.
BAT results,
Mini-Benchmark
Assessments,
NGSSS, FAIR and
CWT Data reports.
.
Observation reports
will be used to
analyze data trends in
the classroom.
Teacher/student data
chats.
Student work
samples.
5C.2.
Addressing the impact
of a student’s
disabilities on specific
areas of reading.
5C.2.
Increase and continue
collaboration of Common
planning periods between
ESE and general
education teachers.
5C.2.
5C.2.
ESE Teachers
CWT’s, Common planning
Reading
sign in sheets.
Department Chair,
Reading Coach and
Reading Teachers.
Professional
development/trainings on
accommodations and
differentiated instruction
5C.3.
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:
April 2011
Rule 6A-1.099811
Revised April 29, 2011
5C.3.
Anticipated Barrier
Data chats
5C.3.
Strategy
5C.2.
Mastery Check
Assessments, MiniBenchmark
Assessments,
NGSSS, FAIR
Person or Position
Responsible for
Monitoring
5C.3.
Process Used to Determine
Effectiveness of
Strategy
5C.3.
Evaluation Tool
19
2011-2012School Improvement Plan (SIP)-Form SIP-1
5D. Student subgroups Reading Goal #5D:
not making Adequate
Economically
Yearly Progress (AYP) in Disadvantaged
reading
5D.1.
5D.1.
5D.1.
5D.1.
Students lack access to Teachers will have equal Assistant Principal Lesson plans and weekly
technology.
access to computer carts.
CWT’s focused on student
technology use
Reading Goal #5D:
2011 Current
The percent of students in Level of
the Economically
Performance:
Disadvantaged sub-group *
proficient in Reading will
improve by 5 %as measured 29 % (171 )
by the 2012 administration
of the NGSSS test.
5D.1.
FCAT Explorer
reports, CWT Data
trends and reports.
Observation reports
will be used to
analyze data trends in
the classroom.
2012
Expected
Level of
Performance:
*
37% (200 )
5D.2.Teachers lack
skills to effectively
meet the needs of
economically
disadvantaged students.
5D.2.Teachers will
participate in training
given on the book
“Understanding Poverty”
by Ruby Payne.
5D.2 Assistant
Principal, Reading
Coach, and Reading
Department Chair.
5D.2Weekly CWT’s, Coplanning, Co-teaching,
modeling and providing
feedback during and after
lessons.
5D.2. BAT results,
Mini Benchmark
Assessments,
NGSSS, FAIRand
CWT Data reports.
Observation reports
will be used to
analyze data trends in
the classroom.
Teacher/student data
chats.
Student work
samples.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
20
2011-2012School Improvement Plan (SIP)-Form SIP-1
Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
PD Content /Topic
and/or PLC Focus
Please note that each Strategy does not require a professional development or PLC activity.
Target Dates and Schedules
PD Facilitator
PD Participants
(e.g. , Early Release) and
and/or
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Schedules (e.g., frequency of
PLC Leader
school-wide)
meetings)
Grade
Level/Subject
NGSSS Training
Mastery Check Staff
Development
9-12
HRD
9-10
Reading Coach
and
Department
Chair
Reading, English, ESE, and
Electives Teachers.
School-wide
Assistant Principal, Reading
Coach
August 18, 2011
CWT
August 15, 201 –
April 5, 2012
Person or Position Responsible for
Monitoring
Submission of Mastery Check
Tests
Assistant Principal, Reading
Coach, Reading Department
Chairperson
Reading Budget(Insert rows as needed)
Include only school-based funded activities/materials and exclude district funded activities/materials.
Evidence-based Program(s)/Materials(s)
Strategy
Train teachers to use effective strategies
for the NGSSS test.
Description of Resources
Funding Source
Amount
Subtotal: $4, 000
Technology
Strategy
Framework of Poverty Professional
Development
Description of Resources
Funding Source
Amount
Substitutes
Accountability Funds
$4,000.00
Subtotal:$4,000
Professional Development
Strategy
Description of Resources
Funding Source
Amount
Subtotal:
Other
April 2011
Rule 6A-1.099811
Revised April 29, 2011
21
2011-2012School Improvement Plan (SIP)-Form SIP-1
Strategy
Description of Resources
Funding Source
Amount
Subtotal:
Total:$4,000
End of Reading Goals
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 GOALS
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
Anticipated Barrier
1.1.
Lack of teacher
familiarity with the
Mathematics Goal #1:
Mathematics Next
2011 Current
2012Expected
At Least one third of
Generation Sunshine
Level of
Level of
students taking the Algebra Performance:* Performance:* State Standards
and Geometry End of
(NGSSS)
Course exam for the first 31% (114) of At least36%
(300) of
time will achieve a level 3. students
achieved a students
level 3 on the taking the
2011 FCAT Algebra End
Math Test
of Course
exam (EOC)
and the
Geometry
(EOC)will
achieve a
level 3.
1. Students achieving proficiency (Level 3) in
mathematics
1.2.
Students are challenged
by limited decoding
and comprehension
skills for solving word
problems
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Strategy
1.1
Teachers in their Content
Area Professional
Learning Communities
(PLCs) will review and
discuss the Test Item
Specification for Algebra
I and Geometry EOCs.
Person or Position
Responsible for
Monitoring
1.1.
Assistant Principal
and Department
Chair
Teachers will share Best
Practices and Instructional
Pacing Guides by writing
Secondary Instructional
Focus Calendars
(IFCs)
1.2.
1.2.
Sharing best practices in Assistant Principal
the PLCs.
and Department
Chair
Instructions for Solving
Word Problems will
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
1.1.
1.1.
Weekly classroom visits.
Results of common
Specific areas of the
assessments
Classroom Walk Through
(CWTs) such as: objectives, CWT (Section Iinstructional practices,
Focus on Curriculum;
instructional strategies, and Section 3-Focus on
instructional materials will Instruction; section 4be used. The results will be Focus on Learner;
shared in the Content Area and section 5-Focus
PLC meeting. Based on
on Classroom
results action plans and
Environment)
Secondary IFCs will be
generated.
BAT
Lessons Plan Review
Algebra EOC
Data chats
Geometry EOC
1.2.
Weekly classroom visits.
Specific areas of the CWT’s
such as: objectives,
instructional practices,
instructional strategies, and
1.2.
Journal Entries
Results of chapter
test
22
2011-2012School Improvement Plan (SIP)-Form SIP-1
include weekly Reading
Strategies.
instructional materials will
be used. The results will be
shared in the Content Area
PLC meetings.
CWT (Section IFocus on Curriculum,
Section 3-Focus on
Instruction, Section
4-Focus on Learner,
Minutes from Content Area and Section 5-Focus
PLC meetings
on Classroom
Environment)
Data chats
BAT
Algebra EOC
Interactive Word Walls
will be established.
CRISS trained teachers
will continue the
implementation
of the strategies.
1.3.
1.3.
Student’s lack of
Differentiated Instruction
adequate foundational (D.I.)
concepts
Pull-out program
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
2. Students achieving above proficiency
(Levels 4 and 5) in mathematics
Mathematics Goal #2:
.
At Least 35% of students
taking the Algebra and
Geometry End of course
exam for the first time will
achieve a level 4 or 5
April 2011
Rule 6A-1.099811
Revised April 29, 2011
2011 Current
Level of
Performance:
*
2012
Expected
Level of
Performance:
*
36% (132) of At least 41%
students
(341) of
achieved a students
level 4 or 5 taking the
Anticipated Barrier
2.1.
Lack of teacher
familiarity with the
Next Generation
Sunshine State
Standards (NGSSS)
1.3.
1.3.
Assistant Principal Review Student Work
and Department
Chair
Student Data Chats
Geometry EOC
1.3.
Mini and Mega
BATS
BAT I, BAT II and
Mock BAT III
Daily Skills Practice of
weakest benchmarks
Review of student
data chat logs
Create/monitor student
progress daily on the
EOCs
Algebra EOC
Strategy
Geometry EOC
Person or Position
Responsible for
Monitoring
2.1.
2.1.
Professional Development Assistant Principal
as scheduled
and Department
Chair
Professional Learning
Community (PLC)
Sharing of Best Practices
in the Mathematics
Department
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
2.1.
2.1
Weekly classroom visits.
Quarterly Data Chats
Specific areas such as:
with Administrator
objectives, instructional
and Department
practicess, instructional
Chair
strategies, and instructional
materials will be used. The CWT (Section 1results will be shared in the Focus on Curriculum;
Content Area PLC meetings. Section 3-Focus on
Based on results, action
Instruction; Section
plans and Secondary IFC’s 4-Focus on the
will be generated.
Learner and section
5-Focus on
23
2011-2012School Improvement Plan (SIP)-Form SIP-1
Review of PLC Logs
on the 2011 Algebra End
FCAT Math of Course
Test
exam (EOC)
and the
Geometry
(EOC)will
achieve a
level 4 or 5
Lesson Plan reviews
PLC Logs
Collaboration with content Lesson Plans
area teacher during
Common Planning meetings Secondary IFC’s
2.2.
2.2.
Lack of familiarity with Staff Development on
the Next Generation
implementation of the
Sunshine State
NGSSS and ancillary/onStandards ((NGSSS) line resources
and supplemental
resources
Professional Learning
Communities (PLC) and
Sharing of Best Practices
during common planning
2.3
Inconsistent
implementation of
higher order thinking
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Classroom
Environment).
2.3
Intensify the use of
reading and problem
solving strategies.
2.2.
Assistant Principal
and Department
Chair
2.2.
Weekly classroom visits.
Specific areas of the CWT
such as : objectives,
instructional practices,
instructional strategies, and
instructional materials will
be used. The results will be
shared in the Content Area
PLC meetings. Based on
results, action plan and
Secondary IFC’s will be
generated.
2.2.
In-service Reports
Lesson Plans reviews
Lesson Plans
PLC meeting logs
PLC Logs
Quarterly Data Chats
CWT ( Section 1Focus on Curriculum,
Section 3-Focus on
Instruction, Section
4-Focus on Learner
and Section 5-Focus
on Classroom
Environment).
Peer observation and
collaboration within the
department during common
planning
2.3.
2.3 Mini-Assessment skill of 2.3 Mini Assessments
Assistant Principal the week school-wide
BAT I, BAT II and
and Department
activities
Mock BAT III
Chair
24
2011-2012School Improvement Plan (SIP)-Form SIP-1
strategies.
Weekly classroom visits.
Specific areas of the CWT’s
such as : objectives,
instructional practices,
instructional strategies, and
instructional materials will
be used. The results will be
shared in the Content Area
PLC meetings. Based on
results, action plan and
Secondary IFC’s will be
generated.
Increased vocabulary
acquisitions through
student created word walls
and the integration of
CRISS strategies for
mathematics.
Staff Development on
Differentiated Instruction
(D.I.) and high order
questioning techniques.
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
Anticipated Barrier
3. Percentage of students making learning gains in 3.1
mathematics (excluding 9th grade; learning gains will Inconsistent
implementation of the
not be available for this grade)
Instructional Focus
Mathematics Goal #3:
Calendar (IFC)
2011 Current 2012
Level of
Expected
Performance: Level of
At least 75% of the
Performance:
students taking the Algebra *
*
and Geometry EOC will
show learning Gains.
67% (272) of At least 72%
students
(599) of
achieved
students
Learning
taking the
Gains on the Algebra End
2011 FCAT of Course
Math Test
exam (EOC)
and the
Geometry
(EOC)will
achieve
learning
gains
3.2.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Strategy
Person or Position
Responsible for
Monitoring
3.1.
3.1.
Teacher will work in
Assistant Principal
Professional Learning
and Department
Communities (PLCs) to Chair
develop a secondary
Instructional Focus
Calendar (IFC) that will
be aligned to the Next
Generation Sunshine State
Standards (NGSSS) and
current student needs.
Skill of the week
CWT (Section 1Focus on Curriculum,
Section 3-Focus on
Instruction, Section
4-Focus on Learner,
and Section 5-Focus
on Classroom
Environment)
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
3.1.
Classroom Observations
3.1.
Lesson Plans
Lesson Plan Reviews
PLC Meeting form
Content area PLCs will
revise the secondary IFC s
to reflect pacing concerns
and the Test Item
Specification.
PLC minutes
3.2.
3.2.
Teachers will develop
unified test and exams
3.2.
3.2.
25
2011-2012School Improvement Plan (SIP)-Form SIP-1
Whole Group
Math Coach/teachers in Assistant Principal
instruction as the only PLC’s will model lessons and Department
instructional method
using Differentiated
Chair
Instruction. Math Coach
and District Support
personnel will provide
training/support on
Differentiated Instruction
during PLC meetings.
3.3.
3.3.
3.3.
Students are not
All Math students will be Assistant Principal
motivated about
offered incentives e.g.
and Department
attending extended
movie tickets, free
Chair
learning opportunities parking passes if they
regularly attended Spartan
Academy held on
Saturdays and after school
tutoring
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
4. Percentage of students in Lowest 25% making
learning gains in mathematics
Mathematics Goal #4:
2011 Current
Level of
At least 65% of the
students taking the Algebra Performance:
*
and Geometry EOC will
show learning Gains.
53% (54) of
the Lowest
25% students
making
learning
gains
students on
April 2011
Rule 6A-1.099811
Revised April 29, 2011
2012
Expected
Level of
Performance
At least 58%
(121) of the
lowest 25%
students
taking the
Algebra End
of Course
Anticipated Barrier
4.1.
Teachers are
unfamiliar with
Differentiated
Instruction (D.I.)
Strategy
Person or Position
Responsible for
Monitoring
4.1.
4.1.
Teachers will be provided Assistant Principal
with Professional
and Department
Development on
Chair
Differentiated Instruction
(D.I.). The Math Coach
and PLC content area
teachers will model D.I. in
classrooms.
Classroom Observations
Lesson Plans
Lesson Plan reviews
PLC Logs
Review of PLC Logs
3..3.
School-wide Mastery
Checks (mini assessments)
will be reviewed for
identified students.
3.3.
School database and
attendance report
Mastery Check
School Attendance Data
base will be checked every
four (4) weeks to evaluate
attendance at Extended
Learning Opportunities
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
4.1.
Weekly classroom visits.
Specific areas of the CWT’s
such as: objectives,
instructional practices,
instructional strategies, and
instructional materials will
be used. Action plan and
IFC will be generated .
4.1.
CWT(Section 1Focus on Curriculum;
Section 3-Focus on
Instruction; Section
4-Focus on Learner;
and Section 5-Focus
on Classroom
Environment)
Mastery Check (Mini
Assessments)
Lesson Plans
BAT I, BAT II and
Mock BATIII
26
2011-2012School Improvement Plan (SIP)-Form SIP-1
the 2011
exam (EOC)
FCAT Math and the
Test
Geometry
(EOC)will
achieve
learning
gains
4.2.
Students have
minimum foundational
skills in mathematical
concepts.
4.2.
Pull-out or push-in
programs
4.2.
4.2.
Assistant Principal
Review of Mastery
and Department
Checks (Mini
Chair
Assessments)
4.2.
Results from
assessments and “Do
Nows”
After school tutorials
Daily ‘Do Nows’
Saturday Spartan
Academy
Differentiated
Instruction(D.I.)
4.3.
4.3.
4.3. Assistant
Difficulty infusing
Teachers will be provided Principal and
higher order questions with assistance on
Department Chair
during instruction and infusing higher order
assignments
questions through sharing
best practices in PLC
content area meetings and
modeling by Math Coach
and peers
Lesson Plan Reviews
4.3
Weekly classroom visits.
Specific areas of CWT
includes: objectives,
instructional practices,
instructional strategies, and
instructional materials.
Results will be shared at
PLC meetings and an action
plan and IFC will be
generated .
Display of student work
4.3.
CWT (Section 1Focus on Curriculum;
Section 3-Focus on
Instruction; Section
4-Focus on Learner
and Section5-Focus
on Classroom
Environment)
Assessments(Unit
tests, Chapter tests,
Mid-terms and
Finals)
Review of common
assessments: unit test,
chapter test, mid-terms, and
finals for evidence of higher
order questions.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
27
2011-2012School Improvement Plan (SIP)-Form SIP-1
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
notmaking Adequate
Yearly Progress (AYP) in
mathematics
Mathematics Goal #5A:
Ethnicity
(White, Black, Hispanic, Asian,
American Indian)
Mathematics Goal #5A:
Progress in Mathematics will
improve as follows
5% Whites; 8% Blacks; 5%
Hispanics ; 3% Asian and 5%
American Indian
2011 Current
Level of
Performance:*
2012Expected
Level of
Performance:*
5A.1.
Students are challenged
with insufficient basic
knowledge of Math
comprehension skills
necessary for solving
word problems
45% (40) Blacks;
5B. Student subgroups
Mathematics Goal #5B:
not making Adequate
English Language
Yearly Progress (AYP) in Learners (ELL)
Strategy
Person or Position
Responsible for
Monitoring
5A.1.
5A.1.
Pull-out or push-ins using Assistant Principal
BEEP math lessons
and Department
Chair
Math Manipulative
Word Walls
Teacher will increase the
use of technology as
support in the classroom
by utilizing
Elmo’s, BEEP Tutorials,
Interactive White Boards ,
and laptop computers.
38% (34) Blacks; 73% (102)
Whites; 71%
69% (96)
(121) Hispanics
Whites; 67%
(114) Hispanics; 91% (10) Asians
and 28% (2)
91% (10)
America Indian
Asians’; and
20% (1)
American Indian
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:
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Anticipated Barrier
Evaluation Tool
5A.1.
Weekly classroom visits.
Specific areas of CWT will
include: objectives,
instructional practices,
instructional strategies, and
instructional materials.
Results will be shared with
PLC and an action and IFC
will be generated.
5A.1.
BATI, BAT II and
Mock BAT III
5A.2.
Review of PLC minutes
5A.2.
Lesson Plan
Student data chats
Data chats logs
Review of lesson plans
PLC minutes
Review of Mastery Check
(mini-assessment
performance)
Mastery Check (Mini
assessments)
5A.3.
Process Used to Determine
Effectiveness of
Strategy
5A.3.
5B.1.
Lesson Plan Reviews
5B.1.
Mastery Check (Mini
Assessments)
Mastery Checks
(Mini Assessments)
CWT (Section 1Focus on Curriculum;
Section 3-Focus on
Instruction; Section
Review of Mastery Checks 4-Focus on the
(mini-assessment
Learner, and Section
performance)
5-Focus on
Classroom
Environment)
5A.2.
Teacher understanding
of the Next Generation
Sunshine state
Standards (NGSSS) for
Algebra and Geometry
End of Course (EOC)
exam
5A.2.
5A.2. Department
Establishment of Algebra Chair
and Geometry
Professional Learning
Community (PLC)
5A.3.
Anticipated Barrier
5A.3.
5B.1
Inadequate
foundational skills of
5B.1.
5B.1. Assistant
Differentiated Instruction Principal and
(D.I.)
Department Chair
Strategy
Process Used to Determine
Effectiveness of
Strategy
5A.3.
Person or Position
Responsible for
Monitoring
Evaluation Tool
28
2011-2012School Improvement Plan (SIP)-Form SIP-1
mathematical concepts
mathematics
Mathematics Goal #5B:
N/A
2010 Current
Level of
Performance:
*
2011
Expected
Level of
Performance:
*
47% (15) of At least
students
53% (17) of
achieved
ELL students
Learning
taking the
Gains on the Algebra End
2011 FCAT of Course
Math Test
exam (EOC)
and the
Geometry
(EOC)will
achieve
learning
gains
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:
2011Current
Level of
Performance:
*
2012
Expected
Level of
Performance:
*
27% (15) of At least 35%
students
(19) of
April 2011
Rule 6A-1.099811
Revised April 29, 2011
BAT I and BAT II
Daily ‘Do Nows’
5B.2.
5B.2.
5B.2.
5B.2.
5B.2.
5B.3
5B.3.
5B.3.
5B.3.
5B.3.
Anticipated Barrier
5C. Student subgroups Mathematics Goal #5C: 5C.1.
not making Adequate
Students with Disabilities Cognitive barriers
based upon learning
Yearly Progress (AYP) in (SWD)
disabilities
mathematics
Mathematics Goal #5C:
CWTs
Pull-out and Push-in
Program
Strategy
5C.1.
Professional
development/training
provided on
accommodations and
differentiated instruction
Students will receive
additional in class and
pullout support
Person or Position
Responsible for
Monitoring
Process Used to Determine
Effectiveness of
Strategy
5C.1.
5C.1. PLC Logs and
Administration,
minutes
ESE teachers, Math
Chair and Math
Lesson Plan Reviews
Teachers
CWTs
Evaluation Tool
5C.1. Support Logs
BAT I and BAT II
Mastery Check (Mini
Assessments)
Data chats
Student work samples
Common planning meetings
with general education and
ESE teachers
29
2011-2012School Improvement Plan (SIP)-Form SIP-1
achieved
students
Learning
taking the
Gains on the Algebra End
2011 FCAT of Course
Math Test
exam (EOC)
and the
Geometry
(EOC)will
achieve
learning
gains
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 Mathematics Goal #5D:
not making Adequate
Economically
Yearly Progress (AYP) in Disadvantaged
mathematics
Mathematics Goal #5D:
2010 Current
Level of
Performance:
*
2011
Expected
Level of
Performance:
*
57% (167) of At least 62%
students
(182) of
achieved
students
Learning
taking the
Gains on the Algebra end
2011 FCAT of course
Math Test
exam (EOC)
and the
Geometry
EOC will
achieve
learning
gains
Anticipated Barrier
5D.1.
Lack of teacher
understanding of the
needs of economically
disadvantaged students
Strategy
Person or Position
Responsible for
Monitoring
Process Used to Determine
Effectiveness of
Strategy
5D.1.
5D.1.
5D.1.
Professional Development Classroom teachers Data Chats
for teachers on
and Department
Understanding Poverty
Chair
Maintain a portfolio of the
Daily Do Nows
Teachers will have print
rich classrooms which
Lesson plan reviews
will reinforce the NGSSS
tips and positive student
work
Evaluation Tool
5D.1.
CWT reports
Data Chats
Portfolio review
Students will receive
Daily Do Nows which
align to the NGSSS
Teachers will modify the
lessons to meet the needs
of the Economically
Disadvantaged students.
Modifications may
include but are not limited
to extended time, provide
more access to technology
in the media center, and
modify assignments.
Pull-out program
April 2011
Rule 6A-1.099811
Revised April 29, 2011
30
2011-2012School Improvement Plan (SIP)-Form SIP-1
Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
PD Content /Topic
and/or PLC Focus
Differentiated
Instruction
EOC Technology
training for
administering the EOC
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)
Grade
Level/Subject
PD Facilitator
and/or
PLC Leader
9th and 10th
District
Personnel
Math Teachers
9th and 10th
grade
District
Personnel
Algebra I and Geometry
Teachers
District
Personnel
All Math Teachers
EOC Test Item Spec
9th and 10th
Training Incorporating
grade
the NGSSS
Planning Period Training
Develop lesson plan/CWT 3.0
Assistant Principal and
Department Chair
Sample objectives/CWT
Assistant Principal and
Department Chair
Develop lesson plans/Secondary
IFC Calendar
Assistant Principal and
Department Chair
Planning Period Training
August 18, 2011
Person or Position Responsible for
Monitoring
Mathematics Budget(Insert rows as needed)
Include only school-based funded activities/materials and exclude district funded activities /materials.
Evidence-based Program(s)/Materials(s)
Strategy
No Data
Description of Resources
No Data
Funding Source
No Data
Amount
$0.00
Subtotal:
Technology
Strategy
Next Generation Math Standards
Description of Resources
Substitutes for 12 teachers @ $115
Funding Source
In-service Funds
Amount
$1,334.00
Subtotal: $$1,345
Professional Development
Strategy
EOC Item Specification/Technology
Training
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Description of Resources
Substitutes for 12 teachers @ $115
Funding Source
In-Service Funds
Amount
$1,150.00
31
2011-2012School Improvement Plan (SIP)-Form SIP-1
Subtotal: $1,345
Other
Strategy
Description of Resources
Funding Source
Amount
Subtotal:
Total:$3,690.00
End of Mathematics Goals
Science Goals
* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
Problem-Solving Process to Increase Student Achievement
SCIENCE GOALS
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
Anticipated Barrier
1. Students achieving proficiency (FCAT Level 3) in 1.1. Lack of thorough 1.1.
understanding of
science
New Generation
Science Goal #1:
Standard Sunshine
2011 Current
2012Expected
State (NGSSS) in
Level of
Level of
Biology and new
Performance:*
Performance:*
At least one quarter of
available resources.
students taking the Biology 36% (106) of At least 30%
End of Course exam for the students
(105) of
first time will achieve a
achieved a students
level 3.
level 3on the taking the
2011 FCAT 2011-12
Science Test Biology End
of Course
exam will
achieve a
level 3.
Strategy
Professional
Development on
unwrapping the
NGSSS standards,
new textbooks and
resources.
Biology teachers will
work collaboratively
during common
planning to enhance
curriculum with
research-based
strategies in the
classroom. They will
meet at least twice
monthly to unwrap
Bio benchmarks of
upcoming lessons.
Person or Position
Responsible for
Monitoring
Assistant
Principal and
Department Chair
1.1.
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
1.1.Quarterly review of
1.1. Benchmark
lesson plans to ensure
Assessment Test
implementation of NGSSS
#1 and Test #2
standards and new
resources.
Sample of graded
student work, such as
Informal quarterly
laboratory reports and
observations or classroom project presentations.
walk throughs, focusing on
strategies used to implement Teachers will use the
NGSSS.
District NGSSS
Science Mini
Assessment, when
they become
available, to
determine student
mastery of concepts.
Examples of
strategies to
April 2011
Rule 6A-1.099811
Revised April 29, 2011
32
2011-2012School Improvement Plan (SIP)-Form SIP-1
implement include
hands-on laboratory
activities, modeling,
video clips, and reallife experiences.
A school calendar
will track the meeting
dates, objectives, and
final products. The
school calendar will
also track the Science
Mini-assessments.
1.2. Students are
1.2 Science teachers will 1.2.Assistant
challenged by
support school-wide Principal
limited decoding
reading initiative by
and comprehension
infusing weekly
when reading
reading strategies in
scientific material
the science classes.
and word problems
Graphic organizers
will be used to
facilitate reading
comprehension.
1.2.Quarterly review of
lesson plans to ensure
implementation of schoolwide reading initiatives.
1.2 Sample
of graded
student work, such as
laboratory reports and
project presentations.
Teacher generated
Informal quarterly
observations or classroom assessments.
walk throughs, focusing on
reading strategies within the
Science curriculum.
Vocabulary skills will
be enhanced by using
organizers and nonlinguistic
representation.
1.3.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Biology teachers
are not familiar
Strategies to support
word problem solving
include modeling,
demonstrations, and
kinesthetic activities
such as laboratory
experiments, aligned
with the standards.
1.3 Professional
1.3.Assistant
Development on
Principal
1.3.Informal
quarterly
observations or CWT’s.
1.3 Benchmark
Assessment Test
33
2011-2012School Improvement Plan (SIP)-Form SIP-1
with content limits
unwrapping the
and test item
NGSSS standards.
specifications of
the Biology End of Biology teachers will use
Course exam.
the NGSSS Instructional
Focus Calendar provided
by District.
Biology teachers will
participate in a
Professional Learning
Community (PLC) to
review Test Item
Specifications and
Content Limits, when
available, and will share
Best Practices. PLC
meetings will occur on
planning days.
#1 and Test #2.
Common unit assessments
with multiple cognitive
complexity levels aligned to
End of Course format as
advised by Core
Curriculum.
Inquiry laboratory activities
with high order questioning
and reasoning will be
incorporated in all Biology
classes.
Sample of assessed
student work, such as
laboratory reports and
project presentations.
Teacher generated
assessment tools.
Teachers will use the
District NGSSS
Science Mini
Assessment, when
they become
available, to
determine student
mastery of concept.
A school calendar will
track the meeting dates,
objectives, and final
products. The school
calendar will also track
the Science Mini
assessments.
9th grade teachers will
incorporate benchmarks
that are not covered in the
10th grade Biology
curriculum to better
prepare students taking
the Biology EOC.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
34
2011-2012School Improvement Plan (SIP)-Form SIP-1
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
2. Students achieving above proficiency
(FCAT Levels 4 and 5) in science
Science Goal #2:
At least four percent of
students taking the Biology
End of Course exam for the
first time will achieve a
level 4 or 5.
2011 Current
Level of
Performance:*
2012Expected
Level of
Performance:*
5% (14) of
students
achieved a
level 3 on the
2011 FCAT
Science Test
At least 4%
(14) of
students
taking the
2011-12
Biology End
of Course
exam will
achieve a
level 4 or 5
Anticipated Barrier
2.1.Students
do not see
the connection between
what they are learning
and real life
application.
Strategy
Person or Position
Responsible for
Monitoring
2.1Teachers
will provide 2.1.Assistant
“real world” applications Principal
to concepts covered in
class. This can be done by
providing field trips or
bringing guest speakers
into the classroom.
2.1Informal
quarterly
observations or CWT’s.
Evaluation Tool
2.1.Teacher
generated
assessments
Inquiry laboratory activities
with high order questioning
and reasoning will be used
in all Biology classes.
The Science department
will coordinate at least
one of these activities
each semester.
Biology teachers will use
the inquiry approach to
laboratory activities.
2.2.Students
lack
2.2.Students will be given 2.2.Assistant
motivation to perform. opportunities for project- Principal
based learning and higher
order tasks such as class
debates and competitions.
Teachers will conduct
data chats with students to
communicate current
progress and promote
reflection.
2.3Lack of thorough
2.3Professional
2.3Assistant
understanding of New Development on
Principal
Generation Sunshine unwrapping the NGSSS
State Standards
standards, new textbooks
(NGSSS) in Biology
and resources.
and new available
resources.
Biology teachers will
work collaboratively
during common planning
to enhance curriculum
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Process Used to Determine
Effectiveness of
Strategy
2.2.Informal
quarterly
observation or CWT’s.
2.2.Teacher
generated
assessments.
2.3Informal
quarterly
2.3BAT #1 and BAT
observations or CWT’s,
#2
focusing on strategies used
to implement NGSSS.
Sample of graded
student work, such as
laboratory reports and
project presentation.
Teachers will use the
District NGSSS
35
2011-2012School Improvement Plan (SIP)-Form SIP-1
with research-based
strategies in the
classroom. They will meet
at least twice monthly to
review best strategies to
facilitate implementation
of NGSSS. Examples of
strategies to implement
include hands-on
laboratory activities,
modeling, video clips, and
real-life experiences.
Science Mini
assessment, when
they become
available, to
determine student
mastery of concepts.
A school calendar will
track the meeting dates,
objectives, and final
projects. A school
calendar will also track
the Science Mini
assessments.
Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
PD Content /Topic
and/or PLC Focus
Grade
Level/Subject
Please note that each Strategy does not require a professional development or PLC activity.
Target Dates and Schedules
PD Facilitator
PD Participants
(e.g. , Early Release) and
and/or
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Schedules (e.g., frequency of
PLC Leader
school-wide)
meetings)
Training on
Unwrapping the
Standards to be applied
to NGSSS in Biology 9th and 10th
District
grade teachers Facilitators
Earth and Space Science and
Biology teachers
Person or Position Responsible for
Monitoring
Quarterly review of lesson plans to
ensure implementation of strategies
in support of the NGSSS and
Completed by August 19, assessing tools aligned with the
Assistant Principal
2011
Biology End of Course exam.
Informal quarterly observations or
CWT’s.
Biology EOC - PLC
9th and 10th
To be
grade Biology
determined
teachers
9th and 10th grade teachers
A minimum of 2 hours
Common unit assessments and/or
during early release days District Mini assessment results.
Assistant Principal
Science Budget(Insert rows as needed)
Include only school-based funded activities/materials and exclude district funded activities/materials.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
36
2011-2012School Improvement Plan (SIP)-Form SIP-1
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:#1,300
Other
Strategy
Description of Resources
Funding Source
Amount
Subtotal:
Total
End of Science Goals
Writing Goals
* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
Problem-Solving Process to Increase Student Achievement
WRITING GOALS
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
1. Students achieving Adequate Yearly Progress
(FCAT Level 4.0 and higher) in writing
Writing Goal #1:
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Anticipated Barrier
1.1.
Students not
understanding
elaboration
Strategy
1.1.
Teacher models
elaboration
techniques
Person or Position
Responsible for
Monitoring
1.1.Assistant
Principal and
Department Chair
Process Used to Determine
Effectiveness of
Strategy
1.1.Examination
of writing
portfolios two times in a
marking period
Evaluation Tool
1.1.
Rubrics and
revised essays
37
2011-2012School Improvement Plan (SIP)-Form SIP-1
2011 Current Level 2012Expected
Level of
Performance:*
Increase the number of Performance:*
of students earning a
81% (303)
4.0 or higher in
writing by 5%
students
achieved a 4.0
86% (401)
Lack of a highly
developed vocabulary
1.2.
1.3.
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following group:
2A. Student
subgroups not
making Adequate
Yearly Progress
(AYP) in writing
Writing Goal #2A:
Enter narrative for the
goal in this box.
Writing Goal #2A:
Ethnicity
Data chats with 10th grade
teachers to review strategies
and/or problems
Students will work in
groups to improve
elaboration in
revision
Anticipated Barrier
2A.1.
White:elaboration
1.2.Teacher
models
improvement of
vocabulary using sample
passages.
1.3.Teacher will provide
lessons on word choices.
Students will revise for
more effective word
choice
Strategy
2A.1.Teacher
and
models
elaboration techniques
vocabulary
Black:elaboration and
vocabulary
Hispanic: elaboration and
vocabulary
2011 Current Level 2012Expected Level
Asian: elaboration and
of Performance:* of Performance:*
vocabulary
Enter numerical data Enter numerical data
(White, Black, Hispanic, Asian,
American Indian)
1.2.Assistant
1.2.Writing
portfolios
examined two times in a
marking period
1.2.Revised
Principal and
Department Chair
1.3.Assistant
1.3.Writing
1.2.
Principal and
Department Chair
portfolios
examined two times in a
marking period.
essays
Revised essays
Review revisions
Person or Position
Responsible for
Monitoring
Process Used to Determine
Effectiveness of
Strategy
2A.1.Assistant
2A.1.Examine
Principal and
Department Chair
portfolios
writing
Evaluation Tool
2A.1.
Revised essays
for current level of for expected level of American Indian:
performance in this performance in this elaboration and
box.
box.
vocabulary
White:97% (139) White:
Black:87% (79)
Black:
Hispanic:95% (166) Hispanic:
Asian:83% (10)
Asian:
AmericanIndian:100 American Indian:
% (5)
2A.2.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
2A.2.Teacher
models
2A.2.Assistant
improvement of
Principal and
vocabulary using passages Department Chair
from student writing
2A.2.Teachers
will evaluate 2A.2.Revised essay
student prompt response and
collect data to review in data Instructional essays
chats.
will be revised based
38
2011-2012School Improvement Plan (SIP)-Form SIP-1
on results.
2A.3.
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:
2B. Student subgroups
Writing Goal #2B:
not making Adequate
English Language
Yearly Progress (AYP) in Learners (ELL)
writing
2A.3.
Anticipated Barrier
2B.1.Students
Strategy
2A.3.
Person or Position
Responsible for
Monitoring
2A.3.
Process Used to Determine
Effectiveness of
Strategy
Enter narrative for the goal in
this box.
Evaluation Tool
need
language support in
vocabulary and work on
sentence structure.
3B.1.Use
ESOL strategies 2B.1.Assistant
and ESOL support staff to Principal and
support and scaffold
Department Chair
student achievement
2B.1.Lesson
planning using 2B.1.Student samples
ESOL strategies.
of writing prompts.
2B.2.
2B.2.
2B.2.
2B.2.
2B.2.
2B.3.
2B.3.
2B.3.
2B.3.
2B.3.
Data chats to review
student prompts.
Writing Goal #2B:
2011 Current
Level of
Performance:*
2A.3.
2012Expected
Level of
Performance:*
77% (30)
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:
Anticipated Barrier
2C.1.Cognitive barriers
2C. Student subgroups Writing Goal #2C:
not making Adequate
Students with Disabilities based upon specific
learning disabilities
Yearly Progress (AYP) in (SWD)
writing
Strategy
2C.1.Use
ESE strategies
and ESE support staff to
support achievement
Person or Position
Responsible for
Monitoring
2C.1.Assistant
Principal and
Department Chair
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
2C.1.Lesson
planning which 2C.1.Student samples
incorporates ESE strategies
Data chats
Writing Goal #2C:
Enter narrative for the goal in
this box.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
2011 Current
Level of
Performance:*
2012Expected
Level of
Performance:*
77% (44)
Enter numerical
data for
expected level of
performance in
this box.
39
2011-2012School Improvement Plan (SIP)-Form SIP-1
2C.2.
2C.2.
2C.2.
2C.2.
2C.2.
2C.3.
2C.3.
2C.3.
2C.3.
2C.3.
Based on the analysis of student achievement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement for the following subgroup:
2D. Student subgroups Writing Goal #2D:
not making Adequate
Economically
Yearly Progress (AYP) in Disadvantaged
writing
Anticipated Barrier
2D.1.Lack
of developed
vocabulary
Writing Goal #2D:
Enter narrative for the goal in
this box.
2011 Current
Level of
Performance:*
2012Expected
Level of
Performance:*
93% (280)
Enter numerical
data for
expected level of
performance in
this box.
Strategy
2D.1.Teacher
models
improvement of
vocabulary in student
essays
Person or Position
Responsible for
Monitoring
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
2D.1.Assistant
2D.1.Vocabulary review and 2D.1.Observation
Principal and
Department Chair
varied assessments
revised essays
and
Emphasis on vocabulary
development through a
variety of instructional
tools
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
PD Content /Topic
and/or PLC Focus
Grade
Level/Subject
9th& 10th grade writing
PLC
9th& 10th grade
10th grade common
planning meetings
Focus on planning
lessons and sharing
best practices
April 2011
Rule 6A-1.099811
Revised April 29, 2011
10th grade
Please note that each Strategy does not require a professional development or PLC activity.
Target Dates and Schedules
PD Facilitator
PD Participants
(e.g. , Early Release) and
and/or
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Schedules (e.g., frequency of
PLC Leader
school-wide)
meetings)
To be
determined
9th& 10th grade English
teachers
To be
determined
10th grade English teachers
Early release days
Review reflection logs from PLC
meetings
Administrator attends meeting
Weekly – during common Review common planning meeting
planning
minutes and lesson plans
Person or Position Responsible for
Monitoring
Assistant Principal and
Department Chair
Assistant Principal and
Department Chair
40
2011-2012School Improvement Plan (SIP)-Form SIP-1
Title I High School
Summer Writing
Institute (PD)
9 – 12th grade Diane Fettrow
Team of 8 teachers
representing each grade level
June 22,23,27,&28
Teachers will develop the school’s
writing plan for grades 9-12. The
plan will be reviewed by writing
coach. Effectiveness will be
monitored through evaluations of
monthly writing assignments.
Assistant Principal and
Department Chair
Writing Budget(Insert rows as needed)
Include only school-based funded activities/materials and exclude district funded activities/materials.
Evidence-based Program(s)/Materials(s)
Strategy
TDA for teachers to grade essays
Description of Resources
$100 per day per teacher for substitutes
8 teachers x 2 days x $100
Funding Source
In-service
Amount
$4,000
Subtotal:$4,000
Technology
Strategy
Description of Resources
Funding Source
Amount
Subtotal:
Professional Development
Strategy
Description of Resources
Funding Source
Amount
Subtotal:
Other
Strategy
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Description of Resources
Funding Source
Amount
41
2011-2012School Improvement Plan (SIP)-Form SIP-1
Subtotal:
Total:$4,000
End of Writing Goals
Attendance Goal(s)
* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
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:Improve Daily Attendance Rate
from 89%(1515) to 94% (1600)
2011 Current
2012 Expected
1.1 Average Daily
Attendance Rate:* Attendance Rate:*
Attendance Rate for
students in grades 9- 89% (1515)
94% (1600)
12 is 89% (1513)
2011 Current
2012 Expected
Anticipated Barrier
1.1.
Low performing
students have low
motivation for
attending school.
Strategy
Person or Position
Responsible for
Monitoring
Use incentives for
1.1.Administration
perfect attendance and
improved attendance.
Students will be entered in
a monthly drawing.
1.1.
Process Used to Determine
Effectiveness of
Strategy
1.1.Daily school-wide
attendance report
Daily class attendance
report
Evaluation Tool
1.1.
Data Warehouse
Reports
Number of Students Number of Students
with Excessive
Absences
(10 or more)
with Excessive
By June, 2012 the
Absences
attendance rate will (10 or more)
improve by 5%
45% (765)
(1598)
40% (681)
1.2 45% of students 2011 Current
in grades 9-12 had 10 Number of
Students with
or more absences
Excessive Tardies
2012 Expected
Number of
Students with
Excessive Tardies
April 2011
Rule 6A-1.099811
Revised April 29, 2011
42
2011-2012School Improvement Plan (SIP)-Form SIP-1
during the 2010-11
school year (765)
(10 or more)
(10 or more)
80% (1360)
75% (1277)
By June, 2012 the
number of excessive
absences will
decrease by 5%
(680)
1.2.
1.3 80% of students
in grades 9-12 had 10
or more tardiesduring
the 2010-11 school
year (1520)
Low performing
students have low
motivation for
attending school.
1.2.
1.3.Students
1.4.
don’t
recognize the
importance of starting
class on time and the
amount of instructional
time lost
By June 2012, the
number of students
with excessive
tardies will decrease
by 5% (1275)
Low performing
students have low
motivation for
attending school.
1.3.
Daily Hall-Sweeps
1.3.Administration
Do Now assignments
Administration 1.2.Daily school-wide
attendance report
Daily class attendance
report
1.2.Data
Warehouse
Reports
1.3.Daily school-wide
1.3.Data
attendance report
Daily class attendance
report
Reports
Warehouse
Internal Suspension for
excessive tardies
Enter narrative for the
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
Framework of
Understanding
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Grade
Level/Subject
PD Facilitator
and/or
PLC Leader
9-12
Ms. Smith
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)
Selected Staff Members
Early Release Days
Daily attendance summary review
Person or Position Responsible for
Monitoring
Administration
43
2011-2012School Improvement Plan (SIP)-Form SIP-1
Poverty
Attendance Budget(Insert rows as needed)
Include only school-based funded activities/materials and exclude district funded activities /materials.
Evidence-based Program(s)/Materials(s)
Strategy
Description of Resources
Funding Source
Amount
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 Attendance Goals
Suspension Goal(s)
April 2011
Rule 6A-1.099811
Revised April 29, 2011
44
2011-2012School Improvement Plan (SIP)-Form SIP-1
* 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 “Guiding
Questions”, identify and define areas in need of improvement:
1. Suspension
Suspension Goal #1:
Enter narrative for the
goal in this box.
2011Total Number of 2012 Expected
In –School
Number of
Suspensions
In- School
Suspensions
573
544
2011Total Number of 2012 Expected
Students Suspended Number of Students
In-School
Suspended
In -School
307
Anticipated Barrier
Strategy
Person or Position
Responsible for
Monitoring
1.1.Teachers’ inability 1.1. Professional
1.1.Team Leaders
to desist anti-social
Development training:
behavior.
Differentiated Instruction, NESS Coaches
CRISS, CHAMPS
Peer Mentors
Lesson Planning
Templates
Leadership Team
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
1.1.Suspension ReportDMS
1.1. Administrative
Data Chats
Referral Data
Staff Development
Report
1.2.Referral
1.1. Pre-and post
review of
suspension and
referral data
Teacher Mentoring/NESS
Program
292
2011Number of Out- 2012 Expected
of-School
Number of
Suspensions
Out-of-School
Suspensions
397
377
2011Total Number of 2012 Expected
Students Suspended Number of Students
Out- of- School
Suspended
Out- of-School
264
251
1.2.Students
lack of
1.2.Peer Counseling
mastery of the character
traits.
RtI Interventions
1.2.Administrators
Data
Suspension Data
Child Study Review
1.3. Parents lack of
familiarity with the
district’s Code of
Student Conduct
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Promote Extra-curricular
Involvement
1.3. Work on website
1.3. Administrators 1.3. Referral data
Presentation at Open
House, Freshman
Orientation, Keys to
Success Dinner,
ParentLink
Suspension data
1.3.Pre- and Post
review of suspension
and referral data
45
2011-2012School Improvement Plan (SIP)-Form SIP-1
Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
PD Content /Topic
and/or PLC Focus
Please note that each Strategy does not require a professional development or PLC activity.
Target Dates and Schedules
PD Facilitator
PD Participants
(e.g. , Early Release) and
and/or
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Schedules (e.g., frequency of
PLC Leader
school-wide)
meetings)
Grade
Level/Subject
CHAMPS (Effective
behavior management All teachers
in the classroom
Maureen Lue
Teachers not trained in
CHAMPS
Early Release
In-service report; CWT’s
Person or Position Responsible for
Monitoring
Maureen Lue
Suspension 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
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Description of Resources
Funding Source
Amount
46
2011-2012School Improvement Plan (SIP)-Form SIP-1
Subtotal:
Total:
End of Suspension Goals
Dropout Prevention Goal(s)
Note: Required for High School- F.S., Sec. 1003.53
* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
Problem-solving Process to Dropout Prevention
DROPOUT PREVENTION GOAL(S)
Based on the analysis of parent involvement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement:
Anticipated Barrier
1.1.
1. Dropout Prevention
Enter narrative for the goal
in this box.
1.1.
Students
withdrawing
without identifying
the next
school/coding in
TERMS
Person or Position
Responsible for
Monitoring
1.1.
Process Used to Determine
Effectiveness of
Strategy
1.1.
Evaluation Tool
1.1.
Exit interview completed Assistant Principal Review of withdrawal
by counselor and student
reports
entered into TERMS by
Information Management
Technicians
Report generated
from TERMS
1.2.
1.2.
1.2.
1.2.
1.2.
Students with deficits
in credits and low
GPA’s
Students participate in
APEX classes
Counselors
Review report cards and
academic history to
determine credits earned
Final grades and
credits earned
1.3.
1.3.
Dropout Prevention Goal #1:To decrease rate by 1%
(118 students), by monitoring student progress, adjusting
schedules, using APEX for credit recovery, and
challenging students to meet all graduation requirements
in four years.
2011 Current
Dropout Rate:*
Strategy
2012 Expected
Dropout Rate:*
Less than 1%
2011 Current
2012 Expected
Graduation Rate:* Graduation Rate:*
94%
Tutoring sessions after
school and Saturdays
Parent/teacher/student
conferences
April 2011
Rule 6A-1.099811
Revised April 29, 2011
1.3.
1.3.
1.3.
Poor attendance
Refer students with
Teachers, Guidance Review of attendance
Attendance reports
47
2011-2012School Improvement Plan (SIP)-Form SIP-1
1.4 Students
with
deficits in graduation
requirements
chronic absences to (over
10) Guidance Counselor;
(over 15) Social Worker;
(over 20) Assistant
Principal
1.4. Raise awareness of
deficits by means of
individuals chats using
graduation status sheets
Counselors,
reports
Assistant Principals
Counselors,
1.4. Decrease in identified
Assistant Principals, deficits
Principal
1.4.
1.4. Graduation
status
sheets
Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
PD Content /Topic
and/or PLC Focus
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)
College Placement Test
College ready 11th and 12th
th
th
Training
11 and 12
grade students with over level
Diane.Kallman
grade students
3 in Reading and Math on
FCAT
October 2011
Check schedule for eligible
students and testing roster
Person or Position Responsible for
Monitoring
Anthony Valachovic
Dropout PreventionBudget(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:
April 2011
Rule 6A-1.099811
Revised April 29, 2011
48
2011-2012School Improvement Plan (SIP)-Form SIP-1
Professional Development
Strategy
Description of Resources
Funding Source
Amount
Subtotal:
Other
Strategy
Description of Resources
Funding Source
Amount
Subtotal:
Total:
End of Dropout Prevention Goal(s)
Parent Involvement Goal(s)
* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
Problem-solving Process to Parent Involvement
PARENT INVOLVEMENT GOAL(S)
Based on the analysis of parent involvement data, and reference to
“Guiding Questions”, identify and define areas in need of
improvement:
Anticipated Barrier
Strategy
1.1.
1.1.
Parents not aware of the To create awareness by
Parent Involvement Goal #1: Parent Involvement Goal
need for school
advertising the need for
#1: By June 2012 , our parent volunteers will increase by
volunteers.
parent volunteers via the
20% (26) as measured by the school STAR system sign
school newsletter to
in and manual volunteer forms.
parents, Open House
program, active parent
1. Parent Involvement
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Person or Position
Responsible for
Monitoring
1.1.
Assistant Principal
over Parent
Involvement
Process Used to Determine
Effectiveness of
Strategy
Evaluation Tool
1.1.
1.1
The monitoring of the
Active sign in forms.
school STAR system and a
review of parent sign in
forms.
49
2011-2012School Improvement Plan (SIP)-Form SIP-1
2011 Current
level of Parent
Involvement:*
2012 Expected
level of Parent
Involvement:*
7% (130)
27 % (156)
speaker at Open House,
Parent Link, and school
marquee.
1.2.
1.2.
1.2.
1.2
Parents are not able to Schedule activities at
Assistant Principal Review attendance sign in
actively participate in various times and within
roster.
the school community the school community
due to work, family and
other commitments
1.2.
Activity sign in forms
1.3.
1.3.
1.3.
1.3.
1.3.
Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
PD Content /Topic
and/or PLC Focus
Parent Involvement
PLC
Please note that each Strategy does not require a professional development or PLC activity.
Target Dates and Schedules
PD Facilitator
PD Participants
(e.g. , Early Release) and
and/or
(e.g. , PLC, subject, grade level, or
Strategy for Follow-up/Monitoring
Schedules (e.g., frequency of
PLC Leader
school-wide)
meetings)
Grade
Level/Subject
9-12 / all
subject areas
Angela
Dickenson
Will be open to school-wide
participation.
Person or Position Responsible for
Monitoring
All Parent Involvement activities
The Parent Involvement
will use a standard sign in form to
PLC will meet an average
Angela Dickenson
assist with the monitoring of
of once a month.
participation.
Parent Involvement Budget
* Please ensure that items included in the Parental Involvement Policy/Plan (PIP) are outlined in the following budget section.
Include only school-based funded activities/materials and exclude district funded activities /materials.
Evidence-based Program(s)/Materials(s)
Strategy
HHHS will host an ELL Parent Night.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Description of Resources
Volunteer teachers will present the
Funding Source
Amount
50
2011-2012School Improvement Plan (SIP)-Form SIP-1
This event will target parents of students
enrolled in the ELL program. This event
will address strategies in Literacy, Social
Services, student discipline, and
graduation requirements.
information.
The available translators and materials
written in multiple languages will be
secured from the district.
Math Extravaganza Parent Night. This
event will introduce parents to
mathematics EOC testing, mathematics
standards, and strategies that will aid in
assisting students with homework.
Volunteer teachers will develop the
presentation.
College Night- This event will target
college bound students and their parents
to discuss the process of applying for
college entrance, resources available to
students, Financial Aid, college
admission, and student life issues.
Volunteer teachers and guidance counselors
will develop the presentation.
Advanced Placement Potential Parent
Night- This event will expose parents of
potential AP student to the keys to
success. Panel discussion lead by AP
teachers will address parents’ questions
and concerns. A review of the benefits of
AP coursework will be explained to
parents during this evening activity.
Volunteer teachers will develop the
presentation. Student academic data will
also be used.
Subtotal:
Technology
Strategy
HHHS will host Keys to Success Dinner.
This event will share strategies in reading
and numeracy literacy. Parents will be
exposed and trained to use the pinnacle
program and virtual counselor.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Description of Resources
Funding Source
Volunteer teachers will develop the
presentation. Student academic data will
also be used.
The dinner will be donated by a Business
and Community Partner.
Amount
51
2011-2012School Improvement Plan (SIP)-Form SIP-1
Subtotal:
Professional Development
Strategy
Description of Resources
Funding Source
Amount
Subtotal:
Other
Strategy
Description of Resources
Funding Source
Amount
Subtotal:
Total:
End of Parent Involvement Goal(s)
Additional Goal(s)
* When using percentages, include the number of students the percentage represents next to the percentage (e.g. 70% (35)).
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:
1.1.
1. Additional Goal
Additional Goal #1:
2011 Current
Level :*
Enter narrative for the goal in
this box.
April 2011
Rule 6A-1.099811
Revised April 29, 2011
Anticipated Barrier
Strategy
1.1.
Person or Position
Responsible for
Monitoring
1.1.
Process Used to Determine
Effectiveness of
Strategy
1.1.
Evaluation Tool
1.1.
2012 Expected
Level :*
Enter numerical Enter numerical
data
data for expected
forcurrentgoalin goalin this box.
52
2011-2012School Improvement Plan (SIP)-Form SIP-1
this box.
1.2.
1.2.
1.2.
1.2.
1.2.
1.3.
1.3.
1.3.
1.3.
1.3.
Professional Development (PD) aligned with Strategies through Professional Learning Community (PLC) or PD Activity
PD Content /Topic
and/or PLC Focus
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
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:
April 2011
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Revised April 29, 2011
53
2011-2012School Improvement Plan (SIP)-Form SIP-1
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)
FINAL BUDGET (Insert rows as needed)
Please provide the total budget from each section.
Reading Budget
$4,000
Mathematics Budget
$2,700
Science Budget
Writing Budget
$4,000
Attendance Budget
Total:
April 2011
Rule 6A-1.099811
Revised April 29, 2011
54
2011-2012School Improvement Plan (SIP)-Form SIP-1
Suspension Budget
Total:
Dropout Prevention Budget
Total:
Parent Involvement Budget
Total:
Additional Goals
Total:
Grand Total:$10,700
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

Uploada copy of the Differentiated Accountability Checklist in the designated upload link on the “Upload” page
School Advisory Council
School Advisory Council (SAC) Membership Compliance
April 2011
Rule 6A-1.099811
Revised April 29, 2011
55
2011-2012School Improvement Plan (SIP)-Form SIP-1
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.
-
Initiating and coordinating a Speaker’s Bureau for mentoring students
School improvement and increasing student achievement
Describe projected use of SAC funds.
Amount
School planners
Extended Learning Opportunities in Reading and Math
$5660
$3490
April 2011
Rule 6A-1.099811
Revised April 29, 2011
56