Brevard County Public Schools
School Improvement Plan
2014-15
Name of School:
Area:
Heritage High
South
Principal:
Area Superintendent:
Dr. John Harris
Dr. Mark Mullins
SAC Chairperson:
Dr. Colin Turey
Superintendent: Dr. Brian Binggeli
Mission Statement:
To provide programs, instill pride, and establish traditions that will create a heritage of life-long learners.
Vision Statement:
By embracing the Heritage social and academic cultures while implementing our school-wide initiatives,
Heritage High School will be the “School of Choice” in Palm Bay.
Communication of School Improvement Plan:
Briefly explain how the mission, vision and school improvement plan is communicated to all stakeholders.
Here at Heritage High we ensure that our mission, vision, and school improvement plan is communicated to all
stakeholders via our school website, school advisory committee, department meetings, faculty meetings, and
pre-planning meetings. Our communication process is highlighted by meetings held during the previous spring
asking for teacher/staff/SAC input. In addition, Pre-planning PLC’s are asked to meet/discuss action plans and
identify targets after the summer school grade data arrives.
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Brevard County Public Schools
School Improvement Plan
2014-15
Part 1: Planning for Student Achievement
RATIONALE – Continuous Improvement Cycle Process
Data Analysis from multiple data sources: (Needs assessment that supports the need for improvementExamples may be, but are NOT limited to survey data, walk-through data, minutes from PLC’s or Dept. Mtgs. Move
away from talking about every single data source and determine your rationale. Much like the PGP, what is your
focus and why?)
Heritage High School monitors student achievement and academic success by analyzing a multitude of data
sources such as Florida Standards Assessments, End of Course Exams, Florida Alternative Assessments,
daily bell work, common, formative mini assessments and FAIR - FS. The administration also evaluates and
monitors instruction in the classrooms through classroom walk-throughs, department meetings and PLC
agendas and minutes.
Heritage High School’s rationale is based on past years performances using data driven practices and research
from Uncommon Schools, a public charter school network in the north east that endorses “Do Nows” to
increase student achievement. Do Nows are basically a school wide bell work plan across all disciplines with
a focus on the core academic areas of instruction. The implementation of daily bell work and common,
formative mini assessments are closely monitored by the administration. Teachers provide their evaluators
with an item analysis of the common assessments that they have administered by class period. This data is
carefully analyzed and monitored by the administration. Areas of concern are addressed immediately to
ensure teachers drive their instruction based on the data that they have submitted.
Teachers plan their instruction based on C-Palms, district curriculum guides and end of course requirements.
Mini assessments are administered every 4 to 5 weeks and are standard based to align with the Florida
Standards Assessment. Daily bell work is also aligned with the Florida Standards and the Florida Standards
Assessment. It is recommended that teachers display a daily essential question or objective. CWT’s also
verify that teachers are implementing daily bell work as we move from compliance to quality. Professional
development activities during scheduled PLC’s will include model lessons demonstrating quality
implementing of daily bellwork activities. Rubrics will be developed/included to ensure teachers are aware of
look 4’s. Administrators reinforce and emphasize the importance of the use of formative mini assessments to
check for understanding and drive instruction.
Heritage High School recognizes that writing is an area of weakness and concern, as the writing scores have
decreased from the 42nd percentile rank in 2013 to the 13th percentile rank in 2014. This deficit will be
addressed school-wide. HHS will implement writing across all disciplines to increase written communication
skills. This will be implemented and monitored by department chairs and administration. Every discipline or
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content area will be required to implement a weekly text-based writing lesson. All lessons will reflect
Webb’s Depth of Knowledge Level 3 and above higher order thinking questions. Heritage High School’s
objective is to increase from the 13th percentile rank to the 20th percentile rank in the area of writing in
2015.
Heritage High School is also aware of the decrease in math proficiency scores from the 36th percentile rank
in 2013 to the 30th percentile rank in 2014, as well as the lack of learning gains from the 34th percentile rank
in 2013 to the 24th percentile rank in 2014. Heritage intends to make learning gains in the area of
mathematics and our goal is to be performing in the 30th percentile rank in 2015. However, HHS
reflects a significant increase in the LPQ in mathematics, with a 9th percentile ranking in 2013 and to an
increase to the 58th percentile rank in 2014. This indicates that the math department is heading in the right
direction with their instructional practices and that daily bell work has been implemented with fidelity.
Heritage High School’s objective is to increase from the 58th percentile rank to the 60th percentile in the
area of LPQ in mathematics in 2015.
Heritage’s students ranked in the 45th percentile rank in 2013 in the area of reading proficiency and
increased to the 46th percentile rank in 2014. Heritage’s objective is to have all students reading in the 50th
percentile rank in 2015. Heritage reflects a significant increase in the LPQ in the area of reading with a
percentile rank of the 23rd in 2013 and an increase to the 75th percentile rank in 2014. Heritage’s objective is
to see the LPQ in reading, increase to the 77th percentile rank in 2015. Heritage also made significant
reading gains overall, from the 33rd percentile rank in 2013 to an increase to the 57th percentile rank in 2014.
Our goal is that overall reading gains will increase to the 60th percentile rank in 2015.
Heritage High School recognizes science as an overall strength. Heritage fell into the 34th percentile rank in
2013 and increased into the 66th percentile rank in 2014. Our goal is for our student achievement in
science to continue to grow from the 66th percentile rank to the 68th percentile rank in 2015.
At Heritage High School, we hope to develop more consistent trends of student achievement. We believe
that due to our diverse school population and teacher turnover rate we show a very inconsistent data trend.
Analysis of Current Practice: (How do we currently conduct business?)
1.Develop content/discipline specific bell work that assesses the Florida Standards Assessment and the Florida
Standards for grades 9-12
2.Create formative, common mini assessments based on daily bell work that will be utilized to drive instruction
3.Implement daily bell work in all content/disciplines
4.Conduct formative, common mini assessments at least 2 times per grading period
In addition to using the action steps stated above, Heritage High School Faculty is using Marzano’s High Yield
Strategies that most impact student achievement. Every discipline implements extended thinking (abstracting:
comparing/contrasting, cause/effect, classifying/categorizing, analogies/metaphors, constructing support,
analyzing perspectives, inductive/deductive reason and error analysis), summarizing, vocabulary in context,
advance organizers and non-verbal representations into their lessons. As the faculty continues to learn more about
the Learning-Focused Strategies Model, they will find that these five strategies are fundamental to planning and
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implementation. These five high yield strategies are evident in every classroom. The peer coaching team are the
experts regarding these strategies and consistently conference with and advise their peers regarding the
implementation of these strategies. Administration will identify expert teachers that can model BEST Marzano
practices during PD days, early release Wednesdays and monthly PLC’s.
Heritage has implemented the Panther Prep Program. Students are invited to attend Panther Prep from 7:308:40 a.m. or after school from 3:30 to 4:30 pm in order to utilize various software programs such as Gale Learning,
ACT on-line practice sessions, Reading Plus, and Heritage’s credit retrieval program. Additionally, teachers from
the core subject areas are available for small group instruction and one on one tutoring sessions.
Heritage High School has implemented Positive Behavior Support school-wide. A team of faculty and staff
members has been established, a token economy and reward system has been implemented (Panther Pounds)
and the Student Government and the Positive Behavior Support team are partnering to establish common
school-wide goals. Also, students will be recognized for academic achievement and positive contributions to
the climate at Heritage on a quarterly basis.
Best Practice: (What does research tell us we should be doing as it relates to data analysis above?)
Daily Bell Work
According to Education World’s author, Dr. Fred Jones, “In the hall, students laugh, joke, and flirt as they pass
from class to class. This is normal behavior for the hallway. The classroom, in contrast, is a work environment.
Students would love to bring their social environment from the hall into the classroom. They would love to
spend the first part of the class period finishing their conversation. And they will, unless you clearly structure a
change in behavior. Do everything you can to define the entrance into your classroom as a doorway between
the different worlds. Clearly separate the social world from the world of schoolwork. You can only define a
work environment through work”
At Heritage High school the business of school begins the moment every student walks into his or her
classroom. Daily bell work is 100% school-wide in every classroom every day. That means that every single
classroom does bell work. Reading, English, and the social studies departments have structured their bell work
according to common core standards and test specifications of the new Florida Standards Assessment (FSA).
Science and math department bell work is structured to align with FSA as algebra and geometry bell work
aligns with those content core competencies consistent with Florida’s End of Course (EOC) exams. The
elective departments have chosen to highlight specific core competencies identified as signature weaknesses in
academic strands for all students at Heritage High School.
Writing strategies that correlate with Marzano’s High Yield Strategies such as summarizing, vocabulary in
context, extended thinking/writing with text structures, graphic organizers and exit slips will be implemented
school-wide.
Dr. Jones has also stated that, “What is needed is a meaningful learning experience that does not require active
teaching. With daily bell work, learning begins immediately and sends the message that a classroom is a place
of business, and structures the entire learning environment.” Heritage High School has adopted bell work as a
school-wide goal in order to provide “real-time” data driven decision making from daily bell work results and
formative mini assessments.
The bell work results will be analyzed, compared, and tracked to determine needs in student growth and/or
instructional weaknesses. Adjustments in instructional strategies based on data will drive content delivery.
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Marzano’s High Yield Strategies
From a combination of meta-analysis research by Robert Marzano and MCREL and the U.S. Department of
Education funded educational research, we now know the most important thinking strategies students should
use to maximize learning. Based on this research, over 30 strategies were found to influence learning and
achievement, some in a very small way---some in a major way. These five strategies that are utilized by each
faculty member at Heritage High School consistently show the strongest correlation between use and learning
(Marzano and ASCD, 2001 & US Department of Education: 2002).
These five strategies are:
1. Extended thinking
2. Summarizing
3. Vocabulary in context
4. Advanced Organizers
5. Non-verbal representations
According to Uncommonschools.org, Uncommon schools reverse the achievement gap with students in
math who represent the states we serve in every one of our regions. By 6th grade, 75% of our regions
outperform the state in reading, and continue to outperform the state in 7th and 8th grade. Students who
remain with Uncommon schools through high school dramatically outperform the state on their state
assessments as well as close the achievement gap on the SATs. This is done through the increase of rigor
throughout lessons and using data to drive best classroom practices. Heritage High School utilizes many of
the Uncommon Schools “Do Now” Strategies, which include: bell work at the beginning of every class as a
re-teaching tool, a mixed format of questions for a skills: short answer, open-ended, multiple choice.
Bellwork was written by school department stakeholders using CPalms, Florida DOE FSA standards
strategically focusing on the DOE item specs and content focus information. In addition, all of the “Do Now”
objectives are revisited through the administration of mini-assessments. Heritage also utilizes Peer-to-Peer
Support Strategies, Student Self- Evaluation, Exit Tickets and Differentiated Instruction, which are all
teaching practices that are true to Uncommon Schools and Schools of Excellence.
Positive Behavior Support
“Improving student academic and behavior outcomes is about ensuring all students have access to the most
effective and accurately implemented instructional and behavioral practices and interventions possible. Schoolwide Positive Behavior Support provides an operational framework for achieving these outcomes. More
importantly, School-wide Positive Behavior Support (PBS) is NOT a curriculum, intervention, or practice, but
IS a decision making framework that guides selection, integration, and implementation of the best evidencebased academic and behavioral practices for improving important academic and behavior outcomes for all
students.” (Positive Behavioral Interventions and Supports).
PBS is used in conjunction with a Multi-Tiered System of Support (MTSS) that includes Response to
Intervention (RtI) in instruction and behavior as defined as “the practice of providing high-quality instruction
and interventions that are matched to student need, monitoring progress frequently to make decisions about
changes in instruction or goals, and applying student response data to important educational decisions”.
The PBS team meets monthly as a team at a minimum and collaborates weekly with Student Government.
Heritage High School will work this year to fully implement a school-wide Positive Behavior Support System
focusing on Tier one of the three tiered intervention system. PBS is evolving into the Tier II level by increasing
the earned incentives to include students of the week, month and more rewards as we survey students. In
addition we will broadcast our expectations of being Respectful, Responsible and Prepared each day at school.
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CONTENT AREA:
Reading
Language
Arts
Math
Social
Studies
Writing
Science
Arts/PE
Other:
Parental
Involvement
Drop-out Prevention
Programs
School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional
effectiveness?)
To increase student achievement, the faculty at Heritage High School will consistently implement the use of
daily bell work, multidisciplinary high yield strategies with an emphasis on text-based writing and positive
behavior support (PBS), which will result in a high performing learning culture and increased student
achievement.
Strategies: (Small number of action oriented staff performance objectives)
Barrier
Action Steps
Person
Responsible
Timetable
Budget
In-Process
Measure
Content/disciplin
e bell work
Power Points and
monthly
formative,
common
mini
assessments to
progress monitor.
CWT’s to ensure
moving
from
compliance
to
quality.Rubrics
are
being
developed
to
identify
the
difference
between
compliance and
quality.
Formative,
common,
miniassessments
1.
Implementati
on
with
fidelity,
Faculty buyin, utilizing
rigorous and
relevant text
and
maintaining
higher order
questioning
1.Develop
Administration,
Ongoing
content/disciplin HHS
faculty,
e specific bell department chairs
work
that
assesses Florida
Standards
Assessment and
Florida
Standards
for
grades 9-12
Salaries
for
teacher leaders
to develop bell
work @ $792.00
2.
2.Create
formative,
common, mini
assessments
based on daily
bell work that
will be utilized
to
drive
instruction
3.Implement
Purchase of
Scantrons for
the Apperson
Scanners: $500
(Annually)
3.
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Administration,
Ongoing
HHS
faculty,
department chairs
Administration,
Within the first
Daily
progress
daily Bell Work HHS
faculty, week of school
in
all department chairs
content/disciplin
es
4.
4.Conduct
formative,
common mini
assessments at
least 2 times per
grading period
5.
PBS Team made
Implementati up of teachers,
on
with students
and
fidelity,
administration
faculty and
student buyin, funding,
and
community
involvement
6.
Continue with
the
Panther
Pounds: “token
economy”
7.
Maintain “PBS
Store”
Administration,
At least twice per
HHS
faculty, grading period
department chairs
Administration
Administration,
HHS
Faculty,
SAC, and HHS
Students
Administration,
HHS
Faculty,
HHS
Students,
SAC
8.
Establish PBS Administration,
lunch incentives HHS Students
9.
Terrific Tuesday Administration,
Faculty
Business partners,
Celebrations
community, HHS
Faculty
10.
Celebrate
Administration,
student
HHS
Faculty,
achievement
business partners,
with quarterly community
academic award
assemblies and
Students of the
Week
11. Teacher Utilizing
the Administration
buy-in
and pre-planning
and HHS Faculty
professional
week in order to
development/ train
HHS
training
faculty across all
disciplines on
Marzano’s
5
High
Yield
Strategies
as
selected
by
Administration
Daily
Administration,
implementation HHS Faculty
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monitoring as to
who
mastered
and who did not
master the skill,
lesson plans
Results of miniassessments
(Item Analysis)
August 2014
SGA Funding Decrease
in
provided
referrals
and
reduced absence
rates will allow
us to determine
successes of the
PBS-Weekly
PBS
team
meetings
Ongoing
$400 (Yearly)
Panther Pound
Mondays before $1,000 (Yearly)
school and during
lunch
Inventory
pictures
Ongoing
Pictures
1st Tuesday of the
month
Pictures
feedback
Once every
weeks
Program
and
stakeholder
feedbackStudent edline
surveys
9 $1800 (Yearly)
and
and
Ongoing
Classroom walk
through
and
common
formative mini
assessmentsCompliance to
quality
implementation
Ongoing
Daily bell work,
classroom walk
of Marzano’s 5
High
Yield
strategies
as
selected
by
Administration.
Summary Point
Writing
rubrics/strategie
s school wide
PD conducted
minimum of 3
times.
Continuous
Administration,
Ongoing
communication HHS department
with department heads
chairs on a
weekly basis
Teachers submit Department chairs
their
writing Administration
activities
to
department
chairs weekly
Ongoing
throughs
and
common
formative mini
assessments.
CWT’s
to
observe
summary writing
practices.
Daily bell work,
classroom walk
through
and
common
formative mini
assessments
Weekly: share at
Department
Chair meetings.
EVALUATION – Outcome Measures and Reflection-begin with the end in mind.
Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of
implementation of professional practices throughout the school)
Where do you want your teachers to be? What tools will you use to measure the implementation of your
strategies? How will you measure the change in adult behavior? What tool will be used to measure progress
throughout the year? Use real percentages and numbers.
Qualitative: Based on a teacher survey, respondents will verify that daily bell work and formative, common
mini-assessments are effective practices regarding monitoring student progress and driving instruction.
Quantitative: 100 % of Heritage High School’s faculty will implement daily bell work and will utilize
formative, common mini-assessments to monitor student progress and drive instruction. 90% of the Heritage
High School’s faculty will implement a weekly text-based writing lesson.
Qualitative and Quantitative Student Achievement Expectations: (Measures student
achievement)
Qualitative: Based on the student surveys, respondents will verify that daily bell work and formative, common
mini-assessments are effective forms of instruction and result in increased student achievement. Students will
respond favorably to stating the Do Now bellwork practice helps them spiral skills.
Quantitative: 70% of students will master at least one formative, common mini-assessment with a score of
70% or higher as measured by teachers’ item analysis in each class. School grade data reflects our current FCAT
scores which show a 52% pass rate of our total school population is on reading grade level (3-above). In addition,
our FCAT Math scores represent a 59% pass rate of our total school population on grade level. Heritage High
School’s objective is to increase from the 13th percentile rank to the 20th percentile rank in the area of writing
in 2015. Summary point writing will be observed/reported in all contents at a minimum of bi-weekely.
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Our data indicates an increase of 13 points in the area of Science, which puts us in the 66th percentile rank, 17
points for the L25% in Mathematics, which puts us in the 58th percentile rank, and an increase of 11 points for
the L25% in Reading which puts us in the 75th percentile rank. These percentile ranks are based on the state’s
definition of “like schools.”
Part 2: Support Systems for Student Achievement
(Federal, State, District Mandates)
For the following areas, please write a brief narrative that includes the data for the year 2014-2015 and a
description of changes you intend to incorporate to improve the data for the year 2014-2015. Instructions and
support are provided in each section to assist with what data you may include. The instructions are intended to
be a guide and may be deleted from each cell to allow for appropriate typing space.
MULTI-TIERED SYSTEM OF SUPPORTS (MTSS)/RtI This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and
1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b) and Senate Bill 850.
MTSS Team
During the 2014-2015 school year, Heritage High School will implement an MTSS Team consisting of
the Assistant Principal, At-Risk Student Coordinator, Reading Coach, School Psychologist, Staffing Specialist
Behavior Analyst and a Social worker. The mission of the team is to improve the school culture and climate to
positively impact student academic achievement with the vision that all students will graduate from high school
within 4 years.
This comprehensive team is assembled to implement a Multi-Tiered Supports System (MTSS), more
commonly recognized as Response to Intervention (RtI), to enhance student academic and behavioral performance
within the academic setting throughout all cohorts. Students are identified by at-risk criteria such as: failing
grades, excessive referrals, frequent tardiness, and absenteeism. The team meets once weekly to review students
at-risk or in need of additional intervention. Students can be referred to the MTSS Team by teachers,
administrators, parents, and/or guidance counselors.
Students requiring Tier 3 interventions are scheduled for an Individual Problem Solving Team (IPST)
meeting. This problem-solving process is to further assist the classroom teacher and parents in designing and
selecting strategies for improving student performance. IPST meetings are scheduled every 3rd Thursday of each
month. This problem-solving process requires full collaboration among the MTSS team along with parents/or
guardians to identify a specific, measurable outcome. The process includes ensuring interventions are
implemented with fidelity and student progress is monitored to determine the student’s response. Family
engagement in the process is vital to ensure all information that might impact student success is considered. Again,
the purpose of problem solving is to put in place a decision-making process that will lead to the development of
instructional and intervention strategies with a high probability of success.
The identified at-risk students, to include the bottom quartile, are placed into collaborative teams and
provided continuous progress monitoring from an assigned teacher to provide additional motivational/educational
supports designed to enhance student academic success. The MTSS team receives student referrals from teachers,
administrators, parents, and/or guidance counselors almost weekly. One of the main functions of the team is to
facilitate communication between home and school. Student attendance has been the most reoccurring referral to
the team because it negatively impacts the student’s academic achievement. The At-Risk coordinator will respond
after 5 days of absences with student/teacher/parent conferences: identifying the problem and developing
solutions for increased attendance.
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PARENT AND FAMILY INVOLVEMENT: (Parent Survey Data must be referenced)
Title I Schools may use the Parent
Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).
Consider the level of parental involvement at your school (this may include, but is not limited to, number of parent engagement
opportunities offered in the school year; average number of parents in attendance at parent engagement opportunities; percent of
parents who participated in parent engagement opportunities; percent of students in lowest performing quartile or subgroups not
meeting AMOs whose parent(s) participated in one or more parent engagement opportunities).
Heritage High School offers numerous opportunities for parents and students to volunteer and become involved
with functions on campus. Most of the hours logged (16457.77) came from those who are under the age of 21
while the 21 and older group registered 3,654.55 hours. Although we did not meet our goal of a 3% increase
from the 2012-2013 data for those 21 and older, this year we hope to reach that same increase by promoting the
activities we do have and adding booster clubs and awards ceremonies. After combining both the parent and
student volunteer hours, a total of 20,111.62 hours were logged. Also in 2014, HHS earned the Silver Star and
Gold Star for volunteer hours for the 4th year in a row. From a survey taken, the data illustrated that Heritage
had 231 volunteers under the age of 21 and 81 volunteers over the age of 21.
STUDENT SURVEY RESULTS (Required):
The following data was collected from the 2014 BPS Student Survey given to Heritage High School students.
When reviewing the data, it was found that 90% of the students polled had a computer with internet access at
home.
The survey also reflected that 86.5% of the population felt that it is important to accept people’s differences
while 76% felt comfortable with the decisions they make. With that in mind, students strongly felt they always
try to do what is right, think about consequences and think about how choices may affect others.
A combined 88.8% of the student body plan to either attend college, enlist into the military or enter the
workforce after graduation. Approximately 63.5% of those taking the survey felt that the work they do in school
will help them later in life. Furthermore, when addressing 21st century learning skills (working in groups,
communication, meaningful projects, use of technology, real-world issues, research skills, organizational skills
and character) 82% of the students surveyed felt they were immersed on a regular basis.
When asked if they have ever been threatened by a student, rumors spread about them, been in a fight or been
afraid to attend school, 59% answered “No.” When asked have students learned about online safety at school,
85% answered “Yes.”. According to the data collected, 86.7% of the students responded they have never
experienced cyber-bullying and 67% of the students responded that they have never experienced their friends
being cyber-bullied. In regards to feeling safe at school, 81.7% of the population answered that they felt safe at
Heritage High School.
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Early Warning Systems (SB 850)
1. Describe the school’s early warning system and provide a list of the early warning indicators used in the system.
SECONDARY
 Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school
suspension
 One or more suspensions, whether in school or out of school
 Course failure in English Language Arts or mathematics
 Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics
2. Provide the following data related to the school’s early warning system:
 The number of students by grade level that exhibit each early warning indicator listed above
 The number of students identified by the system as exhibiting two or more early warning
indicators.
Grade Level
Attendance
<90
1 or more ISS
or OSS
Level 1 in
Reading or
Math
Course Failure
in ELA or
Math
K
1
2
Fill in BLANKS with Number of Students
3
4
5
6
7
8
Total
9
169
10
126
11
110
12
89
494
138
88
64
32
322
113
100
51
19
283
77
64
59
29
229
3. Describe all intervention strategies employed by the school to improve the academic performance of students
identified by the early warning system (i.e., those exhibiting two or more early warning indicators).
Intervention strategies employed by the school to improve the academic performance of students identified by the early
warning system include but are not limited to the following:
 Positive Behavior Support Program
 Panther Prep (Before and After School)
 Daily Bell Work
 Marzano’s High Yield Strategies
 Multi-Tiered System of Supports (MTSS) /RtI & RtI-B
CTE/STEM: The following data may be considered by high schools.
a) Students enrolling in one or more accelerated STEM-related courses
 227 students were enrolled in one or more accelerated STEM-related courses in 20132014
 235 students are currently enrolled in one or more accelerated STEM-related courses and
153 students that attend Heritage are enrolled in accelerated courses through Eastern
Florida State College for the 2014-2015 school year.
b) Completion rate (%) for students enrolled in accelerated STEM-related courses
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 100% of students completed their enrolled accelerated STEM-related course
c) Students taking one or more advanced placement exams for STEM-related courses
 281 students took one more advanced placement exams for STEM-related courses 20142015
d) Passing rate (%) for students who take advanced placement exams for STEM-related courses
 72.4% of the students who took the advanced placement exams for STEM-related courses
passed in 2013-2014.
e) CTE-STEM program concentrators
 189 students were enrolled in the CTE-STEM program concentrators
f) Students taking CTE-STEM industry certification exams
 149 students took the CTE-STEM industry certification exams
g) Passing rate (%) for students who take CTE-STEM industry certification exams
 Heritage High School had a pass rate of 62% for those students taking an industry
certification exam.
College and Career Readiness
This section is required for secondary schools, per Sections 1003.413(2)(g),(h), and (j) and 1008.37(4), F.S.
COLLEGE AND CAREER READINESS ( TO BE COMPLETED BY SECONDARY SCHOOLS) This section meets the
requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB, codified at 20 U.S.C. § 6314(b).
1. Describe the strategies the school uses to support college and career awareness.
HHS Guidance Department provides information on university programs and schedules college visits from
local and state colleges to encourage our students to enroll into post-secondary programs. Our counselors use
interpersonal skills, communication, empowerment, leadership, and advocacy skills to assist students in
creating individual programs of study.
2. Describe how the school integrates vocational and technical education programs.
HHS Guidance Department currently offers vocational programs geared toward student interest and future
economic demands. Many, if not all, lead to industry certification.
Sports Medicine Academy
The Sports Medicine Academy is just one of the Choice programs offered at Heritage High. Currently, we have
343 students enrolled in our academy. This is an increase of 44 students from the previous school year, 20132014. Last school year 2013-2014, our senior students passed the CMAA exam with a 68% pass rate. This was
a huge jump from the previous year’s percentage of 22%. The CMAA is an industry certification in the health
field called the Certified Medical Administrative Assistant. This industry certification allows our students to
begin working in a medical office or hospital right out of high school. Earning a nice wage while furthering
their education in college. Currently, we have student alumni enrolled in sports medicine or physical therapy
programs at the University of Miami, University of North Florida, Keiser University and the University of
Central Florida to name a few.
The Academy of Environmental Water Technology (AEWT)
The Academy of Environmental Water Technology (AEWT) prepares students to take the Florida Department
of Environmental Protection’s Level C Drinking Water Operator exam at the conclusion of their senior
year. This industry exam has only historically been offered to adults in a college classroom setting or as an onthe-job training program. In 2011-12, AEWT had 42 students enrolled, in 2012-13, 111 students and
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currently, in 2014-15, 140 students are enrolled. In 2013-14, the first full round of 18 students sat for the
FLDEP exam and 25% passed. This year, approximately 28 AEWT students will take the FLDEP industry
exam.
Our students are encouraged to take rigorous academic courses which prepare them for scholarships and
competitive acceptance into post-secondary programs. HHS is committed to preparing all students for entry
into the work force or post-secondary programs immediately following high school graduation. Additionally,
students are informed about military and Federal careers which promise to offer advancement and benefits
(health/retirement).
3. Describe strategies for improving student readiness for the public postsecondary level based on annual
analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to
Rule 6A-10.038, F.A.C.
Incorporated by reference in Rule 6A-1.099811, F.A.C. (August 2013)
HHS Guidance Department uses comparative data from the State and National levels to measure our student
graduation rate and college acceptance. We also measure our student interest in Military careers.
In addition, Heritage High School offers the Advanced International Certificate of Education program (AICE)
as an accelerated program of academic study offered through the University of Cambridge International
Examinations (CIE), a division of the University of Cambridge, Cambridge, England. This program allows our
students to gain college credit as well as Bright Future Scholarships. The AICE Program at Heritage will also
expose students to great rigor as it prepares them for college and university curriculums across the world.
In 2014, 23 students earned the prestigious AICE Diploma. In addition, 293 classes were successfully passed
by examination which results in college credit.
(TITLE 1 SCHOOLS ONLY)
Highly Qualified Teachers
Describe the school based strategies that will be used to recruit and retain high quality,
highly effective teachers to the school.
Descriptions of Strategy
Person Responsible
Projected Completion
Date
1.
2.
3.
Non-Highly Qualified Instructors
Provide the number of instructional staff and paraprofessionals that are teaching out-offield and/or who are not highly effective. *When using percentages, include the number
of teachers the percentage represents (e.g., 70% [35]).
Number of staff and paraprofessionals that
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Provide the strategies that are being
are teaching out-of-field/and who are not
highly effective
implemented to support the staff in becoming
highly effective
ALIGNMENT OF SCHOOL IMPROVEMENT PLAN
AND
TITLE I SCHOOLWIDE PLAN
Required Elements of a Title I
School wide Plan (SWP) /School
Improvement Plan (SIP)
Check the area(s) where Additional information and references
each element is
from Title I of the Elementary and
addressed in the SIP.
Secondary Education Act (ESEA):
(Section 1114 – Components of a
School wide Program)
1. Include data from comprehensive
needs assessment of the school
__Rationale
2. Provide opportunities for all
children to meet state standards
Include academic achievement of students in
relation to the state academic content and
achievement standards. Be sure to include
migrant, if applicable.
__Analysis of Current
Practice
__Strategies
__MTSS
3. Utilize scientifically based
strategies to strengthen the core
academic program
__ Analysis of Current
Strategies, materials and programs that are
research based are a required element of any
objective.
Practice
__Best Practice
__Strategies
4. Include additional strategies that
increase the amount and quality
of learning time
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__Strategies
All schools are required to indicate what
additional learning opportunities are made
available during school, before and/or after
school, and during summer, when applicable,
__MTSS
__CTE/STEM
5. Include strategies for meeting the
educational needs of historically
underserved subgroups, lowachieving, and at-risk students
__Strategies
and help provide enriched and accelerated
curriculum.
These may include counseling, pupil services,
and mentoring services.
__MTSS
__Early Warning
System
6. State the means of determining
whether student needs in the
above requirement (#5) are being
met
__Strategies
__MTSS
Address how the school will determine the
educational needs of historically underserved
subgroups, low-achieving, and at-risk students
are being met
__Early Warning
System
7. Incorporate instruction by highly
qualified teachers
__Highly Qualified
Teachers
8. Include strategies that support
high quality and ongoing
professional development for
teachers, principals, and
paraprofessionals
9. Include strategies to attract high
quality, highly qualified teachers
__Best Practice
__Strategies
__MTSS
__Highly Qualified
Teachers
10. Include strategies to increase
parent involvement
__Parental
Involvement
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All instructors working in a Title I school are
required to be Highly Qualified (Section 1119).
If you have personnel that do not meet the
requirements, list strategies to support staff to
become highly qualified.
Each school receiving Title I funds shall devote
sufficient resources to effectively carry out this
requirement.
Schools must indicate how they mentor, attract
and retain high-quality and highly qualified
teachers.
Each Title I school is required to complete a
Parent Involvement Plan (PIP) and that plan
may be used to meet the requirements of this
section in the SIP.
11. Include strategies that assist
preschool children in the
transition from preschool to
kindergarten
12. Include teachers in using student
achievement data to plan the
overall instructional program
Elementary schools must identify how they will
assist students in early childhood programs,
such as Head Start and VPK, with the transition
into elementary school.
__Transition from
Preschool
Described in Section 1111 (b) (3) in order to
provide information on, and to improve, the
achievement of individual students and the
overall instructional program.
__ Analysis of Current
Practice
__Strategies
__MTSS
13. Provide additional assistance for
low-achieving students that shall
include measures to ensure that
students’ difficulties are identified
in a timely manner
Every school is required to incorporate
strategies on how they will address the needs
of low performing students that experience
difficulty mastering the proficient and
advanced levels of academic achievement
standards (Section 1111 (b)).
__MTSS
14. Specify coordination with other
federal, state, and local programs
Schools should include any alignment to other
state, federal and local programs that support
the educational programs of the school such as
violence prevention, nutrition programs, Early
Childhood, and Head Start.
__ Analysis of Current
Practice
__Best Practice
__MTSS
_________________
School Name
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_________________________
Principal’s Signature
__________
Date