2008 2009 SCHOOL IMPROVEMENT PLAN

FOUNDATION CHARTER SCHOOL

District: Polk Principal Name: Emory Welch SAC Chair: Allen Sale Superintendent: Dr. Gail McKinzie 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 if your school is out of compliance). Note: Graphs and images cannot be inserted into this word document. They will not transfer to the on-line template.

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SCHOOL IMPROVEMENT PLAN Vision/Mission/Belief Statements

Vision: Currently Foundation Charter School is a small individualized haven where students who have a past built on failures can build a future based on success. Foundation works as a team – teacher, student and family to build character, citizenship and academic success. We are a school rich in tradition and blessed with community support. Our vision for the future is to remain a small but vital part of the overall education system and to continue making successful students of those who cannot find their way in the regular system. Mission: Foundation Charter School was created to provide an alternative place for students in Polk County who are at risk of failing in the regular school system. We work with students as individuals to create a strong feeling of community. We work to build some small success and from this we begin a reordering of behavior and expectations. We work to remediate missing academic skills and provide an alternative chance at education. We address social and personal problems to remove barriers that stand in the way of academic success. No one is a cast-off at Foundation and no one is hopeless. Belief Statements: The Foundation Charter School operates on these basic beliefs: 1: all children can succeed, 2: all children are distinct and 3: all successes are a process of continual improvement. 1) All children can succeed - given the right environment and the appropriate choices a student can be taught to exercise the talents and skills they do have to learn the skills they do not have. Nothing starts with failure and nothing succeeds like success. 2) All children are distinct - on some level and to a lesser or greater degree all children are distinct personalities with unique life experiences and choices. Foundation applies teaching techniques and behavior shaping to each child in a manner that is most likely to foster academic success and good character. 3) All successes are a process of continual improvement - students arrive at Foundation challenged in one or many ways. They come to us with issues such as anger management, absenteeism, authority challenges, poor social adjustment, and pyscho-organic issues such as ADHD or learning disabilities. We therefore begin with children to whom failure is the normal and expected outcome to any new challenge in their life. We strive to find some unbroken thread in this tangle, to find some success however small and through constant reinforcement develop this success into the first step upon a new path with ultimate success as its goal. Children at risk of failure become so not overnight - but through a long process of failure, neglect and misjudgment - the road back to success may be just as long a process, but it all begins with a single step.

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SCHOOL IMPROVEMENT PLAN SCHOOL PROFILE DEMOGRAPHICS Foundation Charter School is located in an impoverished area of central Lakeland. Our students typically come from poor communities in Polk County. However, as our reputation for success grows, we are drawing more and more “mainstream” students who simply want an alternative to the massive depersonalized school system. We provide an education for children at risk of school failure in grades 6 through 12. Our school facilities consist of 4 buildings: 2 newer buildings and 1 rehabbed unit used for classrooms and 1 small building used to house counselors. Originally, the property was built as a motel in the 1920's. The school has 8 classrooms, a computer lab, a cafeteria, support staff, a main administration office, a small clinic, a tiny library and offices for the counselor staff. We are too small to operate our own kitchen, but we receive excellent meals from Lincoln Academy. We also provide a free breakfast for all students in the morning before school starts. Although there are no income guidelines and no cost to families, about 86% of the students receive free or reduced lunch. It is made up of a diverse population that reflects 47% black, 34% white and 19% Hispanic. and 86% economically disadvantaged Approximately 20% of the students enrolled at Foundation School qualify to receive ESE services. Exceptionalities served at Foundation include specific learning disabilities, speech & hearing, vision impaired and emotional handicaps. All staff receives a copy of the goals and objectives as stated in each student's individual IEP. Teachers design their lesson plans to meet the individual needs of students. In addition, students are enrolled in intensive reading and math classes as needed. If additional therapies are required, Foundation School will contract with local providers for those services. Since all ESE students are served in the inclusion model, the least restrictive environment requirement has already been met. All progress toward individual goals is reported to parents at the interim and nine week period. The vice principal serves on the ESE committee and functions as ESE advocate in discipline and curriculum issues. The vast majority of our students come to us with a deficit of learning along with a history of misdirected behavior. The challenge of Foundation is to

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resolve the behavior issues, bridge as much of the learning gap as possible and do all this in time to reflect positively on the fixed standards of FCAT. Following is a breakdown of Foundation Charter School FCAT scores by level and grade Level 1 Level 2 Reading Math Reading Math Black white black white black white black white 6th grade - 68% 66 49 58 22 24 16 32 7th grade - 63% 67 58 56 31 34 26 39 8th grade - 76% 79 71 84 19 17 12 14 9th grade - 80% 79 67 68 21 25 16 22 10th grade - 93% 92 69 26 ` 24 29 26 13 Foundation School staff work cooperatively with the Dept. of Juvenile Justice, Peace River Center, the Guidance dept. of the Polk County School Board, Bay Area Youth Services, Youth and Family Alternatives, as well as other community agencies that work with troubled children to provide a continuum of care for our students. A portion of the school population is referred by these agencies, after which we work together with the students and their families to achieve our goals. We have entered into a partnership with The University of South Florida. Under this mutual support agreement we will host the only additional site for the PRODIGY program. Prodigy is a program that ties counseling with active art music and drama programs to increase enthusiasm and participation in school and build character. USF is funding this entire program and in addition Foundation will be providing a site for the certification of their MSW graduates. An ongoing longitudinal study will be conducted to complete the research components of this program. This research will be used to certify the program for statewide use. As a corollary to this partnership we have expanded our relation with the Lakeland Community Theater. We will be using several of their productions as complements to our school wide reading program. They are allowing us access to behind the scenes training and we provide them mutual support. Other community partners provide grant funds or in-kind donations to The Foundation Charter School. These include Community Development which funds an after school program and a retail skills training program that provides training to our students and a clothing bank to our community. The

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YMCA has provided us with gracious amounts of in-kind match. The Oasis Church provides us with transportation for after school programs. Regal automotive group and the Second District Court of Appeals provided money to provide Christmas baskets for Foundation families in need. The Second District Court of Appeals also donates used computers and furniture to the school. Dairy Queen of Lakeland, Carrabas, Outback, Sonny’s, Winn Dixie and Publix have provided us with food for our thanksgiving baskets or for family outreach. Cypress Gardens, Mote Marine institute, Sea World, Ringling Museum of Art and many other local education and recreation agencies have provided Foundation with reduced or free admission. As payback to the community , during the summer our students also provide labor to community service projects, continuing a Foundation tradition. Individualized academic programs are used to help students achieve success. The curriculum is based on the State Sunshine Standards that define the skills and knowledge students are expected to achieve at specific stages of educational development. These goals will be defined and refined during quarterly meetings with teams of teachers, administrators and counselors. Additionally, all students are required to enroll in a peer counseling class that meets daily. These classes address social and personal challenges and shape positive behavior. Individual counseling is also available to students as needed. Interns from Florida Southern College and Southeastern University are on campus weekly and mentor students in small groups or individually. Additionally a Masters in Social Work certification component is operated by USF on our campus and that provides for weekly small group counseling sessions. Foundation Charter School is small with a current projected enrollment of 100. The staff at Foundation consists of 6 teachers, 2 counselors and a support staff of 4. This provides us with an average student to teacher ration of 16:1 and an average class size of less than 17. Due to the size of our staff, individuals perform a variety of duties. Further, facilities and budgets are challenged by the operations of scale. However, the positive side of smallness is our personal touch and dealing directly with problems. In many ways the school has to meet challenges similar to those faced by our students. We are both impoverished and marginalized. One of the primary indicators of children at risk of failure is absenteeism. Since our mission is to address at risk behavior, we do not use standard suspension procedures. Many at risk students see suspension days as a

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reward for their behavior. Therefore, our focus is on consistent attendance and working through discipline issues instead of suspending. Foundation does not have a formal feeder pattern we are a choice school drawing on the entire county. For a school whose entire student body was drawn from an at risk population, our absenteeism rates are excellent and improving. The absentee rate for Foundation students who miss 21 days or more is 12.1%, which is higher than in years past and is a concerning trend to us. However, even with the increase it is a drastic reduction from the rates students had when they began attendance at Foundation and compares very favorably with the district average. Our dropout rate was 15.9% in 2006/7 and 13.7% in 2008/8. This decrease was more anecdotal anomaly than valid statistically due to our small high school population. However, for a school comprised entirely of students at risk of failure, these rates represent an 86.3% success in drop-out prevention and are an indicator of success. Discipline at Foundation is seen as a consequence for failing to follow procedures not as punishment. We stress personal responsibility and choice. Students are treated as individuals and their consequences may vary due to circumstance. However there is a minimum standard of conduct - the code of conduct. The Foundation code of conduct was created by a shared committee of staff, administrators and students. It is enforced by staff and a peer mediation committee of students. Serious discipline issues result in a student performance contract which sets forth behavior modification goals with clearly stated consequences and a specific timeline. Contracts are drawn up in cooperation with the students and parents. We are a school of success. Last year 4 of our juniors began dual enrollment in local colleges, One of our seniors earned a full scholarship to a state college. Our middle school has been ranked 23rd best in the state for FCAT writing gains. Our high school ranking would have been even higher but we did not meet minimum group size. We were finalist in the FLDOE “shoot for the stars” competition which measured FCAT gains. We are a school of family. Every teacher knows every students name and at least a little of their home-life. The campus is commonly revisited by students who graduated or returned to their home schools. Our Thanksgiving and Year End celebrations are full of Foundation members who come back just to see how we are doing and to visit with staff. Not all of these returnees left here successfully, but even so it feels like home to them and we welcome them.

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We are a school of community. During the summer program over 31% of our students participated in a program that stressed health, citizenship and good character building. We participated in several community service projects including landscaping local neighborhoods. Last year we fostered a partnership with the YMCA that lets our students have access to recreational activities way beyond their normal reach and provides them a chance to act as role-models for our school and their peers. SCHOOL IMPROVEMENT PLAN Quality Staff Highly Qualified Certified Administrators: Emory Welch serves as the director of Foundation, he holds a D.B.A. and a M.A. in psychology from Regent University. In addition, he is a Florida licensed mental health counselor. Before being appointed CEO of Central Florida Human Services (parent of Foundation Charter School) Dr. Welch served as a hospital administrator for Mental Health Management and regional director for a chain of hospital based programs in facilities from Florida throughout North Carolina. He has served as an administrator for 11 years Lyle Hedley serves as Assistant Director of Foundation; he holds a Bachelor of Arts degree from Hendrix college with studies at Georgia Tech and Oxford University. He holds teaching certificates in Social Studies, Science, English and Math. Currently, he is working on a Masters in Education program at Florida Southern. He worked with the University of Florida for 14 years eventually becoming head of the business office at the Citrus Research and Education Center. He was previously the CFO with the Polk County Head Start program where he implemented federal mandates within the program. He joined Foundation 9 years ago as a volunteer and soon became a teacher. As lead counselor and assistant director he was involved in the daily operations of the school and has helped develop both academic curricula and positive behavior shaping programs. Of the students participating in his critical thinking classes, 87% successfully graduated to the next grade, 78% improved their FCAT scores by at least 1 level in one are and 31% improved by more than 1 level in one or more areas. He has 11 years of service with the school 9 of them in administration. High Quality, Highly Qualified Teachers: Foundation Charter School has a lower than usual student/teacher ration. This increase in the number of teachers is carried out under the same FTE restrictions as regular school. Therefore, we have to recruit differently than most. Our school is more an avocation than a vocation and we look for candidates for whom the chance to work with at-risk children is a positive factor. We maintain an active intern program with Florida Southern College and Southeastern College. We also use volunteers from the Psychology and Education

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divisions of both these colleges. Teacher retention is accomplished through several methods. Teachers are paid bonuses from a pool of funds that is used to reward behaviors such as superior attendance, ongoing credentials, extracurricular activities, etc. Additionally, Foundation Charter School provides educational assistance to each employee in the amount of up to $1,000 dollars a year. Teachers are reimbursed for training and formal education expenses they incur which would benefit the school or their profession. Teachers are employed in a friendly environment that reduces stress, provides lower class sizes and allows more room for individual style. This is a non-dollar asset that helps us retain quality staff. This year we had turnover only in one position. There are 5 full time teachers at Foundation Name degree certificate area years teaching Mandy Fisher BA Professional 6th ESE MGI 10 Jeffrey Miller BA professional Science, ESOL 3 Jan Welch MA professional prodigy 5 Stephanie Worth BA temp social studies 3 Britnee Pike BA temp math 2 Monica Williams BA temp English 9

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SCHOOL IMPROVEMENT PLAN Additional Requirements Teacher Mentoring Foundation School requires all new teachers to proceed through Polk's Beginning Teacher Program. Completion is expected within a year of hiring. Incoming teachers are matched up with an older teacher to serve as mentor for the year. The mentor shows the new teacher where facilities are, explains school rules, helps in the set up of their room and provides general support. Additionally, the mentor will review the new teacher's lesson plans and provide guidance before they are submitted weekly. Dr Nancy Garcia also provides coaching and mentoring for all new staff members. In addition, the assistant director provides in-classroom assistance to new and weak teachers to ensure success and foster retention. Weak teachers are largely self-diagnosed but a pattern of poor or incomplete lesson plans will also designate a teacher as weak. The expectation of this mentoring system is that fewer mistakes get overlooked; adjustment times are reduced and new teachers gain effectiveness more quickly. School Wide Improvement Model Foundation Charter School has adopted the Continuous Improvement Model as the central element of our improvement plan. Student achievement will be impacted as Foundation works through the following 8 step school continuous improvement model: Step 1. FCAT Data analysis will occur with special attention to NCLB sub groups. Other data will be disaggregated and evaluated to determine areas for improvement. Step 2. Set goals and objectives based on results of data analysis and create a timeline for achievement. A standard curriculum calendar based on Sunshine State Standards will be developed showing skills and tasks as they are presented throughout the school year. Step 3. Determine instructional focus based on FCAT data analysis for reading, math and writing within all subgroups. Ensure that classroom delivery is on target for benchmarks. Step 4 Assessments are on-going and provide direction for instruction. Additional assessments are conducted three times per year for reading, math and writing. Step 5. Students who need intervention are placed in classes designed to provide intensive instruction in reading, writing and math skills. Additional instructional modifications may be provided as needed. Step 6. Enrichment opportunities at Foundation include special activities and projects

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designed to challenge students that excel in core academic subjects. Brain Child is utilized for practice in areas of reading, writing and math for all students. After school tutoring is available and encouraged for all students. Step 7. Continue to adapt the delivery of instruction to meet the individual needs of students. Provide time for practice of learned skills and review of targets Step 8. Monitoring progress will involve analysis of final test data and a redirection of instructional strategies based upon the incremental evaluations. The initial implementation of CIM has led to the discovery of weakness in some of our academic design and brought about the development of improvements designed to resolve these issues. All staff will be given ongoing training and assessment regarding the 8 step CIM. Additional instruction and implementation tips will be presented at staff, school board and SAC committee meetings. Assessment of the CIM plan is made informally at weekly staff meetings and formally quarterly in special CIM meetings and SAC committee. The director is responsible for overseeing the successful implementation of the Continuous Improvement Model. School Advisory Council The SAC is comprised of board members, parents, students and staff. The SAC is the sole body responsible for decision making regarding the implementation of Florida Statutes: 1001.42(16) and 1008.345. SAC members are elected as per FS 1001.452 which mandates: peer elections, majority non-employee, racial/ethnic/economic reflection of the school, student participation (HS and mandated principal participation. Elections will be held under district standards. SAC meets to discuss numerous school activities, not limited to those covered by the 2 primary Florida statutes mentioned above. The major activity is the design and monitoring of the School Improvement Plan. Members work on various aspects of the plan and report back to the committee. The final report is then submitted to the full governing board for approval. SAC also reviews the general school budget and reviews and approves the spending related to lottery and school recognition funds.

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Communication with Parents Parents are communicated with in the following ways: 1. Open house is held in the Fall to discuss the SIP and general school plans, including reading and Title I and to more generally provide parents a chance to meet their children's teachers. 2. A weekly school newsletter is published. 3. Parent/teacher/counselor conferences are held as needed. 4. Family outreach dinners are held each Thanksgiving and at the end of the year 5. Parents were notified of the AYP status of the school. Please see attached. 6 Each teacher makes a minimum of 5 calls a week to contact parents regarding progress translations of communications are available but none are currently requested. Extended Learning Opportunities Foundation has provided an after school/summer program for 6 years using local community funds, grants, interns and volunteers. This program includes academics, as well as social counseling, health and recreational activities. Tutoring is available 4 days a week after school. Tutoring is academic area specific and is tied to targeted FSS benchmarks which a child has yet failed to master. Last year Foundation implemented broad changes to reach the following extended learning goals. To provide this extended time for academics, students and staff completely reorganized the school day and made many selfless sacrifices in search of success. We doubled core instruction in English and math, decreased the time between classes, decreased lunch break, eliminated electives, added study hall and extended final release by 30 minutes. The overall effect was to add almost an extra hour of academic contact time to the school day. This year we are focusing even further on reading. The plan is to create a school wide atmosphere where casual sustained reading is encouraged, rewarded and habit forming. All class libraries are being updated. Reward schemes are being put in place to provide incentive. GOAL 1 Provide a block of time for sustained reading and intensive reading instruction. ALL strategies will be provided to all sub groups since all failed to meet AYP Strategy 1a Devote the last period of the day to supplemental Reading programs. Strategy 1b The primary focus will be on fluency and sustained reading Strategy 1c classes will focus on grade level delivery of the subject matter but again with an emphasis on increasing interest levels

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Two ongoing additional programs will provide extended learning opportunities in areas not totally academic. A health program teaching nutrition, home economics and exercise will be available to students and their families. A retail training program will be implemented with assistance from the City of Lakeland, the Lakeland Chamber of Commerce and interns from Florida Southern. This program will provide a clothing bank for needy residents at near zero costs while providing the basis for training in retail operations for the students. This will provide both charity and vocational training to our students and our community population. Professional development Training has been conducted in KAGEN and KRISS strategies. In service training has been held to ensure that all learning modalities - auditory, tactile, etc. are addressed in our daily lesson plans. Kaplan achiever is used to assist in developing differentiated instructional strategies and to correlate will lesson plans and syllabi. Describe the use of student achievement data to determine the effectiveness of instructional strategies Individual daily/weekly achievement tracking is in place for students on contracts or certain IEP forms. Meetings are held first with the student and principal to discuss achievement and impasse. Later the principal meets with the individual teacher to modify current strategies to either take advantage of success or address stalled achievement. Informal and Formal Assessments FCAT Explorer SRA achievement WRAT test Reading assessments Writing assessments Individual success plans and associated benchmarks Alternative Instructional Delivery Methods After school tutoring is available 4 days a week. Reading corners with a rich library are available for children who have time for enrichment or are in need of respite time. SRA reading modules are used to provide additional support for student significantly above or below the classroom norm. Pull out sessions are arranged for students who may benefit. Pull out sessions are one and one reading, small group reading, small group remediation, small group counseling

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SES is available Describe your school’s plan for addressing the ten guiding principles of Secondary School Redesign in the box below. If the principles are addressed throughout your School Improvement Plan, identify precisely (under which heading) where each principle is addressed in the text box below.

For each principle that is not checked, please address it in the text box below

Different Innovative Approaches to Instruction

Responsibility of Teaching Reading for Every Teacher

Quality Professional Development for Teachers and Leaders

Small Learning Communities (SLC)

Intensive Intervention in Reading and Mathematics

Course Choice Based on Student Goals / Interests / Talent

Master Schedules Based on Student Needs

Parental Access and Support

Applied and Integrated Courses

Academic and Career Planning The size of our student body and the reductions and additional charges to our FTE funding we receive does not allow us to hire more teachers than just those necessary to conduct core and reading classes. We have the same teacher corp for 100 students as other local schools do for over 400. This restriction means we have to meet basic course requirements. Of course we provide all NEEDED to obtain a regular high school diploma but we do not have resources available at our scale to meet all student WANTS as regards to class choice.

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SCHOOL IMPROVEMENT PLAN Reading Needs Assessment: Based on the school annual report card for 2008 52 percent of the lowest quartile students made adequate progress in reading 49 percent of all students made a year's worth of progress in reading 20 percent of all students are reading at or above grade level AYP subgroups African American and economically disadvantaged all need improvement in reading Based on the FCAT result for 2008 64% of 6th graders scored below level 3 in reading. 74% of 7th graders scored below level 3 in reading. not all subgroups met AYP more than 50% of lower 25% made gains less than 50% of total body made gains percent proficient increased 86% of 8th graders scored below level 3. 90% of 9th graders scored below level 3 n/a% of 10th graders scored below level 3. 67% of the total student population scored level 1 on the FCAT reading AYP Proficiency levels were as follows: Total 13%, white 21%, african-american 10%, economically disadvantaged 14%. AYP subgroups white, african american and economically disadvantaged all need improvement in reading 64% of the total student population scored level 1 on the FCAT reading Goal Statement: For Foundation to decrease the number on non-proficient students by 10% to meet safe harbor Objective: As Measured by the 2008 FCAT results Foundation will increase the proficiency levels in reading for the total group by 31%, for whites by 23%, By blacks by 34% and for economically disadvantaged by 30% or decrease the percent of non-proficient students in these groups by 10% in order to meet safe harbor. Strategies: The following strategies will be implemented to insure the success of Foundation’s

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reading initiative. 1) Foundation will provide reading instruction to 100% of students focusing on research based strategies and approved best practices. 2) Foundation will provide intensive reading intervention for all students within all sub-groups not making AYP. Focus will be on phonics, fluency, vocabulary and comprehension. Need for remediation will be evaluated based upon standardized pre and post testing, STANFORD SDRT, FCAT, teacher observation and student portfolio performance. 3) All students will receive instruction in all the relevant reading FCAT strands/clusters/elements 4) All reading instruction will include a 20 minute block of time for sustained silent reading. 5) Foundation will use the "Accelerated Reader" program as a systematic component of the program for reading. Accelerated Reader will be used in conjunction with a broad variety of print media to develop a habit of comfortable sustained and successful reading. Student targets for AR points will be developed for each student every grading period based upon test scores, student portfolio and teacher observation. 6) Positive behavior shaping techniques will be used to reward incremental progress in all components of the reading program including successful meeting of Accelerated Reader targets and goals. 7) After school tutoring will be available to provide both group and one on one remediation, practice and make up work for all elements of the reading program. 8) Computer based applications, both web and system based, will be available after school to assist students. These programs will include Brain Child individualized instruction, Accelerated Reader, FCAT explorer, etc. 9) All classrooms will be provided with classroom libraries. These libraries will consist of a wide range of skill levels and content providing high interest reading. Students will be encouraged to utilize the libraries as a tool for relaxation, supplemental reading in core subjects, research projects and accruing points in the Accelerated Reader program. 10) Parent involvement will include academic based newsletters to be sent to parents highlighting current and future academic activities. Additionally, review and evaluation materials will be available to inform parents and involve them in the education process of their children. 11) Foundation will conduct family workshops to teach effective strategies with which parents can enhance and support the school's efforts in reading and reinforce sustained reading at home. 12) The curriculum calendar will detail the timeline for delivering reading instruction. 13) Foundation will utilize in the reading classrooms research-based strategies and materials such as FCAT explorer, CRISS strategies, and SRA reading labs. 14) Extended learning programs will provide intensive remediation in reading using Brain child and SRA for individuals in all subgroups not making AYP. 15) Kagen Structures - a cooperative learning strategy will be used in classrooms to develop team projects and encourage the use of team learning and the use and appreciation of multiple intelligences whereby different students learn differently based upon their preferences for a style of learning such as visual or audio. This strategy serves well to improve instruction for all sub-groups not making AYP

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16) Differentiated Instruction - all lesson plans will include supplemental elements which will be used to address remediation for low performers, reinforcement for average performers and enrichment for high performers. 17) Multiple Intelligences - in as much as is possible -recognition of multiple ways of learning and measuring learning will be built into the reading curriculum. I.E. lesson plans will include visual, written, spoken and sometimes tactile elements. 18) All Foundation students will participate in sustained reading projects: all students will read a school wide assigned book during Thursday and Friday study halls. Primary focus of this project will be to develop ease, fluency and develop the habit of casual sustained reading. Primary purpose is to reduce reading anxiety in classroom and testing environments. 19) All Foundation students will meet with a team of their instructors, teacher and/or counselors at least once a grading period to develop goals, discern strengths and weaknesses, review progress and access new strategies. Specific attention will be paid to disaggregated data from the test data throughout the year. 20).Assistant Director and program facilitator will conduct pre and post delivery audits of lessons to review effectiveness and adherence to the SIP The School Director will oversee the implementation of the reading strategies. Evaluation: 1)Foundation School assesses students three times a year in reading using a wide battery of instruments including TORC, Curriculum Associates Inventory of Basic Skills and Inventory of Essential Skills. 2) This data is disaggregated, reviewed by AYP subgroup and evaluated to determine need and direct the overall instructional focus. 3) Additional administration of the STANFORD SDRT will proved further detailed evaluations for individual remediation and general instruction and to establish an initial baseline of disaggregated data. 4) The overall evaluation of the school's progress will be based on the 2006 FCAT showing an increased performance in reading. 5) However, ongoing assessments will determine incremental progress meeting the FCAT benchmarks and will provide focus for the instruction of students on an individual basis. 6) Other sources of data include teacher observations and evaluation of student portfolios during the quarterly evaluation meeting held between principal and students. 7) Weekly brief (3 question) evaluations will be taken to measure successful teaching of the FCAT reading benchmarks Research-Based Program: SRA Reading Laboratory - intensive remediation in reading is provided in small group settings. The program used is SRA Reading Laboratory. It provides immediate feedback in vocabulary and comprehension. SRA has shown through research that it is able to provide improvement in both reading skill acquisition and retention. SRA is an economical, stable and flexible tool to provide reading instruction in a research proven manner.

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Brainchild is a hand held computer that enables students to have individualized instruction and practice in the area of reading. ( vocabulary, main idea and inferencing). It is individualized and provides excellent results with students below grade level. The system is private and unintrusive so it works well with at risk children who often have social stigma attached to any remedial programs. Accelerated Reader is a program designed to develop fluency, comprehension and sustained reading skills. It operates well with the strategy of class libraries. By encouraging reading throughout the broader spectrum of print media, AR allows students to enter reading on levels/ subjects that they are comfortable with and thereby reduces resistance levels and achieves success more easily. Other research based strategies which will be utilized include: Kagen Structures, a cooperative learning strategy, is based upon positive interdependence, individual accountability, equal participation and simultaneous interaction. Multiple Intelligences, recognition of multiple ways of learning and measuring learning will be built into the reading curriculum. I.E. lesson plans will include visual, written, spoken and sometimes tactile elements Differentiated Instruction - all lesson plans will include supplemental elements which will be used to address remediation for low performers, reinforcement for average performers and enrichment for high performers. Professional Development Aligned with this Objective: Teachers are receiving training in the five areas of Florida's Formula for Success in Reading. Foundation's Instructional Support Teacher is trained as a Reading Coach and transfers the training to the supplemental reading and math teachers. The professional development focuses specifically on providing the reading instructor with strategies that will assist students that are in low performing subgroups. Training includes story mapping and vocabulary acquisition strategies. Foundation will provide staff development in the research based strategies and materials such as FCAT explorer, SRA reading labs, multiple intelligences, differentiated instruction and Kagen strategies. Training will be received on Sept 6, 2008 in how to more effectively align current curriculum with the Sunshine State Standards Training is scheduled for Sept 28, 2008 in fully implementing the Continuous Improvement Model throughout the Foundation School. All training offered by the Polk County School District is made available to Foundation School staff. In addition, staff is encouraged to enroll in college courses to enhance their teaching skills which are paid for by the agency. Ongoing staff training is an integral part of staff development at the school level as part of regular staff meetings and in-service

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training days. Lesson plans are reviewed weekly to ensure that various teaching methods are incorporated to individual needs of students and to comply with the school's continuous improvement model plan. Post lesson review and evaluation will help to measure the effectiveness of training in improving performance. Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Unmet Funds

Research-based Programs

SRA kits Title 1 2000 0

Research-based Resources

Accelerated Reader libraries

Title 1 1800 0

Technology

Accelerated Reader program

Title 1 1200 0

Professional Development

Reading in the Classroom & creating a positive learning environment

Title 1 2000 0

Other SRA workbooks & school wide reading books

FTE, Title 1 3400 900

Total 10400 900 Highly Qualified Certified In-Field Instructors Jan Welch has taught at risk children for over 4 years. She holds a valid Florida temporary Certificate in english 6-12 and certification is pending in reading. Ms Welch graduated as an English Major from the University of Florida State. While teaching FCAT prep at Foundation 73% of her students showed improvement in their FCAT scores in SY 2004/5 avg. 14% increase SY 2005/6 avg. 11% increase and in SY 2006/7 her students showed an average increase of 18%.. Teacher Coach Information Please attach appropriate school-level chart document

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SCHOOL IMPROVEMENT PLAN Math vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv Goal Statement: For Foundation to meet safe harbor by reducing level 1s by 10% in all subgroups. Objective: To increase proficiency levels in math for the total group by 36%, for whites by 29%, for african-american by 40% and for economically disadvantaged students by 35% to meet state targets of 50%, or decrease the percent of non-proficient students in all these sub groups by 10% in order to meet safe harbor. Strategies: The following strategies will be implemented to insure the success of Foundation's math initiative. 1) Data from the 2008 FCAT testing will be studied to determine to area of need for all students in all subgroups. Evaluations will be based on review of individual strands and components of the FACT. Teaching and remedial strategies will be developed using this data in conjunction with the schools continuous improvement model and prepared for implementation across the curriculum and within all subgroups. 2) Students in all subgroups will be receiving additional math instruction based upon approved best practices and strategies. These instructional lessons will be in conjunction with their regular math classes. 3) Students in all subgroups with lower than a level 3 on the latest FCAT will receive intense remediation in math each day. Remediation will be based on FCAT data and observations made during their regular math class. 4) Glencoe Math Series will be used school wide. This series follows best practices in a broad series of instruction across the core curriculum. It is also easily dissected and reassembled for individualized instruction which supports differentiated instruction. Further, it is widely supported by supplemental materials and web site support. These methods support Multiple Intelligence learning and are approved strategies. 5) Foundation will develop and administer grade level appropriate pre, mid and post tests for individuals to show skill status across the math curriculum. Additionally the Stanford math diagnostic test will be used to establish a baseline for progress. 6) Positive behavior shaping techniques will be used to reward incremental progress in all components of the math program including meeting of targets and goals defined during

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quarterly evaluations with staff teams and the individual student. 7) After school tutoring will be available to provide both group and one on one remediation, practice and make up work for all elements of the math program. 8) Computer based applications - both web and system based, will be available after school to assist students. These programs will include Brain child, FCAT explorer, etc. 9) Parent involvement component will expand to include academic based newsletters to be sent to parents detailing the current elements being taught in current class time. Additionally, review and evaluation materials will be available to inform parents and involve them in the education process of their children. 10) Foundation will conduct family workshops to teach effective strategies with which parents can enhance and support the school's efforts in math education. 11) Foundation will develop and implement a school wide academic calendar. The calendar will detail the details of curriculum in math. 12) Foundation will implement research based strategies and materials such as FCAT explorer, CRISS strategies, SRA math labs in our math classes. 13) All Foundation students will meet with a team of their instructors, teacher and/or counselors at least once a grading period to develop goals, discern strengths and weaknesses, review progress and access new strategies following the continuous improvement model. 14) Kagen Structures - a cooperative learning strategy will be used in classrooms to develop team projects and encourage the use of team learning and the use and appreciation of multiple intelligences whereby different students learn differently based upon their preferences for a style of learning such as visual or audio. 15) Differentiated Instruction - all lesson plans will include supplemental elements which will be used to address remediation for low performers, reinforcement for average performers and enrichment for high performers. 16) Multiple Intelligences - in as much as is possible -recognition of multiple ways of learning and measuring learning will be built into the math curriculum. I.E. lesson plans will include visual, written, spoken and sometimes tactile elements. 17) The IST and school director will provide coaching, training and modeling to Foundation's math instructors. Training will include specific best practices adopted by the school and general training in curriculum and the effective delivery of math teaching strategies. 18) Assistant Director and IST will conduct pre and post delivery audits of lessons to review effectiveness and adherence to the SIP The director is responsible for overseeing the implementation of the math program Evaluation: 1) Foundation School assesses students three times a year in math using a wide battery of

instruments. 2) This data is disaggregated, reviewed by AYP subgroup and evaluated to determine need and direct the overall instructional focus.

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3) The STANFORD diagnostic for math will be used to prepare a baseline an initial disaggregated data and establish instructional focus. 4) Glencoe unit tests provide an ongoing assessment. 5)All Foundation students will meet with a team of their instructors, teacher and/or counselors at least once a grading period to develop goals, discern strengths and weaknesses, review progress and access new strategies following the continuous improvement model. 6) The overall evaluation of the school's progress will be based on the 2008 FCAT showing an increased performance in math. 7)However, ongoing assessments will determine incremental progress meeting the FCAT benchmarks and will provide focus for the instruction of students on an individual basis. 8)Other sources of data include teacher observations and evaluation of student portfolios during the quarterly evaluation meeting held between principal and students. Also attendance information will be reviewed for correlation. 9) Weekly brief (3 question) evaluations will be taken to measure successful teaching of the FCAT math benchmarks. School director is responsible for implementation of math strategies

Research-Based Program: SRA provides immediate feedback in basic skills in math. SRA has shown through research that it is able to provide permanent improvement in mathematics skill acquisition and retention. SRA is an economical, stable and flexible tool to provide math instruction in a research proven manner. Brainchild is a hand held computer that enables students to have individualized instruction and practice in the area of math. (primary skills, problem solving and integrating skill levels). It is very individualized and provides excellent results with students below grade level. The system is private and unintrusive so it works well with at risk children who often have social stigma attached to any remedial programs The Glencoe Math Series is researched based and allows for the implementation of many strategies including multiple intelligences since it has access to visual and oral instruction via the internet. Other research based strategies which will be utilized include: Kagen Structures, a cooperative learning strategy, is based upon positive interdependence, individual accountability, equal participation and simultaneous interaction. Multiple Intelligences, recognition of multiple ways of learning and measuring learning will be built into the reading curriculum. I.E. lesson plans will include visual, written, spoken and sometimes tactile elements Differentiated Instruction - all lesson plans will include supplemental elements which will be used to address remediation for low performers, reinforcement for average performers and enrichment for high performers

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Professional Development Aligned with this Objective: Teachers receive training from the Brainchild distributor in the most effective methods of utilizing the equipment. The math teacher receives training in strategies that are effective for presenting the skills in the Glencoe Series, i.e. mind mapping. The IST and Director provide modeling and coaching to the math instructor for effective strategies to aid in their work with our students in low performing subgroups. All training offered by the Polk County School District is made available to Foundation School staff. In addition, staff is encouraged to enroll in college courses to enhance their teaching skills which are paid for by the agency. Ongoing staff training is an integral part of staff development at the school level as part of regular staff meetings and in-service training days. Lesson plans are reviewed weekly to ensure that various teaching methods are incorporated to individual needs of students and to comply with the school's continuous improvement model plan Foundation will provide staff development in the research based strategies and materials such as FCAT explorer, CRISS strategies, and SRA math labs. Training will be received in how to more effectively align current curriculum with the sunshine state standards and relevant guidelines developed in our school's Continuous Improvement Model Foundation will provide staff development in the research based strategies and materials such as FCAT explorer, SRA reading labs, multiple intelligences, curriculum maps and differentiated instruction and Kagen strategies. Training will be received on Sept 6, 2008 in how to more effectively align current curriculum with the Sunshine State Standards Training is scheduled for Sept 28, 2008 in fully implementing the Continuous Improvement Model throughout the Foundation School. All training offered by the Polk County School District is made available to Foundation School staff. In addition, staff is encouraged to enroll in college courses to enhance their teaching skills which are paid for by the agency. Ongoing staff training is an integral part of staff development at the school level as part of regular staff meetings and in-service training days. Lesson plans are reviewed weekly to ensure that various teaching methods are incorporated to individual needs of students and to comply with the school's continuous improvement model plan. Post lesson review and evaluation will help to measure the effectiveness of training in improving performance. Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Unmet Funds

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Research-based Programs

SRA Kits Title 1 1900 0

Research-based Resources

Supplemental text and workbooks

IDEA 1300 0

Technology

brainchild Prepaid title I 0 0

Professional Development

Creating positive environment

Title 1 – already stated in reading budget

700 0

Other STANFORD diagnostic for math

Title 1, FTE, IDEA funds

1800 0

Totals 5700 0 Highly Qualified Certified In-Field Instructors Wiley Narrimore is a second year math teacher with 3 previous years experience with middle school children. He holds bachelor from UF and a graduate degree from UCF where he graduated with honors He is certified in MGIC and pending certification in HS Math. He will be supported by his Mentor Teacher SCHOOL IMPROVEMENT PLAN Writing Needs Assessment: Based on 2008 FCAT scores. 87 percent of total students are meeting state standards in writing All subgroups met this criteria for NCLB 88% of all students improved performance in writing 79% of all African-American students improved performance in writing 87% of all economically disadvantaged students improved performance in writing 82% of all white students met state standards in writing 56% of all black students met state standards in writing percent proficient increased 100% of all Hispanic students met state standards in writing

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Goal Statement: The percentage of all students proficient in writing as measured by FCAT will increase by 1% to meet AYP targets Objective: Foundation School will continue to make AYP with all students in all subgroups in writing by increasing proficiency levels by 1% as measured by the 2006 FCAT Strategies: The following strategies will be implemented to insure the success of Foundation's writing initiative. 1) Ongoing assessments, using prompts, are given three times per year and are used to determine the need for one on one remediation in writing. 2) Writing is included in the curriculum of all courses and emphasis on written responses both short/informal and long/formal are emphasized in all areas of math, science and social studies. 3) Curriculum Associates workbooks are used to provide instruction and practice in writing. 4) After school tutoring will be available to provide both group and one on one remediation, practice and make up work for all elements of the writing program. 5) Parent involvement component will expand to include academic based newsletters to be sent to parents detailing the current writing elements being taught in current class time. Additionally, review and evaluation materials will be available to inform parents and involve them in the education process of their children. 6) Foundation will conduct family workshops to teach effective strategies with which parents can enhance and support the school's efforts in writing. 7) Foundation will develop and implement a school wide academic calendar. The calendar will detail the details of curriculum in writing and across the board. It will be used to provide regular instruction and intensive instruction for those subgroups not making AYP. 8) Differentiated Instruction - all lesson plans will include supplemental elements which will be used to address remediation for low performers, reinforcement for average performers and enrichment for high performers. 9) All Foundation students will meet with a team of their instructors, teacher and/or counselors at least once a grading period to develop writing goals, discern strengths and weaknesses, review progress and access new strategies in compliance with the continuous improvement model. 10) Writing based competitions will be held, appraised and awarded twice a year. Subject matter will be non academic and personal efforts will be encouraged. This will be done to support the idea of success and the integration of the writing curriculum into daily life 11) Response journals will be integrated into all primary English classrooms and will be a standard instructional strategy. 12) assistant director and IST will review pre and post data from lessons to evaluate the effective implementation of this component of the SIP

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The school director will oversee the implementation of the reading strategies. Evaluation: 1) The success measure of instructional efforts in writing are based on continued success on the 2008 FCAT. 2) The number of students at level 3 or above will increase by 1%. Ongoing assessments are done three times a year using various measurement techniques including rubrics. 3) Important information used to measure student progress include teacher observations and evaluation of student portfolios at the quarterly evaluations. 4)All Foundation students will meet with a team of their instructors, teacher and/or counselors at least once a grading period to develop goals, discern strengths and weaknesses, review progress and access new strategies in reference to the Continuous Improvement Model. Research-Based Program: Curriculum Associates, Inc. A researched based program that identifies the needs and provides practice to increase students' proficiency in writing. The program combines reading and writing activities to enhance the student’s skill level in writing. It provides a foundation of grammar, usage and mechanics. Kagan Structures - a cooperative learning strategy is based upon positive interdependence, individual accountability, equal participation and simultaneous interaction. This model works extremely well within Foundations Continuous Improvement model and is supported by and supports our positive behavior shaping which underlies all we do at the school. Team writing projects will foster writing skills, confidence, creativity and cooperation. Differentiated Instruction - all lesson plans will include supplemental elements which will be used to address remediation for low performers, reinforcement for average performers and enrichment for high performers. Multiple Intelligences - in as much as is possible -recognition of multiple ways of learning and measuring learning will be built into the writing curriculum. I.E. lesson plans will include visual, written, spoken and sometimes tactile elements. Professional Development Aligned with this Objective: 1) Training is provided to all teachers by the IST in using rubrics to improve writing skills. 2) Training in creating a positive learning environment using positive behavior shaping and crisis management is conducted annually in October. Professional crisis management and Prodigy PAR 3) The IST will provide model lessons in writing. 4) The IST will provide training in the Kagen model 5) Assistant Director will provide training in Differentiated Instruction in September.

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All training offered by the Polk County School District is made available to Foundation School staff. In addition, staff are encouraged to enroll in college courses to enhance their teaching skills which are paid for by the agency. Ongoing staff training is an integral part of staff development at the school level as part of regular staff meetings and in-service training days. Lesson plans are reviewed weekly to ensure that various teaching methods are incorporated to individual needs of students and to comply with the school's continuous improvement model plan. Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Unmet Funds

Research-based Programs

FCAT writing strategies from DOE

No cost 0 0

Research-based Resources

Curriculum Associates writing program

IDEA 500 0

Technology

Professional Development

Training in Kagen strategies

Title 1 2000 0

Other Response journals to coordinate with school wide reading

FTE 1100 0

Totals 3600 0 SCHOOL IMPROVEMENT PLAN Science Needs Assessment: Based on the FCAT results for 2008. Total 8th grade population meeting high standards – 31%

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Total 10th grade population meeting high standards – 36% School administered exams comparing vocabulary knowledge to a list of SSS science vocabulary returned a less than mastery rate of approximately 68% Goal Statement: Increase total student achievement in science in all elements needed to meet state standards. Objective: To increase the mean overall FCAT science score by 10 points in all grades. To provide intense instruction for all subgroups not meeting AYP Strategies: The following strategies will be implemented to insure the success of Foundation's science initiative. 1) Data from the 2005 FCAT testing will be disaggregated and studied to determine the area of need for all students in all subgroups not making AYP. Evaluations will be based on review of individual strands and components of the FCAT. Teaching and remedial strategies will be developed using this data in conjunction with the schools continuous improvement model and prepared for implementation across the curriculum and within all subgroups. 2) After school tutoring will be available to provide both group and one on one remediation, practice and make up work for all elements of the science curriculum. 3) Computer based applications - both web and system based, will be available after school to assist students. These programs will include Brain child, FCAT explorer, etc. 4) Glencoe Science Series will be used school wide. This series follows best practices in a broad series of instruction across the core curriculum. It is also easily dissected and reassembled for individualized instruction such as Foundation offers its students. Further, it is widely supported by supplemental materials and web site support. These methods support Multiple intelligence learning and are approved strategies. 5) Foundation will develop and administer grade level appropriate pre, mid and post tests for individuals to show skill status across the science curriculum. 6) Academic based newsletters will be sent to parents. Additionally, review and evaluation materials will be available to inform parents and involve them in the Science education process of their children. 7) Foundation will conduct family workshops to teach effective strategies with which parents can enhance and support the school's efforts in science education. 8) Foundation will develop and implement a school wide academic calendar. The calendar will detail the details of curriculum in science. 9) Foundation will provide staff development in the research based strategies and materials such as FCAT explorer, CRISS strategies, Kagen, Etc. Training will be received in how to more effectively align current curriculum with the sunshine state standards and relevant guidelines developed in our school's Continuous Improvement Model

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10) All Foundation students will meet with a team of their instructors, teacher and/or counselors at least once a grading period to develop Science goals, discern strengths and weaknesses, review progress and access new strategies in line with the CIM. 11) Kagen Structures - a cooperative learning strategy will be used in classrooms to develop team Science projects and encourage the use of team learning and the use and appreciation of multiple intelligences whereby different students learn differently based upon their preferences for a style of learning such as visual or audio. This model is supported by and supports our positive behavior shaping which underlies all we do at the school. 12) Differentiated Instruction - all lesson plans will include supplemental elements which will be used to address remediation for low performers, reinforcement for average performers and enrichment for high performers. 13) Multiple Intelligences - in as much as is possible -recognition of multiple ways of learning and measuring learning will be built into the science curriculum. I.E. lesson plans will include visual, written, spoken and sometimes tactile elements. 14) The assistant director will provide coaching, training and modeling to Foundation's science instructors. Training will include specific best practices adopted by the school and general training in curriculum and the effective delivery of science teaching strategies. 15) All science students at Foundation Charter School will participate in academically integrated field trips to visit and learn from appropriate sites such as MOSI, water treatment sites etc. 16) Align all classroom materials and lesson plans with the Sunshine State Standards benchmarks and create a timeline for instruction. 17) All science classes will begin with bell work centered on the SSS science vocabulary. 18) IST and assistant director will do pre and post evaluations of lesson plans to measure effectiveness and implement the continuous improvement model. The director is responsible for overseeing the implementation of the Science program Evaluation: 1) Administer ongoing assessments using the adapted Glencoe unit tests. Use the data to determine the need for one on one remediation and provide individual assistance. 2) FCAT data will be analyzed and used to determine weaknesses and redirect instruction as needed to all subgroups not making AYP. 3)All Foundation students will meet with a team of their instructors, teacher and/or counselors at least once a grading period to develop goals, discern strengths and weaknesses, review progress and access new strategies following the continuous improvement model. 4) Daily guidance will be gleaned by staff from teacher observations and review of student portfolios. Research-Based Program: Lessons are planned according to the Sunshine State Standards and FCAT prep materials. Brainchild is a hand held computer that enables students to have individualized

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instruction and practice in the area of Science (vocabulary, primary concepts, problem solving and integrating concepts). It is very individualized and provides excellent results with students below grade level. The system is private and unintrusive so it works well with at risk children who often have social stigma attached to any remedial programs The Glencoe Science Series is researched based. It provides sequential instruction that is easily modularized to provide individual instruction. Further, it allows for the implementation of many strategies including multiple intelligences since it has access to visual and oral instruction via the internet. Kagen Structures - a cooperative learning strategy is based upon positive interdependence, individual accountability, equal participation and simultaneous interaction. This model works extremely well within Foundation's Continuous Improvement model and is enhances our positive behavior shaping plans. Differentiated Instruction - all lesson plans will include supplemental elements which will be used to address remediation for low performers, reinforcement for average performers and enrichment for high performers. Multiple Intelligences - in as much as is possible -recognition of multiple ways of learning and measuring learning will be built into the science curriculum. I.E. lesson plans will include visual, written, spoken and sometimes tactile elements. Professional Development Aligned with this Objective: Teachers receive training from the Brainchild distributor in the most effective methods of utilizing the equipment. The science teacher receives training in strategies that are effective for presenting the skills in the Glencoe Series, i.e. mind mapping. The assistant director provides modeling and coaching to the science instructor for effective strategies to aid in their work with our students in low performing subgroups. Specific training will be made available in Kagen strategies and multiple intelligences. Training in differentiated instruction will be held Sept. 6, 2008. All training offered by the Polk County School District is made available to Foundation School staff. In addition, staff are encouraged to enroll in college courses to enhance their teaching skills which are paid for by the agency. Ongoing staff training is an integral part of staff development at the school level as part of regular staff meetings and in-service training days. Lesson plans are reviewed weekly to ensure that various teaching methods are incorporated to individual needs of students and to comply with the school's continuous improvement model plan. Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Unmet Funds

Research-based Programs

Glencoe series FTE , IDEA 1200 0

Research-based Supplemental FTE 370 0

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Resources curriculum materials Technology

Professional Development

Other Integrated field trips FTE, grants 2070 0 Totals 3640 0 Highly Qualified Certified In-Field Instructors Debra Blanchard is certified in MGIC and HS Science and ESE She is entering her 5th year of teaching. She is certified in ESE and ESOL SCHOOL IMPROVEMENT PLAN Parental Involvement Goal: Parental/Family Involvement Programs Needs Assessment: Parent surveys indicate that 64% of parents feel that communication between school and home is effective. This is lower than the other area ratings such as academic rigor, safety and good teachers which averages over 80% in all other categories at our school. Absenteeism is the number one indicator of at risk behavior. Research shows that students learning in an environment where parent/ school cooperation is high are more successful. Parent support of school discipline is more positive if the parents are kept more closely informed. Goal Statement: To increase the effectiveness of communication between the parents and the school related to their child's school success.

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Objective: To increase the percentage of parents who rate the school's communication efforts as effective by 10 points, as indicated on the 2008 parent survey data Strategies: The following strategies will be used to insure the implementation of Foundation School's parent involvement initiative. 1) All parents must meet with an administrator for an enrollment interview prior to their child starting school. 2) All parents receive a planner with the following information at that time: school calendar, family handbook, code of conduct, bell schedule, etc. 3) All other school wide announcements will be mailed to homes. 4) Weekly school activity newsletters are sent home via students. These cover announcements, upcoming events and student accomplishments. 5) Phone calls and home visits will be made as needed or as requested. 6) A variety of meetings, conferences and events will be conducted to keep parents informed. Many of these will relate to Title I and the after school programs. 7) Brochures will be provided to inform parents of opportunities for participation in school activities and the chance to serve on school wide committees. 8) Blue books are behavior logs used to track progress if a child has entered into a behavior contract, they are sent home for parent's signatures daily so staff can inform parents of progress and request parent involvement in a student issue. 9) Parents will be notified daily of absences by noon the same day. 10) Police truancy will be notified of any pattern of absences. 11) We will at least double the number of formal open house events we hold from 2 to 4 a year 12) Extracurricular activities such as art, home economics, chess will be sponsored by staff members and after school clubs will be run to allow for this activity. Family members of students will be allowed to attend. School Director is responsible for implementation of these strategies Evaluation: 1) Periodic parent surveys will indicate progress in the effectiveness of our communication efforts. 2) Sign in sheets for parent meetings and conferences will be maintained and monitored to measure participation. 3) Behavioral progress made by students as a result of blue book interventions will be monitored in discipline records. 4) Calls to truancy will be measured in counseling records and should decline. 5) Parents will be strongly encouraged to attend the quarterly progress reviews held between students, assistant director and staff. Results of the reviews will be sent home in any case. School director is responsible for implementation of strategies

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Research-Based Program: Research indicates that parent involvement increases student achievement. Parents who feel like stakeholders in a school are more supportive of school activity. Professional Development Aligned with this Objective: Teachers are trained in strategies in communicating with parents. The training is conducted by the Title 1 IST. Parents and staff will receive instruction in recognizing signs of psychological stress in children, goal setting and positive behavior shaping. Staff will receive training in documenting student behavior so it can be clearly communicated to the parents. Positive behavior shaping training will occur to ensure interactions with students and family are positive and productive Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Unmet Funds

Research-based Programs

Research-based Resources

Instructional material on child safety, FCAT, health, peer relations, etc

Title 1 350 0

Technology

Professional Development

Positive behavior modification training

Already covered 0 0

Other Student planners, calendar & newsletter supplies & yearbooks

Title 1, FTE, school raised funds

1600 0

Totals 1950 0

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Goal: School Environment and Discipline Strategies Needs Assessment: Taken from school discipline records: Number of calls to law enforcement for assistance_7____ Number of out of school suspensions_12___ Other areas to address: 1) We will continue to reduce the incidents of verbal violence, harassment, bullying. etc. Institute zero tolerance for intolerance and abusive or derogatory language and actions 2) We will continue to address the issue of campus appearance and cleanliness as it relates to safety & stakeholder issues of buy in and group ownership. Goal Statement: Provide a safe and positive environment that insures academic and personal success Objective#1: Decrease the number of school-based discipline referrals for abusive language and bullyism by 10% as Indicated by school reports. Strategies: The strategies for creating school-based discipline plan are as follows: 1. Daily Monitoring by staff of any identified negative behaviors or evidence of behavior which may be a precursor to further negative actions. 2. Fully implement the school's Positive Behavior Shaping plan. Provide staff with training in the PBS system and provide positive interactions that will lessen referrals for negative behavior. 3. Review of data by administrative team to determine effectiveness. To set positive rewards and negative consequences for student actions. 4. A peer mediation team will be convened to provide peer review of negative behaviors. Additionally, the use of peer methods should increase student "buy in" to the discipline system and increase the support of positive behaviors. 5) Increase the use of school volunteers, interns and mentors to foster student cooperation and identify and address personal and academic issues 6) Develop a formal model for mentors and interns to use when interacting with students. The model will address issues having to do with at risk behaviors, esteem, conflict resolution, goal setting and assumption testing. Discipline at Foundation is seen as a specific consequence for failing to follow specific procedures. We stress personal responsibility and choice. Students are treated as individuals. However there is a minimum standard of conduct - the code of conduct. The Foundation code of conduct was created by a shared committee of staff, administrators and students. Serious discipline issues result in a student performance contract which sets forth behavior modification goals with clearly stated consequences and a specific timeline. Contracts are drawn up in cooperation with the students and parents

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Director is responsible for implementation. Evaluation: 1) At year end, staff will review discipline data and assess effectiveness of strategies. 2) Office records will reveal the number and seriousness of individual code of conduct infractions. 3) The rate of children successfully completing behavior contracts or blue books should increase as measured by discipline records. 4) The rate of peer mediation cases successfully completed will be measured in case logs School director is responsible for implementation of school environment strategies. Research-Based Program: Professional Crisis Management program is a research based program that uses positive behavior shaping to maintain positive and stable operating conditions in school environments. Peer mediation as a method for controlling negative behavior is scientifically proven. It ties into cooperative learning and self responsibility - both key concepts at Foundation. Professional Development Aligned with this Objective: Provide staff training in Professional Crisis Management Program—providing consistent strategies that helps create a classroom learning environment that controls discipline by focusing on positive behavior. Provide training in peer mediation and conflict resolution. Provide training in how to encourage positive leadership and stake holding among the students Objective # 2: Increase student stakeholder buy in as measured by a reduction in campus litter and a measured reduction in petty vandalism repairs. Strategies: 1) Develop and implement procedures to reduce campus litter and graffiti. This should create a more positive environment that reduce petty negative behaviors. Further, it will also lead to a stronger sense of community with related advantages to discipline 2) Prepare and implement a plan to encouraging the development of landscaped areas and provide increased shade and seating. 3) Increase the use of school volunteers, interns and mentors to foster student cooperation and identify and address esthetic, safety and access issues. 4) Participation in keeping the campus clean can be integrated into the positive behavior

34

shaping program. Reward points can be available for volunteer cleanup and other stakeholder activities. 5)Competitive group activities aimed at a small material reward such as ice cream can be used to create a positive view of the effort and increase student buy in. 6) Students will be informed of a link between the money spent on cleanup and funds available for field trips and achievement rewards. Linking the two funds will provide a real life incentive to reduce litter and petty vandalism. Director will implement this plan Evaluation: 1) objective evaluation of campus cleanliness and appearance is difficult, however we can provide a measurable scale by periodic survey of our campus visitors and contracted personnel such as janitors and lawn service Additionally, we will conduct family and student surveys three times a year at our September Open house, Thanksgiving family dinner and one random survey sent to parents through the newsletter in the spring 2) Funds expended in repair of petty vandalism and litter will be measured against prior expenditures. School Director will be responsible for implementation Research-Based Program: Studies by the US department of housing and the chamber of commerce show that increased stakeholder activity leads to more respect for property. DJJ Studies further show that graffiti and litter are precursors to more serious destruction of the environment and property. Gee whiz - everybody likes a shade tree. Professional Development Aligned with this Objective: Staff will be trained by the assistant director to show a link between expenditure on undesirable behavior and funds available for enrichment and reward. Simple plant care training will be given to staff who volunteer to help the students maintain landscaping around the campus. Provide training in how to encourage positive leadership and stake holding among the students Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Unmet Funds

Research-based Programs

Research-based

35

Resources Technology

Professional Development

Positive behavior shaping – peer mediation training

FTE 375 0

Other Materials: trees, tools, plants, benches etc

FTE, grants 1700 0

Totals 2075 0

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SCHOOL IMPROVEMENT PLAN Additional Goals Goal: Technology Needs Assessment: Currently Foundation computer lab is only used by classes on an incidental basis during the regular school day. Only 60% of classrooms have TV/VCR available. Only 25% of classrooms have computers in the room. Goal Statement: Increase the effective use of technology school-wide by students Objective: Assure that every student and teacher at Foundation charter School will be given the opportunity to access technology based learning resources to: 1) further enhance student achievement as measured by the FCAT and 2) to use technology to enhance curriculum and fully implement the Sunshine standards. Strategies: 1) Provide effective access to technology in every classroom by the installation of: a) class computer in all rooms, b) Television with VCR in all core classrooms, and c) overhead projectors available for all classes. 2) Fully maintain "Deep Freeze" a firewall and registry safety program that prevents any changes made to a computer by unauthorized download, settings change or virus activity. This program will provide the stability needed to effectively access computers and the internet on a daily basis. 3) Offer access to technology after school hours using the after school programs and providing access to FCAT training, academic remediation and enhancement. 4) Team projects will be assigned using technology as a medium and/or resource. These projects will draw upon Kagen and Multiple Intelligence models. 5) Use of the "brainchild" a self contained hand held individual instruction computer will be made available in all supplemental English and Math classes and well as individual checkout for home use. Evaluation: )Reports from various programs such as FCAT Explorer and Accelerated Reader program will monitor student progress in subject area. 2) Student attendance in technology components will be tracked and correlated to changes in class performance as measured by grades, test scores and teacher observations. IST and assistant director will review pre and post testing data to evaluate program effectiveness and help implement the Continuous Improvement Model.

37

School director is responsible for implementation of technology strategies. Research-Based Program: The following programs are researched based: FCAT Explorer, Accelerated Reader program PC and audiovisual learning methods will support the Multiple Intelligences strategy. Technology based team projects will support the Kagen model. Brainchild is a hand held computer that enables students to have individualized instruction and practice in the area of reading. ( vocabulary, main idea and inferencing). It is individualized and provides excellent results with students below grade level. The system is private and unintrusive so it works well with at risk children who often have social stigma attached to any remedial programs. Professional Development Aligned with this Objective: Staff Development will include: Training in analyzing data from various specific programs and reports such as FCAT explorer Training in the use of Brainchild hand held unit and how to track progress on the machine Training in basic PC operations and specific programs such as FCAT explorer and virtual high school.. Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Unmet Funds

Research-based Programs

Research-based Resources

Deep freeze software maintenance

FTE 500 0

Technology

Professional Development

Other Hardware maintenance FTE 3600 800 Totals 4100 800

38

SCHOOL IMPROVEMENT PLAN Additional Goals Goal: Student Health and Fitness (including physical fitness,

parental information on student health and fitness, and indoor environmental air quality).

Goal Statement: Provide health, nutrition and fitness activities to enable students to make healthy, active lifestyle choices through training and education in health nutrition and exercise. Needs Assessment: Only 20 students currently participate in physical activity during the school day Research shows that the links between nutrition, exercise and overall health is widely known. Federal studies show that child obesity is on the rise Federal studies show a decrease in US indoor air quality 84% of Foundation students are economically challenged and state and federal studies have show a link between economic barriers and high nutrition Objective: Inform students of the link between nutrition and exercise and a healthy lifestyle and provide access to resources and information. Inform the students of the importance of indoor environmental air quality. Measure a 20% increase in student intelligent awareness of this link as measured by pre and post tests and surveys. Strategies: 1) Pre-assess students on attitudes, habits and knowledge in the areas of: nutrition, health and physical activities using a variety of testing formats. 2) Include instruction on health, nutrition and exercise in the daily counseling classes taken by all Foundation students. Develop pro-active attitudes towards making lifelong health decisions by discussing the benefits in daily classes. 3) Provide materials and resources to assist students in making healthy choices. This will run from brochures to "labs" where health, nutrition, exercise and air quality issues will be explored in a multiple intelligences setting. 4) Students will have access to a variety of physical activities through the after school programs including the Lakeland sponsored Health grant and the extended learning program. 5) Administer and explain the Presidential Fitness Assessment. Implement ongoing elements of the presidential program into regular fitness and after school programs. 6) Incorporate Yoga, dance and gymnastics into the school's extended day programs and increase the number of students served by these programs. Funding will come from the city of Lakeland health grant and Community Development after school grants held by

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Foundation. 7) Provide instruction on drug abuse issues in daily counseling classes. 8) Develop and initiate a nutrition component of out family outreach program to provide useful information and instruction to our families. 9) students can participate in a 3 days a week fitness, health and recreation program sponsored and conducted at the YMCA 10) culminating health and nutrition events will be conducted at least once a year and will consist of a meal planned and analyzed for health by participating students. The meal will be served at a family open house with health, nutrition and exercise information being demonstrated and distributed to families and our community. The director and administrative assistant are responsible for the implementation of the health and fitness program. Evaluation: 1) A post test will supply data to compare student’s fitness levels and attitudes towards a healthy life style after participating in the program. 2) Parent surveys will review the effectiveness of the outreach programs. 3) Participation in the regular day and after school health components will increase as measured by attendance logs. 4) Specific area exams on Health, nutrition, exercise and drug abuse will be conducted in counseling classes and the result compiled, disaggregated and reviewed for success and any necessary changes to instruction areas. 5) Pre and post test evaluations will measure gained knowledge and success. School director is responsible for implementation of health strategies Research-Based Program: Students will participate in programs based on the Presidential Fitness Program and programs approved by the state of Florida. Professional Development Aligned with this Objective: Staff development will include training in First Aide, blood borne pathagens, CPR, fitness assessments, air quality, nutrition etc. Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Unmet Funds

Research-based Programs

YMCA swimming golf & acrobatics

Grants - $2,625 Inkind match- 76,125

2625 0

Research-based Resources

Technology

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Professional Development

Other After school activity supplies

grants 500 0

Totals 3125 0

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SCHOOL IMPROVEMENT PLAN Additional Goals Goal: Academic Rigor Needs Assessment: Staff observation and portfolio review indicates that most work if taken home is not completed by at-risk students in their current unstable environments. FCAT data indicates that our students are still below average despite significant gains made from their initial baseline 56% of our middle school students start out as level 1 FCAT achievers 87% of our high school students start out as level 1 FCAT achievers Goal Statement: Increase the rigor and depth of academic learning at Foundation by increasing time on task and implementing Continuous Improvement Model elements Objective: To increase academic rigor in all Foundation classrooms by decreasing downtime, increasing time on task, presenting a single core schedule built around double classes in both math and english, instituting mandated homework and extending the school day to make time for a directed study hall for reinforcement work Strategies: Goal 1 Double the amount of time spent in core academic classes. Strategy 1a: Devote two periods a day to supplemental English and Math classes. Strategy 1b: The primary classes will focus on, or near, grade level delivery of the subject matter Strategy 1c: Items identified for remediation in the primary class will be the subject of instruction in the secondary class. Strategy 1d: When the remediation is successful, the record of this is sent back to the primary class for review and adjustment of the student’s grade as based on continuous improvement. Goal 2 Increase time on task and create enough time for an additional 8th period. Strategy 2a: Start school day 5 minutes earlier at 8:00am Strategy 2b: Decrease time between classes by 2 minutes Strategy 2c: Increase class time by 2 minutes/period Strategy 2d: Decrease lunch time by 15 minutes Strategy 2e: Delay end of day by 30 minutes to 3:00pm

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Strategy 2f: Add 10 minutes to first period for homeroom and create a 30 minute study hall in 8th period created by all time saving strategies Goal 3 Provide structured homework Strategy 3a: All core curriculum classes will prepare homework for the entire student body one day a week for each subject. Strategy 3b: Homework help will be available during study hall – an 8th period class which will be created from the additional time from goal 2. Strategy 3c: All homework will be graded and integrated into the core classes Goal 4 Align classroom instruction with the Sunshine State Standards for all core curriculum classes Strategy 4a: Provide SSS for all class subjects to all teachers Strategy 4b: Prepare lesson plans in alignment with the SSS Strategy 4c: Track progress in achieving the SSS in individual student’s portfolios Strategy 4d: Develop a curriculum calendar that tracks the SSS focus for the school and can be used to guide lesson plans and inform parents and students. Goal 5 Track all student progress in individual academic portfolios Strategy 5a: All students will have a portfolio which tracks grades, accomplishments and the progress they are making learning the SSS. Strategy 5b: This portfolio will be used to record targets set for achievement. Strategy 5c: The portfolio will be reviewed by a meeting of principal and the students on a nine week basis. Progress on targets will be evaluated and new targets set for the next period of review in accordance with the continuous improvement model. Evaluation: Evaluation methods already in place for the primary subjects under SIP will serve as evaluation tools for this program. Specifically, evaluation will be made by a battery of methods including: 3 times a year skill testing FCAT scores in math, reading, writing and science. Scores on STANFORD math and language diagnostics School grades in all subjects Homework results Progress made in subjects and evaluated during the students 9 week progress meeting with assistant director, family and staff to review progress and set new goals (CIM) Assistant director is responsible for implementing this plan Research-Based Program: A study by the University of Chicago showed that a return to traditional curriculum and

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rigorous implementation of well established and clearly communicated standards will result in greater achievement and greater retention of matter as displayed in testing and follow-up. Professional Development Aligned with this Objective: Training will be received on Sept 12, 2008 in how to more effectively align current curriculum with the Sunshine State Standards Training is scheduled for Oct 28, 2008 in fully implementing the Continuous Improvement Model throughout the Foundation School . All training offered by the Polk County School District is made available to Foundation School staff. In addition, staff are encouraged to enroll in college courses to enhance their teaching skills which are paid for by the agency. Ongoing staff training is an integral part of staff development at the school level as part of regular staff meetings and in-service training days. Lesson plans are reviewed weekly to ensure that various teaching methods are incorporated to individual needs of students and to comply with the school's continuous improvement model plan. Post lesson review and evaluation will help to measure the effectiveness of training in improving performance. Budget: Issues to Address

Describe Resources Funding Sources Total Funds Available

Unmet Funds

Research-based Programs

n/a 0 0

Research-based Resources

n/a 0 0

Technology

n/a 0 0

Professional Development

n/a 0 0

Other n/a 0 0 Totals 0 0

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SCHOOL IMPROVEMENT PLAN SAC Members

Member’s Name Member’s Signature

1) Allen Sale , Business Members ________________________________________2) Gene Roberts , Community Member ________________________________________3) Lyle Hedley , Assistant Principal ________________________________________4) Patricia Steed , Business Members ________________________________________5) Emory Welch , Principal ________________________________________6) Nancy Garcia , Teacher ________________________________________7) Joanna Harritt , Parent ________________________________________8) Shirley Sexton , Parent ________________________________________9) Anne Whalen , School Support Personnel ________________________________________

10) John Lake , School Support Personnel ________________________________________

11) Robert Howard , Student ________________________________________12) Mary Baldwin , Student ________________________________________13) David Cox , Student ________________________________________14) Justin Allen , Student ________________________________________15) David Brown , Teacher

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SCHOOL IMPROVEMENT PLAN Final Budget

FINAL BUDGET

Issues to Address Describe Resources Funding Sources Total Amount Available

Unmet

Research-based Program(s) Reading: SRA kits Mathematics: SRA kits Writing: FCAT writing strategies from DOE. Science: Glencoe Series Parental Involvement: Safe School Environment: Technology: Student health and fitness: YMCA swimming, golf and acrobatics programs Academic Rigor: n/a

Reading: Title 1 Available: $2000 Unmet: $0 Mathematics: Title 1 Available: $1900 Unmet: $0 Writing: no cost Available: $0 Unmet: $0 Science: FTE, IDEA funds Available: $1200 Unmet: $0 Parental Involvement: Available: $0 Unmet: $0 Safe School Environment: Available: $0 Unmet: $0 Technology: Available: $0 Unmet: $0 Student health and fitness: grant funds $2,625 In-kind match $76,125 Available: $2625 Unmet: $0 Academic Rigor: Available: $0 Unmet: $0

7725.00 00.00

Research-based Resource(s) Reading: Accelerated Reader libraries Mathematics: Supplemental Text and curriculum items

Reading: Title 1 Available: $1800 Unmet: $0 Mathematics: IDEA

4320.00 00.00

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Writing: Curriculum Associates, Inc. Science: supplemental curriculum items Parental Involvement: instructional materials on child psychology, health, safety and peer relations Safe School Environment: Technology: Student health and fitness: Academic Rigor: n/a

Available: $1300 Unmet: $0 Writing: IDEA Available: $500 Unmet: $0 Science: FTE Available: $370 Unmet: $0 Parental Involvement: Available: $350 Unmet: $0 Safe School Environment: Available: $0 Unmet: $0 Technology: Available: $0 Unmet: $0 Student health and fitness: Available: $0 Unmet: $0 Academic Rigor: Available: $0 Unmet: $0

Technology Reading: Accelerated Reader program Mathematics: Writing: Science: Parental Involvement: Safe School Environment: Technology: deep freeze software maintenance Student health and fitness: Academic Rigor: n/a

Reading: Title 1 Available: $1200 Unmet: $0 Mathematics: Available: $0 Unmet: $0 Writing: Available: $0 Unmet: $0 Science: Available: $0 Unmet: $0 Parental Involvement: Available: $0 Unmet: $0 Safe School Environment: Available: $0 Unmet: $0 Technology: FTE Available: $500 Unmet: $0 Student health and

1700.00 00.00

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fitness: Available: $0 Unmet: $0 Academic Rigor: Available: $0 Unmet: $0

Professional Development Reading: Reading in the Classroom Creative a positive learning environment. Mathematics: Creating a positive learning environment. Writing: Training in Creating a positive learning environment. Science: Parental Involvement: positive behavior shaping training Safe School Environment: positive behavior shaping Technology: Student health and fitness: Academic Rigor: n/a

Reading: Title 1 Available: $2000 Unmet: $0 Mathematics: Title 1 already stated in reading budget Available: $700 Unmet: $0 Writing: Title 1 Available: $2000 Unmet: $0 Science: Available: $0 Unmet: $0 Parental Involvement: already covered Available: $0 Unmet: $0 Safe School Environment: already funded in previous elements Available: $0 Unmet: $0 Technology: Available: $0 Unmet: $0 Student health and fitness: Available: $0 Unmet: $0 Academic Rigor: Available: $0 Unmet: $0

4700.00 00.00

Other Reading: SRA workbooks school wide reading books Mathematics: STANFORD diagnostic for math Writing: response journals to coordinate with class wide assigned reading Science: integrated field trips

Reading: FTE Title 1 Available: $3400 Unmet: $900 Mathematics: Title 1, FTE, IDEA funds. Available: $1800 Unmet: $0 Writing: FTE

15770.00 3400.00

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Parental Involvement: Student planners Newsletter supplies yearbooks Safe School Environment: plants, paint, benches, trees Technology: computer hardware maintenance Student health and fitness: after school activity supplies and stipends Academic Rigor: n/a

Available: $1100 Unmet: $0 Science: FTE Available: $2070 Unmet: $0 Parental Involvement: Title 1, FTE, school raised funds Available: $1600 Unmet: $0 Safe School Environment: grant and donated sources Available: $1700 Unmet: $1700 Technology: FTE Available: $3600 Unmet: $800 Student health and fitness: city of Lakeland grant Available: $500 Unmet: $0 Academic Rigor: Available: $0 Unmet: $0

. Total: 34215.00 3400.00

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SCHOOL IMPROVEMENT PLAN Implementation Evaluation Implementation Evaluation: Adequate Progress Statement. Adequate progress for our school will be based on: 1. Increased learning gains in reading, writing, math and science for each student as measured by increased mastery of the SSS benchmarks. 2. An increase in the number of students who perform at level 3 or above in the reading and math areas of the FCAT in Spring 2008. 3. Improve student and family' attitudes towards school and learning as measured with student surveys. 4. Ongoing assessment designed to measure student progress will be administered at least three times per year including the STANFORD math and english diagnostics. Resulting data will be disaggregated and evaluated through the Continuous Improvement Model to provide direct focus for instruction. 5. A passing FCAT school grade for Foundation Charter School for SY 2008/2008 To whit: An FCAT school grade for Foundation Charter School showing that we made the 2cd or 3rd highest tier on the points only assessment model for SY 2008/2008