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Hillborough County Public Schools

Wharton High School

2017-18 School Improvement Plan

Wharton High School20150 BRUCE B DOWNS BLVD, Tampa, FL 33647

[ no web address on file ]

School Demographics

School Type and Grades Served(per MSID File) 2016-17 Title I School

2016-17 EconomicallyDisadvantaged (FRL) Rate(As Reported on Survey 3)

High School9-12 No 52%

Primary Service Type(per MSID File) Charter School

2016-17 Minority Rate(Reported as Non-white

on Survey 2)

K-12 General Education No 69%

School Grades History

Year 2016-17 2015-16 2014-15 2013-14

Grade C C B* B

*Informational Baseline School Grade

Note: The school grades calculation was revised substantially for the 2014-15 school year to implement statutory changesmade by the 2014 Legislature and incorporate the new Florida Standards Assessments. The 2014-15 school grades serveas informational baseline data that schools can use to improve in future years.

School Board Approval

This plan is pending approval by the Hillsborough County School Board.

SIP Authority and Template

Section 1001.42(18), Florida Statutes, requires district school boards to annually approve and requireimplementation of a school improvement plan (SIP) for each school in the district that has a school grade of Dor F.

The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements fortraditional public schools and incorporates all components required for schools receiving Title I funds. Thistemplate is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code, for all non-charter schools with a current grade of D or F (see page 4). For schools receiving a grade of A, B, or C, thedistrict may opt to require a SIP using a template of its choosing.

This document was prepared by school and district leadership using the FDOE’s school improvement planningweb application located at https://www.floridaCIMS.org.

Hillsborough - 4731 - Wharton High School - 2017-18 SIPWharton High School

Last Modified: 2/6/2018 https://www.floridacims.org

https://www.floridacims.org

Table of Contents

4Purpose and Outline of the SIP

5Differentiated Accountability

6Current School Status

6Supportive Environment

11Family and Community Engagement

12Effective Leadership

18Public and Collaborative Teaching

19Ambitious Instruction and Learning

298-Step Planning and Problem Solving Implementation

29Goals Summary

29Goals Detail

32Action Plan for Improvement

36Appendix 1: Implementation Timeline

37Appendix 2: Professional Development and Technical Assistance Outlines

37Professional Development Opportunities

38Technical Assistance Items

38Appendix 3: Budget to Support Goals



Purpose and Outline of the SIPThe SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals,create an action plan and monitor progress. A corollary at the district level is the District Improvement andAssistance Plan (DIAP), designed to help district leadership make the necessary connections between schooland district goals in order to align resources. The Florida Department of Education encourages schools to usethe SIP as a “living document” by continually updating, refining and using the plan to guide their workthroughout the year. This printed version represents the SIP as of the “Date Modified” listed in the footer.

Part I: Current School Status

Part I organizes the current status of the school around five domains inspired by the 5Essentials framework:Supportive Environment, Family and Community Involvement, Effective Leadership, Public and CollaborativeTeaching, and Ambitious Instruction and Learning. Questions regarding the school’s Multi-Tiered System ofSupports have been embedded throughout this part to demonstrate how data is used by stakeholders tounderstand the needs of all students and allocate appropriate resources in proportion to those needs.

Part II: Needs Assessment

Part II requires the school to review performance and early warning systems data in order to develop strategicgoals and associated data targets (i.e., “SMART goals”) for the coming school year in context of the school’sgreatest strengths and needs. An online tool was developed, which includes data visualizations and processingquestions to support problem identification, problem analysis and strategic goal formulation.

Part III: 8-Step Planning and Problem Solving for Implementation

Part III enables the school to develop implementation plans for its highest-priority goals. With the overview ofthe current state of the school in mind and the strategic goals identified through the needs assessment, theplanning team engages in a facilitated planning and problem-solving process, through which they

• Define strategic goals and establish targets to be reached by successfully achieving the goals (Step 1)• Identify barriers that could hinder achieving those goals and resources that could be used to eliminate

or reduce barriers (Step 2)• Select high-priority barriers they want to address initially (Step 3)• Design implementation and monitoring plans for strategies to resolve selected barriers (Steps 4-7)• Determine how they will monitor progress toward each goal (Step 8)

Appendices

The following appendices, automatically-generated from content entered in Part III, are included in thisdocument:

• Appendix 1 is a timeline of all action steps and monitoring activities• Appendix 2 is an outline of all professional development opportunities and technical assistance items• Appendix 3 is a report of the budget needed to implement the strategies



Differentiated AccountabilityFlorida’s Differentiated Accountability (DA) system, established in section 1008.33, Florida Statutes, is astatewide network of strategic support, differentiated by need according to performance data, provided todistricts and schools in order to improve leadership capacity, teacher efficacy, and student outcomes. Througha data-driven planning and problem-solving process, DA field teams collaborate with district leadership todesign, implement, and refine strategic goals and action plans that are documented in the SIP.

DA Regions

Florida’s DA network is divided into four geographical regions, each served by a field team led by a regionalexecutive director (RED).

DA Categories

At the start of each academic year, traditional schools are classified for DA support in two categories based onthe most recent school grades data available. Descriptions of each DA category along with the state supportand interventions provided are set forth by Rule 6A-1.099811, Florida Administrative Code:

• Not in DA - A school with a current school grade of A, B, or C; charter schools; and ungraded schools.• Targeted Support and Improvement - A school with a current school grade of an initial D.• Comprehensive Support and Improvement - A school with a current school grade of F or two

consecutive grades of D, or a high school with a graduation rate of 67 percent or less in the mostrecent data release.

DA Turnaround Status

Additionally, Comprehensive Support and Improvement schools have a turnaround status of "Implementing,"based on a school’s grades history, including the current school grade:

• Implementing - A school with a status of "Implementing" requires the district to submit a turnaroundplan to the State Board of Education for approval and implementation. A school remains in"Implementing" status until its school grade improves to a C or higher.

2017-18 DA Category and Statuses for Wharton High School

DA Region and RED DA Category and Turnaround Status

Southwest - Julio Valle Not In DA - N/A



http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1008/Sections/1008.33.html

https://www.flrules.org/gateway/ruleNo.asp?id=6A-1.099811

mailto:[email protected]

I. Part I: Current School Status

A. Supportive Environment

1. School Mission and Vision

a. Provide the school's mission statement

To empower all students with the knowledge and skills necessary to become productive, responsiblecitizens in society.

b. Provide the school's vision statement

To provide all students with the opportunities to obtain a rigorous and relevant education in order tograduate from high school and attend college, or begin a career.

2. School Environment

a. Describe the process by which the school learns about students' cultures and buildsrelationships between teachers and students

Every year the school administers a school climate survey in order to acquire information fromstudents and family about the school. This information is then utilized to enable school staff andfaculty to make improvements to the school as necessary.

There is also Open House before the beginning of the school year to enable teachers and students tobuild an initial rapport prior to the beginning of the school year. During this time frame, teachersintroduce themselves to students and parents. Teachers also share important information about theirclass with students to ensure that students start the school year with clear expectations. Throughoutthe year, this relationship continues with parent teacher student nights to discuss academic progress,frequent communication via Edsby, Remind and other technological mediums.

The Student Government is another resource that the school uses to give students a voice and getfeedback from students about the school. This information is used at Inter Club Council meetings tohelp strengthen the school culture and continuously build relationships with students and teachers.

b. Describe how the school creates an environment where students feel safe and respectedbefore, during and after school

Before school, teachers and administrators supervise the bus release and parent drop off areas toensure students arrive to school safely. Once on campus, teachers and administrators are assignedareas of supervision to continue being available and present should students need them.

During passing periods and lunch, teachers stand at their classroom doors and others report toassigned area of supervisions, maintaining the standard of adult presence on campus.

While in class, teachers employ cooperative learning strategies and team building activities to createa safe and respectful environment for all students to engage in learning without fear of peer isolation,reprimand, or judgment. Students are also instructed on how to express themselves properly so thattheir voice is purposeful, professional, and contributes to a safe learning environment.

After school, students are monitored until they leave for home. If they participate in after schoolactivities, an adult is assigned to that activity. That adult not only takes attendance but also appliesthe same team building strategies used in the classroom.



In addition, the school communicates the importance of reporting illegal activities through CrimeStoppers as well as to our School Resource Officer (SRO). Teachers display the Crime Stoppersposter in their classroom so that students can report suspicious activities, bullying activities, and/orcriminal activities to the appropriate authorities.

The School Resource Officer (SRO) is also present at the school on a daily basis and is available tostudents throughout the day. The SRO provides students with an opprutunity to build relationshipswith police officers and to provide students with information about safety. The SRO's police vehicleparked in front of the school, this lets the community know that we have a SRO on campus at alltimes. The SRO is employed at the school to enforce the law and maximize student safety in theschool as well as educate students regarding issues of safety and the law. The SRO also helps withmaintaining and containing order in the school.

Moreover, some of the duties that teachers and administrators have are during the lunch periods.There is always at least one administrator in the cafeteria, and two to three administrators along theoutskirts of the cafeteria. Teachers also help with the supervision during the lunch periods by makingsure the lunch line moves quickly and smoothly and that students are being respectful and adheringto school rules regarding lines, movement, and safety.

At the end of the day, there are administrators and teachers on the bus ramp to ensure that studentsget on their assigned bus and that order and safety are maintained in this area. There are alsoadministrators and teachers assigned to provide safety for students as they leave school using theparent pick up area.

Finally, the purchase and installation of surveillance cameras in the building has proved to be a vitalresource in ensuring the safety at times and in places to ensure consistent monitoring of studentareas throughout the day during passing times and during classroom time. The installation ofsurveillance cameras have also acted as a deterrent to prevent students from getting into trouble asthey know that they are being monitored at all times. The surveillance cameras are a great addition toour school in that it helps us maximize the safety in our school.

c. Describe the schoolwide behavioral system in place that aids in minimizing distractions tokeep students engaged during instructional time. This may include, but is not limited to,established protocols for disciplinary incidents, clear behavioral expectations, and training forschool personnel to ensure the system is fairly and consistently enforced

We have increased our focus on the school culture through the implementation of new school rulesand clear classroom procedures and routines. The school rules were created by staff during pre-planning to support everyone in enforcing and promoting our behavioral standards. The current rulesare displayed in every classroom and are referenced daily by instructors. The school rules are: 1. BeRespectful in language, actions, & dress. 2.Observe class rules concerning electronic devices. 3.Arrive on time, prepared, & present. 4. Respect your peers & hold them to high academic &behavioral standards. Violations of these rules are addressed on a case by cases basis and withinthe framework of restorative discipline.Students have the responsibility to be in class on time. Students must attend class, and be on time, inorder to receive the maximum benefit from instruction.

d. Describe how the school ensures the social-emotional needs of all students are being met,which may include providing counseling, mentoring and other pupil services

Given that one of the main tasks of the Leadership Team/PSLT is to monitor student data related toinstruction and interventions, the Leadership Team/PLST monitors the effectiveness of instructionand intervention by reviewing student data as well as data related to implementation fidelity (teacher



walk-through data).

The Leadership Team/PSLT communicates with and supports the PLCs in implementing theproposed strategies by distributing Leadership Team members across the PLCs to facilitate planningand implementation. Once strategies are put in place, the Leadership Team members who are part ofthe PLCs regularly report on their efforts and student outcomes to the larger Leadership Team/PSLT.

• The Leadership Team/PSLT and PLCs both use the problem solving process (ProblemIdentification, Problem Analysis, Intervention Design and Implementation and Evaluation to:o Use the problem-solving model when analyzing data:1. What is the problem? (Problem Identification)2. Why is it occurring? (Problem Analysis and Barrier Identification)3. What are we going to do about it? (Action Plan Design and Implementation)4. Is it working? (Monitor Progress and Evaluate Action Plan Effectiveness)o Identify the problem (based on an analysis of the data disaggregated via data sorts) in multipleareas – curriculum content, behavior, and attendanceo Develop and test hypotheses about why student/school problems are occurring (changeablebarriers).o Develop and target interventions based on confirmed hypotheses. Interventions may includeacademic interventions as well as counseling, mentoring, and other pupil services.o Identify appropriate progress monitoring assessments/data collection tools to be administered atregular intervals matched to the intensity of the level of instructional/behavioral/intervention supportprovided.o Develop grading period or units of instruction//intervention goals that are ambitious, time-bound,and measureable (e.g., SMART goals).o Review progress monitoring data at regular intervals to determine when student(s) need more orless support (e.g., frequency, duration, intensity) to meet established class, grade, behavior, and/orschool goals (e.g., use of data-based decision-making to fade, maintain, modify or intensifyintervention and/or enrichment support).o Each PLC develops PLC action plan for SIP strategy implementation and monitoring.o Assess the implementation of the strategies on the SIP using the following questions:1. Does the data show implementation of strategies are resulting in positive student growth?2. To what extent are we making progress toward the school’s SIP goals?3. If we are making progress, what can we do to sustain what is working?4. What barriers to implementation are we facing and how will we address them?5. What should we do next? What should be our plan of action?

3. Early Warning SystemsThe school's response to this section may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(7)(A)(i)and (b)(7)(A)(iii)(III).

a. Describe the school's early warning system and provide a list of the early warningindicators used in the system

Early warning indicators include:Attendance (5 or more absences of any type per grading period)One or more suspension (in or out of school)Excessive tardies (5 or more per grading period)ELA/Math course failureLevel 1 FSA score

Early warning system data can come from the following sources:

**Core Curriculum (Tier 1) - Information format: DATA SOURCE: Database Management Systems:



Person Responsible/Group Responsible.

FSA TESTS: School generated excel database; Reading Coach/AP.

BASELINE & YEAR DISTRICT ASSESSMENTS: Schoolcity; Leadership Team/PLCs/Individualteachers.

DISTRICT GENERATED ASSESSMENTS FROM THE OFFICE OF ASSESSMENT ANDACCOUNTABILITY (NAME THE ASSESSMENTS): Schoolcity; Data Wall, Dashboard; LeadershipTeam/PLCs/Individual teachers.

SUBJECT-SPECIFIC ASSESSMENTS GENERATED BY DISTRICT-LEVEL SUBJECTSUPERVISORS IN READING, LANGUAGE ARTS, MATH, WRITING, & SCIENCE (NAME THEASSESSMENTS): Schoolcity, Data Wall, PLC Logs; Leadership Team/PLCs/Individual teachers.

FAIR: Progress Monitoring and Reporting Network (PMRN), IPT, Data Wall; Reading Coach/ReadingPLC Facilitator.

CELLA: Sagebrush (IPT); ELL/PSLT Representative.

TEACHERS’ COMMON ASSESSMENTS ON UNITS OF INSTRUCTION/BIG IDEAS: PLC Database,PLC Logs; Individual teachers/Team Leaders/PLC Facilitators/Leadership Team Member.

DRA-2: School generated excel database; Individual teacher.

**Supplemental/Intensive Instruction (Tiers 2 and 3) - Information format: DATA SOURCE: Database:Person Responsible/Group Responsible.

ASSESSMENTS DATA COLLECTED FROM EXTENDED LEARNING PROGRAMS: Schoolgenerated excel database; Leadership Team/ ELP Facilitator.

FAIR OPM: School generated excel database; Leadership Team/Reading Coach.

ONGOING ASSESSMENTS WITHIN INTENSIVE COURSES (Middle/High): Database provided bycourse materials (for courses that have one, e.g., Read 180), School generated excel database;Coaches.

CURRICULUM BASED MEASUREMENTS: easyCBM Reports; Leadership Team/PLCs, IndividualTeachers, Reading Coaches.

RESEARCH-BASED COMPUTER-ASSISTED INSTRUCTIONAL PROGRAMS (e.g., iStation):Assessments included in computer-based programs; PLCs/Individual teachers/Reading coaches.

**Engagement - Information format: DATA SOURCE: Database: Person Responsible/GroupResponsible.

ATTENDANCE DATA (Absenteeism, Chronic Absenteeism, Truancy): District Databases: Reports onDemand, IPT, EASI; Attendance Clerk/Attendance Committee/PSLT/PLCs.

DISCIPLINE DATA (Out-of-school suspensions, in-school suspensions, ATOSS, DisciplineReferrals): District Databases: Reports on Demand, IPT, EASI; PSLT/PLCs/Behavior InterventionCommittee/PBS Team.



DROPOUT PREVENTION DATA (Withdrawal codes, academic outcomes, attendance, disciplinedata): District databases: Reports on Demand, IPT, EASI, Dashboard, Site generated early warningsystems; PSLT/Dropout Prevention Specialist/PLCs/Guidance Counselors/Dropout PreventionCommittee.

b. Provide the following data related to the school's early warning system

1. The number of students by grade level that exhibit each early warning indicator:

Grade LevelIndicator

K 1 2 3 4 5 6 7 8 9 10 11 12Total

Attendance below 90 percent 0 0 0 0 0 0 0 0 0 83 148 111 118 460One or more suspensions 0 0 0 0 0 0 0 0 0 122 145 101 92 460Course failure in ELA or Math 0 0 0 0 0 0 0 0 0 31 181 132 117 461Level 1 on statewide assessment 0 0 0 0 0 0 0 0 0 158 299 241 147 845

The number of students identified by the system as exhibiting two or more early warningindicators:

Grade LevelIndicator

K 1 2 3 4 5 6 7 8 9 10 11 12Total

Students exhibiting two or more indicators 0 0 0 0 0 0 0 0 0 100 227 173 131 631

c. Describe all intervention strategies employed by the school to improve the academicperformance of students identified by the early warning system

The purpose of the core Leadership Team is to:1. Review school-wide assessment data on an ongoing basis in order to identify instructional needs atall grade levels.2. Support the implementation of high quality instructional practices at the core and intervention/enrichment (Tiers 2/3) levels.3. Review ongoing progress monitoring data at the core to ensure fidelity of instruction and attainmentof SIP goal(s) in curricular, behavioral, and attendance domains.4. Communicate school-wide data to PLCs and facilitate problem solving within the content/gradelevel teams.

The Leadership team meets regularly (e.g., bi-weekly/monthly). Specific responsibilities include:• Oversee the multi-layered model of instructional delivery (Tier 1/Core, Tier 2/Supplemental and Tier3/Intensive)• Create, manage and update the school resource map• Ensure the master schedule incorporates allocated time for intervention support at all grade levels.• Determine scheduling needs, and assist teacher teams in identifying research-based instructionalmaterials and intervention resources at Tiers2/3• Facilitate the implementation of specific programs (e.g., Extended Learning Programs during andafter school; Saturday Academies) that provide intervention support to students identified throughdata sorts/chats conducted by the PLCs.• Determine the school-wide professional development needs of faculty and staff and arrangetrainings aligned with the SIP goals• Organize and support systematic data collection (e.g., district and state assessments; during-the-grading period school assessments/checks for understanding; in-school surveys)• Assist and monitor teacher use of SMART goals per unit of instruction. (data will be collected andanalyzed by PLCs and reported to the Leadership Team/PSLT)



• Strengthen the Tier 1 (core curriculum) instruction through the:o Implementation and support of PLCso Review of teacher/PLC core curriculum assessments/chapters tests/checks for understanding (datawill be collected and analyzed by PLCs and reported to the Leadership Team/PSLT)o Use of Common Core Assessments by teachers teaching the same grade/subject area/course(data will be collected and analyzed by PLCs and reported to the Leadership Team/PSLT)o Implementation of research-based scientifically validated instructional strategies and/orinterventions. (as outlined in our SIP)o Communication with major stakeholders (e.g., parents, business partners, etc.) regarding studentoutcomes through data summaries and conferences.• On a monthly basis, assist in the evaluation of teacher fidelity data and student achievement datacollected during the month.• Support the planning, implementing, and evaluating the outcomes of supplemental and intensiveinterventions in conjunction with PLCs and Specialty PSLT.• Work collaboratively with the PLCs in the implementation of the C-CIM (Core ContinuousImprovement Model) on core curriculum material.• Coordinate/collaborate/integrate with other working committees, such as the Literacy LeadershipTeam (which is charged with developing a plan for embedding/integrating reading and writingstrategies across all other content areas).

B. Family and Community EngagementThe school's response to this section may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(2) and(b)(7)(A)(iii)(I).

1. Describe how the school works at building positive relationships with families to increaseinvolvement, including efforts to communicate the school's mission and vision, and keep parentsinformed of their child's progress

a. Will the school use its Title I Parent and Family Engagement Policy (PFEP) to satisfy thisquestion?No

1. PFEP LinkThe school completes a Parental Involvement Plan (PFEP), which is available at the school site.

2. Description

The school’s mission and vision statements are posted on the school’s website for all stakeholders tosee and internalize. Teachers post grades, important messages, and due dates for assignments andprojects onto the virtual gradebook called Edsby. Students and parents have accounts so that theymay access this virtual tool to monitor student progress and intervene in home. Teachers can alsopost general announcements on Edsby to share information with students and parents.The school also has parent-teacher conference nights throughout the school year so that parents canhave face-to-face interaction with teachers to discuss progress and see work samples of their child’smastery. Parents also get to see t how the physical space in the classrooms are set up to meet theneeds of students and promote cooperative learning.The school also uses the ParentLink and the marquee to communicate dates and events to parents,so that parents are always informed to what is going on at the school. When parents are informed towhat is happening the school, they are more prone to get involved in the school community and shareideas with educators on how to better meet the needs of students.Teachers and guidance counselors also use Remind, a free messaging service that allows teachersto directly text message students and parents about upcoming assignments and reminders withoutexchanging phone numbers. Teachers and guidance counselors also use twitter to communicate thesame information.



2. Describe the process by which the school builds and sustains partnerships with the localcommunity for the purpose of securing and utilizing resources to support the school and studentachievement

The school strives to build and sustain relationships with the local community in order to maximizeresources and support the school and student achievement. The school’s PTSA partners with localbusinesses to bring incentives to our school. For instance, during parent-teacher conference nights,there is lunch for the teachers that is sponsored by PTSA. During pre-planning week, the PTSA alsofurnishes the staff and faculty with breakfast throughout that whole week. Additionally, during teacher-appreciation week the PTSA and local businesses work to provide our teachers with discounts on certainitems and amenities to convey to the teachers that they are appreciated for all that they do for our schooland students.

There are also athletic boosters, band boosters, JROTC boosters that help the school build and sustainrelationships with local businesses. The school’s clubs and organizations also try to initiate relationshipswith parents who may be part of local businesses and/or can provide resources at their disposal.

C. Effective Leadership

1. School Leadership Team

a. MembershipIdentify the name, email address and position title for each member of the school leadership team.:

Name TitleWoods, Bradley Principal

b. Duties

1. Describe the roles and responsibilities of the members, including how they serve asinstructional leaders and practice shared decision making

The leadership team includes:• Principal• Assistant Principal for Curriculum• Assistant Principal for Administration• Guidance Counselor• School Psychologist• School Social Worker• Academic Coaches (Reading, Math, etc. and other specialists on an ad hoc basis),• ESE teacher• Subject Area Leaders (Middle)• Team Leaders (Middle)• Department Heads (High)• SAC Chair• ELP Coordinator• ELL Representative• Attendance Committee Representative• Behavior Team Representative or Behavior Specialist/Coach• Teach-To-Lead Site Committee(Note that not all members attend every meeting, but are invited based on the goals and purpose forthe meeting)

PSLT Coordinator—Principal/Assistant Principal: Coordinate and oversee the decision making



process to ensure integrity and consistency of the PS/RtI implementation at the building level. Theprincipal should attend PSLT meetings at the Tier 1 level, provide specific procedures for resourceallocation, and monitor the fidelity of instruction/intervention at the school-wide and classroom levels(Tier 1)PSLT Meeting Facilitator— e.g., School Psychologist, Reading Coach, School Social Worker,Guidance Counselor, ESE Specialist, and/or Intervention Specialist: The facilitator opens the meetingwith a brief description of what the team expects to accomplish during the meeting. The facilitator is toestablish and maintain a supportive atmosphere throughout the meeting by encouraging participationfrom team members, clarifying and summarizing information communicated during the meeting,design specific procedures for ongoing communication between school staff and PSLT, and assistwith monitoring the fidelity of intervention implementation across each tier.PSLT Content Specialist— e.g., Administrator, Reading Coach, Math Coach, Writing Coach, ESESpecialist, and/or Behavior Specialist: Ensures that when new content curricular materials areobtained, implementers are adequately trained to use the materials, check fidelity of use of curricularmaterials and strategies, determine what elements need to be included in an effective coreinstructional program and assist the team in identifying which instructional strategies are mosteffective to address areas of concerns. The Content Specialist may also assist with monitoring thefidelity of instruction and intervention implementation across each tier.PSLT Data Consultant— e.g., Assistant Principal, Reading Coach, Math Coach, Science Coach,Academic Intervention Specialist, Behavior Specialist, Technology Support Personnel, SchoolPsychologist, School Social Worker, ESE Specialist, and/ or Guidance Counselor: Prior to themeeting, the Data Consultant assists team members with collecting, organizing, analyzing, graphingand interpreting data. The data should be presented in easily understandable visual displays to guidethe decision making process.PSLT Timekeeper—Ensures that meeting times are respected and helps the team stay focused onthe respective agenda. Because many decisions need to be made during the meeting, the timekeepershould redirect the team’s discussion when necessary. The timekeeper should know who are workingon specific projects and set timelines for completion/implementation as well as monitor the fidelityacross each tier.PSLT Recorder—Records the plans of the team, including meeting minutes/notes. This person willcapture all important information, especially related to instruction/ intervention specifics, progressmonitoring, data analysis, and future meeting dates. The recorder may need to ask for clarificationseveral times during the meeting to ensure that enough detail is recorded so that a person who didnot attend the meeting would be able to clearly understand the nature and implementation of theinstructional/intervention plan

The Leadership Team/PSLT communicates with and supports the PLCs in implementing strategiesby distributing Leadership Team members across the PLCs to facilitate planning and implementation.Once strategies are put in place, the Leadership Team members who are part of the PLCs regularlyreport on their efforts and student outcomes to the larger Leadership Team/PSLT.

2. Describe the process through which school leadership identifies and aligns all availableresources (e.g., personnel, instructional, curricular) in order to meet the needs of all studentsand maximize desired student outcomes. Include the methodology for coordinating andsupplementing federal, state and local funds, services and programs. Provide the person(s)responsible, frequency of meetings, how an inventory of resources is maintained and anyproblem-solving activities used to determine how to apply resources for the highest impact

• In an effort to engage in a systematic data-based problem solving process, the school’s LeadershipTeam/PSLT and PLCs use the problem solving process (Problem Identification, Problem Analysis,Intervention Design and Implementation and Evaluation to engage in data-driven decision making forcore instruction. The process is outlined below:o Analyze student outcomes and make data-driven decisions:1. What is the problem? (Problem Identification)



2. Why is it occurring? (Problem Analysis and Barrier Identification)3. What are we going to do about it? (Action Plan Design and Implementation)4. Is it working? (Monitor Progress and Evaluate Action Plan Effectiveness)o Identify the problem (based on an analysis of the data disaggregated via data sorts) in multipleareas – curriculum content, behavior, and attendanceo Develop and test hypotheses about why student/school problems are occurring (identify rootcauses and barriers to success).o Develop and target interventions based on confirmed hypotheses.o Identify appropriate progress monitoring assessments to be administered at regular intervalsmatched to the intensity of the level of instructional/intervention support provided.o Develop grading period or units of instruction//intervention goals that are ambitious, time-bound,and measureable (e.g., SMART goals).o Review progress monitoring data at regular intervals to determine when student(s) need more orless support (e.g., frequency, duration, intensity) to meet established class, grade, and/or schoolgoals (e.g., use of data-based decision-making to fade, maintain, modify or intensify intervention,remediation and/or enrichment support).o Each PLC develops PLC action plan for SIP strategy implementation and monitoring.o Assess the implementation of the strategies on the SIP using the following questions:1. Does the data show implementation of strategies are resulting in positive student growth?2. To what extent are we making progress toward the school’s SIP goals?3. If we are making progress, what can we do to sustain what is working?4. What barriers to implementation are we facing and how will we address them?5. What should we do next? What should be our plan of action?

At the end and beginning of each year, schools take an inventory of resource materials, staff andallocation of funds for their building to determine the necessary resource materials and personnelavailable to meet the needs of their students. The leadership team/PSLT develops a resource map toidentify gaps in resources and to ensure resources are available and allocated across the building foruse by all grade levels and teachers.

To ensure teacher support systems and small group and individual needs are met, the ProblemSolving Leadership Team (PSLT):1. Review school-wide assessment data on an ongoing basis in order to identify instructional needsacross the school and all grade levels.2. Support the implementation of high quality instructional practices during core and interventionblocks.3. Review progress monitoring data at the core to ensure fidelity of instruction and attainment of SIPgoal(s) in curricular, behavioral, and attendance domains.4. Communicate school-wide data to PLCs and facilitate problem solving within the content/gradelevel teams.

The PSLT meets regularly (e.g., bi-weekly/monthly) The PSLT meeting calendar is structured aroundthe district’s assessment calendar to ensure there are opportunities to review assessment outcomedata and engage in the problem solving process for appropriate data-driven decisions. The memberson the team include administrator(s), guidance counselor(s), school psychologist, ESE specialist,content area coaches/specialists, PLC liaisons, and other school personnel as needed.

To build capacity multi-tiered system of instructional delivery (Tier 1/Core, Tier 2/Supplemental andTier 3/Intensive), the PSLT:• Supports school teams with creating, managing and updating the school’s resource maps foracademic and non-academic areas.• Ensures the master schedule incorporates allocated time for intervention support at all grade levelsand assist teacher teams in identifying evidence-based strategies and materials for intervention



delivery.• Coordinates data sorts at the beginning of each year to identify students in need of enrichment,remediation and intervention support at each tier.• Facilitates the implementation of specific programs (e.g., Extended Learning Programs during andafter school; Saturday Academies that provide support to students in need of remediation of coreskills.• Determines the school-wide professional development needs of faculty and staff and arrangetrainings aligned with the SIP goals.• Organizes and support systematic data collection (e.g., universal screenings, formative, ongoingprogress monitoring and summative data).• Assists and monitor teacher use of SMART goals for core instruction and intervention groups. (datawill be collected and analyzed by PLCs and reported to the PSLT)• Strengthen Tier 1 core instruction by:o Implementing evidence-based instructional strategies and/or interventions. (as outlined in the SIP)o Supporting PLCs with planning and delivering rigorous core instruction.o Ensuring opportunities for common assessments are provided across each grade level.o Reviewing common assessment data to monitor students Response to Core Instruction.o Monitoring the fidelity of instructional practices.

Title I, Part AServices are provided to ensure students who need additional remediation are provided supportthrough: after-school, Saturday School and summer programs, quality teachers through professionaldevelopment, content resource teachers, and mentors.

Title I, Part C- MigrantThe migrant advocate provides services and support to students and parents. The advocate workswith teachers and other programs to ensure that the migrant students’ needs are being met.

Title I, Part DThe district receives funds to support the Alternative Education Program which provides transitionservices from alternative education to school of choice

Title IIThe district receives funds for staff development to increase student achievement through teachertraining. In addition, the funds are utilized in the Salary Differential Program at Renaissance Schools.

Title IIIServices are provided through the district for educational materials and ELL district supportedservices to improve the education of immigrant and English Language Learners

Title X- Homeless

Supplemental Academic Instruction (SAI)SAI funds will be coordinated with the Title I funds to provide summer school, reading coaches, andextended learning opportunity programs.

Violence Prevention ProgramsN/A

Nutrition ProgramsN/A



Housing ProgramsN/A

HeadstartWe utilize information from students in Head Start to transition into Kindergarten.

Adult EducationN/A

Career and Technical EducationThe career and technical support is specific to each school site in which funds can be utilized, in aspecific program, within Title I regulations.

Job TrainingJob training support is specific to each school site in which funds can be utilized, in a specificprogram, within Title I regulations.

2. School Advisory Council (SAC)

a. MembershipIdentify the name and stakeholder group for each member of the SAC.:

Name Stakeholder GroupBradley Woods PrincipalSusan Belanger ParentSonia Rios TeacherKenneth Gilreath ParentAmy DeLeslie ParentClaudia Solorzano TeacherTaryn Anello PrincipalAmy Bartley ParentLinda Hill ParentAnnie Bennet ParentMichele Echols ParentMia Cuniglio StudentJulia Spencer ParentCierra Spencer StudentJennifer Summers TeacherCynthia Curbelo TeacherAngelique Diaz Teacher

b. Duties

1. Provide a description of the SAC's involvement with the following activities, as required bysection 1001.452(2), Florida StatutesThe school's response to this question may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(2).

a. Evaluation of last year's school improvement plan



SAC was presented with the school improvement plan, the academic goals, disciplinary goals, andattendance goals. These were all approved by SAC. Overall, the school's plan to meet the needs ofour students and and increase student achievement was favorable to the committee.

b. Development of this school improvement plan

In partnership with the School Leadership Team, the SAC will analyze and assess all pertinent schooldata that affects student achievement, develop the school improvement plan, vote on the schoolimprovement plan, monitor the school improvement plan, review the school improvement plan asneeded, plan and carry out activities that support the school improvement plan, develop a SACbudget to support the school improvement plan goals, monitor the spending of the SAC budget, andmake adjustments to the budget as needed.

The SAC committee will be involved in the generation of the Standard and Non-Standard Waiverapprovals and the SAC composition form. The SAC committee will be involved in the adoption of theSIP and in mid-year reflection and report. The SAC committee will be involved in overseeingprofessional development to aid faculty and staff in maintaining fidelity with maintaining SIP goal.

All the steps that are part of the school improvement plan reflect and relate to the areas of curriculum,instruction, assessment and behavior. Input, with time for reflection, was sought from staff and SACcommittee to do the analyses of these areas. Using data and all components of the schoolimprovement plan, the goals of the SAC committee will be directly tied to student achievementprogress.

c. Preparation of the school's annual budget and plan

No funds were allocated this year for a SAC Budget.

In the event that the state does not allocate SAC funds to schools, the district may elect to allocatedistrict dollars to schools to support SIP goals. If and when they become available, schools will benotified of the allocation by the Business Division. An initial allocation of 90% is based on the averageun-weighted FTE from the prior year. The second allocation is based on the current year’s averageun-weighted FTE minus the amount initially allocated. The second allocation usually falls in the monthof March. Schools are notified by the Business Division when the first and second allocations havebeen completed.

The law encourages each local SAC to design their own budget (without infringement at the districtlevel) in order to carry out the school improvement process in their school. Subject to the followingrestrictions, the law does not set any limitations on how the money can be spent. The principal maynot override the recommendation of the SAC. Funds may not be used for capital improvement. Fundsmay not be used for any project or program that has a duration of more than one year. However, aprogram or project formerly funded may receive funds in a subsequent year. The SAC is responsiblefor determining how funds will be appropriated. The SAC must vote on each item in the budget.

2. Describe the use of school improvement funds allocated last year, including the amountbudgeted for each project

School improvement funds were not available during the previous school year (2016-2017).

3. Verify that the school is in compliance with section 1001.452, Florida Statutes, regarding theestablishment requirements and duties of the SACYes

a. If the school is not in compliance, describe the measures being implemented to meet SACrequirements



3. Literacy Leadership Team (LLT)

a. MembershipIdentify the name and position title for each member of the school-based LLT or similar group, ifapplicable.:

Name TitleWoods, Bradley Principal

b. Duties

1. Describe how the LLT or similar group promotes literacy within the school, if applicable

The LLT is a subset of the Problem Solving Leadership Team. The team provides leadership for theimplementation of the reading goals and strategies identified on the SIP.

Literacy Leadership Team includes:

PrincipalAssistant Principal for CurriculumReading CoachESE SpecialistELL CoordinatorDepartment Heads

The principal is the LLT chairperson. The reading coach is a member of the team and providesextensive expertise in data analysis and reading interventions. The reading coach and principalcollaborate with the team to ensure that data driven instruction support is provided to all teachers.

The principal also ensures that the LLT monitors reading data, identifies school-wide and individualteachers’ reading-focused instructional strengths and weaknesses, and creates a professionaldevelopment plan to support identified instructional needs in conjunction with the Problem SolvingLeadership team’s support plan. Additionally the principal ensures that time is provided for the LLT tocollaborate and share information with all site stakeholders including other administrators, teachers,staff members, parents and students.

What will be the major initiatives of the LLT this year?

• Encouraging teacher collaboration in PLCs• Implementation and evaluation of the SIP reading strategies across the content areas• Professional Development• Co-planning, modeling and observation of research-based reading strategies within lessons acrossthe content areas• Data analysis (on-going)• Implement K-12 Reading Plan

D. Public and Collaborative TeachingThe school's responses to this section may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(7)(A)(iii)(IV).

1. Describe the school's strategies to encourage positive working relationships betweenteachers, including collaborative planning and instruction



Teachers who teach similar subjects or co-teach together will have a common planning period. Teacherswill also have a wealth of opportunity to collaborate and plan instruction during Professional LearningCommunities (PLCs). PLCs will meet at least once a month for the duration of the school year. Duringfaculty meetings, teachers will also have the opportunity to share pedagogy, behavior managementstrategies, and best practices in small groups; then share highlights and bright ideas with whole group. Inaddition to grade level PLCs. Teachers also meet monthly in Cross Content PLCs to discuss writingstrategies and writing achievement goals.

2. Describe the school's strategies to recruit, develop and retain highly qualified, certified-in-field,effective teachers to the school

Teacher Interview Day and Recruitment Fairs occur under the oversight of Human Resources. Allapplicants must be pre-approved by the District to attend these events. Performance levels are tied to a3-year average of value added measures. The teacher evaluation is based on that value addedmeasure, along with mentor evaluation data and principal/administration evaluation data. PLCs and theDistrict’s Mentoring program for new teachers are essential for teacher retention.

3. Describe the school's teacher mentoring program, including the rationale for pairings andplanned mentoring activities

District based mentors are provided to teachers new to teaching through the EET initiative. Weekly visitsby mentors can include planning, modeling, data analysis, coaching, conference, and problem solving.Mentors work individually with new teachers, developing unique plans to support professional growth.The district-based mentor has strengths in the areas of leadership, mentoring, and increasing studentachievement.

E. Ambitious Instruction and Learning

1. Instructional Programs and Strategies

a. Instructional Programs

1. Describe how the school ensures its core instructional programs and materials are alignedto Florida's standards

In order to ensure that the core instructional programs and materials are aligned to Florida’sstandards, teachers are required to take district trainings and professional development. Districttrainings and professional development allows teachers to enrich their pedagogy and acquire newstrategies that they can implement in their classroom to increase student engagement and studentlearning in their classroom.

Teachers are encouraged to look at baseline data, test scores, and evaluation data to create goalsand objectives for that current school year. Teachers will have the opportunity to meet in small groupsand discuss their goals with colleagues during pre-planning. If teachers do not meet goals andobjectives they will have the opportunity to problem solve and plan for next school year in theirprofessional learning communities, with instructional leaders, and/or administration.

Every teacher is also required to attend Professional Learning Communities (PLC), where teachershave the opportunity to disaggregate and interpret data with their colleagues. Teachers can also usethis time to model lessons and/or strategies and discuss best practices. This is a great opportunity forteachers to lesson plan and check where everyone is on the pacing guide and/or provide assistanceand support to each other as needed.

Every instructional department in the school follows district curriculum guides, which are aligned with



Florida Standards. Department Heads and instructional coach may conduct period walk-throughs tohelp support teachers in the teaching process and give teachers recognition for the hard work thatthey do every day.

Administration also conducts formal and informal observations to ensure that teachers’ pedagogy andpractices are aligned with Florida Standards. Teachers receive feedback on instruction in a timelymanner based on the teacher evaluation rubric. Some of the key areas that teachers are evaluatedon based on the rubric are planning, instruction, classroom environment, and student engagement.

b. Instructional Strategies

1. Describe how the school uses data to provide and differentiate instruction to meet thediverse needs of students. Provide examples of how instruction is modified or supplementedto assist students having difficulty attaining the proficient or advanced level on stateassessments

The student data that is collected in the school helps our faculty and staff to make determinations onstudent schedules and teacher assignments. Student data drives the decision making process in theschool. Students who score at a level 1 on math or reading state assessments are stronglyencouraged, per Hillsborough County's plan to provide remediation, to take an intensive orenrichment course to help them make academic progress and acquire learning gains.

Teachers also differentiate learning in their classroom based on students’ needs. Some teachers usebaseline data from previous year as initial data to figure out the needs of their students. Moreover,some teachers administer a pre-assessment to gauge the needs of their students and makecooperative learning groups for their students based on those pre-assessment results. Teachersadminister formative assessments throughout the school year in order to progress monitor students toensure that the students are making adequate growth throughout the school year.

The Assistant Principal for Curriculum pulls grades mid-way each quarter and at the end of the nineweeks and compiles a list of students earning Ds and Fs in their classes. This list is separated intoindividual teachers and sent to those teachers as a quick reference of students who may not or didnot pass their class for that specific nine weeks. On this list, there is also parent contact information toencourage teachers to contact parents to inform parents of students who may not be doing well intheir classes. This line of communication is another resource to touch base with parents and ensurethat they are aware of their child’s performance in school.

For state assessments, ESE students and ELL students are given appropriate accommodations tomeet their needs in order to be successful. Students’ accommodations are documented based ondistrict and state procedures. All students are also given scratch paper to utilize to jot down ideas,work out math problems, and take notes on what they are reading.

The school also uses FAIR-FS data and last year’s FSA data to target students’ reading needs.Based on this data, students are placed in appropriate reading classes and teachers can decidewhich strategies will more effective for their students in order to help increase student learning andstudent achievement.

The FAIR-FS, FSA, student grades, and student attendance are used to target students for ExtendedLearning Program (ELP). This program is in addition to the regular school day where students canreceive supplemental instruction to increase learning and help students prepare for state and districtassessments. There is also after school boot camp ELP for students who can use more assistance intheir reading fluency, vocabulary, and reading comprehension.

The school also provides opportunities for SAT prep Classes. The SAT Prep Classes are geared



towards preparing students for the reading, writing, and math portions of the test. Students who meetcertain scores can apply to colleges and/or universities of their choice. The SAT Prep Classes enablethe school to meet students’ needs by ensuring that they meet the prerequisite to be able to apply toattend college and/or a university.

Our school also uses Multi-Tiered Systems of Support-Response to Intervention (MTSS-RTI) toensure that students' learning needs are met and to bridge the achievement gap. MTSS-RTI isevidence-based instructional and intervention support provided at increasing levels of intensity in athree tiered model. Within the MTSS-RTI, all instruction occurs in a three tiered system. Tier 1 is coreinstruction provided to all students; tier 2 is intervention provided to students in need of supplementalinstruction; tier 3 is intervention provided to students in need of intensive instruction.

The school-based MTSS-RTI Leadership Team includes:

A. Bradley Woods -PrincipalB. Taryn Anello - Assistant Principal for CurriculumC. Edward Henderson- Assistant Principal for AdministrationD. Jennifer Cary-Greco – Assistant Principal for Student AffairsE. Kendric Harris– Assistant Principal for Student AffairsF. Jaclyn Savino – Assistant Principal for Student AffairsG. Ray Dudley - Assistant Principal for Student AffairsH. Melissa Merchant – School PsychologistI. Brian Noll– School Social WorkerJ. Elizabeth Ward – ESE SpecialistK. Guidance Counselors (Rogers, Tonelli, Theiss, Reed, and D’Agostino)L. Sean Newborn - Reading CoachM. Department Heads

2. Provide the following information for each strategy the school uses to increase the amountand quality of learning time and help enrich and accelerate the curriculum:



Strategy: After School ProgramMinutes added to school year: 6,500

Extended Learning Program (ELP) is a supplemental program to help bridge the achievementgap for students who are struggling in their core subjects and/or state assessments.

Strategy Rationale

This program is designed to meet the learning needs of students and increase studentachievement.

Strategy Purpose(s)

• Enrichment

Person(s) responsible for monitoring implementation of the strategyWoods, Bradley, [email protected] that is or will be collected and how it is analyzed to determine effectiveness of thestrategy

FAIR-FS, formative assessments, and state assessments are used to monitor programeffectiveness and measure students' learning throughout the school year; a trend of academicgrowth is expected as these data are analyzed.

Strategy: After School ProgramMinutes added to school year: 2,400

9th Grade Mentoring Initiative - This program pairs the incoming freshman with a faculty memberor administrator. This mentor provides tutoring, support, and guidance.

Strategy Rationale

This program is designed to help incoming freshman transition successfully into high school,while making academic (reading) gains.

Strategy Purpose(s)

• Core Academic Instruction

• Enrichment

Person(s) responsible for monitoring implementation of the strategyWoods, Bradley, [email protected] that is or will be collected and how it is analyzed to determine effectiveness of thestrategy

2. Student Transition and Readiness

a. PreK-12 TransitionThe school's response to this question may address the requirements of ESSA, P.L. No. 114-95, §1114(b)(7)(A)(iii)(V).



1. Describe the strategies the school employs to support incoming and outgoing cohorts ofstudents in transition from one school level to another

In Hillsborough County Public schools, all kindergarten children are assessed for KindergartenReadiness using the FLKRS (Florida Kindergarten Readiness Screener.) This state-selectedassessment contains a subset of the Early Childhood Observation System and the first two measuresof the Florida Assessments in Reading (FAIR). The instruments used in the screening are basedupon the Florida Voluntary Prekindergarten (VPK) Education Standards. Parents are provided with aletter from the Commissioner of Education, explaining the assessments. Teachers will meet withparents after the assessments have been completed to review student performance. Data from theFAIR will be used to assist teachers in creating homogeneous groupings for small group readinginstruction. Children entering Kindergarten may have benefited from the Hillsborough County PublicSchools’ Voluntary Prekindergarten Program. This program is offered at elementary schools in thesummer and during the school year in selected Head Start classrooms and as a blended program inseveral Early Exceptional Learning Program (EELP) classrooms. Starting in the 2012-2013 schoolyear, students in the VPK program were given the state-created VPK Assessment that looks at PrintKnowledge, Phonological Awareness, Mathematics and Oral Language/Vocabulary. This assessmentcontinues to be administered at the start and end of the VPK program. A copy of these assessmentsare mailed to the school in which the child is registered for kindergarten, enabling the child’s teacherto have a better understanding of the child’s abilities from the first day of school. Parent Involvementevents for Transitioning Children into Kindergarten include Kindergarten Round-Up. This eventprovides parents with an opportunity to meet the teachers and hear about the academic program.Parents are encouraged to complete the school registration procedure at this time to ensure that thechild is able to start school on time.

b. College and Career Readiness

1. Describe the strategies the school uses to advance college and career awareness, whichmay include establishing partnerships with business, industry or community organizations

Annually the school will hold elective fairs with present and incoming students. Based on interest, wewill establish Course Selection Sheets and courses offerings to best meet their needs. The GuidanceDepartment, ESE Specialist, AVID Coordinator, Department Heads, teachers and APCs will thenarticulate with feeder schools and assist students in signing up for courses and programs based ontheir Automatic Course Requests and their individual interests. School Counselors will visit classes toreview the curriculum guide and course descriptions. They will distribute Course Selection Sheetsand provide information about selecting courses for the following school year. These CourseSelection Sheets are then sent home for parent review and signature.

On an annual basis, the school will review new course offerings at the state and district level tocontinue to offer rigorous and relevant coursework and to meet the State Standards.

The AVID program at our school site is geared towards meeting the needs of students and closingthe achievement gap. AVID students are equipped with various strategies (cornell note-taking, askingessential question, quickwrites, reflections, think-pair-share, carousel brainstorming, anticipationguides, etc.) that will enable them to be successful in their core classes and be ready for collegiatelevel work. The AVID site team meet on a periodic basis to discuss best practices, AVID strategies,and the needs of students. The AVID curriculum and strategies foster students' critical thinking skills,enrich their problem solving skills, and promote collaboration with peers to accomplish commontasks. The academic tools and academic experiences that AVID students acquire help to increasetheir level of confidence and their chances of being successful in school and post high school.

Our school offers the following CTE organizations: FBLA, DECA, FCCLA, FFEA and HOSA. Theseorganizations are very active in our school and prepare students for a good career post-high school.Marketing, TA, and Business classes offer Microsoft Office Specialist Certifications in PowerPoint,



Word, and Outlook and Excel as well as Adobe Flash, Dreamweaver and CIW. All counting towardsschool grade and career readiness. Not to mention the DECA and FBLA clubs create real world jobinterviews and career scenarios for student preparation for the workforce.

Our College and Career Counselor uses of Twitter, Edsby, Eventbrite and Remind 101 to regularlyand efficiently communicate with students and parents about upcoming deadlines, events,scholarships, college visits, and other opportunities. She has also spearheaded the SAT prepsessions and college counseling sessions brought out to the University Area CommunityDevelopment Center to specifically reach out and facilitate college and career readiness opportunitiesfor students living in that area.

Additionally, our College and Career Counselor keeps the Success Center decorated with bannersfrom a multitude of schools which have been attended by Wharton graduates. She keeps it neatlystocked with current colleges, college prep and scholarship information. Moreover, she regularly pullsin each and every student for key updates and motivational discussions. She does this by periodicallypulling them from English class for updates and provides them with grade-specific pamphlets andchecklists.

She holds parent information sessions during the year to keep parents informed regarding actionsthey should be taking to be help their student succeed.

Finally, our College and Career Counselor also hosts Scholarship Club and "Get It Done Mondays"(where students can come to the Success Center during lunch periods and work on, with support andassistance, anything college-related, e.g., applications, scholarships, waivers, essays, etc.). She alsohosts and chaperones several college visits each year, having requested and utilizing grant moneyshe obtains for this purpose.

2. Identify the career and technical education programs available to students and industrycertifications that may be earned through those respective programs

Courses and coursework are established in Professional Learning Communities, AdvancedPlacement, IB, Dual Enrollment, Career Themed Courses, Career Pathways, Program Completers,the Magnet Programs and AVID classes to help students see the relationships both cross-curricularand within subjects to establish relevance to a student’s future. Many of these programs help guideand establish a student for postsecondary readiness (Industry Certifications, college credit, job skills,etc).

"Industry certifications are the central component of the implementation of the Florida Career adProfessional Act. In 2007 the Florida Legislature passed the Career and Professional Education Act.The purpose of the Act was to provide a statewide planning partnership between the business andeducation communities in order to attract, expand, and retain targeted, high-value industry and tosustain a strong, knowledge-based economy. While originally focused on industry certificationattainment by secondary students, the 2013 Legislature expanded to include industry certificationattainment by postsecondary students" (fldoe.org).

At our school several of our classes involve a curriculum component that allows students to earnIndustry certification in Microsoft Word, Excel, Outlook, PowerPoint, Notes or Access. We also offerthe Adobe Network Specialist IC, which is a very rigorous exam that covers Dreamweaver CS6, FlashCS6 or Photoshop CS--these are the preeminent software applications used in Digital and Webdesign professionally. Recently we added CIW IC in Web Applications, Electronic Commerce andBusiness Concepts--these again are very rigorous exams! Students receive certificates ofachievement once they pass the exam, which they add to their professional development. Manystudents who do not typically excel in traditional education earn their certifications probably because it



is hands-on and they see the relevance.

The nursing program at our school helps to prepare students for a career after high school. Studentslearn the essentials of being a certified nursing assistant. Students are also exposed to real-lifescenarios and attend 40 hours of clinicals in an area hospital and nursing home. The structure of thecurriculum and the class are very tactile so that students are able to have a hands-on experience andcooperatively learn with peers. After completion of the program, students are well prepared to takethe state exam to be a certified nursing assistant.

Our school also offers an Early Childhood Education Program to our students. In this program,students can potentially receive some collegiate credit hours towards an undergraduate degree inEarly Childhood Education. Students who successfully complete the program also earn a FloridaDepartment of Education Early Childhood Professional Certificate (ECPC). Moreover, studentsenrolled in this course get real-life experience with young children in order to build their child careskills and knowledge base. Throughout the course of this program, students are expected to earn 480hours of direct work with children 5 years of age or younger in order to earn their ECPC. One year ofcourse work can equate to 120 hours being completed towards certification. Ideally, students shouldstart the course as a freshmen and work their way through Course 1, Course 2, Course 3, andCourse 4 to be able to potentially complete all or most hours for certification on school site. However,students can also earn hours outside of school at licensed and approved day care facilities.

3. Describe efforts the school has taken to integrate career and technical education withacademic courses (e.g., industrial biotechnology) to support student achievement

District-LevelThe Career and Technical Education (CTE) Department provides our counselors with the Programsof Study to help guide students with their educational pathway. The Program of Study maps out thecourses and timeline for students to be program completers and successfully transition topostsecondary institutions.Our district provides a variety of opportunities for students to learn about career pathways atpostsecondary institutions through programs such as:• Amazing Race -Provides 12th grade students an opportunity to gather enrollment requirements,scholarship opportunities and program offerings for incoming college freshmen• Hi-TEC Trek - Provides 11th graders with an opportunity to explore Hillsborough County’spostsecondary technical centers career and program opportunities.• Wings of Imagination – Provides rising 10th grade girls with the opportunity to explore AS degreeprograms offered through Hillsborough Community College.• College and Career Connections – Provides Career and Technical Education teachers, middle andhigh school counselors the opportunity to visit the four Hillsborough HiTEC centers and five HCCCampuses.Additionally, the Hillsborough County Career Pathways Consortium coordinates articulationagreements to provide Career and Technical Education Program Completers with free credit atpostsecondary institutions across the state of Florida.

School-LevelStudents may participate in the following:• Using SAI funds, Saturday SAT and ACT prep classes are offered. Information regarding SAT andACT prep classes and testing dates will be provided to students and parents.• All juniors will participate in the SAT School-Day. Utilizing test preparation and SAT online toprepare prior to the free SAT opportunities. Other additional free SAT opportunities are available tojuniors to take the SAT.• College Visits - Various college representatives visit school sites to share information about theirspecific colleges or universities with students.• ASVAB - Students interested in possibly enlisting in the military are given an opportunity to take this



aptitude test.• Hi-TEC Centers Field Trip - Students will be given the opportunity to visit multiple centers and learnmore about the programs offered at these technical schools.• USF Senior Access Day - Disadvantaged and underrepresented students are invited to visit USFand learn about careers in various health professions.• Ready to Work - Students in 12th grade have the opportunity to complete three assessments in theareas of math, reading and interpreting data on the computer in the Success Center. After completingthe assessments students are sent a certificate that indicates their scores and the correlating skills.The students then show this certificate to an employer when applying for a job, which makes themmore marketable.• Senior Night - All seniors and their parents are encouraged to attend senior night, where theyreceive the senior handbook and counselors share valuable information about the senior year. Thisincludes postsecondary information, a timeline of what seniors should be doing during the course ofthe year, SAT/ACT test dates, etc.• Junior Night - Juniors and their parents are presented with important information aboutpostsecondary planning, a timeline of what they should be doing during the course of the year, SAT/ACT test dates, etc.• Through the AVID program, students are engaged in on-going college readiness activities.• College Night – The district offers four college nights throughout the county for students to speakdirectly with over 100 college and university representatives.• All targeted juniors take the PERT. Based on the results, students are placed in college readinesscoursework to prepare for college entrance and college level coursework.• Financial Aid Night- The district offers eight financial aid nights for students and parents tounderstand the financial aid process, Bright Futures and state/local scholarship process.• Pasos al Futuro- The district offers several Pasos al Futuro events throughout the school year forEnglish Language Learners and Spanish speaking families by facilitating a comprehensivepresentation that intends to demystify the college planning, admission and financial aid process forstudents and their families.• Guidmii- is a web-based academic planning tool available for middle and high school students. TheGuidmii platform enables secondary students and parents to develop a roadmap to college andcareer readiness. Students and parents can view the student’s academic options, track high schoolgraduation requirements, obtain information regarding Bright Futures, scholarships, and collegeadmissions information.

4. Describe strategies for improving student readiness for the public postsecondary levelbased on annual analysis of the High School Feedback Report, as required by section1008.37(4), Florida Statutes

This report is not available for the 2014-2015 or 2015-2016 school year. 2013 data is only partiallyavailable..In 2013, our school had 471 seniors graduate with a high school diploma.

In 2013, % of our school's graduates scored at a level 3 or better on the 10th grade Math FCAT =(data not available)

In 2013, 91% of our school's graduates scored at level 3 or better on the 10th grade Reading FCAT.

In 2013, % of our school's graduates scored at level 3 or better on both Reading and Math portions ofFCAT = (data not available)

In 2013, 69% of our school's graduates completed a college prep program.

In 2013, 64.5% of our graduates completed at least one AP, IB, AICE our dual enrollment course.



http://data.fldoe.org/readiness/

District-LevelThe Career and Technical Education (CTE) Department provides our counselors with the Programsof Study to help guide students with their educational pathway. The Program of Study maps out thecourses and timeline for students to be program completers and successfully transition topostsecondary institutions.Our district provides a variety of opportunities for students to learn about career pathways atpostsecondary institutions through programs such as:• Amazing Race -Provides 12th grade students an opportunity to gather enrollment requirements,scholarship opportunities and program offerings for incoming college freshmen• Hi-TEC Trek - Provides 11th graders with an opportunity to explore Hillsborough County’spostsecondary technical centers career and program opportunities.• Wings of Imagination – Provides rising 10th grade girls with the opportunity to explore AS degreeprograms offered through Hillsborough Community College.• College and Career Connections – Provides Career and Technical Education teachers, middle andhigh school counselors the opportunity to visit the four Hillsborough HiTEC centers and five HCCCampuses.Additionally, the Hillsborough County Career Pathways Consortium coordinates articulationagreements to provide Career and Technical Education Program Completers with free credit atpostsecondary institutions across the state of Florida.

School-LevelStudents may participate in the following:• Using SAI funds, Saturday SAT and ACT prep classes are offered. Information regarding SAT andACT prep classes and testing dates will be provided to students and parents.• All juniors will participate in the SAT School-Day. Utilizing test preparation and SAT online toprepare prior to the free SAT opportunities. Other additional free SAT opportunities are available tojuniors to take the SAT.• College Visits - Various college representatives visit school sites to share information about theirspecific colleges or universities with students.• ASVAB - Students interested in possibly enlisting in the military are given an opportunity to take thisaptitude test.• Hi-TEC Centers Field Trip - Students will be given the opportunity to visit multiple centers and learnmore about the programs offered at these technical schools.• USF Senior Access Day - Disadvantaged and underrepresented students are invited to visit USFand learn about careers in various health professions.• Ready to Work - Students in 12th grade have the opportunity to complete three assessments in theareas of math, reading and interpreting data on the computer in the Success Center. After completingthe assessments students are sent a certificate that indicates their scores and the correlating skills.The students then show this certificate to an employer when applying for a job, which makes themmore marketable.• Senior Night - All seniors and their parents are encouraged to attend senior night, where theyreceive the senior handbook and counselors share valuable information about the senior year. Thisincludes postsecondary information, a timeline of what seniors should be doing during the course ofthe year, SAT/ACT test dates, etc.• Junior Night - Juniors and their parents are presented with important information aboutpostsecondary planning, a timeline of what they should be doing during the course of the year, SAT/ACT test dates, etc.• Through the AVID program, students are engaged in on-going college readiness activities.• College Night – The district offers four college nights throughout the county for students to speakdirectly with over 100 college and university representatives.• All targeted juniors take the PERT. Based on the results, students are placed in college readiness



coursework to prepare for college entrance and college level coursework.• Financial Aid Night- The district offers eight financial aid nights for students and parents tounderstand the financial aid process, Bright Futures and state/local scholarship process.• Pasos al Futuro- The district offers several Pasos al Futuro events throughout the school year forEnglish Language Learners and Spanish speaking families by facilitating a comprehensivepresentation that intends to demystify the college planning, admission and financial aid process forstudents and their families.• Guidmii- is a web-based academic planning tool available for middle and high school students. TheGuidmii platform enables secondary students and parents to develop a roadmap to college andcareer readiness. Students and parents can view the student’s academic options, track high schoolgraduation requirements, obtain information regarding Bright Futures, scholarships, and collegeadmissions information.

II. Needs AssessmentThe school's completion of this part may address the requirements of ESSA, P.L. No. 114-95, § 1114(b)(6).

A. Problem Identification

1. Data to Support Problem Identification

b. Data UploadsData uploads are not required by the Florida Department of Education but are offered as a tool for theneeds assessment. In this section, the school may upload files of locally available data charts andgraphs being used as evidence of need.The following documents were submitted as evidence for this section:

No files were uploaded

2. Problem Identification SummaryThis section is not required by the Florida Department of Education but is provided as an opportunity forthe school to summarize the points of strength and areas of need that have been identified in the data.

B. Problem Analysis SummaryThis section is not required by the Florida Department of Education but is provided as an opportunity for theschool to summarize the underlying "why"? or root causes for the areas of need identified in the data, asdetermined by situational awareness of, and research conducted by, the stakeholders involved in the needsassessment.

C. Strategic Goals



Our goal is to increase overall student achievement by increasing the percentage of studentsachieving Proficiency Level on all EOC Assessments and the FSA.

School Improvement GoalsThe following key is intended to help readers understand how the sections of this document correspond to thesteps of the 8-step planning and problem-solving framework used in the School Improvement Plan. The QuickKey numbers can help registered users go directly to the point of entry for any given goal, barrier and strategywithin the online survey.

Problem Solving Key

G = Goal B =Barrier S = Strategy

1 = Problem Solving Step S123456 = Quick Key

Strategic Goals Summary

G1.

Strategic Goals DetailFor each strategic goal, this section lists the associated targets (i.e., “SMART goals”), targeted barriers toachieving the goal, resources available to help reduce or eliminate the barriers, and the plan for monitoringprogress toward the goal.



G1. Our goal is to increase overall student achievement by increasing the percentage of students achievingProficiency Level on all EOC Assessments and the FSA. 1a

G091972

Targets Supported 1b

Indicator Annual TargetEffective+ Teachers (VAM)

Targeted Barriers to Achieving the Goal 3

• Lack of Professional Development for Lesson Planning, which includes the creation of clearobjective learning targets.

• Lack of formative data, which is provided by formative assessments.

• A negative school climate and culture.

Resources Available to Help Reduce or Eliminate the Barriers 2

• Formative/Summative/Standardized Assessments

• PLCs

• Evaluation Data

• Model Classrooms

• District Mentors

• Lunch-and-Learn Training Sessions on Lesson Planning

Plan to Monitor Progress Toward G1. 8

objective/learning targets are posted on the board, students are able to articulate what they are learningand why, Essential Questions and Goals are posted, teacher addresses the objective verballythroughout the lesson, high student engagement, tasks are tied to assessment, and tracking ofstandards mastered is visible to students.

Person ResponsibleBradley Woods

Schedule

Evidence of CompletionTeacher Evaluation Data; PLC Minutes; Student Achievement Data




a variety of assessments throughout the lesson (exit slips, Edsby polls, Kahoot, Padlet, White Boards,discussion, questioning, quick writes), student interactions, Q & A between the teacher and students,student generated questions, Bell Work previous to lesson, and peer teaching.

Person Responsible

Schedule

Evidence of Completion


Person Responsible

Schedule

Evidence of Completiongreeting students at the door, respectful dialogue, polite conversation, student ownership oflearning, active engagement, feedback is constructive and respectful, open discussion with manystudents participating, rules and procedures are followed consistently, peer teaching, studentshold each other accountable, students are acknowledged by name, students are willing to takechances when answering questions, and teacher praise for effort (regardless of correctness).



Action Plan for ImprovementFor each strategy selected in the plan to reduce a targeted barrier to a strategic goal, this section lists therationale for that strategy (i.e., why the school believes it will reduce the barrier) and the action steps that havebeen identified as necessary to implementing the strategy, including details such as the point person, timingand duration, and evidence of completion. At the end of each set of action steps is the plan for monitoring theimplementation and effectiveness of the respective strategy.

Problem Solving Key

G = Goal B =Barrier S = Strategy

1 = Problem Solving Step S123456 = Quick Key

G1. Our goal is to increase overall student achievement by increasing the percentage of students achievingProficiency Level on all EOC Assessments and the FSA. 1

G091972

G1.B1 Lack of Professional Development for Lesson Planning, which includes the creation of clearobjective learning targets. 2

B246230

G1.B1.S1 Professional Development: Lesson Planning 4

S259569

Strategy Rationale

Professional Development in varied Lesson Planning strategies will yield more effective lessonsthat not only focus on content, but also allow for higher levels of student engagement andincreased student achievement.

Action Step 1 5

Professional Development Training Sessions

Person Responsible

Bradley Woods

Schedule




Plan to Monitor Fidelity of Implementation of G1.B1.S1 6

Person Responsible

Schedule


G1.B2 Lack of formative data, which is provided by formative assessments. 2

B246231

G1.B2.S1 Formative assessment will be incorporated throughout instruction on a daily basis. 4

S259558

Strategy Rationale

These daily assessments gather information about student learning. Educators will use them totrack student progress and to make changes to instruction.

Action Step 1 5

Formative Assessments will be developed by educators via PLCs and with Department Heads.

Person Responsible

Bradley Woods

Schedule


[Evidence of Instructional Priorities here]


Person Responsible

Schedule




Plan to Monitor Effectiveness of Implementation of G1.B2.S1 7

Person Responsible

Schedule


G1.B3 A negative school climate and culture. 2

B246232

G1.B3.S1 Establishing a culture of learning with positive rapport between students, educators, andparents. 4

S259559

Strategy Rationale

We will establish a positive school culture and climate by incorporating the W.I.L.D.C.A.T Way andvia student incentives. This acronym stands for Win-Win Attitude, Individual Success, Listen toOthers, Demonstrate Self-Control, Caring Citizens, Academic Achievement, and TakeResponsibility.

We have established a Teach To Lead school-wide Committee, consisting of stakeholderrepresentatives (teachers, parents, and administrators). From this committee the followingsubcommittees have been created: Community Support and Involvement, Managing StudentConduct, Teacher Leadership, and School Leadership.

Action Step 1 5

Execute planned activities, meet to provide status updates, and meet to provide evidence of animproved school climate.

Person Responsible

Bradley Woods

Schedule





[Evidence of Instructional Priorities Here]

Person Responsible

Schedule


Plan to Monitor Effectiveness of Implementation of G1.B3.S1 7

Teachers will implement best practices and strategies with fidelity in order to increase studentachievement.

Person Responsible

Bradley Woods

Schedule


Student Achievement Data, Teacher Evaluations, walk-throughs by administration



IV. Implementation Timeline

Source Task, Action Step or MonitoringActivity Who

Start Date(where

applicable)

Deliverable or Evidence ofCompletion

Due Date/End Date

2018

G1.MA1M361707

objective/learning targets are posted onthe board, students are able toarticulate what they are...

Woods, Bradley 11/20/2017 Teacher Evaluation Data; PLC Minutes;Student Achievement Data

No EndDate

one-time

G1.MA2M393460

a variety of assessments throughout thelesson (exit slips, Edsby polls, Kahoot,Padlet, White...

11/20/2017No End

Dateone-time

G1.MA3M393461 [no content entered] 11/20/2017

greeting students at the door, respectfuldialogue, polite conversation, studentownership of learning, activeengagement, feedback is constructiveand respectful, open discussion withmany students participating, rules andprocedures are followed consistently,peer teaching, students hold each otheraccountable, students areacknowledged by name, students arewilling to take chances when answeringquestions, and teacher praise for effort(regardless of correctness).

No EndDate

one-time

G1.B2.S1.MA1M361700 [no content entered] No Start

Date

No EndDate

one-time


Date

No EndDate

one-time

G1.B2.S1.A1A341502

Formative Assessments will bedeveloped by educators via PLCs andwith Department Heads.

Woods, Bradley 9/14/2017 [Evidence of Instructional Prioritieshere]

No EndDate

one-time

G1.B3.S1.MA1M361702

Teachers will implement best practicesand strategies with fidelity in order toincrease student...

Woods, Bradley No StartDate

Student Achievement Data, TeacherEvaluations, walk-throughs byadministration

No EndDate

one-time

G1.B3.S1.MA1M361709

[Evidence of Instructional PrioritiesHere]

No StartDate

No EndDate

one-time

G1.B3.S1.A1A341503

Execute planned activities, meet toprovide status updates, and meet toprovide evidence of an...

Woods, Bradley 9/14/2017No End

Datemonthly


Date

No EndDate

one-time

G1.B1.S1.A1A341507

Professional Development TrainingSessions Woods, Bradley 9/14/2017

No EndDate

biweekly



V. Professional Development Opportunities

Professional development opportunities identified in the SIP as action steps to achieve the school's goals.

G1. Our goal is to increase overall student achievement by increasing the percentage of students achievingProficiency Level on all EOC Assessments and the FSA.

G1.B2 Lack of formative data, which is provided by formative assessments.

G1.B2.S1 Formative assessment will be incorporated throughout instruction on a daily basis.

PD Opportunity 1

Formative Assessments will be developed by educators via PLCs and with Department Heads.

Facilitator

Participants

Schedule

G1.B3 A negative school climate and culture.

G1.B3.S1 Establishing a culture of learning with positive rapport between students, educators, andparents.

PD Opportunity 1

Execute planned activities, meet to provide status updates, and meet to provide evidence of animproved school climate.

Facilitator

Claudia Solorzano

Participants

School Faculty

Schedule



VI. Technical Assistance Items

Technical Assistance opportunities identified in the SIP as action steps to achieve the school's goals.

VII. Budget

1 G1.B1.S1.A1 Professional Development Training Sessions $0.00

2 G1.B2.S1.A1 Formative Assessments will be developed by educators via PLCs and with DepartmentHeads. $0.00

3 G1.B3.S1.A1 Execute planned activities, meet to provide status updates, and meet to provide evidenceof an improved school climate. $0.00

Total: $0.00



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