school improvement plan · 2008-10-13 · the vision of tenoroc high school is to enable all...

Tenoroc High School – 2008-2009

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SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Ernest Joe SAC Chair: Betty Tucker Superintendent: Dr. Gail McKinzie Date of School Board Approval: 11/18/08

"The mission of Polk County Public Schools is to ensure rigorous, relevant learning experiences that result in high achievement for our students."


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SCHOOL IMPROVEMENT PLAN Vision/Mission/Belief Statements

Vision: The vision of Tenoroc High School is to enable all students, through the collaborative efforts of staff, students, parents, and community, to acquire the knowledge and skills necessary to achieve their full potential, to make informed decisions, to value diversity, to think critically, and to succeed in future endeavors. Mission: The Tenoroc staff has participated in a special in-service during the small learning communities which focused on the meaning and importance of a school’s mission statement. The staff will meet in October to complete the collaborative writing of the first Tenoroc Mission Statement. Belief Statements: The community of Tenoroc High School is committed to the following beliefs:

1. Student learning is the chief priority of the school. 2. Students learn best when they are actively engaged in the learning process. 3. Students’ learning should be the primary focus of all decisions impacting the work of the

school. 4. Challenging expectations increase individual student performance. 5. Curriculum and instructional practices should incorporate a variety of learning activities to

accommodate different learning styles. 6. A safe and physically comfortable environment promotes learning. 7. Teachers, administrators, parents, and community should share the responsibility for

advancing the school’s mission. 8. Students will not only demonstrate their understanding of essential knowledge and skills,

but they also need to be actively involved in solving problems and producing quality work.

9. The school will function as a learning organization and promote opportunities for all those who have a stake in the success of the school to work together as a community of learners.


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SCHOOL IMPROVEMENT PLAN School Profile/Demographics

School Profile/Demographics: Tenoroc High School is a state-of-the-art facility, which was designed as a prototype for new high schools, incorporating the most recent technology for both administrative and instructional purposes with an emphasis on math, science, and technology. It is a handsome and well-designed campus set on a beautifully landscaped 140 acre site in central Polk County. The students and staff feel a strong sense of pride in the facility. Learning for all students in the diverse population is the primary focus of the school. Tenoroc emphasizes the core values which serve as the basis for developing integrity and respect for oneself and others. The importance of academic achievement is reinforced with special recognition and reward programs every nine-week grading period and at the end of the school year. Emphasis is also placed on school-to-work opportunities, including well-equipped classrooms that prepare students in technological fields such as computer drafting; electronics; graphics; web design; and television production; as well as specialized practical application programs including culinary arts; child care; business technology education; JROTC; and Agri-science education. The Tenoroc Power Academy gives students opportunities to follow a comprehensive course sequence throughout their high school career that will offer them employment in the power field. This Academy uses a small learning community approach to raise student motivation, aspirations, and commitment. Students in the Academy focus on reading, writing, research, critical thinking, and technology. Fine Arts students thrive in programs related to the visual and performing arts. Home to over 1300 students, Tenoroc provides 10 modern student-use computer labs and over 600 workstations for the staff. Each classroom is outfitted with a ceiling projector, audio enhancer, airline whiteboard, document camera and printer. Each instructional staff member is provided with a laptop and up to date software. Digital cameras, both still and video are provided to each department. There are ten laptop trunks available to teachers to check out and use in their classrooms. This wireless equipped campus provides ease in operating a mobile lab in any location for student research. The school Media Center provides students with access to the latest in teen reading, books to support both their personal interests and research needs, and many outstanding online databases, all in a warm and inviting space. The teachers are also encouraged to use the online databases and our Destiny web-based catalog system to access all materials available at the school and in the district. The Destiny web-based catalog and some of the online databases allow the teachers to search for materials specific to the Florida Sunshine State Standards. All online databases are available to the students and teachers from home or school. Forty periodicals and two local newspapers are available to all staff members in the Media Center. Teachers receive training on the online databases which include such products as Discovery Education’s United Streaming, an online video library, and TeachingBooks.net, an online, multimedia collection of resources about K-12 books, authors and illustrators that help encourage students to read and enjoy reading. Tenoroc High School reviews data collected from and about students, parents, and staff members to evaluate the school’s areas of success and needs for improvement. The use of the Interactive Data Evaluation and Assessment System (IDEAS) is used extensively by teachers and staff to determine student needs as related to


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past test scores. Parents, students, and staff members will complete the county supported Annual Survey of Attitudes each spring, and the results will be returned at the end of the school year. Parents and community members are invited to share their concerns and participate in decision-making through involvement/membership in the School Advisory Council (SAC). Students are encouraged to participate in decision- making through involvement in Student Council and serving as student representatives on the School Advisory Council. The Executive Board (SGA Officers) will meet with the principal each year to discuss areas of student concerns, offer ideas for improvement, and volunteer services to existing programs. Staff members collaborate in decision-making through service on the SAC (representatives are elected by the staff), Faculty Senate/School Safety Committee (representatives are elected by each department), department chair participation, and learning community committees. The SAC, Faculty Senate/Safety Committee, and department chairs each meet monthly with the administration to share concerns and develop positive solutions to school needs. In the April session of learning communities, teachers will take part in a Plus/Delta evaluation process of the concluding school year. In May, as part of the end-of-year packet, teachers will be asked to complete an anonymous questionnaire evaluating the educational climate, curriculum, needs, professional development and communications status of the concluding year. Recommendations for school improvement activities and solutions are an integral part of this process. Student Demographics Tenoroc High School serves nearly 1300 students from the northeast Lakeland area east to Berkley Road in Auburndale, South to the Crystal Lake area and north to the county line. The student population is 50.8% female and 49.2% male. The ethnicity categorization is 62.5% White, 20.7% Black, 15.9% Hispanic, .2% Asian, 0% American Indian, and .7% multicultural. Approximately 50% of the student population is eligible to receive free or reduced lunch services. The Tenoroc High School ESE program serves approximately 16 percent of the student population. Due to the quality and variety of ESE programs offered at the school, many students will be staffed to THS from other schools. The THS feeder pattern includes public and private school students. Each January or February, these students and parents will be invited to participate in an informative assembly at THS. Feeder schools are: Blake Academy, Discovery Academy, Rochelle School of the Arts, Jewett School of the Arts, Lakeland Highlands Middle School, Lawton Childs Middle School, Lake Alfred-Addair Middle School, Lake Gibson Middle School, Stambaugh Middle School, Berkley Accelerated Middle School, Sleepy Hill Middle School, Crystal Lake Middle School Gause Academy, Westwood Middle School. The private schools that are in our feeder pattern are: Sunrise Christian Academy, All Saints Academy, Sante Fe Catholic. Teachers attend conferences, training sessions, and college classes to continue professional growth in their chosen fields. A custodial staff of 12 maintains the cleanliness of campus. The 14 food service staff members lunch daily. The graduation rate will reflect the collaborative efforts of the school staff, parents, and students as we develop strategies that provide the best opportunities for students to successfully complete their high school education.


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Quality Staff

Highly Qualified Certified Administrators: List your school’s highly qualified administrators and briefly describe their experience with increasing student academic achievement. Principal: Ernest L. Joe, Jr., MA in Educational Leadership, BA in History and a Minor in Education. He has 14 years of classroom experience, one year of Dean experience, four years Assistant Principal experience, and 8 years experience as Principal. As Principal he will steer his staff to create a state-of-the art High School that will prepare the students for the 21st Century and the advancements in technology. Along with his administrative team, create a safe and orderly environment for the entire school community. Hire certified and qualified instructional staff. Facilitate the implementation of THS Saturday Academies to enhance student FCAT performance and student learning. Create a student-centered culture to instill a high performing learning environment for students in academics and career/technical skills. Assistant Principal of Curriculum: Daniel A. Renz, MFA in Theatre, MA Secondary Education, BFA in Theatre; Certifications: Educational Leadership, Drama. Twenty-six years of Collegiate and Secondary Education experience. As the APC, he is working toward a blended curriculum that highlights academics, with the Fine Arts and Vocational elective programs that allow students to gain experience and depth of understanding as they make decisions about their future careers. Assistant Principal of Administration: Brenda Kay Hardman, MA Education Leadership, BA Social Sciences, BA Communication; Certifications: Education Leadership, Social Sciences. Eight years of classroom experience. While serving as APA, she has strived to create a safe and orderly environment through quality research-based discipline programs. As Freshman Academy administrator, she has designed and implemented programs to meet the unique needs of freshman and assure their secondary success. She develops quality professional learning designed to meet the goals of Tenoroc High School while providing engaging in-service. The administrative team hires highly qualified teachers to instruct students. They attend trainings and workshops in an effort to find the best research-based programs for student learning and school improvement through data driven instruction. Recruitment/Retention of Highly Qualified Teachers: Describe strategies to recruit and retain high-quality, highly qualified teachers to high-need academic areas and schools. The administrative team hires highly qualified teachers to instruct students. They attend training and workshops in an effort to find the best research based programs for student learning and school improvement. The staff consists of 75 instructional members. The staff participates in monthly in-service and school improvement activities through small learning communities. New teachers meet monthly and are assigned mentors. A vast support network is in place in all subject levels to develop strategies to meet school improvement goals. A monthly Faculty Senate meeting brings faculty and staff concerns to the administration.


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Staff List: Please attach a copy of your staff list in MS Word document. Include name, area of certification, teaching assignment(s), type of certificate, and number of years teaching.


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SCHOOL IMPROVEMENT PLAN Additional Requirements

Schoolwide Improvement Model Describe the evidence-based School Improvement Model at your school. How is this model being implemented, and how has it helped with student achievement? The Continuous Improvement Model (CIM) is utilized throughout the year to organize the implementation of successful FCAT strategies. A focus calendar is distributed to ensure benchmarks are presented simultaneously across the curriculum. Pretests are used prior to the presentation of each CIM benchmark. Post tests are given to determine student mastery on the benchmark. At the completion of each benchmark a Saturday Academy is held to offer student volunteers engaging remediation. Professional Learning at Tenoroc is a product of the analysis of student demographic analysis. This first year of operation school improvement will reflect student test data, county expectations, accountably reports, and research into new/improved programs being implemented by educational organizations. The administrative team develops the plan for school-wide professional growth. Training and education are offered through smaller learning communities. Teachers will receive approximately 100 minutes of training each month in addition to the preplanning day in-service presented to the staff. Teachers will be a part of three learning communities: departmental, planning period, and personal growth activities. Teachers will experience professional learning in the areas of the Continuous Improvement Model, Ruby Payne, Project/Problem Based Learning; Pinnacle: Grade 2; Brain Based Learning Models; technology use for curriculum enhancement; use of PowerPoint as a curriculum presentation tool; block scheduling; Effective Schools Correlates (L. Lezotte); FCAT preparedness; Reading Across the Curriculum strategies; Writing Across the curriculum strategies; use of the Media Center and county services to enhance education; cultural diversity and acceptance; ESE and inclusion strategies; ESOL strategies; CRISS, IDEAS, Kaplan Achievement Planner assessments, Write Score! assessments, Willard Daggett's Learning Criteria to support Rigor, Relevance and Relationships, and school-to-work goals and initiatives. Many teachers will attend trainings, workshops, conferences, and summer programs to improve their personal understanding of their curriculum and continue professional growth in areas of individual interest. After attending any program, staff members are encouraged and invited to share their “discoveries” with their peers. Student data is disaggregated and analyzed through the availability of student and overall school data to all teachers. The district program, IDEAS, provides teachers with past test scores and student demographic information. Teachers are given strategies to meet each students needs as indicated by the scores. An analysis of FCAT results and Kaplan baseline tests will be completed by each teacher to allow the focus of individual student needs. Kaplan Tests will be given three times a year to all students. Results will be analyzed to monitor academic growth. Semester final exams will offer measurable results of student knowledge in each class and are valued at 15% of the student grade. Algebra 1 and Social Studies classes will participate in End of The Year exams in May. Student scoring a level 1, 2 or low 3 on the FCAT are placed in an Intensive Reading course. Freshmen with a high 3 and above are placed in Advanced Placement Human Geography. Sophomores with a high 3 and above are placed in Advanced Placement World History. All tenth graders will take the PSAT to aid in the determination of their placement in junior level academics.


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Teacher Mentoring Describe your school’s Teacher Mentoring Program. Upload mentoring list in MS Word.doc format only. Every first year teacher is mentored by the Reading Coach. These teachers attend meetings designed to encourage their progress and trouble shoot situations. Meeting agendas include: FTE, grade reporting, exams, discipline, technology, grading and personnel policies, etc. The new teachers and presenting staff meet regularly. They discuss issues related to teacher expectations, school expectations, and district policies. The Reading Coach and mentor teachers support new teachers through classroom observations, shared experiences, best practices, and frequent words of encouragement. Low performing teachers are monitored and provided with classroom strategies and additional support from their department and the administration team. Extended Learning Opportunities Describe the programs that are provided before and after-school, during the summer, and during the extended school year.

1. Students will have the opportunity to attend Saturday Academies that offer remediation in the academic focus covered through the Continuous Improvement Model.

2. The extended learning plan targets students who are experiencing difficulties in the 5 major academic areas: Math, English, Reading, Science, and Social Studies.

3. Letters will be sent to the parents of all students earning lower than a C in any class each interim period. 4. The parents, of students scoring in the lower 30% on FCAT Reading, will receive a letter recommending

their student attend Saturday Academy tutorials. 5. The credit recovery program, NovaNet, will be available from 2pm until 2:45pm on a need-based

schedule. 6. Highly qualified teachers will provide after school tutorial services in English, math, science, social

studies, and foreign language, as well as lab coverage for FCAT online practice in English and work in the lab on FCAT review website.

7. The goal of the program is to assist students immediately with academic needs to prevent frustration, failure, and loss of interest.

8. Remediation classes are available to students at the school and the district during the summer.

Secondary School Redesign Schools Primarily Grades 6 through 12

1. Different Innovative Approaches to Instruction Tenoroc teachers utilize the Continuous Improvement Model across the curriculum. Max Thompson strategies are presented the staff through workshops and application is monitored. Summarizing classroom material is encouraged in the THS classroom.

2. Responsibility of Teaching Reading for Every Teacher

The Continuous Improvement Model incorporates reading skills within benchmarks throughout the school year. Reading across the curriculum is encouraged through classroom materials, pedagogy, and classroom set up in a print rich environment.


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3. Quality Professional Development for Teachers and Leaders Professional Learning was provided to staff members two weeks prior to the opening of school. Professional presentations relating the concepts of Ruby Payne helped the staff understand their student needs. District experts aided the staff in creating the school’s first Mission Statement. Scheduled training on the effective use of the Kaplan Achievement Planner is presented at least two times a year.

4. Small Learning Communities

The instructional staff meets once a month for a faculty meeting on the first Tuesday. The department chairpersons meet once a month with the administrative team on the second Tuesday. The departments conduct meetings among their members on the third Tuesday of the month. The instructional staff attends an hour meeting during their planning period on the last Tuesday/Wednesday of the month. These meetings focus on professional development for directed at raising student achievement. Freshman Academy teachers meet once a week during their common planning periods to discuss pedagogy and student achievement. Faculty Senate is held once a month with a representative of each department reporting cares and concerns.

5. Intensive Intervention in Reading and Mathematics

Students with FCAT reading and math levels of one, two and lower threes are placed in an Intensive Reading and/or Intensive Math class. The Continuous Improvement Model is utilized across the curriculum to engage students in common benchmark coverage in all classes. Saturday Academies are conducted following the last week the CIM benchmark is covered. These benchmark study sessions are conducted by teachers using innovative and entertaining strategies.

6. Parental Access and Support

Parents are given access to Parent Internet Viewer. Grading Period Interims are provided to all students. Parents are encouraged to access the school website for information. Conferences are set up at the convenience of the parent. Email is available for all parents to contact their child’s teacher.

7. Applied and Integrated Courses

The Power Academy integrates Lakeland Electric and the school to provide the students with an academically and job-related integrated course.

8. Course Choice Based on Student Goals/Interests/Talent

Tenoroc’s curriculum provides diverse electives, a comprehensive performing arts program, unique academy with Lakeland Electric, a broad-based agricultural science program, culinary arts and early childhood education.

9. Master Schedules Based on Student Needs

The master schedule is built as a result of an analysis of student course requests that determines electives and stays within state curriculum guidelines. The placement of students needing intensive classes is determined by student FCAT results. An inclusion model is implemented with eight students per inclusion section and four students per support model.

10. Academic and Career Planning

A full-time College and Career specialist is an integral part of the campus to encourage students to explore their post secondary opportunities.


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Reading Needs Assessment: To be determined by the school’s first year of operation student data. Objective:

1. By Spring of 2009, 60% of regular diploma students will be at Achievement Level 3 or above in Reading as evidenced by the School Grade Report.

2. By Spring of 2009, 80% of students in 9th and 10thth grade level will show learning gains in Reading as evidenced by IDEAS

Strategies:

1. Test all FCAT Level 1 and FCAT Level 2 students, who have failed the FCAT reading, to determine reading levels. This will be utilized through READ 180-SRI (for READ 180 students only), and/or the summer and October FCAT retakes. In addition, the Progress Monitoring Reading Network (PMRN) Maze test will be utilized to chart growth in comprehension and vocabulary.

2. Review academic placement for student levels: Regular versus Honors and the need for placement in an additional Intensive course for reading skills based on the student’s MAZE scores.

3. Place students (based on reading level and FCAT scores) in appropriate Intensive Reading (9th and 10th grade) courses. All reading classes should be listed as Intensive Reading, even if they are ESE reading classes.

4. Make available various reading test results to all teachers upon request or via the IDEAS database. 5. Enroll targeted 9th grade retainees in all AYP groups with a lower Achievement Level Two FCAT reading

score who failed the FCAT reading section in the Scholastic READ 180 program. There are only 80 licenses available. This to provide extra support for those students who failed not only the FCAT reading test, but 9th grade as well. Disfluent FCAT Level ones will be placed in a intensive reading class for 90 minutes each day using the Fast Forward program.

6. Through a daily, weekly, and/or monthly lab schedule, utilize reading technology within the Intensive Reading classes. This will be accomplished through, but not limited to, the following programs: Fast Forward, Edge Online, FCAT Explorer, Academy of Reading, Florida Achieves/CIM, READ 180, Compass Learning Classic, Destiny (Visual Search), United Streaming (Lesson enhancement), and eLibrary (lexile matching services), and Grolier Encyclopedia (All encyclopedia readability levels available for use), etc.

Evaluation:

1. Review data sheet completed by teachers after each skill assessment (pre and post test); including percentage of students not passing, and strategies for intervention with guidance from the reading coach.

2. By the end of 2008-2009 school year, 100% of the instructional staff will be trained to use C.R.I.S.S. strategies presented facilitators from the Polk County School District.

3. Serve students identified by the District and/or State who are in need of intensive courses and fulfill the requirements of the Polk County School District K-12 reading plan.

4. 70% of the students taking the FCAT will achieve learning gains. 5. Teachers will use the IDEAS database in order to conduct a comparison of their class lists


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and the lowest 25% indicated by FCAT results. 6. Through administrative evaluation, peer evaluation, and peer coaching, instructors will substantiate that in-service strategies are utilized in the classroom. 7. Through disaggregated data (test scores), teachers will determine best practices for student instruction and/or remediation. (i.e. Kaplan Baseline Test, Kaplan Lesson Plans, Curriculum Mapping guidelines, Write Score!, FCAT scores, CIM etc.)

Evidence-Based Program: 1. Project CRISS (CReating Independence through Student-owned Strategies)—It was created to help

students better organize, understand, and retain course information. In short, students receiving the CRISS method of instruction will "LEARN HOW TO LEARN".

2. READ 180--Scholastic’s READ 180 is a comprehensive reading intervention program for struggling readers in grades four through twelve. A daily lesson consists of one whole-group instructional session, three small-groups, rotating sessions, and a whole-group wrap-up time. The goals of the program are to increase the students’ decoding, fluency, and comprehension skills.

3. Fast Forward- a brained based research program that retrains the brain to activate the correct areas when reading. Products included begin at reading level “Prep” through Reading 5. Research proves that 40 minutes a day produces desired progress.

4. FCAT Explorer—this program provides comprehensive practice with the reading benchmarks tested on the FCAT. With 23 passages and over 200 practice questions, the Reading Timeline covers topics in science and culture, using a history-based navigation. In addition, the Reading Timeline offers eight in-depth lessons on important reading skills. Each lesson gives students clear, step-by-step instruction on one important skill.

5. Edge- includes textbook based strategies to tackle the skills required to pass the FCAT. This program is based on National Geographic, high interest, articles that motivate students to apply the desired proficiencies for successful reading achievement. The program also includes an online component.

Professional Development Aligned with this Objective: CRISS t raining for all untrained staff members. Provide “writing across the curriculum” training including focus on FCAT short and extended response. Provide whole faculty training to incorporate the Continuous Improvement Model skills into every classroom. Budget:

Evidence-Based Program(s)/Material(s) Description of Resources Funding Source Available

Amount

Technology Description of Resources Funding Source Available

Amount


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Professional Development Description of Resources Funding Source Available

Amount

Learning Communities, CIM Title II funds 10,000 Kaplan Assessment District Accelerated Reader District Reading Acceleration Day Title II funds $14,000

Other Description of Resources Funding Source Available

Amount

Saturday Academy/CIM/Teacher Salaries Extended Learning $7500 Paper, ink, duplicating costs Operating $8000 Non-Highly Qualified Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. There are no Reading teachers teaching out-of-field. Each teacher has completed their required reading competencies or are in the process of completion.


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SCHOOL IMPROVEMENT PLAN Math

Needs Assessment: To be determined by the school’s first year of operation student data. Objective:

1. By Spring 2009, 68% of Total students will be at AL 3 or above in Math as evidenced by the AYP Report.

2. By Spring of 2009, 80% of students in 9th and 10thth grade level will show learning gains in Math as evidenced by IDEAS.

Strategies:

1. Review academic placement for student levels, regular versus honors and the need for placement in an additional Intensive course to facilitate improvement of math skills. 2. Place students (based on Math level and FCAT scores) in appropriate Intensive courses. 3. Report Math Test results of students to teachers. 4. District adopted textbooks containing FCAT Math preparation materials and other items on School Based Operations or the County Math website will be available for teachers to use. 5. Utilize available course specific Curriculum maps. 6. District based Math and Technology trainings will be available and teachers are encouraged to attend. 7. Compare yearly math level testing results for student gains. 8. Utilize technology in the classroom. 9. As part of the Continuous Improvement Model, math teachers will use a department created Focus Calendar to teach and spiral review the five content strands tested on FCAT Math in all math classes that have students who will take the FCAT math. Thus, each subject specific math class will integrate the other FCAT Math clusters into the curriculum through the use of the Focus Calendar and/or the County adopted Prentice Hall Textbooks and resource materials which already have the five content strands integrated into the content material.

Evaluation: 1. Review of teacher’s lesson plans. 2. Comparison of class rosters and lowest 30% list. 3. Observation of Implementation. 4. In-service attendance report. Evidence-Based Program: Gather data from IDEAS and/or Kaplan. Professional Development is aligned with this Objective: Math teachers are encouraged to attend district, school-based, or online sessions to train on technology or view tutorials on technology. Math teachers are encouraged to attend learning communities to learn to assess the needs of all students. Professional Development Aligned with this Objective:


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CRISS t raining for all untrained staff members. Provide “writing across the curriculum” training including focus on FCAT short and extended response. Provide whole faculty training to incorporate the Continuous Improvement Model skills into every classroom. Budget:


Amount


Amount


Amount

Learning Communities, CIM Title II funds $10,000 Kaplan Assessment District


Amount

Saturday Academy/CIM/Teacher salaries Extended Learning $7500 Paper, ink, duplicating costs Operating $8000 Non-Highly Qualified Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals.


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Writing Needs Assessment: To be determined by the school’s first year of operation student data. Objective: By Spring, of 2009, 68 % of 9th Grade students will be at an Essay score of 3.5 or above in Writing as evidenced by the School Grade report. By Spring 2009, 90% or higher of Total students will be at an essay score of 3.0 or above in Writing as evidenced by the AYP Report. “All students will improve their writing skills in all classes.” Strategies: At least twice each six weeks, student will be assigned a writing assignment. All teachers will include a writing component on all classroom assessments and semester exams. All English teachers will participate in a district-directed writing assessment program. All 10th grade teachers will create, use, and score prompts on subject area tests. All English teachers will utilize Holt On-line essay scoring to motivate students. Evaluation: The district wide writing initiative in grades 9, 11, and 12 will be monitored by the Language Arts Supervisor. 2008 FCAT Writes+ student scores will be reviewed when available to evaluate program success. The APC will monitor all term exams and lesson plans for inclusion of a writing component. Evidence-Based Program: District curriculum maps have been developed with writing standards included. Professional Development Aligned with this Objective: Presentations by expert English teachers will be conducted in Professional Learning. Faculty will receive staff development on the writing process and state rubric used for Writes. New teachers will receive professional development in the Writing to Learn program. Budget:


Amount


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Amount


Amount

Learning Communities Title II funds $10,000


Amount


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SCHOOL IMPROVEMENT PLAN Science

Needs Assessment: The 2008 FCAT Test results indicate that 32% of standard curriculum 11th graders (including all AYP subgroups) scored at or above a level 3 on the SSS Science Test. Objective: By Spring of 2009, 40% of 11th grade students will be at Achievement Level three or above in Science as evidenced by the School Grade report. Strategies: APC and department chair will continue to monitor the use of the district science curriculum maps. Science teachers will give the Kaplan baseline assessment test to all 11th grade students three times per year. Content Enhancement routines will be utilized by the teachers on an ongoing basis throughout the school year to aid in differentiating instruction. Gizmos software will be utilized by science teachers at all levels to incorporate technology in the content area and further differentiate instruction. Evaluation: Kaplan Achievement baseline testing of all 11th graders will be done in August, December and April. Nine week and semester exams will be given to measure mastery of course-specific Sunshine State Standards. Evidence-Based Program: Curriculum Maps for instructional timeline Kaplan Achievement Planner is a nation-wide progress monitoring tool accessible school-wide by all teachers. Gizmos software is a scientifically- researched program from ExploreLearning which provides interactive content in mathematics and science. The use of computer-based on-line virtual manipulatives has been shown to be an effective driver of student success in both the retention of content knowledge and in performance on assessments. Professional Development Aligned with this Objective: Professional Development will focus on the following areas to improve student performance: use of Polk County curriculum maps; using CRISS strategies; using Content Enhancement routines and learning activities; developing standards-based teaching methods and assessments; and IDEAS. In-service follow-up will be included in the teachers’ CIM working binder and will be reviewed by administration at the conclusion of each semester. All teachers will participate in a Kaplan Achievement Planner in-service and the use of Kaplan resources. Professional development in the use of Gizmos will be delivered by district staff. Budget:



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Amount


Amount


Amount

Professional Development Title II funds $10,000


Amount

Non-Highly Qualified Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. There are no teachers who are teaching out-of-field in Science at Tenoroc High School.


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SCHOOL IMPROVEMENT PLAN Parental Involvement

Goal: Parental/Family Involvement Programs Needs Assessment: As an indicator of the extent to which parent involvement is a vital part of the daily operations of THS, the Five Star School Award will be pursued. Criteria for receiving this award includes: business partnerships, family involvement, volunteers, student community service, and school advisory councils. The business community is very active and generous in its involvement in academic, vocational, athletic, and other student-related activities. Parents and business people serve as sponsors, boosters, volunteer workers, and financial supporters. Local businesses have joined THS as business partners. They provide services and support as members of the School Advisory Council (SAC), guest speakers in classrooms, employers for our On-the-Job-Training (OJT) programs, mentors and youth motivators, and resources for financial support. Objective: To increase parent awareness through methods of communication. Strategies:

1. Parents will receive a newsletter in the mail three times a year. Information regarding all aspects of the student’s education is included: sports, academics, guidance, administration, scholarship, etc. The helpful hints newsletters will continue to be sent home to help parents with their children’s education.

2. School website and Media Center websites report updated information concerning school activities and student support services. .

3. Parent newsletters will continue to be sent home to share released dates of students’ reports. Evaluation: A Polk County School Board annual survey of attitudes will be given to randomly selected parents. The results will be reviewed by the school improvement team. The number of parents enrolled in PIV will be monitored by the network manager. A daily log of Phone Master contacts will be maintained by the assistant principal in charge of attendance. Professional Development Aligned with this Objective: Small learning communities will showcase the importance of parent contact. Protocol in contacting parents provides instructional staff with tools to more effectively communicate with student parents and guardians. Budget:


Amount

Newsletters, letters of concern/celebration $5,000 Interim Report mail-outs $2,000 Professional Learning District Provided 0


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Technology

Description of Resources Funding Source Available Amount

Website communication 0


Amount

Small Learning Communities Title II


Amount


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SCHOOL IMPROVEMENT PLAN Additional Goals

Goal: Implementation of the Freshman Academy Needs Assessment: To be determined by the school’s first year of operation student data. Objective: Upon completion of the 2008-2009 school year, the number of 9th grade students absent 21 or more days will decrease by at least 5%; the number of 9th grade students suspended out of school will decrease by at least 3%; and the number of retained 9th grade students will decrease by at least 5% when compared to baseline data as evidenced by Genesis reports. Strategies:

1. Each ninth grader will attend academic core classes on a team. 2. Each ninth grader’s academic and behavior modification is monitored by data. 3. Innovative research-based strategies will be incorporated into all academic, pedagogy, and behavior

systems implemented in the Freshman Academy. Evaluation: Grades are monitored on a nine-week basis by teachers and administrators. Attendance is monitored on a weekly basis by the deans and attendance contracts have been developed with students and parents. Discipline is being monitored by the Freshman Academy dean on a daily basis, and immediate intervention and parent communication is established. Evidence-Based Program: The establishment of the Freshman Academy was based on the work of Gary M. Fields at The International Center for Leadership in Education. A field visit to Atlantic Community High School allowed our team to view the Academy in action and allowed us to integrate ideas into our own school environment that had proven success. Professional Development Aligned with this Objective: Freshman Academy teachers will be trained in the use of the I-Contract, the processes of alternative discipline, and the implementation of the Academic Intervention Pyramid. Upon completion of the 2008-2009 school year, the number of 9th grade students absent 21 or more days will decrease by at least 5%; the number of 9th grade students suspended out of school will decrease by at least 3%; and the number of retained 9th grade students will decrease by at least 5% when compared to baseline data as evidenced by Genesis reports. Budget:


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Amount


Amount


Amount

Learning Communities Title II funds $10,000


Amount

Non-Highly Qualified Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals.


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SCHOOL IMPROVEMENT PLAN SAC Members

Yes No The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school? Measures Being Taken to Comply with SAC Requirement (complete only if your school is out of compliance).

Member’s Name POSITION Member’s Signature

1) SAC Member’s Name Andrea Driggers __________________________

2) SAC Member’s Name Betty Tucker __________________________

3) SAC Member’s Name James Driskell __________________________

4) SAC Member’s Name Wendell Williams __________________________

5) SAC Member’s Name Keith Combee __________________________

6) SAC Member’s Name Thrasey Tucker __________________________

7) SAC Member’s Name Pat Denham __________________________

8) SAC Member’s Name Rani Dickey __________________________

9) SAC Member’s Name Maria Weinstock __________________________

10) SAC Member’s Name Carla Wiggs __________________________

11) SAC Member’s Name Alfredo Gonzales __________________________

12) SAC Member’s Name Carol Ryan __________________________

13) SAC Member’s Name Carol O’Neil __________________________

14) SAC Member’s Name Tim O’Neil __________________________

15) SAC Member’s Name John Brinckerhoff __________________________

16) SAC Member’s Name John Pleasants __________________________

17) SAC Member’s Name Shonia Bailey __________________________

18) SAC Member’s Name DiLee Sherred __________________________

19) SAC Member’s Name Michael Thompson __________________________

20) SAC Member’s Name Ann Tankson __________________________


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School Advisory Council Describe the activities of the School Advisory Council. 1. The SAC Members are to assist in determining School Improvement Priorities, support School Improvement Plan implementation, evaluate the School Improvement Plan, and assist in decision making process and approval of expenditures of District Lottery Funds and School Recognition Funds, as well as review School Budget. 2. The SAC Chair schedules SAC meetings, sets the Agenda with Principal/designee, sends meeting notices (including agenda) 2 weeks prior to the meetings, facilitates meetings, and determines a strategy for making plans available to all stakeholders. 3. The Principal, who is a SAC member, keeps up to date with legislation for Governing School Advisory Councils, facilitates the election process stated in the SAC by-laws, provides testing, behavior, discipline and attendance data to the SAC, seeks input from the staff and the SAC on the School Improvement Plan, School Budget, Lottery, Money, and School Recognition Funds, and leads the revision, implementation, and evaluation of the School Improvement Plan.


25

SCHOOL IMPROVEMENT PLAN Final Budget

Budget:

Evidence-Based Program(s)/Material(s)

Description of Resources

Funding Source Available Amount

Kaplan Assessment Training

Newsletters, letters of concern/celebration

District Provided $5,000

Technology Description of

Resources Funding Source Available

Amount Available Amount


Amount

Kaplan Assessment Training Computer lab internet and writing software District Read 180 District Fast For ward District

Professional Development


Learning Communities Title II $33,000 total

Pre-school staff development Title II Ruby Payne Presenters Title II Continuous Improvement Model Title II & district

Other


Saturday Academy/CIM/Teacher salaries Extended learning $7500 Paper, ink, duplicating costs Operating $8000


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Implementation Evaluation

Implementation Evaluation: Describe plans for ongoing and final evaluation on the extent of successful implementation of the school improvement plan and other school improvement efforts.

1. The objectives indicated on the School Improvement Plan will be monitored as the strategies for meeting the objectives are put into place.

2. Each strategy will be evaluated for its efficiency in meeting the objectives. Such strategies determined to be effective will be evaluated for possible implementation for other objectives as the year progresses.

3. The recurrent evaluations of targeted students will be monitored to determine the effectiveness of the evaluation process in providing data to evaluate if the objectives are being met.

4. As the year progresses, research-based data will be collected and reported to the teacher, department and administration for evaluation. Students in the subgroups not meeting AYP will be assessed to determine the effectiveness of the strategies to meet the School Improvement Plan objectives.

5. At the conclusion of the academic year, test results will be analyzed to determine the success of the strategies and evaluation procedures indicated in the School Improvement Plan.


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STAFF LIST School Name: Tenoroc High School District: Polk

Name Area(s) of Certification Endorse-ment(s)

Teaching Assignment(s)

Type of Certificate

Years Teaching

Agnello, Christina Social Science 6-12 Am His Hon; World History

Allen, Ebony Guidance Counseling PK-12; Home Economics 6-12

Guidance Counselor

6

Attinger, Crystal Social Science 6-12 World History; Am History

11

Avery, Greg Social Science 6-12 Am Econ Exp; World History Hon; World History; Econ Hon

14

Barttrum, Clarissa Elementary Ed K-6; ESE 3 Bethell, Cornell Emotionally Handicapped K-12 Career Plac; Career

Exper; Math 9-12; Eng 9-12

11

Bondurant, Diane English 6-12 ESOL Eng 3; AP Eng Lang; Eng Hon 3;

30

Brown, Bryna Ag 6-12; Exceptional Student Education; Middle Grades Social Sci 5-9

9

Byrd, Shari Foreign Lang Spanish K-12; Elementary Ed 1-6

Spanish 3; Spanish 1; AP Spanish Lang

10

Carmichael, Tranice

Middle Grades Math 5-9 Intensive Math; Alg I; Alg I Hon

2

Christian, Lauren Exceptional Student Education; Psychology 6-12

ESOL Com Skl Ful; Ac Skl Fully; PP Ad Liv; Career Prep; Ph Sk Fully; Lr Skl Liv

10

Cofield, LaChaz Biology 6-12; Middle Grades General Science

Physical Sci; Biology I Hon; AP Biology

4

Copeland, Kendis Exceptional Student Education; Middle Grades Integrated Science

1

Dampier, Joshua Music K-12 Orchestra I, 2, 3, 4 1 Decker, Joel Industrial Arts Technology Ed Matls Proc;

Draft/Dsgn I & II 32

Denham, Patricia Educational Media Specialist 11 Donhauser, Heather

Physical Education 6-12 Athletic Coaching Endorsement

Personal Fit; Team Sports I&II; Beg & Int. Aerobics; Volleyball

10

Downing, Meesha Ed Leadership; Elementary Ed 1-6; Middle Grades Social Science

11

Duncan, Sylvia Guidance & Counseling PK-12; English 6-12; History 6-12

36

Dunn, Julie English 6-12 ESOL Eng 4; AP Eng Lit; 26


28

Farese, Daniel Middle Grades General Science Erth/Sp Sci; Physical Sci

17

Fender, Peter Middle Grades Mathematics 5-9 Geometry; Algebra 2

2

Frey, Geoffrey Mathematics 6-12; Elementary Ed K-6

Intensive Math 2

Fryzel, Barbara Middle Grades Endorsement; Biology 6-12; Middle Grades General Sci; Physical Education 6-12

Athletic Coaching Endorsement

22

Hansell, Kelly Middle Grades Integrated Curr; English 6-12; Elementary Ed K-6; Exceptional Student Education; Ed Leadership

ESOL Intensive Reading 14

Hendrix, Jason English 6-12 Eng 2; Eng Hon 2 2 Hewitt, Kenneth Middle Grades Integrated Curr;

Physics 6-12; Mathematics 6-12 Earth/Sp Science;

Physics Hon

Hilgenberg, Steven

Earth Space Science 6-12; Middle Grades General Science


Earth/Sp Science; Earth/Sp Science Hon

6

Hill, Diameshia English 6-12 ESOL Eng Hon 2; Eng 2; Journ 1 & 2

2

Hoyt, Kelly English 6-12 Intensive Reading 10 Johnson, Bryan Lead Ed 1, 2, 3 &

4 ROTC

Johnson, Dwayne Exceptional Student Education; Biology 6-12; Middle Grades General Science

5

Jones, Deborah Mathematics 6-12 Algebra IB; AP CAL AB; Adv Topics I

14

Jordan, Mattie Exceptional Student Education ESE Soc Psnl; Math 9-12; Eng 9-12; Hlth Spt 9-12; Reading 9-2; Career Prep

Joyner, Davis Drama 6-12 Drama I; Eng I 3 Kaufman, Samantha

Mathematics 6-12; Middle Grades Mathematics 5-9; Business Education 6-12

Geometry; Lib Arts Math; Inf Geometry

7

Kendrick, Brescia Specific Learning Disabilities; Mentally Handicapped

ESOL; Administrative/Supervision (Old)

Intensive Reading 33

Kiger, Gary Industrial Arts Technology Edu; Teacher Coor Coop Education; Ed Leadership

Power & Energy; Found of Tech

31

Lancaster, Pamela Ed Leadership; Middle Grades General Science; Physical Ed 6-12; Middle Grades Endorsement


21

Lehning, Marlene Home Economics 6-12; Elementary Education 1-6

ESOL Early Child 1, 2 & 3

14

LeVine, Kevin Music K-12 Band 1, 2, 3 & 4; Inst Tech; Guitar; Eurythmics

6

Lewis, Dyann Business Education 6-12; Guidance & Counseling PK-12

Cptr Col/Car 29


29

Ley, Bonnie English 6-12 Eng Hon 2; Eng 2 2 Mallette, Theresa English 6-12; Middle Grades

English 5-9 ESOL Eng I; Eng Hon 1 7

Martin, Rafael Exceptional Student Education; Social Science 6-12; Middle Grades Integrated Curr; Elementary Ed K-6

ESOL K-12 1

McDonald, Nicole Social Science 6-12 Amer Govt; AP World History

12

McGowan, Michael

Middle Grades Mathematics 5-9 ESOL K-12 Algebra I; Intensive Math

4

McNally, Tiffany Reading Endorsement; Social Science 6-12

3

Meek, Nellann Physical Education K-12; Physical Education K-8; Health K-12; Dance K-12

Hlth/Lf Mgt; Personal Fit; Dance Tech

23

Miller, Dennis Exceptional Student Education; Psychology 6-12

ESOL ESE Soc-Psnl 10

Morejon, Ana Spanish (OLD); Reading Endorsement

ESOL K-12 Hon Span 2; Spanish 2; Hon Span 1

22

Nestor, Jennifer Specific Learning Disabilities; Middle Grades Integrated Curr; ESOL K-12

12

Nipper, II Ronald

Business Education 6-12; Athletic Coaching Endorsement

Athletic Coaching

Cptr Col/Car; Admin Office; New Media

13

Pearsall Jr, Alvin Team Sports; Track; Basketball; Beg, Int, Adv Wt Train; Fit Lifestyle

Pearson, Diane Exceptional Student Education; Specific Learning Disabilities; Elementary Education 1-6; Ed Leadership


Perron, Valorie English 6-12 Eng Hon 1; Eng 1 3 Pilkington, Paige Music K-12 Chorus 1, 2, 3 & 4;

Keyboard; Music Appre; Vocal Ensemble

4

Redd, Jennifer Middle Grades Integrated Curr; Social Science 6-12

Reading Endorsement

Intensive Reading 3

Renz, Kristin English 6-12 ESOL TV Prod; Eng 1; Eng 3

12

Robbins, Joanne Specific Learning Disabilities ESOL K-12 19 Robson, Dave Business Education 6-12;

Marketing 6-12; Teacher Coor Coop Education; Techer Coor Work Experience; Economics 6-12


Expl Tech 1; Cptr Col/Car; Mkt Essent; Mkt OJT; BCE OJT

20

Ross, Sherry Art K-12; Ed Leadership; Educational Media Specialist

Creat Pho; Draw/Paint; Caram/Pottery; Portfolio

15

Shelby, Jenna AG Found; Adv

Con; Agri Mech; Vet & Animal Sci;


30

Ag OJT Sherred, Diana Guidance and Counseling PK-

12; Emotionally Handicapped K-12; Specific Learning Disabilities

16

Smith,Victor Physical Education 6-12; Physical Education K-8

29

Thibodeau, Melissa

Middle Grades Integrated Curr Algebra 1; Intensive Math; Guided Work

2

Thompson, Alonzo

Middle Grades Integrated Curr Biology I Hon; Earth/Sp Sci; Anat Phys

3

Thompson, Michael

Computer Science K-12; Ed Leadership; Mathematics 6-12; Middle Grades Integrated Curr

12

Thompson, Tomeka

Marine Sci; Biology I

2

Toledo, Sandra Exceptional Student Education; Middle Grades Integrated Curr.

ESOL K-12 : Reading Endorsement

Eng 9-12; Hlth Sp 9-12; Reading 9-12; Math 9-12

4

Urick, Jane Home Economics 6-12 Cul Ops 22 Vandervolt, Kimberly

Sk Stu HI; ESE Uniq Sk

1

Weinstock, Maria Middle Grades Integrated Curr Dve La Thru 1 Weinstock, Terry Mathematics 6-12 Algebra 2; Algebra

2 Hon; Pre Calculus

18

Widner, Deborah Elementary Education 1-6; Educational Media Specialist


Wiggs, Carla Educational Leadership; Specific Learning Disabilities

9

Williams, Dena Social Science 6-12; Middle Grades Endorsement

AP US History; American History

25

Williams, Jeffrey Middle Grades Integrated Curr Algebra I; Algebra I Hon; Intensive Math

2

Wise, Matthew Athletic Coaching

Biology I; Chem I Hon; Erth/Sp Science

2

Wood, John Middle Grades Mathematics 5-9 Inf Geometry 8 Woodall, Shing Wrld History; AP

Human; Chinese I


31

TEACHER MENTORING LIST

School Name: Tenoroc High School District: Polk Mentor Name Proven Student

Achievement Mentee Assigned Planned Mentoring

Activities TBA Note: To insert additional rows, place your cursor in the last cell of the last row and select “Tab” key.

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