west area adult school - polk county public schools · school improvement plan . faculty and staff...

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Polk County Public Schools

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SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Mrs. Loretta Cameron SAC Chair: Mr. Gregory Sanoba Superintendent: Dr. Gail McKinzie Date of School Board Approval: NOTE: West Area Adult School is not eligible to be graded. We do not receive

FCAT reports or data analysis.

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SCHOOL IMPROVEMENT PLAN Vision/Mission/Belief Statements

Vision: The vision of West Area Adult School is to build on students’ diverse cultures through family literacy, academic preparation, workplace readiness, and personal enrichment classes to facilitate their success in becoming productive, resourceful, and responsible members of today’s ever-changing society. Mission: The mission of West Area Adult School is to provide relevant learning experiences that prepare adult students to be responsible, productive members of the workforce. Belief Statements: We believe that…

♦ All citizens should have access to free public education regardless of age, color, creed, gender, or race. ♦ All students can learn. ♦ Any learning changes a person forever. ♦ Internal motivation removes limits. ♦ Each person is responsible for his/her own actions. ♦ Each person has value as a unique human being. ♦ Respect for individual differences creates harmonious relationships. ♦ All people have a right to be safe. ♦ The family has the responsibility for the upbringing of its children. ♦ The parents’ level of education has a direct impact on the educational success of the children. ♦ The character of a community is defined by how it treats its most vulnerable members.

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SCHOOL IMPROVEMENT PLAN School Profile/Demographics

School Profile/Demographics: West Area Adult School, located at 604 South Central Avenue, Lakeland, in Polk County, was opened as a full-time adult facility in August 1991. In July 1995 Bartow was added to our service area which encompasses the western half of Polk County. In the fall of 2001, a four-component family literacy program was initiated on campus to serve our students and their children, ages 2 to 5. The Adult Basic Education (ABE) program provides classes in reading, math, language, and workplace readiness skills for students from the beginning literacy level through the high intermediate level of 8.9. Programs serve adults who wish to prepare for a standard adult high school diploma or a State of Florida diploma through passing the General Educational Development (GED) examinations; improve employability skills; acquire basic and functional literacy skills; learn to read, write and speak English as a second language; or enhance the quality of their lives through a variety of personal enrichment courses. Classes are open to adults 16 years or older, not enrolled in another school. Enrollment is open-entry/open-exit with students progressing at their own pace toward their academic, career, and/or personal goals. Daytime and evening classes are offered 11 months a year on-site, as well as at various locations in our service area, including community and governmental agencies and centers, correctional institutions, and other school sites conveniently located close to neighborhoods to accommodate migrant, disabled and disadvantaged adults. We recruit dropouts from local area high schools through communication with administrators and guidance counselors. The Student Services Department provides schools and prospective students information about alternative programs and options. An In-School GED program for high school students 16 years or older who are identified as potential dropouts continues to be successful. To qualify for a State of Florida diploma, students must successfully pass all parts of the GED exams. Students completing the adult high school program for a Polk County standard diploma must complete required credits and pass the FCAT. Usually students have already completed their FCAT requirements before enrolling with us.

Total number of students receiving a Polk County standard diploma in 2007-2008: 16 Total number of students receiving special diplomas in 2007-2008: 1 Total number of students receiving a State of Florida (GED) diploma in 2007-2008: 221

(Note: In certain circumstances, students included in this school’s enrollment may receive their diplomas from another school [example: co-enrollees]. Such diplomas are not counted in this report.) Curriculum is primarily competency-based and self-pacing with emphasis on student mastery and progression toward intended outcomes. Measures of adequate progress are established through literacy completion points (LCPs) based on performance standards, assessment instruments, and exit-level criteria. Tests of Adult Basic Education (TABE) and Comprehensive Adult Student Assessment System (CASAS) tests are used to determine entry level and assess progress of students enrolled in the ABE and English for Speakers of Other Languages (ESOL) programs respectively. Progress is also evaluated through competency-based tests, performance objectives progress sheets, completion of classroom assignments, and review of student portfolios. Adult high school students who lack basic skills in reading and mathematics receive extra help

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through a highly individualized skills program. Our New Century Computer Lab, business computer lab, and the career lab provide technology enhancement opportunities for learning. Trained volunteer tutors provide one-on-one literacy-level instruction.

Students Attaining Literacy Completion Points (LCPs), 2007-2008:

Number of ABE students attaining LCPs (excluding ESOL students) 380 Number of LCPs attained by these ABE students: 585 Number of ESOL students attaining LCPs: 275 Number of LCPs attained by these ESOL students: 481 Number of Pre-GED and GED students attaining LCPs: 340 Number of LCPs attained by these Pre-GED and GED students: 1331

Number of adult high school credit students (co-enrollees and adult school students) attaining LCPs: 140

Number of LCPs attained by these high school credit students: 291

Target populations include adults who are educationally disadvantaged (less than 5th grade), undereducated adults (non high school graduates), and adults with limited English proficiency, including minorities, immigrants, migrant farm workers, the homeless, adults with disabilities, adults on probation, incarcerated adults, and at-risk youth. Programs include Adult Basic Education, GED Preparation, English for Speakers of Other Languages, and Adult Secondary (high school credit classes for adults). We also operate on campus a four-component family literacy program (adult education, children’s education, parent training, and parent and child together time) for parents enrolled at West Area Adult School, and their children who are 2 to 5 years old. Strategies focus on intergenerational literacy and workplace skills to enable adults to function effectively in society, to attain academic knowledge and skills needed to complete requirements for a secondary school diploma or its equivalent, and to enter and/or be retained in post-secondary education and/or employment. Computer skills and workforce readiness skills are integrated throughout the curriculum. Computer-based instruction reinforces classroom learning. In ESOL classes, the English Language Learning and Instruction System (ELLIS) computer lab provides expanded computer-based instruction for academic progress and employment readiness needs. The DOE Citizenship course helps ESOL students better prepare for civic responsibilities and citizenship. Students receive information about career education training, armed forces, and post-secondary education programs through our Student Services Department. Our career specialist offers on-site career services, including workforce readiness education for our students and arranging for guest speakers from the business community. A work experience program allows students to earn up to 8 adult high school credits involving classroom time focusing on employability skills and a minimum of 20 hours a week on the job. Training curriculum, written by the computer lab teacher, incorporates knowledge and skills related to computer usage for workplace readiness and leads to a Basic Computer Skills Certificate.

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Faculty and staff participate in school, county, and state in-service relevant to adult education, including use of technology, instructional strategies, interpreting test data, curriculum standards, and competency-based teaching and assessment.

Enrollment for 2007-2008:

Number of students enrolled in ABE classes (excluding ESOL students) 1108 Number of students enrolled in ESOL classes: 546 Number of students enrolled in Pre-GED and GED Preparation classes: 796 Number of co-enrolled high school students and adult students enrolled

in Adult Secondary (AS) credit classes 138 Number of students enrolled in community education classes 22 Number of students enrolled in the adult handicapped program 148 Number of students enrolled in academic enrichment classes 7

Total number of students enrolled 2765

Of the students enrolled during 2007-2008 (excluding co-enrollees), 39% were white, 23% black, 35% Hispanic, 3% Other; 45% were males and 55% were females. We collaborate with READ Polk, a non-profit literacy coalition that addresses beginning literacy needs of clients. In collaboration with them, we recruit, train, and coordinate literacy volunteer tutors to provide individual tutoring to adult students with minimal literacy skills. We also have interagency cooperative arrangements with various community and governmental agencies that assist with educational, health, employment, and social services needs of our adult students. Such agencies include Department of Labor, Department of Corrections, Lakeland Housing Authority, Polk Workforce Development Board, Alliance for Independence, Sunrise Community Incorporated of Polk County, Department of Juvenile Justice, Adult Migrant Seasonal Farmworkers Program, and One-Stop Career Centers. We also work with agencies which promote parental and family involvement with literacy, including University of Florida’s Expanded Food and Nutrition Education Program (EFNEP), Central Florida Speech and Hearing parenting classes, Verizon, and others. We continually strive to ensure our students meet their goals through well-structured curriculum, a positive environment conducive to learning, appropriate resources and materials, instruction by certified teachers, and involvement with organizations and individuals in the community who provide support for our program and our students.

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SCHOOL IMPROVEMENT PLAN Quality Staff

Highly Qualified Certified Administrators: List your school’s highly qualified administrators and briefly describe their experience with increasing student academic achievement. School Administrator: Loretta Bellucci Cameron Ms. Cameron has an Ed.S. in Educational Leadership from Nova Southeastern University, North Miami Beach, FL; an M.A. in Counselor Education from the University of South Florida in Tampa, FL; and a B.A. in Secondary Education-English from Southeastern College in Lakeland, FL. She is certified in Educational Leadership K-12, English 6-12, Guidance K-12, and Bible 7-12. Her professional background includes teacher resource specialist and school technology contact/network manager/webmaster for the adult school, evening department head and coordinator for co-enrollee program for the adult school, high school English teacher, high school and adult school guidance counselor, adjunct instructor at the college level, Assistant GED Examiner for Polk County, and a board member of READ Lakeland. During her 27 years of service in Polk County Schools, she has been named Teacher of the Year three times--1990, 1994, and 2003; and was awarded the Sylvan Learning Center’s Outstanding Counseling Award in 1994. High Quality, Highly Qualified Teachers: Describe strategies to recruit and retain high-quality, highly qualified teachers to high-need academic areas. West Area Adult School utilizes the recruitment services of the Polk County School Board and its job opportunity website to recruit high-quality, highly qualified teachers. Training and support services are available “in-house” and through the district’s professional development system. In addition, we utilize support and training services available through adult education professional organizations and the Florida Department of Education. Staff List: Please attach a copy of your staff list in MS Word document. Include name, area of certification, teaching field, professional or temporary certificate, and number of years teaching. Staff list is attached (see page 26).

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SCHOOL IMPROVEMENT PLAN Additional Requirements

School Wide Improvement Model Describe the research-based School Improvement Model at your school. How is this model being implemented, and how has it helped with student achievement? The instructional process used in the ABE/GED and ESOL programs is a continuous teaching/learning cycle monitored by the classroom teachers. As required by Florida Statutes, every student entering the adult school is given either the TABE or the CASAS test to determine entry level or baseline data for initial placement. Throughout the instructional process, which includes use of targeted curriculum materials, New Century Education System, ELLIS Lab, Pre-GED and GED interactive computer programs, the teacher administers frequent assessments to determine mastery of skills and competencies. When a student has demonstrated mastery of prescribed competencies, a post-test is administered using the TABE, CASAS, or GED Practice Tests to assess student progress. Adequate progress is measured through the literacy completion points (LCPs) based on Florida Department of Education Student Performance Standards, assessment instruments, and exit-level criteria. Communication with Parents Describe the process used to provide parents with written notification on the academic progress of their child in a format parents can easily understand. Also, attach a copy of the communication sent to parents. For parents of students who are 16 and 17 years old: Parents of our 16 and 17 year old students are required to attend a student intake session to enroll their son or daughter. To accommodate “open entry” policy of our school which allows students to enroll in our school any day of the school year, student/parent intake meetings are held every Monday from 2:00 to 3:00 for daytime students and every Monday at 5:30 for evening students. At student intake, school policies are discussed, including attendance policy, dress code, adult school rules and regulations, bell schedule, and important issues contained in the District Code of Conduct. In addition, educational programs are explained briefly. Parents are contacted by phone when a student has excessive absences. If the student continues to miss school and is referred to the Administration, the parent is notified by phone and/or by written form which requires the parent’s signature; the parent is required to accompany the student to the designated meeting and present documentation or explain the absences. Parents are contacted by the administration if one of these students receives a disciplinary notice; if the parent is required to meet with the administration in reference to the disciplinary referral, the parent is notified and an appointment is made. Parents who so request may be given written progress reports periodically, gathered from the teachers by the guidance counselor. The guidance counselor may contact the parents by phone or have an appointment with the parent to discuss the student’s progress. Parents may request conferences through the guidance office.

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Teacher Mentoring Describe your school’s Teacher Mentoring Program. Each new teacher to our school is given an orientation to policies and procedures, as well as curriculum and instructional program, by the Principal, Mrs. Loretta Cameron, Ms. Pam Ziegenfuss, the Teacher Resource Specialist, and/or the appropriate Department Head. Mrs. Leah Sanoba is the daytime ABE/GED Department Head; Ms. Lori Cabrera is the Department Head for our large ESOL program; and Mr. Jeff Couture is the Department Head for the classes that are held at the Polk Central County Jail. Ms. Heather Lilly, the business education teacher, assists with technology training and is available to troubleshoot any computer problems that arise. Ms. Pam Ziegenfuss is the evening ABE/GED Department Head. In addition, Mr. Ripley and Mr. Utke alternate two evenings a week as on-campus Department Heads for discipline. The Department Heads maintain contact with all the teachers throughout the year, assisting with any curriculum issues that arise, providing instructional materials, assisting with student registration and/or testing issues, and recordkeeping. All teachers are involved with local school and district-wide inservice as available throughout the year. All full-time teachers new to the District are required to attend TIPS training which includes instruction in the Effective Teacher, Classroom Management, Lesson Planning and Sunshine State Standards, ESE and ESOL Accommodations, and Ethics. First year teachers are required to attend follow up sessions after they begin teaching in the classroom; sessions are focused around a different topic each month. Sessions are structured in small discussion group format utilizing National Board Certified Teachers as discussion leaders. All teachers new to the District are also required to attend New Employee Orientation, which includes information on such topics as payroll, insurance, certification etc. A teacher new to the District is assigned a qualified peer teacher who mentors the teacher throughout the school year. Extended Learning Opportunities Describe the programs that are provided before and after school, during the summer, and during the extended school year. Our adult school students have the option of attending classes through June 30 of each year, day or evening. We also cooperate with high schools in the district through our co-enrollee program to provide extended learning opportunities for their students. Current seniors have priority registration. (Subject to the availability of funds from the District Office.)

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SCHOOL IMPROVEMENT PLAN Academic Performance

Needs Assessment: Approximately 32% of adults in Polk County over age 18 lack a high school diploma. Of these, 25% are functionally illiterate. Based on Florida Literacy Data and Statistics Reference Guide (2003) statistics for Polk County adults 18 years of age and over, 29,109 have completed less than a 9th grade education and 67,605 have attained 9th to 12th grade but not a diploma. The U.S. Census Bureau estimates that 80,149 Polk County residents are at or below poverty level (2000). About 47% of adult welfare recipients have not graduated from high school. The relationship between level of education and poverty is clear. About 70% of adult welfare recipients have lower level literacy skills on the National Assessment of Adult Literacy. Below-level literacy skills and low educational attainment of the targeted population impact their employability rates, their standard of living, their level of participation in civic matters, their family/parenting skills and relationships, and their personal sense of achievement. Approximately 70% of our students (excluding co-enrollees) score below 9.0 on reading, mathematics, and/or language on their entry-level test scores. Student absences and withdrawal rates are high, due to employment conflicts, family commitments, mobility of students, transportation problems, and other reasons. Many of our adult students are self-supporting and/or single parents who have childcare issues, job conflicts, and many other problems associated with parenting or living on their own without emotional or financial support from their family. Thus, many enroll with good intentions but become overwhelmed with non-school issues and drop out of school before they make a learning gain and/or attain an LCP. Objective: From July 1, 2008, to June 30, 2009, the number of learning gains made by ABE, Pre-GED, and GED Preparation students, will increase by 2% from the previous year. Strategies:

1. Recruit students for adult school from the target population through marketing strategies, including flyers, brochures, small-group presentations, and advertising.

2. Increase efforts to retain students and improve attendance through varied methods, including: • Track attendance daily; contact absent students, or their parents • Provide orientation for new students • Work with One Stop Center, high schools, and career centers to retrieve students who have

dropped out • Provide early intervention for students needing special attention

3. Administer TABE/CASAS tests to determine pupils’ entry-level reading scores. 4. Analyze computer printout of test results to develop an individualized instructional plan for ABE

students. 5. Effectively use instructional materials, resources, and assessment tools to provide instruction aimed at

“gaps” in academic skills. 6. Coordinate with READ Polk and other community volunteers to recruit and train volunteers to provide

tutoring for students at the lowest literacy levels. 7. Use reinforcement and goal setting strategies in the classroom.

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8. Expand use of computer-assisted instruction to support students’ academic progress and employment readiness.

9. Enhance instruction through teacher and student use of technology and computer applications. 10. Track students’ progress toward attaining learning gains and LCPs (post-tests for TABE/CASAS,

performance objectives progress sheets, teacher-developed assessments etc.). 11. Provide additional individualized instruction based on assessment results to help students continue

progressing toward mastery of skills. 12. Assist current and new teachers with insight into adult learning characteristics and best teaching

practices for use with adult students. 13. Provide orientation for new teachers in how to use the individualized learning materials and

assessment tools, and how to determine literacy completion points. 14. Implement an ABE class that focuses on low level language in order to boost student performance.

Evaluation: Students are given module tests to determine mastery of skills as they complete assignments for each competency on their individually prescribed study schedules. A review of a student’s study schedule, performance objectives progress sheets, computer assignments, GED Practice Tests, and/or module test results will also reflect student progress. Adult basic education students are re-tested, using the TABE or CASAS, when they have satisfactorily completed prescribed assignments in their program. Teachers are given a computerized printout of the test scores to use in adjusting the student’s prescribed study schedule, based on the test results. The Guidance Office maintains data for each student depicting advancement in literacy completion point levels, pre- and post- TABE or CASAS test scores, results of GED exams, and completion record of high school credit courses. Research-Based Program: The TABE and CASAS tests are two of the choices of tests required by the Florida Department of Education to be administered to incoming adult students. Materials used in our program have been field tested and proven over the years to work well with adult students. These include Steck-Vaughn and Contemporary adult basic education and GED preparation materials, MHC Interactive Pre-GED and GED lessons and assessments, Laubach Way to Reading, New Century Educational System, the English Language Learning and Instruction System (ELLIS), the DOE Native Language Screening Test, Real-Life Series, Foundations Series, English in Action series, and Expressways Series. These instructional systems and tests are backed by research that support their effectiveness in helping older youth and adults improve academic skills. Students in the adult secondary credit program use state-approved text-textbooks; curriculum is aligned with Florida Sunshine State Standards. Professional Development Aligned with this Objective: Introduction: The professional development intervention will focus on instruction of adults. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group Learning Community Process and School-wide Inservice Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative

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Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching.

SCHOOL IMPROVEMENT PLAN Evaluating the Quality of the Training as Reported by Participants: Participants will provide feedback and evaluate the quality of the professional development activities by completing the District HRD Professional Development Activities Evaluation Form (HRD Form 005) at the completion of program activities. In addition, the principal/administrator and/or the teacher resource specialist will interact with participants to gather perceptions as to the quality and relevance of the professional development during planning, interim and summary conversations concerning the Individual Professional Growth Plan (IPGP). Monitoring Integrity of Implementation: Members of the school leadership team will monitor the integrity of this professional development initiative. Documentation of successful participation by staff in professional development activities related to this content will be tracked using district HRD Sign-in Sheets and Individual Professional Growth Plan (IPGP) processes and completion of related conversations that occur between teachers and school leaders. Specific objectives for the activities will be identified and participants will be assessed in relation to those objectives by applying the following strategies: Product Development and Observed Application. Participant feedback will be analyzed to ensure relevance and coherence of the professional development content and to ensure that applied learning strategies are appropriate to the intended goal. Knowledge of human learning and change will be applied and will include modeling of effective teaching practices as well as practice and feedback. Activities will be delivered through a variety of technologies that support individual and group learning. Participant records of successful completion will be maintained and Inservice Credit will be reported to HRD in accordance with district and state requirements. Supporting Implementation Through Follow-Up & Resources: Successful acquisition of the professional development content and implementation of the related knowledge, skills and mental models will be documented using the following strategies: Lesson Plan Analysis, Direct Observation, Project Completion and Formal Job Embedded Coaching. In addition, the professional development facilitator or other support staff will provide support and assistance through coaching and mentoring to the participants to ensure appropriate application of the knowledge and skill in the classroom. The participants and school administrators will conduct an evaluation as a part of IPGP processes that documents the professional development was implemented as planned and the faculty member applied the newly learned knowledge and skills in the classroom. Evaluating the Impact on Student Achievement: Evaluations of the effect of this professional development intervention on student achievement will be demonstrated through an analysis of teacher observation and assessments. Budget: (We do not receive operational budget funds or FTE; we operate under performance-based funding.) Adult education receives Workforce Education dollars supplemented by Adult Education and Family Literacy Grants. Highly Qualified Certified In-Field Instructors

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List and describe district and school level support and/or professional development that is being provided for instructors and paraprofessionals who are not highly qualified in instructing adults. Training and support services are available “in-house” and through the district’s professional development system. In addition, we utilize support and training services available through adult education professional organizations and the Florida Department of Education.

SCHOOL IMPROVEMENT PLAN English for Speakers of Other Languages (ESOL)

Needs Assessment: The 2000 U.S. Census showed a jump of 8% to 13% of Polk households where another language is spoken. The events of September 11, 2001, and following, have increased immigrants’ desires for citizenship as reported by the INS website. The population of people seeking ESOL services is growing faster than any other sector of the adult education and literacy system. Over 1.5 million of Florida’s residents speak little or no English, making it difficult to access information that can assist them in everyday survival skills. In 1999, there were 115,535 Florida adults enrolled in Limited English Proficiency classes and 3,980 in Citizenship classes. Florida has a larger non-English speaking population than all states except California, Texas, and New York. (Florida Literacy Data and Statistics Reference Guide, 2003). Objective: From July 1, 2008, to June 30, 2009, the number of literacy completion points made by ESOL students will increase by 2% from the previous year. Strategies:

1. Recruit students for adult school from the target population through marketing strategies, including flyers, brochures, small-group presentations, and advertising.

2. Continue efforts to retain students and improve attendance through varied methods, including: • Require 80% attendance • Require full-time registration unless job or child’s school schedule conflicts • Manage class size so students receive needed attention • Contact absent students by phone/mail

3. Administer CASAS test to determine pupils’ entry-level scores. 4. Continue computer-assisted instruction for academic progress and employment readiness needs of

students by operating the ELLIS computer lab. 5. Continue students’ preparation for civic responsibilities and citizenship through the DOE Citizenship

course. 6. Continue the DOE Native Language Screening Test to determine literacy-level students for placement

in the ESOL course. 7. Effectively use instructional materials, resources, assessment tools, and computer-assisted instruction

in meeting students’ academic and employment readiness needs. 8. Coordinate with local organizations that provide volunteer tutors to assist ESOL students with literacy

skills. 9. Track students’ progress toward making a learning gain or attaining an LCP (post-tests for CASAS,

DOE performance objectives progress sheets, teacher-developed assessments etc.).

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10. Assist current and new teachers with insight into adult learning characteristics and best teaching practices for use with adult students.

11. Provide orientation for new teachers in relating to ESOL curriculum, including learning materials and assessment tools, and how to determine learning gains and literacy completion points.


Evaluation: A review of a student’s progress sheets, class assignments, and/or teacher-constructed tests will reflect student progress. ESOL students are re-tested, using the CASAS, when they have satisfactorily completed prescribed assignments in their program. Teachers can analyze the test results to adjust the student’s prescribed study schedule. The Guidance Office maintains data for each student depicting advancement in literacy completion point levels and CASAS test scores. Research-Based Program: The CASAS test is one of the choices of tests required by the Florida Department of Education to be administered to incoming adult students. Materials used in our program have been field tested and proven over the years to work well with adult students. These include Laubach Way to Reading, the English Language Learning and Instruction System (ELLIS), the DOE Native Language Screening Test, Real-Life Series, Foundations Series, Expressways Series, and English in Action series. These instructional systems and tests are backed by research that support their effectiveness in helping older youth and adults with limited English proficiency. Professional Development Aligned with this Objective: Introduction: The professional development intervention will focus on adult English literacy instruction and curriculum. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group Learning Community Process and School-wide Inservice Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching. Evaluating the Quality of the Training as Reported by Participants: Participants will provide feedback and evaluate the quality of the professional development activities by completing the District HRD Professional Development Activities Evaluation Form (HRD Form 005) at the completion of program activities. In addition, the principal/administrator and/or the teacher resource specialist will interact with participants to gather perceptions as to the quality and relevance of the professional development during planning, interim and summary conversations concerning the Individual Professional Growth Plan (IPGP).

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Monitoring Integrity of Implementation: Members of the school leadership team will monitor the integrity of this professional development initiative. Documentation of successful participation by staff in professional development activities related to this content will be tracked using district HRD Sign-in Sheets and Individual Professional Growth Plan (IPGP) processes and completion of related conversations that occur between teachers and school leaders. Specific objectives for the activities will be identified and participants will be assessed in relation to those objectives by applying the following strategies: Product Development and Observed Application. Participant feedback will be analyzed to ensure relevance and coherence of the professional development content and to ensure that applied learning strategies are appropriate to the intended goal. Knowledge of human learning and change will be applied and will include modeling of effective teaching practices as well as practice and feedback. Activities will be delivered through a variety of technologies that support individual and group learning. Participant records of successful completion will be maintained and Inservice Credit will be reported to HRD in accordance with district and state requirements.


Supporting Implementation Through Follow-Up & Resources: Successful acquisition of the professional development content and implementation of the related knowledge, skills and mental models will be documented using the following strategies: Lesson Plan Analysis, Direct Observation, Project Completion and Formal Job Embedded Coaching. In addition, the professional development facilitator or other support staff will provide support and assistance through coaching and mentoring to the participants to ensure appropriate application of the knowledge and skill in the classroom. The participants and the school administrators will conduct an evaluation as a part of IPGP processes that documents the professional development was implemented as planned and the faculty member applied the newly learned knowledge and skills in the classroom. Evaluating the Impact on Student Achievement: Evaluations of the effect of this professional development intervention on student achievement will be demonstrated through an analysis of teacher observation and assessments. Budget: (We do not receive operational budget funds or FTE; we operate under performance-based funding.) Adult Education receives Workforce Education dollars supplemented by Adult Education and Family Literacy Grants. Highly Qualified Certified In-Field Instructors List and describe district and school level support and/or professional development that is being provided for instructors and paraprofessionals who are not highly qualified in adult English literacy instruction. Training and support services are available “in-house” and through the district’s professional development system. In addition, we utilize support and training services available through adult education professional organizations and the Florida Department of Education.

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SCHOOL IMPROVEMENT PLAN Receipt of a State of Florida Diploma

Needs Assessment: Over 32% of adults in Polk County over the age of 18 lack a high school diploma. Based on Florida Literacy Data and Statistics Reference Guide (2003) statistics for Polk County adults 18 years of age and over, 29,109 have completed less than a 9th grade education and 67,605 have attained 9th to 12th grade but not a diploma. The U.S. Census Bureau estimates that 80,149 Polk County residents are at or below poverty level (2000). In Florida, the unemployment rate for 2001 high school graduates was 17.7% compared with 35.9% for high school dropouts (Florida Office of Economic and Demographic Research). High school graduates, on average, earn about 42% more than those with less than a high school education. Lack of a high school diploma impacts employability rates, standard of living, level of participation in civic matters, family/ parenting skills and relationships, and personal sense of achievement. Many of our adult students are self-supporting and/or single parents who have childcare issues, job conflicts, and many other problems associated with parenting or living on their own without family emotional or financial support. Thus, many enroll with good intentions but become overwhelmed with non-school issues and drop out of school before they attain their goal of a diploma. Objective: From July 1, 2008, to June 30, 2009, at least 189 students enrolled in our GED preparation program will meet the requirements for a State of Florida diploma through passing the GED examinations. Strategies:

1. Recruit students for the GED preparation classes from the target population through marketing strategies, including flyers, brochures, small-group presentations, and advertising.

2. Increase efforts to retain students and improve attendance through varied methods, including: • Track attendance daily; contact absent students, or their parents • Provide orientation for new students • Work with One Stop Center, high schools, and career centers to retrieve students who have

dropped out • Provide early intervention for students needing special attention

3. Administer complete battery of TABE to determine pupils’ entry-level scores. 4. Analyze computer printout of test results to develop an appropriate instructional plan for GED

students. 5. Effectively use instructional materials, resources, and assessment tools to provide instruction aimed at

meeting course requirements. 6. Use reinforcement and goal setting strategies in the classroom. 7. Use technology and computer applications to enhance instruction and support academic progress. 8. Track students’ progress through teacher-made assessments, completion of assignments, practice tests

for GED, performance objectives progress sheets etc. 9. Provide individualized and small-group instruction using approved curriculum to facilitate academic

progress. 10. Assist current and new teachers with insight into adult learning characteristics and best teaching

practices for use with adult students.

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SCHOOL IMPROVEMENT PLAN Evaluation: Students’ GED test scores are kept on file both at school and in the District Office. Student performance records document progress toward receipt of the GED. These include a student’s study schedule, performance objectives progress sheets, computer assignments, GED Practice Tests, and/or teacher-designed assessment results. Research-Based Program: The TABE test is one of the choices of tests required by the Florida Department of Education to be administered to incoming adult students. Materials used in our program have been field tested and proven over the years to work well with adult students. These include Steck-Vaughn and Contemporary pre-GED and GED preparation materials, and MHC Interactive Pre-GED and GED lessons and assessments. These instructional systems and tests are backed by research that support their effectiveness in helping older youth and adults improve their academic skills. Professional Development Aligned with this Objective: Introduction: The professional development intervention will focus on issues pertaining to GED programs. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group Learning Community Process and School-wide Inservice Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching. Evaluating the Quality of the Training as Reported by Participants: Participants will provide feedback and evaluate the quality of professional development activities by completing the District HRD Professional Development Activities Evaluation Form (HRD Form 005) at the completion of program activities. In addition, the principal/administrator and/or the teacher resource specialist will interact with participants to gather perceptions as to the quality and relevance of the professional development during planning, interim and summary conversations concerning the Individual Professional Growth Plan (IPGP). Monitoring Integrity of Implementation: Members of the school leadership team will monitor the integrity of this professional development initiative. Documentation of successful participation by staff in professional development activities related to this content will be tracked using district HRD Sign-in Sheets and Individual Professional Growth Plan (IPGP) processes and completion of related conversations that occur between teachers and school leaders. Specific objectives for the activities will be identified and participants will be assessed in relation to those objectives by applying the following strategies: Product Development and Observed Application. Participant feedback will be analyzed to ensure relevance and coherence of the professional development content and to ensure that applied learning strategies are appropriate to the intended goal. Knowledge of human learning and change will be applied and will include modeling of effective teaching practices as well as practice and feedback. Activities will be delivered through a variety of technologies that support individual and group learning. Participant records of successful completion will be maintained and Inservice Credit will be reported to HRD in accordance with district and state requirements.

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SCHOOL IMPROVEMENT PLAN Supporting Implementation Through Follow-Up & Resources: Successful acquisition of the professional development content and implementation of the related knowledge, skills and mental models will be documented using the following strategies: Lesson Plan Analysis, Direct Observation, Project Completion and Formal Job Embedded Coaching. In addition, the professional development facilitator or other support staff will provide support and assistance through coaching and mentoring to the participants to ensure appropriate application of the knowledge and skill in the classroom. The participants and school administrators will conduct an evaluation as a part of IPGP processes that documents the professional development was implemented as planned and the faculty member applied the newly learned knowledge and skills in the classroom. Evaluating the Impact on Student Achievement: Evaluations of the effect of this professional development intervention on student achievement will be demonstrated through an analysis of teacher observation and assessments. Budget: (We do not receive operational budget funds or FTE; we operate under performance-based funding.) Adult Education receives Workforce Education dollars supplemented by Adult Education and Family Literacy Grants. Highly Qualified Certified In-Field Instructors List and describe district and school level support and/or professional development that is being provided for instructors and paraprofessionals who are not highly qualified in general education development programs. Training and support services are available “in-house” and through the district’s professional development system. In addition, we utilize support and training services available through adult education professional organizations and the Florida Department of Education.

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SCHOOL IMPROVEMENT PLAN Parental/Family/Community Involvement

Needs Assessment: Our school enrolls students who are 16 years or older. For the students falling in the 16 to 17 year old category, parent involvement is necessary and desirable. Even though some of these students do not live at home, their parent or legal guardian needs to be involved in specific ways. We need to continue to provide information regarding school policies, functions, and educational programs and services in an efficient manner to these parents. We need to continue recruiting and training school volunteers to assist adult basic education students with literacy skills. We need to continue to involve the community as a means of positive support for our students and our program. Objective: Maintain the opportunity for parents, school volunteers, and community leaders to be involved in our school. Strategies:

1. Invite parents, family members, and interested community leaders to attend the annual graduation ceremony, as well as the National Adult Education Honor Society induction ceremony, at Florida Southern College’s Branscomb Auditorium in May.

2. Keep parents and community informed of upcoming school events through the marquis in front of the school and through our website at http://www.westareaadult.com

3. Make available brochures, flyers, and newsletters to parents and the community regarding school activities, GED test dates, school services, on-campus family literacy program, and community technology class dates.

4. Collaborate with READ Polk, a non-profit literacy coalition, to recruit, train, and coordinate literacy volunteer tutors to provide individual tutoring to adult students with minimal literacy skills.

5. Maintain interagency cooperative arrangements with community and governmental agencies relating to educational and employment needs of adults. Such agencies include Department of Labor, Department of Corrections, Polk Workforce Development Board, Alliance for Independence, Sunrise Community Incorporated of Polk County, Department of Juvenile Justice, Adult Migrant Seasonal Farmworkers Program, and One-Stop Career Centers.

6. Continue to encourage community leaders to serve on our SAC. 7. Arrange for guest speakers from local businesses and organizations to address topics of relevance and

interest to adult students, including health-related issues, job applications, college requirements, and military recruitment.

Strategies specifically for students who are 16 to 17 years old:

8. Continue to provide student intake meeting for new students and have parents complete the necessary enrollment forms.

9. Contact a parent by phone when the student starts missing school excessively. 10. Notify the parent by phone and/or by written form requiring the parent’s signature if the student is

referred to the Administration. 11. Require the parent to accompany the student to the designated meeting and present documentation or

explain the student’s absences; the Administration will notify the parent of their decision.

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12. Notify the parent if one of these students receives a disciplinary referral; arrange an appointment time if the parent is required to meet with the administration.

13. Inform parents that they may request periodic progress reports and/or teacher conferences, through the guidance counselor.

Evaluation: Success will be measured by documentation of parent, family, and community involvement, sign-in logs for volunteers, and documentation of guest speakers. Research-Based Program: The Florida Department of Education, Office of School Improvement, provides access to the Wave Series that presents strategies for enhancing parent and family involvement. Other published materials include “Engaging Families & Communities,” L. Deche & Associates [email protected]. Professional Development Aligned with this Objective: Based on an analysis of data related to this objective and the specific priorities identified in our needs assessment process, we will not implement a specific professional development initiative in relation to this objective. Our volunteer coordinator and other interested persons may participate in informative meetings pertaining to school advisory committees and school volunteers that are offered by the Polk County School Board’s Community Involvement Office. Budget: (We do not receive operational budget funds or FTE; we operate under performance-based funding.) Adult Education receives Workforce Education dollars supplemented by Adult Education and Family Literacy Grants.

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mailto:[email protected]


SCHOOL IMPROVEMENT PLAN Technology

Needs Assessment: Each student needs to have access to technology and be able to use technology to facilitate progress toward achievement of their academic goals. Each teacher needs to be technology proficient. All teachers need to have access to technology and be able to integrate technology into the curriculum. Four new Smart Boards have been purchased. Teachers receiving the Smart Boards will need to be trained. All computers have been upgraded to Microsoft Office 2007. Training for Office 2007 needs to take place. We also have received a document camera and need to be trained to use it. Other needs we would like to see take place are wiring the auditorium for use of a wireless projector. This would be beneficial for student intake sessions, GED orientation, presentations, and training. Objective: Improve student achievement through the use of technology integrated into the school curriculum. Strategies:

1. Provide teachers with technological resources and tools to assist them to increase the quality and variety of classroom activities.

2. Provide students with easy access to computers in computer labs and in the classrooms for academic instruction and enrichment.

3. Provide computer software applications pertinent to students’ academic ability levels for them to use on a consistent basis.

4. Use computer-assisted instruction to increase students’ academic achievement. 5. Nova NET- (a credit recovery system) a lab has been established for high school credit students. 6. Encourage teachers to participate in ongoing training available to teachers through the district,

adult education professional organizations, and regional education training facilities. Evaluation: Documentation will include TABE pre- and post-tests results showing mastery or partial mastery, classroom observations by administrative staff, and teacher interviews. A review of class assignments that utilize technology will include check sheets in GED classes; computerized reports, including pre- and post-tests, from New Century Education System and ELLIS Lab; and computerized reports from Pre-GED, and GED. Research-Based Program: The New Century Education System, the English Language Learning and Instruction System (ELLIS), the MHC Interactive Pre-GED and GED lessons and assessments have been field tested and are backed by research that support their effectiveness in helping adults improve academic skills. Professional Development Aligned with this Objective: Introduction: The professional development intervention will focus on teacher technology proficiency training modules developed for all school-based professionals. Activities will occur on an on-going basis throughout the school year, applying the following delivery mechanism(s): Peer Group Learning Community Process and

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SCHOOL IMPROVEMENT PLAN School-wide Inservice Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching. Evaluating the Quality of the Training as Reported by Participants: Participants will provide feedback and evaluate the quality of the professional development activities by completing the District HRD Professional Development Activities Evaluation Form (HRD Form 005) at the completion of program activities. In addition, the principal/administrator and/or the teacher resource specialist will interact with participants to gather perceptions as to the quality and relevance of the professional development during planning, interim and summary conversations concerning the Individual Professional Growth Plan (IPGP). Monitoring Integrity of Implementation: Members of the school leadership team will monitor the integrity of this professional development initiative. Documentation of successful participation by staff in professional development activities related to this content will be tracked using district HRD Sign-in Sheets and Individual Professional Growth Plan (IPGP) processes and completion of related conversations that occur between teachers and school leaders. Specific objectives for the activities will be identified and participants will be assessed in relation to those objectives by applying the following strategies: Product Development and Observed Application. Participant feedback will be analyzed to ensure relevance and coherence of the professional development content and to ensure that applied learning strategies are appropriate to the intended goal. Knowledge of human learning and change will be applied and will include modeling of effective teaching practices as well as practice and feedback. Activities will be delivered through a variety of technologies that support individual and group learning. Participant records of successful completion will be maintained and Inservice Credit will be reported to HRD in accordance with district and state requirements. Supporting Implementation Through Follow-Up & Resources: Successful acquisition of the professional development content and implementation of related knowledge, skills and mental models will be documented using the following strategies: Lesson Plan Analysis, Direct Observation, Project Completion and Formal Job Embedded Coaching. In addition, the professional development facilitator or other support staff will provide support and assistance through coaching and mentoring to the participants to ensure appropriate application of the knowledge and skill in the classroom. The participants and school administrators will conduct an evaluation as a part of IPGP processes that documents the professional development was implemented as planned and the faculty member applied the newly learned knowledge and skills in the classroom. Evaluating the Impact on Student Achievement: Evaluations of the effect of this professional development intervention on student achievement will be demonstrated through an analysis of teacher observation and assessments. Budget: (We do not receive operational budget funds or FTE; we operate under performance-based funding.) Adult Education receives Workforce Education dollars supplemented by Adult Education and Family Literacy Grants. We have received $4000 in technology dollars to support our efforts.

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SCHOOL IMPROVEMENT PLAN SAC Members

Yes No Are the majority of your SAC members not employed by the school? Yes No Is your SAC composed of the principal, and an appropriately balanced number of teachers, education support employees, students (for middle, junior high 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).

N/A

Member’s Name Member’s Signature

1) Loretta Cameron, Administrator

2) Leah Sanoba, School-based SAC Co-Chair

3) Pamela Ziegenfuss, School-based

4) Adriana Marroquin, School-based

5) Kenneth Rivera, School-based

6) Alex Cabrera, Community Member

7) Charles Cameron, Community Member

8) Maggie Thompson, School-based

9) Nilo Dean, Community Member

10) Franki Diaz, Support Staff

11) Beth Athans, School-based

12) Rick Garcia, Community Member

13) Geri King, Support Staff

14) Gregory Sanoba, Community Member SAC Chair

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15) Kendra Williams, Support Staff

16) Thomas Cook, Student

17) Beatriz Martinez, Student

18) Nick Elzy, Community Member

19) Don Bordelon, Community Member

20) Jamesha Young, Student

21) Pat Burton, Student

School Advisory Council Describe the activities of the School Advisory Council. The School Advisory Council is an interested group of individuals comprised of community leaders, business partners, teachers, and adult school students who support the school’s vision and mission. The Council collaborates with the school’s leadership to assist in the preparation, implementation, and evaluation of the School Improvement Plan. The objective of the Advisory Council is to assist the school in bringing about the coordination of community resources which may be of value to the school in the operation of its educational programs. To achieve this purpose, the Council provides advice and assistance by working cooperatively with the school, its principal, and its staff to devise ways of making citizens more aware of the school’s philosophy and concerns; encouraging the support and participation of the entire community in the educative process; collecting and disseminating such data and information as will be useful in interpreting the needs and areas of concern to the community and to school personnel; and assisting in planning, developing, and evaluating various school-community programs (West Area Advisory Council’s By-Laws, Article I). Four meetings are scheduled annually, from 12:00 to 1:00: two in the fall semester and two in the spring semester. If needed, additional meetings can be called. Throughout the year, the Council will monitor and evaluate progress and make recommendations for program improvement.

SCHOOL IMPROVEMENT PLAN Nominees are chosen by their respective peer group, with the exception of students. Since our students attend classes at many sites, day and evening, and since the student body fluctuates, with students completing their goals at any time during the year, students are nominated by teachers or other interested school personnel. These students are contacted by a SAC member to determine their willingness to serve. Elections are held during the initial SAC meeting each year; new members are given a copy of the SAC By-laws and the current School Improvement Plan.

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Final Budget Budget: (We do not receive operational budget funds or FTE; we operate under performance-based funding.) Adult Education receives Workforce Education dollars supplemented by Adult Education and Family Literacy Grants.

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. Student academic performance data are collected monthly for the ABE, GED, ESOL, and Adult High School programs. Reports are generated quarterly, semi-annually and annually for the Florida Department of Education and/or Polk County District Office. Data are continually analyzed to determine the success of all programs. The success of parent, family, and community involvement will be determined by the sign-in logs for volunteers and documentation of guest speakers. The success of our technology goal will be determined by an analysis of teacher class assignments utilizing technology and the computerized reports from the new Century Education System and ELLIS Lab, as well as the computerized reports from Pre-GED, and GED.


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2008-2009 Staff List for West Area Adult School (school name)

Name Area of Certification Teaching Field Certification (Professional or

Temporary)

Number of Years

Teaching Athans, Mary SLD; ESOL; Mentally Handicapped Adult Education Professional 22

Borowski, Peter Elementary Education; Local Director of Voc.Ed, Mentally Handicapped, Teacher Coord. of Work Experience Program.

Adult Education Professional 36

Butler, Kathleen Emotionally Handicapped K-12; ESOL Adult Education Professional 13

Cabrera, Lori Middle Grades Integrated Curriculum Adult Education Temporary 2

Ciesinski, Gaye Elementary Education Adult Education Professional 21

Couture, Jeffrey Elementary Education; English 6-12; ESOL; Mathematics 5-9; ESE


Haley, Stephen Social Sciences – Grades 6-12 Middle Grades Integrated Curriculum


Hayes, Mary English 5-9; ESOL K-12 Adult Education Professional 23

Lilly, Heather Business Education 6-12; Mathematics 5-9 Adult High School Professional 13

Little, Mery Home Economics; Guidance and Counseling

Guidance; Adult High School

Professional 32

Marroquin, Adriana Journalism 6-12 Adult Education Professional 8

McNabb, Thomas Social Science 6-12; Mathematics 5-9 Adult Education; Adult High School

Professional 13

Murphy, Donna Elementary Education; ESOL; Social Science 5-9


Parady, Rachelle ESE Adult Education Professional 7

Rivera, Kenneth English 6-12 Adult Education Professional 9

Sanoba, Leah Elementary Education; ESOL; Educational Leadership


Shofner, Tammy ESOL; French K-12; Spanish K-12 Adult Education Professional 14

Stroupe, Mary Elementary Education; Reading K-12 Adult Education; Adult High School

Professional 28

Ziegenfuss, Pamela Elementary Education; ESOL Adult Education Professional 19

NOTE: All part-time faculty meet the same certification requirements as full-time faculty.

west area adult school - polk county public schools · school improvement plan . faculty and staff...

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