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2
STRATEGIC PLAN FOR
SCHOOL IMPROVEMENT 2009 – 2010
Community Learning Center West
Storefront West School
Deborah Calaway, S.A.C. Chair Jennifer Heneghan, Director
3
TABLE OF CONTENTS
REPORT OF THE 2008-2009 SCHOOL IMPROVEMENT PLAN ...................... 4 - 7 School Advisory Council Meeting Schedule ..................................................................................5 Goal Status Report...........................................................................................................................6 School Improvement Budget Report ...............................................................................................7
THE 2008-2009 SCHOOL IMPLEMENTATION PLAN...................................... 8 - 42 Part I. School Profile
A. School /Community Characteristics…………………………………………………...9 B. School Advisory Council Membership……………………………………………….10 C. School-Based Leadership Team Members……………………………………………11 D. Statements of Compliance…………………………………………………………….12 E. Public Input Sessions………………………………………………………………….12 F. Stakeholders’ Involvement…………………………………………………………….13 G. Title I School-Wide Plan………………………………………………………….14-16
Part II. Mission Statement and Beliefs……………………………………………………….17-18 Part III. Student Achievement………………………………………………………………..19-23 Part IV. Action Plan…………………………………………………………………………..24-29
Part V. Response to Instruction/Intervention (RtI)……………………………………….......30-31 Part VI. School Wide Florida’s Continuous Improvement Model…………………………….32-37 Part VII. Implementation Monitoring……………………………………………………………..38 Part VIII. “Be There” Parent Involvement Plan……………………………………………….39-42
APPENDIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 - 46 Title I Budget 2009-2010 …………………………………………………………………………44
Sample of Climate Survey………………………………………………………………………...45
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REPORT OF THE
2008-2009 SCHOOL IMPROVEMENT PLAN
Schools of Choice Dr. Michael E.J. Mongelli, Principal
Community Learning Center West Storefront West School
Community Learning Center East Storefront School East
Note: During the 2008 – 2009 School Year, one School Improvement Plan was written for all four Volusia Schools of Choice, as listed above. Beginning with the 2009 – 2010 school year, two
separate plans will be written, as follows: WEST: Community Learning Center West and Storefront School West
Jennifer Heneghan, Director EAST: Community Learning Center East and Storefront School East
Michael E.J. Mongelli, Director
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School Advisory Council Meeting Schedule 2008 - 2009
DATE OF SAC
MEETING LOCATION OF SAC
MEETING TIME OF SAC
MEETING
October 11, 2008 CLC West 6:00 PM
January 17, 2009 CLC East 6:00 PM
March 13, 2009 CLC West 6:00 PM
May 8, 2009 CLC East 6:00 PM
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Goal Status Report 2008-2009 School Improvement Plan
Goal 1: Increase student achievement in Reading, Writing, and Mathematics
met partially met X carried forward amended/deleted other *Adequate progress for this objective has been achieved: *Comments: As we have our students for one year only, this is a new goal every year. Goal 2: Develop and maintain a transition program for students entering and exiting Storefront West
X met partially met carried forward amended/deleted other *Adequate progress for this objective has been achieved: *Comments: Adequate progress defines as 80%, objective was reached. In Volusia County Schools, adequate progress for the overall school improvement plan is determined by the area superintendent, in conjunction with the principal, within the context of state accountability, and district and school goals. Schools of Choice has made adequate progress toward meeting the objectives within its 2008-2009 school improvement plan.
X Yes No
X Yes No
X Yes No
7
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8
THE 2009-2010 SCHOOL IMPROVEMENT
PLAN
Schools of Choice West Volusia
2009-2010
(2 sites)
Community Learning Center West Storefront West School
Mrs. Jennifer Heneghan, Director
Ms. Deborah Calaway, S.A.C. Chair
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Part I. School Profile
A. School/Community Characteristics
THE STOREFRONT SCHOOL WEST Storefront School West is a Volusia County School of Choice with a performance based, individualized high school program emphasizing job skills training and academic curriculum software. The Storefront School targets high school students who have not been successful in the traditional setting, and those who have dropped out and want to successfully complete their graduation requirements. The performance-based curriculum is set in a virtual lab format utilizing APEX to earn their high school diplomas. During the school year, the Storefront West School will serve between 110 – 150 students. In order to enroll in Storefront School West, students must maintain employment of at least 15 hours per week while attending school 3.5 hours each day. Opened eight years ago in a leased facility in Royal Oaks Plaza in Orange City, Storefront School West moved to its new facility on Commed Boulevard in Orange City in August of 2006. Storefront School West serves students from DeLand High School, Deltona High School, Pine Ridge High School, and T. DeWitt Taylor High School. COMMUNITY LEARNING CENTER WEST Community Learning Center West is a Volusia County School of Choice serving students with tremendous potential in grades 7 – 9 who have not been successful in the traditional school setting. All CLCW students fall into the “at-risk” category. They exhibit at least two risk factors that research shows significantly decrease their chances of graduating from high school. These factors include truancy, grade point average of lower than 2.0, credit deficiency, being overage for grade level, previous academic retention(s), achievement below grade level on FCAT assessments, and minor behavior issues. Students remain at CLCW for only one year, then transition to their zoned school or to another alternate setting, as appropriate for each student. Community Learning Center West opened its doors to students in October of 2005. Application for admission to CLCW is open to students from all west Volusia Middle and High Schools. During the school year, CLCW will serve over 100 – 120 students.
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B. School Advisory Membership Letter SCHOOL ADVISORY COUNCIL MEMBERSHIP
The following elected or appointed individuals serve on the 2009-2010 School Advisory Council (SAC) at Community Learning Center West/ Storefront West. The people on this list represent the diverse ethnic, racial, and economic community served by this school. At least fifty-one percent (51%) of the SAC are parents and community members not employed by the District of Volusia County. At least one member represents support personnel who are employed at this school site. Students are members where appropriate. ELECTED MEMBERS
Names Representative Group Length of Term * Deborah Calaway Faculty 2 Years Barbara Nenno Faculty 1 Year ** Mayra Batista Support Staff 2 Years Susan Paquette Community Member 2 Years APPOINTED MEMBERS
Names Representative Group Length of Term Wilbern Simpson Community Member 1 Year Donna Cohrs Parent 1 Year Renee DeLeon Parent 1 Year Anne Criss Community Member / VCS 1 Year Melissa Sylvia Parent 1 Year Stefanie Audet Community Member 2 Years
* SAC Chairperson
** Support Staff Representative
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C. School-based Leadership Team Members
NAME TITLE/POSITION
Jennifer Heneghan Director, CLCW
Deborah Calaway Teacher, CLCW
Cynthia Chandler Teacher, CLCW
Kerry Cunningham Teacher, CLCW
Renee Lindsay Teacher, CLCW
Barbara Nenno Teacher, CLCW
Jennifer Raynor Teacher, CLCW
Steven Shewey Teacher, CLCW
Scott Smith Teacher, CLCW
Kathleen Wood Teacher, CLCW
Joni Workman Teacher, CLCW
Lisa Grove School Counselor, CLCW
Daniel Krug Custodial Staff, CLCW
Daniel Cordova Campus Advisor, CLCW
Dale Daniele Office Specialist, SWS
Wayne Schubiger Teacher, SWS
David Leake Teacher, SWS
Dr. Benita Tillman-Brown School Social Worker, SWS
Carmen Amoros School Social Worker, CLCW
Pam McMillan School Psychologist, CLCW
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D. Statement of Compliance SCHOOL ADVISORY COUNCIL YES NO At least 51% of the SAC are parent / community members not employed by the District of Volusia County. X The SAC is representative of the ethnic diversity of our school community. X The SAC is representative of the racial diversity of our school community. X The SAC is representative of the economic diversity of our school community. X At least one member represents support personnel who are employed at this site. X
E. Notice of Public Input
DATE TIME 5/28/09 5:30 – 7:30PM
8/12/09 4:00PM -5:00 PM 6:00 PM - 7:00PM
8/13/09 4:00 PM- 5:00 PM 6:00PM – 7:00 PM
9/17/09 6:00PM – 8:00PM
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F. Stakeholder' Involvement
Option 1: Climate Survey Completed. See Appendixes for Climate Survey Results
X Option 2: Climate Survey NOT Completed. Documentation of stakeholders’ involvement listed below.
Fall Surveys are in distribution, will be tallied week of 9/14/09 – 9/18/09. Note: these surveys will be from this year’s student population and their parents, which is a completely new group. The final opportunity to complete for parents to complete the fall survey is at Open House, 9/17/2009. Once all results are gathered, this input will be used to implement and adjust the plan throughout the course of the year.
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G. Title I School-Wide Plan
TITLE I SCHOOL-WIDE PLAN
COMMUNITY LEARNING CENTER WEST Narrative should include all of the following:
Title I Program for Community Learning Center West (CLCW) • CLCW Title I funding is based on the percent of students who qualify for the Free and Reduced
Meal Program in 2008 - 2009. On the 100th day of school, 69.07% of CLCW students qualified. These records are archived in the School Way Café district office located at DeLand Administrative Complex.
• CLCW Title I program is outlined in this Strategic Plan and includes the following: • Supplemental Tutoring before or after school in core subjects. • Evening Credit Retrieval programs two days per week. • “Academic Hall”; a week by week intervention for students whose grades fall below
a “C” in any core course. • Supplemental materials and supplies needed to close the achievement gap:
Including Achieve 3000, Science Materials, and Classroom Libraries. • Supplemental funds for on-going staff development as determined by the results of FCAT
data, including Thinking Maps and PLC’s in Science. • CLCW annually conducts a needs assessment to determine areas where improvement is needed.
Participants include parents, faculty, and students. This data is used to evaluate programs and guide this Strategic Plan for School Improvement. Complete assessment results are located in the appendices.
Staff Development
• The focus of the CLCW Staff Development Plan will be the areas of Reading, Mathematics, and Science, and is outlined in this Strategic Plan for School Improvement. This staff development plan correlates with teachers’ Individual Professional Development Plans and follows the Florida Protocol Standards for Professional Development which comply with section 1119 of NCLB.
• According to the standards outlined under No Child Left Behind, all teachers at CLCW are considered highly qualified. (CLCW does not have any paraprofessionals.)
• The CLCW faculty and administration work together closely to analyze data and make program decisions designed to increase student achievement and close the gap between identified sub-populations served by the school. The program decisions are outlined in the Action Plan of this document.
• CLCW teachers and administration strive to meet the individual needs of all students and therefore participate as needed in multi-cultural training. Teachers who have English Language Learners in their classroom are either currently or in the process of becoming certified to serve this population. Additionally, training for the unique needs of migrant children is available to teachers as needed.
15
Achievement • CLCW uses research based instructional strategies and materials which comply with Federal
NCLB laws to drive decisions regarding the amount and quality of learning time, strengthen the core academic program, and meet the needs of the traditionally underserved students
• CLCW uses disaggregated data to drive program decisions outlined in this Strategic Plan for School Improvement. The data may be found in the Adequate Appraisal Document located in the appendices. This data is carefully analyzed at both the school level and student level to ensure all students are on the appropriate path to graduation.
• CLCW has a comprehensive tutoring plan which is outlined in the Action Plan of this document. As transportation to school other than by school bus is a hardship for most students and their parents, highly qualified teachers tutor those students in greatest need during and after school in order to meet their needs using the tutoring guidelines established by the district
• CLCW educational programs are designed to eliminate gaps in service for all students being served and provides an arena for sharing information regarding available services to maximize both fiscal and human service efficiency and increases the effectiveness of the research based instructional programs for all eligible children and their families, including children of limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, Indian children (served under Part A), homeless children, private school children who live in a Title I attendance area, and immigrant children, without regard to gender, race, national origin, color, disability, or age.
• CLCW student success procedures follow the processes outlined by the district. The primary focus of the Problem-Solving Team (PST) is the development and evaluation of effective interventions, strategies, and alternatives for students who are demonstrating academic and/or behavioral problems. Using the problem-solving process, the PST – comprised of the director, guidance counselor, school social worker, district placement specialist, school psychologist, and exceptional student education teacher -- provides support to teachers and staff members to ensure their success in the classroom. In addition, PST practices encourage cooperative consultation, reflective leadership, reflective teaching, effective teaching practices, and partnerships with the students' families.
• CLCW strives to ensure a smooth transition for student entering and exiting the school. As a school of choice, there is a thorough application process in place. The Guidance Counselor, Director, and members of the school-based Leadership Team review applications, interview students, and make recommendations for selection of those students most in need of our program. Our students are with us for ONE YEAR ONLY, and as such, transition to the next step in a child’s educational path is extremely important. To ensure a smooth transition, our counselor works closely with the guidance counselors of the 13 zoned schools from which we draw, ensuring that appropriate registration procedures are followed.
• CLCW works closely with the following agencies to serve the needs of our children and families:
United Way Agencies The House Next Door Department of Children and Families Community Medical Center The Neighborhood Center Lions Club Good Samaritan Dental Clinic Halifax Behavioral Services
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Parent Involvement
• The CLCW Parent Involvement Plan is outlined in Section VIII of the Strategic Plan for School Improvement and includes the following:
Monthly Family and Community Education Night Monthly “Breakfast with the Director” Meetings School Advisory Council Parent Involvement “Lion Trax” Program
• In compliance with Section 1118 of NCLB, a Parent/Student/School Compact is completed annually for each child attending CLCW. This compact is used at the annual parent/teacher conference and supports the goals of District to increase participation of parents in the educational process of their children.
• CLCW is committed to communicating with families through a variety of methods including, but not limited to: Parent/Student Handbook, calendar, Weekly Progress Reports, flyers, quarterly newsletters, Parent Link phone calls, personal calls, Parent Portal access and support, personal notes and formal documents.
• CLCW provides on-going communication of progress, assessment, and programs to the parents/guardians of the students through a variety of methods including, but not limited to, the following (which can be in multi-languages as needed):
Daily Positive Behavior Support Cards (Generated by CLCW) Weekly Progress Reports (Generated by CLCW) Interim reports Report Cards Standardized Test Results Personal Learning Portfolios Parent Portal Notes Conferences Phone calls both personal and via ParentLink
• CLCW has a comprehensive volunteer program and actively seeks volunteers to participate in the daily activities at the school. As part of the orientation process, all parents are required to complete a VIPS application form. Additionally, all parents agree to volunteer 10 hours/earn 10 “points” through our “Lion Trax” Parent Involvement Program. CLCW actively seeks Mentors for our students, and parents are welcome to help out at school whenever they can. Volunteers participate in Career Day, share their interests during club time, and chaperone field trips.
• CLCW encourages businesses to participate in the education of the consumers of the future. The following Business partners participate in career day, provide discounts for our students, and provide coupons as rewards for improvement and achievement in academics, attendance, and behavior: Chik-Fil-A TJ’s Family Fun Center AMF Deltona Lanes Regal Cinemas, Orange City Zaxby’s CiCi’s Pizza 4-B’s Restaurant Domino’s Pizza
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Part II. Mission Statement and Belief Statements
Vision Statement of Volusia County Schools
Through the individual commitment of all, our students will graduate with the knowledge, skills, and values necessary to be successful contributors to our democratic society.
(Approved 4/14/92)
School Mission Statements
Storefront School West
“Through a small learning community, Storefront School West will provide the opportunity for student
success in our unique learning environment.”
Community Learning Center West
“Through the individual commitment of all stakeholders, the Community Learning Center West is committed to providing a safe learning environment
where our students will have the opportunity to strive for academic and social success.”
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School Belief Statements
Community Learning Center West
Storefront School West
What We Believe
1. We believe all students can learn, and it is our responsibility to identify each student’s learning style and foster the inner motivation to excel.
2. We believe academic excellence and personal growth are best achieved
through the combined efforts and direct involvement of students, parents, teachers, staff, and community in the learning process.
3. We believe the pursuit of academic excellence fosters a sense of personal
responsibility and develops the inner resources needed to lead a purposeful life.
These beliefs are published in all school literature, including application packets, student handbooks, faculty handbooks, and information flyers.
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Part III. Student Achievement
I. STOREFRONT WEST SCHOOL
NOTE: Storefront School West is not evaluated under AYP, nor does it receive a school grade. The success of Storefront School is measured in total number of graduates each year, continuity of
students remaining in the program until graduation requirements are met.
2008 – 2009 DATA:
• The Storefront West School graduated 60 standard high school diploma students who very likely would not have otherwise met their graduation requirements. This is an increase of 13.2% over the 2008 – 2009 school year.
• A total of 121 students were served at Storefront West School – comprised of students in grades “10R,” 11, and 12. Of the 61 students, “10R” and 11th graders, in the 2008-2009 school year, 23 returned as seniors for 2009-2010. The remaining students progressed to 11th grade, and are within a few credits of becoming seniors as well.
• Storefront School’s average daily attendance rate in 2008 – 2009 was 84.79%,
II. COMMUNITY LEARNING CENTER WEST
2008 – 2009 DATA: • Community Learning Center West (CLCW) received a letter grade of “D” in 2008-2009.
• FCAT Assessment results showed a low number of students in all grades performing at grade level or above in Math and Reading. The vast majority of our student population is
comprised Level 1 and 2 students. However, significant percentages of students, even the lowest performing, made significant learning gains as defined by the Department of
Education. • AYP Data is included in the next three pages.
20
2008-2009 Adequate Yearly Progress (AYP) Report - School Level - Page 1
Volusia COMMUNITY LEARNING CENTER WEST - 7861
Detailed Report
Did the School Make Adequate Yearly Progress?
NO Percent of Criteria Met: 77%
Total Writing Proficiency Met: YES
2008-2009 School Grade:
D
Total Graduation Criterion Met: NA
95% Tested Reading
95% Tested Math
Reading Proficiency Met
Math Proficiency
Met
TOTAL YES YES NO NO
WHITE YES YES NO NO
BLACK NA NA NA NA
HISPANIC YES YES NO NO
ASIAN NA NA NA NA
AMERICAN INDIAN NA NA NA NA
ECONOMICALLY DISADVANTAGED YES YES NO NO
ENGLISH LANGUAGE LEARNERS NA NA NA NA
STUDENTS WITH DISABILITIES NA NA NA NA
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RE
SPO
NSI
BL
E
RE
SOU
RC
E
AL
LO
CA
TIO
N
BY
WH
EN
? ( S
PEC
IFIC
DA
TE
S)
Posi
tive
Beh
avio
r Sup
port
Wee
kly
Prog
ress
Not
es
N/A
G
rade
Lev
el M
eetin
gs,
Clu
b R
ewar
d A
ctiv
ities
, A
ctiv
e Pa
rent
In
volv
emen
t
Adm
inis
tratio
n G
uida
nce
Facu
lty
Cos
t of P
rintin
g A
war
ds a
s Nee
ded
8/20
09, t
hen
Wee
kly
Man
dato
ry T
utor
ing
Prog
ram
for a
ll St
uden
ts
N/A
Im
plem
ent m
anda
tory
tuto
ring
perio
d fo
r all
stud
ents
two
days
per
wee
k.
Adm
inis
tratio
n G
uida
nce
Facu
lty
Non
e Im
plem
enta
tion
9/09
, co
mpl
etio
n 6/
10
Impl
emen
t Thi
nkin
g M
aps
Trai
ning
acr
oss t
he d
isci
plin
es
9/25
/09
“Tra
in th
e Tr
aine
r” 8
/200
9.
Trai
n al
l Sta
ff o
n Pr
ofes
sion
al
Dev
elop
men
t Day
9/2
5/20
09.
Mon
thly
mee
tings
to m
onito
r im
plem
enta
tion.
Adm
inis
tratio
n G
uida
nce
Facu
lty
Cos
t of M
anua
ls
Cos
t to
train
sc
hool
-bas
ed
train
er (
Title
I)
Trai
ning
9/2
5.
Impl
emen
tatio
n 10
/09
– 6/
05
OB
JEC
TIV
E 2
5
1% O
F ST
UD
EN
TS
WIL
L S
CO
RE
AT
GR
AD
E L
EV
EL
OR
HIG
HE
R IN
RE
AD
ING
AN
D M
AT
HE
MA
TIC
S.
Dis
tric
t Str
ateg
ic P
lan
Are
a(s)
of F
ocus
: X
A
cade
mic
Exc
elle
nce
X
Acc
ess &
Equ
ity
H
igh
Perf
orm
ing
Inst
ruct
iona
l Sta
ff
In
volv
ed F
amily
& C
omm
unity
Safe
& O
rder
ly E
nvir
onm
ent
E
ffec
tive
Ope
ratio
ns
Dis
tric
t Str
ateg
ic P
lan
Goa
l Num
ber(
s):
STR
AT
EG
IES
/AC
TIV
ITIE
S ST
AFF
D
EV
EL
OPM
EN
T
CO
MPO
NE
NT
IM
PLE
ME
NT
AT
ION
PL
AN
PER
SON
(S)
RE
SPO
NSI
BL
E
RE
SOU
RC
E
AL
LO
CA
TIO
N
BY
WH
EN
? (S
PEC
IFIC
DA
TE
S)
Impl
emen
t “A
cade
mic
Hal
l”
durin
g C
lub
time
for s
tude
nts
who
se g
rade
s fal
l bel
ow “
C.”
N/A
G
uida
nce
Cou
nsel
or w
ill
iden
tify
stud
ents
, bas
ed o
n W
eekl
y Pr
ogre
ss re
ports
.
Gui
danc
e C
ouns
elor
Non
e N
eede
d In
pla
ce a
nd
oper
atio
nal b
y 9/
14/0
9.
26
GO
AL
1 / O
BJE
CTI
VE
2 (C
ontin
ued)
W
hat n
eeds
ass
essm
ent t
ools
did
you
use
to id
entif
y th
ese
obje
ctiv
es?
Prio
r ach
ieve
men
ts o
n th
e FC
AT
asse
ssm
ents
wer
e us
ed, a
s wer
e in
terv
iew
s with
stud
ents
and
form
ativ
e cl
assr
oom
ass
essm
ents
at t
he b
egin
ning
of
the
year
. E
valu
atio
n:
Stud
ents
will
rece
ive
mar
ks o
f “sa
tisfa
ctor
y” o
r “ne
eds i
mpr
ovem
ent”
on
thei
r dai
ly y
ello
w c
ards
. Th
is d
ata,
alo
ng w
ith th
e w
eekl
y pr
ogre
ss re
ports
, will
det
erm
ine
the
best
use
of t
utor
ing
time
for e
ach
stud
ent i
n hi
s/he
r are
as o
f wea
knes
s. U
ltim
atel
y, im
prov
ed a
chie
vem
ent o
n al
l FC
AT
Ass
essm
ents
will
be
the
eval
uatio
n to
ol u
sed.
A
dequ
ate
Prog
ress
: A
dequ
ate
prog
ress
will
be
achi
eved
whe
n 40
% o
f our
stud
ents
ach
ieve
at g
rade
leve
l or h
ighe
r on
the
FCA
T R
eadi
ng a
nd
Mat
hem
atic
s ass
essm
ents
. (I
ncre
ase
of 1
5% in
Rea
ding
, 12%
in M
ath)
G
OA
L 2 :
DE
VE
LO
P A
ND
MA
INT
AIN
A T
RA
NSI
TIO
N P
RO
GR
AM
FO
R S
TU
DE
NT
S E
NT
ER
ING
AN
D E
XIT
ING
ST
OR
EFR
ON
T
WE
ST.
OB
JEC
TIV
E 1
9
0% O
F ST
UD
EN
TS
EN
RO
LL
ED
IN S
TO
RE
FRO
NT
WE
ST S
CH
OO
L W
ILL
RE
MA
IN IN
TH
E P
RO
GR
AM
FO
R T
HE
D
UR
AT
ION
OF
2009
-201
0 SC
HO
OL
YE
AR
– A
ND
BE
YO
ND
IF N
EC
ESS
AR
Y –
TO
CO
MPL
ET
E G
RA
DU
AT
ION
RE
QU
IRE
ME
NT
S.
NE
W
X
C
ON
TIN
UIN
G
Che
ck a
ll th
e co
mpo
nent
s add
ress
ed in
this
obj
ectiv
e C
heck
R
edes
ign
Com
pone
nt A
ddre
ssed
:
Che
ck
Stat
e St
atut
ory
Req
uire
men
ts
X
• H
igh
Expe
ctat
ions
with
Rig
or a
nd R
elev
ance
X
• D
ropo
ut P
reve
ntio
n 10
03.5
3.8(
b)
X
• G
rade
-Lev
el T
rans
ition
•
Publ
ic P
osts
econ
dary
Edu
catio
n R
eadi
ness
100
8.37
(4)
•
Sust
aine
d an
d Su
ppor
ted
Staf
f Dev
elop
men
t
X
• Su
ppor
ted
Stud
ent /
Tea
cher
Rel
atio
nshi
ps
C
OR
RE
LA
TIO
N T
O T
HE
DIS
TR
ICT
ST
RA
TE
GIC
PL
AN
D
istr
ict S
trat
egic
Pla
n A
rea(
s) o
f Foc
us:
X
Aca
dem
ic E
xcel
lenc
e X
A
cces
s & E
quity
Hig
h Pe
rfor
min
g In
stru
ctio
nal S
taff
X
Invo
lved
Fam
ily &
Com
mun
ity
Sa
fe &
Ord
erly
Env
iron
men
t
Eff
ectiv
e O
pera
tions
27
GO
AL
2 / O
BJE
CTI
VE
1 (C
ontin
ued)
D
istr
ict S
trat
egic
Pla
n G
oal N
umbe
r(s)
: 1,
2,3,
11,1
2,13
,14
STR
AT
EG
IES
/AC
TIV
ITIE
S ST
AFF
D
EV
EL
OPM
EN
T
CO
MPO
NE
NT
IM
PLE
ME
NT
AT
ION
PL
AN
PER
SON
(S)
RE
SPO
NSI
BL
E
RE
SOU
RC
E
AL
LO
CA
TIO
N
BY
WH
EN
? (S
PEC
IFIC
DA
TE
S)
Con
tact
Gui
danc
e an
d A
dmin
istra
tion
at fe
eder
scho
ols
for p
oten
tial s
tude
nts
N/A
SW
S st
aff w
ill c
onta
ct sc
hool
s to
reac
h po
tent
ial e
nrol
lees
G
uida
nce
A
dmin
istra
tion
Non
e W
eekl
y,
begi
nnin
g 1/
10.
Dev
elop
ent
ranc
e/ex
it in
terv
iew
s, st
uden
t nee
ds
surv
eys.
Mak
e pe
rson
al
cont
acts
.
N/A
D
evel
op a
nd a
dmin
iste
r su
rvey
s to
scre
en a
pplic
ants
, an
d an
othe
r for
thos
e w
ho
leav
e th
e pr
ogra
m
Gui
danc
e A
dmin
istra
tion
Scho
ol S
ecre
tary
Non
e D
aily
, on
day
stud
ent e
xits
or
ent
ers
prog
ram
R
einf
orce
pos
itive
beh
avio
rs
and
achi
evem
ent w
hile
enr
olle
d.
N/A
U
se p
ositi
ve B
ehav
ior S
uppo
rt.
Rec
ogni
ze c
ours
e co
mpl
etio
ns
Facu
lty
Adm
inis
tratio
n In
tern
al A
ccou
nts
Mon
thly
, be
ginn
ing
9/09
. W
hat n
eeds
ass
essm
ent t
ools
did
you
use
to id
entif
y th
is o
bjec
tives
? B
ased
on
trans
ient
dat
a fr
om th
e pr
evio
us y
ears
, it w
as d
eter
min
ed th
at fo
cus n
eede
d to
be
plac
ed o
n ke
epin
g st
uden
ts in
the
prog
ram
and
tra
nsiti
onin
g th
em su
cces
sful
ly to
the
next
stag
e in
thei
r edu
catio
n.
Eva
luat
ion:
St
uden
ts w
ill b
e su
rvey
ed a
t the
com
plet
ion
of th
e pr
ogra
m to
det
erm
ine
wha
t wor
ked
for t
hem
in c
onvi
ncin
g th
em to
rem
ain.
Fin
al e
nrol
lmen
t nu
mbe
rs w
ill d
eter
min
e th
e su
cces
s of o
ur re
crui
tmen
t and
rete
ntio
n ef
forts
. A
dequ
ate
Prog
ress
: A
dequ
ate
prog
ress
will
be
mad
e w
hen
80%
of s
tude
nts e
nrol
led
in S
tore
fron
t Wes
t Sch
ool s
ucce
ssfu
lly c
ompl
ete
the
scho
ol y
ear a
nd d
o on
e of
the
follo
win
g: tr
ansi
tion
back
to th
eir z
oned
scho
ol, r
emai
n in
Sto
refr
ont W
est S
choo
l or g
radu
ate.
28
GO
AL
3: I
NC
RE
ASE
ST
UD
EN
T A
CH
IEV
EM
EN
T IN
8T
H G
RA
DE
SC
IEN
CE
O
BJE
CTI
VE
1
60%
of e
ight
h gr
ade
stud
ents
will
ach
ieve
at g
rade
leve
l or h
ighe
r in
Scie
nce
on th
e Sp
ring
2010
FC
AT
Scie
nce
Ass
essm
ent.
NE
W
X
C
ON
TIN
UIN
G
Che
ck a
ll th
e co
mpo
nent
s add
ress
ed in
this
obj
ectiv
e C
heck
R
edes
ign
Com
pone
nt A
ddre
ssed
:
Che
ck
Stat
e St
atut
ory
Req
uire
men
ts
X
• H
igh
Expe
ctat
ions
with
Rig
or a
nd R
elev
ance
X
• D
ropo
ut P
reve
ntio
n 10
03.5
3.8(
b)
X
• G
rade
-Lev
el T
rans
ition
•
Publ
ic P
osts
econ
dary
Edu
catio
n R
eadi
ness
100
8.37
(4)
•
Sust
aine
d an
d Su
ppor
ted
Staf
f Dev
elop
men
t
X
• Su
ppor
ted
Stud
ent /
Tea
cher
Rel
atio
nshi
ps
C
OR
RE
LA
TIO
N T
O T
HE
DIS
TR
ICT
ST
RA
TE
GIC
PL
AN
D
istr
ict S
trat
egic
Pla
n A
rea(
s) o
f Foc
us:
X
Aca
dem
ic E
xcel
lenc
e X
A
cces
s & E
quity
Hig
h Pe
rfor
min
g In
stru
ctio
nal S
taff
X
Invo
lved
Fam
ily &
Com
mun
ity
Sa
fe &
Ord
erly
Env
iron
men
t
Eff
ectiv
e O
pera
tions
D
istr
ict S
trat
egic
Pla
n G
oal N
umbe
r(s)
: 1,
2, 3
, 11,
12,
13,
14
STR
AT
EG
IES
/AC
TIV
ITIE
S ST
AFF
D
EV
EL
OPM
EN
T
CO
MPO
NE
NT
IM
PLE
ME
NT
AT
ION
PL
AN
PER
SON
(S)
RE
SPO
NSI
BL
E
RE
SOU
RC
E
AL
LO
CA
TIO
N
BY
WH
EN
? (S
PEC
IFIC
DA
TE
S)
Teac
hers
will
atte
nd th
e Pr
ofes
sion
al L
earn
ing
Com
mun
ities
in S
cien
ce
Con
fere
nce
N/A
PL
C in
corp
orat
ion
and
colla
bora
tion
of m
ath
and
scie
nce
Deb
orah
Cal
away
K
athl
een
Woo
d Ti
tle O
ne
8/3-
8/5
2009
PLC
-Tra
ined
teac
hers
will
pr
esen
t wor
ksho
p to
all
staf
f. N
/A
Pres
enta
tion
of tw
o ho
ur in
-se
rvic
e on
Oct
ober
Dut
y D
ay
Deb
orah
Cal
away
K
athl
een
Woo
d Ti
tle O
ne
10/2
3/20
09
Scie
nce
curr
icul
um w
ill b
e in
tegr
ated
acr
oss t
he d
isci
plin
es.
N/A
M
ath,
Sci
ence
, Soc
ial S
tudi
es,
and
Lang
uage
arts
teac
hers
w
ill d
esig
n su
ppor
ting
units
ar
ound
Sci
ence
Ben
chm
arks
.
All
Cor
e te
ache
rs,
J. H
eneg
han
N/A
M
onth
ly,
9/09
– 4
/10
29
GO
AL
3 / O
BJE
CTI
VE
1 (C
ontin
ued)
Wha
t nee
ds a
sses
smen
t too
ls d
id y
ou u
se to
iden
tify
thes
e ob
ject
ives
?
2008
– 2
009
FCA
T 8th
Gra
de S
cien
ce A
sses
smen
t Res
ults
.
Eva
luat
ion:
W
e w
ill u
se th
e re
sults
of t
he 2
010
8th G
rade
FC
AT
Scie
nce
asse
ssm
ent a
s the
met
hod
of a
sses
smen
t.
Ade
quat
e Pr
ogre
ss:
Ade
quat
e Pr
ogre
ss w
ill b
e ac
hiev
ed w
hen
50%
of 8
th g
rade
stud
ents
ach
ieve
at g
rade
leve
l or h
ighe
r on
the
Sprin
g 20
10 F
CA
T Sc
ienc
e A
sses
smen
t, w
hich
will
be
a 9%
incr
ease
ove
r 200
8-20
09.
30
Part
V.
Res
pons
e to
Inst
ruct
ion/
Inte
rven
tion
(RtI
)
Scho
ol-b
ased
RtI
Tea
m
Iden
tify
the
scho
ol-b
ased
RtI
Lea
ders
hip
Tea
m.
The
RtI
Lea
ders
hip
Tea
m w
ill c
onsi
st o
f the
follo
win
g:
Jenn
ifer
Hen
egha
n, D
irect
or, S
tore
fron
t Wes
t Sch
ool a
nd C
omm
unity
Lea
rnin
g C
ente
r Wes
t Ro
le: P
rovi
des a
com
mon
vis
ion
for t
he u
se o
f dat
a-ba
sed
deci
sion
-mak
ing,
ens
ures
that
the
scho
ol-b
ased
team
is im
plem
entin
g R
tI, c
ondu
cts a
sses
smen
t of R
tI sk
ills o
f sch
ool s
taff
, ens
ures
im
plem
enta
tion
of in
terv
entio
n su
ppor
t and
doc
umen
tatio
n, e
nsur
es a
dequ
ate
prof
essi
onal
dev
elop
men
t to
supp
ort R
tI im
plem
enta
tion,
and
com
mun
icat
es w
ith p
aren
ts re
gard
ing
scho
ol-b
ased
RtI
plan
s and
act
iviti
es.
Bar
bara
Nen
no, T
each
er, C
LCW
Ro
le:
Prov
ides
info
rmat
ion
abou
t cor
e in
stru
ctio
n, p
artic
ipat
es in
stud
ent d
ata
colle
ctio
n, c
olla
bora
tes w
ith o
ther
staf
f to
impl
emen
t int
erve
ntio
n st
rate
gies
. L
isa
Gro
ve, G
uida
nce
Cou
nsel
or, D
r. B
enita
Till
man
-Bro
wn,
Sch
ool S
ocia
l Wor
ker,
SWS,
Car
men
Am
oros
, Sch
ool S
ocia
l Wor
ker,
CLC
W a
nd
Deb
bie
McM
illan
, Sch
ool P
sych
olog
ist (
Stud
ent S
ervi
ces P
erso
nnel
) Ro
le:
Pro
vide
s qua
lity
serv
ices
and
exp
ertis
e on
issu
es ra
ngin
g fr
om p
rogr
am d
esig
n to
ass
essm
ent a
nd in
terv
entio
n w
ith in
divi
dual
stud
ents
. In
addi
tion
to p
rovi
ding
inte
rven
tions
, sch
ool s
ocia
l w
orke
rs c
ontin
ue to
link
chi
ld-s
ervi
ng a
nd c
omm
unity
age
ncie
s to
the
scho
ols a
nd fa
mili
es to
supp
ort t
he c
hild
's ac
adem
ic, e
mot
iona
l, be
havi
oral
, and
soci
al su
cces
s. D
ebor
ah C
anev
aro,
Dis
trict
Pla
cem
ent S
peci
alis
t and
“T
BA
”, E
SE C
onsu
ltatio
n Te
ache
r, C
LCW
Ro
le:
Parti
cipa
tes i
n st
uden
t dat
a co
llect
ion,
inte
grat
es c
ore
inst
ruct
iona
l act
iviti
es/m
ater
ials
into
Tie
r 3 in
stru
ctio
n, a
nd c
olla
bora
tes w
ith g
ener
al e
duca
tion
teac
hers
thro
ugh
such
act
iviti
es a
s co-
teac
hing
. D
escr
ibe
how
the
scho
ol-b
ased
RtI
Lea
ders
hip
Tea
m fu
nctio
ns (e
.g. m
eetin
g pr
oces
ses a
nd r
oles
/func
tions
).
The
RtI
Lead
ersh
ip te
am w
ill m
eet m
onth
ly to
ass
ess s
tude
nt a
chie
vem
ent a
nd n
eeds
. U
sing
inte
rven
tions
alre
ady
in p
lace
(dai
ly b
ehav
ior s
uppo
rt ca
rds,
wee
kly
prog
ress
repo
rts, m
onth
ly fa
culty
mee
tings
and
freq
uent
par
ent c
onfe
renc
es),
the
team
will
revi
ew a
nd a
sses
s con
cern
s and
stud
ent n
eeds
as r
efer
red
by te
ache
rs.
Teac
hers
and
staf
f will
not
ify M
s. G
rove
, Gui
danc
e C
ouns
elor
of a
ny
issu
e th
at m
erits
con
side
ratio
n of
the
RtI
Lead
ersh
ip T
eam
. M
s. G
rove
, ass
iste
d by
oth
er te
am m
embe
rs, w
ill g
athe
r dat
a, p
repa
re a
n ag
enda
, and
set m
eetin
g tim
es a
nd d
ates
.
31
Des
crib
e th
e ro
le o
f the
scho
ol-b
ased
RtI
Lea
ders
hip
Tea
m in
the
deve
lopm
ent a
nd im
plem
enta
tion
of th
e sc
hool
impr
ovem
ent p
lan.
The
Lead
ersh
ip te
am m
et a
nd d
iscu
ssed
scho
ol-w
ide
inte
rven
tion
stra
tegi
es.
Wor
king
with
the
Scho
ol A
dvis
ory
Cou
ncil
(SA
C) a
nd p
rinci
pal t
o he
lp d
evel
op th
e SI
P, t
he te
am p
rovi
ded
data
on: a
cade
mic
and
soci
al/e
mot
iona
l are
as th
at n
eede
d to
be
addr
esse
d; h
elpe
d se
t cle
ar e
xpec
tatio
ns fo
r ins
truct
ion
(Rig
or, R
elev
ance
, Rel
atio
nshi
p); f
acili
tate
d th
e de
velo
pmen
t of a
syst
emic
app
roac
h
to te
achi
ng (A
ctiv
atin
g St
rate
gies
, Tea
chin
g St
rate
gies
, Ext
endi
ng, R
efin
ing,
and
Sum
mar
izin
g); a
nd a
ligne
d pr
oces
ses a
nd p
roce
dure
s.
R
tI Im
plem
enta
tion
Des
crib
e th
e da
ta m
anag
emen
t sys
tem
use
d to
sum
mar
ize
tiere
d da
ta.
Bas
elin
e da
ta: P
rogr
ess M
onito
ring
and
Rep
ortin
g N
etw
ork
(PM
RN
), F
lorid
a C
ompr
ehen
sive
Ass
essm
ent T
est (
FCA
T) D
iffer
entia
ted
Acc
ount
abili
ty B
asel
ine
asse
ssm
ents
(beg
inni
ng in
200
9-20
10)
Prog
ress
Mon
itorin
g: P
MR
N, F
CA
T Si
mul
atio
n, M
idye
ar: F
lorid
a A
sses
smen
ts fo
r Ins
truct
ion
in R
eadi
ng (F
AIR
), SR
I/Rea
d 18
0 A
sses
smen
ts fo
r Tie
r 1 S
tude
nts,
Ach
ieve
300
0 En
d of
yea
r: FA
IR,
FCA
T A
sses
smen
ts (R
eadi
ng, M
ath,
Sci
ence
, Writ
ing)
Fr
eque
ncy
of D
ata
Day
s: O
nce
a m
onth
for d
ata
anal
ysis
D
escr
ibe
the
plan
to tr
ain
staf
f on
RtI
. •
Prof
essi
onal
dev
elop
men
t will
be
prov
ided
to st
aff t
hrou
gh fa
culty
mee
tings
, gra
de le
vel m
eetin
gs a
nd in
divi
dual
teac
her a
nd p
aren
t con
sulta
tions
in o
rder
to sc
ale
up u
nder
stan
ding
of
PS/R
tI.
• Sc
hool
-wid
e tra
inin
g w
ill b
e pr
ovid
ed b
y m
embe
rs o
f the
Sch
ool P
sych
olog
ical
Ser
vice
s Dep
artm
ent.
•
Spec
ific
train
ing
is b
eing
off
ered
on
inte
rven
tion
desi
gn, d
ata
colle
ctio
n, d
evel
opm
ent o
f hyp
othe
ses a
nd g
oal s
tate
men
ts b
y th
e Sc
hool
Psy
chol
ogic
al S
ervi
ces D
epar
tmen
t and
will
be
acce
ssib
le b
y ei
ther
facu
lty m
eetin
gs, g
rade
leve
l mee
tings
, sch
ool-b
ased
lead
ersh
ip m
eetin
gs, d
ata
mee
tings
, or v
ia o
n-lin
e tra
inin
g
• Tr
aini
ng m
odul
es fo
r tea
cher
s are
pro
vide
d on
the
PST
web
site
(ww
w.v
olus
ia.k
12.fl
.us/
pst)
for e
ach
step
of P
robl
em S
olvi
ng (i
nclu
ding
RtI)
. •
Vol
usia
Pro
ficie
ncy
Mod
el P
S/R
tI tra
inin
g is
ava
ilabl
e fo
r dis
trict
-wid
e ac
cess
thro
ugh
Safa
ri M
onta
ge (i
n pr
oces
s)
• Sc
hool
staf
f has
acc
ess t
o w
ebin
ars o
n PS
/RtI
whi
ch a
re li
nked
to th
e di
stric
t’s P
ST w
ebsi
te.
• Jo
b-em
bedd
ed le
arni
ng th
roug
h ac
adem
ic a
nd b
ehav
iora
l dat
a an
alys
is a
nd p
rogr
ess m
onito
ring
will
enh
ance
the
acqu
isiti
on o
f PS/
RtI.
32
Part
VI.
Sch
ool W
ide
Flor
ida’
s Con
tinuo
us Im
prov
emen
t Mod
el
PLA
N
Dat
a D
isag
greg
atio
n 20
08-2
009
FCA
T D
ata
Wha
t str
engt
hs a
nd w
eakn
esse
s wer
e id
entif
ied
in th
e 20
09 d
ata
by g
rade
leve
l, su
bjec
t are
a, a
nd c
lust
ers/
stra
nds?
Stre
ngth
s: C
ontin
ued
trend
of h
igh
achi
evem
ent i
n W
ritin
g, sc
orin
g am
ong
the
top
mid
dle
and
high
scho
ols f
or g
rade
s 8 a
nd 1
0. C
ontin
ued
trend
of s
igni
fican
t lea
rnin
g ga
ins b
y hi
gh p
erce
ntag
es o
f
stud
ents
in a
ll gr
ade
leve
ls in
Rea
ding
and
Mat
hem
atic
s.
Wea
knes
ses:
A
cros
s all
grad
e le
vels
, low
per
cent
ages
of s
tude
nts s
corin
g at
Lev
el 3
or H
ighe
r on
Rea
ding
and
Mat
h as
sess
men
ts, i
n sp
ite o
f sig
nific
ant l
earn
ing
gain
s.
IN
STR
UC
TIO
NA
L F
OC
US
CA
LE
ND
AR
W
hat i
s the
pro
cess
for
deve
lopi
ng, i
mpl
emen
ting,
and
mon
itori
ng a
n In
stru
ctio
nal F
ocus
Cal
enda
r fo
r re
adin
g, w
ritin
g, m
athe
mat
ics,
and
scie
nce?
As a
Sch
ool o
f Cho
ice,
we
enro
ll st
uden
ts o
ver t
he c
ours
e of
the
sum
mer
afte
r a th
orou
gh a
pplic
atio
n, sc
reen
ing,
and
inte
rvie
w p
roce
ss.
As w
e ha
ve a
n en
tirel
y ne
w st
uden
t pop
ulat
ion
each
yea
r, an
d
we
do n
ot h
ave
settl
ed e
nrol
lmen
t unt
il ju
st b
efor
e sc
hool
star
ts.
Teac
hers
then
wor
k du
ring
pre-
plan
ning
to g
athe
r ach
ieve
men
t dat
a fo
r our
all
of o
ur st
uden
t bas
ed o
n th
eir F
CA
T ac
hiev
emen
t of t
he
prev
ious
yea
r. T
his i
nfor
mat
ion
is u
sed
in sc
hedu
ling,
to a
ssur
e ap
prop
riate
pla
cem
ent i
n R
eadi
ng.
The
IFC
for C
LCW
will
be
esta
blis
hed
one
the
Diff
eren
tiate
d A
sses
smen
ts a
re a
dmin
iste
red
in M
id-
Sept
embe
r. T
he sc
hool
-bas
ed L
eade
rshi
p Te
am, w
orki
ng w
ith th
e en
tire
Facu
lty, w
ill c
reat
e th
e IF
C c
alen
dar b
ased
on
the
resu
lting
dat
a: c
ombi
ning
last
yea
r’s F
CA
T A
sses
smen
ts a
nd th
e up
com
ing
base
line
asse
ssm
ent d
ata.
A
dditi
onal
dat
a w
ill b
e ut
ilize
d ov
er th
e co
urse
of t
he sc
hool
yea
r: in
clud
ing
FAIR
ass
essm
ents
, Vol
usia
Writ
es P
rom
pts,
mid
-yea
r ass
essm
ents
, etc
. Tea
cher
s will
be
resp
onsi
ble
for d
eter
min
ing
the
inst
ruct
iona
l foc
us o
f who
le g
roup
less
ons,
and
smal
l gro
up/d
iffer
entia
ted
inst
ruct
ion.
Ben
chm
arks
will
be
sele
cted
as i
ndic
ated
by
stud
ents
’ stre
ngth
s and
wea
knes
ses,
whi
ch w
ere
mea
sure
d by
pro
gres
s on
clas
s wor
k as
sign
men
ts, a
sses
smen
ts, a
nd d
ata
resu
lts. T
he R
eadi
ng c
oach
will
ass
ist o
n th
e da
y th
at sh
e is
ass
igne
d to
our
scho
ol e
ach
wee
k. A
dmin
istra
tion
will
impl
emen
t a c
ontin
uous
cyc
le o
f mak
ing
clas
sroo
m v
isita
tions
, eva
luat
ing
less
on p
lans
, mon
itorin
g te
ache
r dat
a, a
nd c
ondu
ctin
g m
eetin
gs w
ith te
ache
rs to
ens
ure
that
, onc
e es
tabl
ishe
d, th
e IF
C is
bein
g ut
ilize
d an
d im
plem
ente
d ef
fect
ivel
y.
33
Whi
ch in
stru
ctio
nal B
ench
mar
ks w
ill b
e gi
ven
prio
rity
focu
s, ba
sed
on n
eed,
for
each
con
tent
are
a (r
eadi
ng, w
ritin
g, m
athe
mat
ics,
and
scie
nce)
? (B
ased
on
2008
-200
9 A
chie
vem
ent L
evel
s)
Rea
ding
: Mai
n Id
ea/P
urpo
se w
as th
e le
ast p
rofic
ient
stra
nd a
nd w
ill b
e gi
ven
prio
rity
focu
s. S
econ
dary
focu
s will
be
give
n to
Com
paris
ons.
Wri
ting:
Org
aniz
atio
n w
ill b
e gi
ven
prio
rity
focu
s. M
athe
mat
ics:
Num
ber S
ense
, Mea
sure
men
t, an
d D
ata
Ana
lysi
s will
be
give
n eq
ual p
riorit
y fo
cus.
Scie
nce:
Sci
entif
ic T
hink
ing
was
the
leas
t pro
ficie
nt st
rand
and
will
be
give
n pr
iorit
y fo
cus
Wha
t is t
he p
roce
ss to
ens
ure
inst
ruct
ion
is b
ased
on
indi
vidu
al st
uden
ts’ n
eeds
, as o
ppos
ed to
the
mas
ter
sche
dule
? A
s we
have
all
new
stud
ents
eac
h ye
ar, e
very
teac
her m
ust a
djus
t his
/her
inst
ruct
ion
to m
eet t
he in
divi
dual
nee
ds o
f stu
dent
s. In
divi
dual
ach
ieve
men
t lev
els a
re a
naly
zed,
and
ext
ra su
ppor
t is g
iven
to
stud
ents
in a
reas
of n
eed.
Fre
quen
t con
fere
ncin
g w
ith a
dmin
istra
tion,
form
ativ
e as
sess
men
ts, a
nd w
eekl
y m
onito
ring
repo
rts w
ill b
e us
ed to
eva
luat
e ef
fect
iven
ess o
f ins
truct
ion.
H
ow d
oes t
he sc
hool
inco
rpor
ate
appl
ied
and
inte
grat
ed c
ours
es to
hel
p st
uden
ts se
e th
e re
latio
nshi
ps b
etw
een
subj
ects
and
rel
evan
ce to
th
eir
futu
re?
Stud
ents
who
do
not n
eed
the
doub
le-b
lock
of R
eadi
ng a
re e
nrol
led
in a
car
eer-
plan
ning
and
dec
isio
n-m
akin
g co
urse
. With
lim
ited
staf
f, w
e lo
ok fo
r inn
ovat
ive
way
s to
add
mor
e ha
nds-
on
expe
rienc
es to
the
curr
icul
um. T
hese
incl
ude
parti
cipa
tion
in th
e V
olus
ia E
nviro
nmen
tal L
egac
y Pr
ogra
m, a
cor
ners
tone
of o
ur in
tegr
ated
app
roac
h to
lear
ning
. D
aily
atte
ntio
n is
pai
d to
cur
rent
eve
nts,
thou
ght-p
rovo
king
“w
arm
-up”
act
iviti
es in
eac
h cl
ass,
and
the
focu
s of h
ow e
very
subj
ect a
rea
is re
leva
nt to
thei
r fut
ure.
How
doe
s the
scho
ol in
corp
orat
e st
uden
ts’ a
cade
mic
and
car
eer
plan
ning
, as w
ell a
s pro
mot
e st
uden
t cou
rse
sele
ctio
ns, s
o th
at st
uden
ts’
cour
se o
f stu
dy is
per
sona
lly m
eani
ngfu
l?
All
stud
ents
who
atte
nd S
choo
ls o
f Cho
ice
have
a c
omm
on p
urpo
se: t
o m
ake
up fo
r los
t tim
e an
d ge
t bac
k on
trac
k ac
adem
ical
ly.
On
that
foun
datio
n, w
e bu
ild a
cou
rse
of st
udy
that
mee
ts th
e in
divi
dual
nee
ds o
f eac
h st
uden
t, so
they
are
enr
olle
d in
exa
ctly
the
clas
ses t
hey
need
to re
ach
thei
r goa
l of “
catc
hing
up.
” T
he e
nd re
sult
is a
yea
r of s
tudy
and
supp
ort t
hat i
s per
sona
lly m
eani
ngfu
l to
eac
h st
uden
t.
34
DO
D
irec
t the
Inst
ruct
iona
l Foc
us
How
are
less
on p
lans
and
inst
ruct
iona
l del
iver
y al
igne
d ac
ross
gra
de le
vels
and
subj
ect a
reas
? W
e ha
ve o
nly
one
teac
her i
n ea
ch su
bjec
t are
a pe
r gra
de le
vel.
Com
mon
pla
nnin
g tim
e ea
ch m
orni
ng a
ffor
ds te
ache
rs th
e op
portu
nity
to c
olla
bora
te a
bout
stra
tegi
es th
at w
ork
acro
ss th
e di
scip
lines
. C
urric
ulum
map
s and
iden
tifie
d be
nchm
arks
form
the
basi
s of t
he in
stru
ctio
n th
at is
del
iver
ed.
One
teac
her i
n ea
ch su
bjec
t are
a at
tend
s dis
trict
subj
ect a
rea
mee
tings
to e
nsur
e th
at c
urric
ulum
and
in
stru
ctio
n up
date
s are
rece
ived
. H
ow a
re in
stru
ctio
nal f
ocus
es le
sson
s dev
elop
ed a
nd d
eliv
ered
? Th
e sc
hool
Lea
ders
hip
Team
is in
the
proc
ess o
f dev
elop
ing
inst
ruct
iona
l foc
us le
sson
s. T
he o
nly
coac
h w
e ha
ve is
the
Rea
ding
Coa
ch th
at is
ass
igne
d to
us o
ne d
ay a
wee
k, so
it is
the
coop
erat
ive
effo
rt of
10
teac
hers
that
will
ens
ure
that
the
less
ons a
re d
evel
oped
and
del
iver
ed.
How
will
inst
ruct
iona
l foc
us le
sson
s be
revi
sed
and
mon
itore
d?
Stud
ent m
aste
ry o
n m
ini-a
sses
smen
ts b
ased
on
the
focu
s les
sons
will
det
erm
ine
if th
e fo
cus l
esso
ns n
eed
to b
e re
vise
d an
d/or
re-ta
ught
. Te
ache
rs a
nd a
dmin
istra
tors
will
ens
ure
the
effe
ctiv
enes
s of t
he fo
cus l
esso
ns b
y an
alyz
ing
data
resu
lts fr
om fo
cus l
esso
ns a
s the
y ar
e re
-ass
esse
d in
term
itten
tly th
roug
hout
the
year
. Pr
ofic
ienc
y of
skill
s and
ben
chm
arks
shou
ld a
lso
be e
vide
nt in
skill
s and
Ben
chm
arks
that
are
taug
ht a
s par
t of t
he w
hole
gro
up in
stru
ctio
n.
C
HE
CK
A
sses
smen
t D
escr
ibe
the
type
s of o
ngoi
ng fo
rmat
ive
asse
ssm
ents
to b
e us
ed d
urin
g th
e sc
hool
yea
r to
mea
sure
stud
ent p
rogr
ess i
n co
re, s
uppl
emen
tal,
and
inte
nsiv
e in
stru
ctio
n/in
terv
entio
n.
Min
i-ass
essm
ents
bas
ed o
n th
e fo
cus l
esso
ns w
ill b
e ad
min
iste
red.
Ten
ques
tions
per
Ben
chm
ark
will
be
utili
zed
for a
sses
smen
t pur
pose
s.
The
asse
ssm
ents
will
be
adm
inis
tere
d on
a m
onth
ly b
asis
.
35
How
are
ass
essm
ents
use
d to
iden
tify
stud
ents
rea
chin
g m
aste
ry a
nd th
ose
not r
each
ing
mas
tery
? M
aste
ry w
ill b
e se
t at 7
0%.
Mas
tery
is se
t at 7
0% (T
he e
quiv
alen
t of a
gra
de o
f “C
.”) F
or o
ur st
uden
ts, t
his i
s an
appr
opria
te le
vel.
Th
e as
sess
men
t res
ults
will
be
used
to d
eter
min
e th
e in
stru
ctio
nal f
ocus
of w
hole
gro
up le
sson
s. A
n Ite
m-A
naly
sis o
f the
ass
essm
ent w
ill b
e ut
ilize
d to
re-te
ach
the
ques
tions
that
stud
ents
mis
sed
mos
t fre
quen
tly.
Teac
hers
will
diff
eren
tiate
thei
r ins
truct
ion
as in
dica
ted
by a
sses
smen
t res
ults
to p
rovi
de in
tens
ive
inst
ruct
ion
to th
ose
stud
ents
ear
ning
less
than
50%
, add
ition
al in
stru
ctio
n an
d pr
actic
e op
portu
nitie
s for
thos
e st
uden
ts e
arni
ng b
etw
een
50-7
0%, a
nd e
nric
hmen
t/adv
ance
d in
stru
ctio
n to
stud
ents
ear
ning
80-
100%
.
Mai
nten
ance
H
ow is
ong
oing
ass
essm
ent a
nd m
aint
enan
ce o
f Ben
chm
ark
mas
tery
for
each
gra
de le
vel a
nd c
onte
nt a
rea
built
into
the
Inst
ruct
iona
l Fo
cus C
alen
dar?
St
uden
ts a
t and
abo
ve m
aste
ry le
vel w
ill re
ceiv
e op
portu
nitie
s to
enha
nce
or e
nric
h cu
rren
t ski
lls b
y pa
rtici
patin
g in
pro
ject
act
iviti
es, h
ands
-on
activ
ities
, or o
ther
supp
lem
enta
l les
sons
whi
ch w
ill
rein
forc
e th
e sk
ill a
nd m
aint
ain
the
leve
l of m
aste
ry/p
rofic
ienc
y.
Des
crib
e th
e pr
oces
s and
sche
dule
for
team
s to
revi
ew p
rogr
ess m
onito
ring
dat
a (s
umm
ativ
e an
d m
ini a
sses
smen
ts) t
o id
entif
y th
e re
quir
ed
inst
ruct
iona
l mod
ifica
tions
that
are
nee
ded
to in
crea
se st
uden
t ach
ieve
men
t. Te
ache
rs w
ill m
eet b
i-wee
kly.
Onc
e a
mon
th, t
each
ers w
ill m
eet w
ith a
dmin
istra
tors
and
supp
ort s
taff
to id
entif
y ne
eded
mod
ifica
tions
. Th
e m
eetin
g w
ill b
e fa
cilit
ated
by
mem
bers
of t
he sc
hool
Lea
ders
hip
Team
. A
teac
her w
ill b
e de
sign
ated
to re
cord
not
es fr
om th
e m
eetin
g, a
nd th
e no
tes w
ill b
e su
bmitt
ed a
long
with
the
agen
da to
th
e ad
min
istra
tor.
Mon
itori
ng
Des
crib
e th
e Pr
inci
pal’s
and
Lea
ders
hip
Tea
m’s
rol
es a
s ins
truc
tiona
l lea
ders
and
how
they
will
be
cont
inuo
usly
invo
lved
in th
e te
achi
ng
and
lear
ning
pro
cess
. Th
e Pr
inci
pal a
nd L
eade
rshi
p Te
am w
ill m
eet w
ith te
ache
rs o
n a
mon
thly
bas
is, o
r in
one-
on-o
ne d
iscu
ssio
ns to
ana
lyze
ass
essm
ent r
esul
ts a
nd st
uden
t pro
gres
s. D
urin
g th
ese
mee
tings
, les
son
plan
s, st
uden
t por
tfolio
s, gr
ade
prin
t-out
s, an
d ot
her a
ppro
pria
te a
rtifa
cts w
ill b
e ut
ilize
d to
pro
vide
evi
denc
e of
inst
ruct
ion,
ass
essm
ent,
and
diff
eren
tiatio
n to
add
ress
indi
vidu
al st
uden
t nee
ds. P
rogr
ess
Mon
itorin
g lo
gs w
ill a
lso
be u
tiliz
ed to
doc
umen
t the
pro
cess
of t
each
ing,
ass
essi
ng, r
e-te
achi
ng, a
nd re
-ass
essi
ng.
.
36
AC
T
Supp
lem
enta
l and
Inte
nsiv
e In
stru
ctio
n/In
terv
entio
ns
Iden
tify
the
core
, sup
plem
enta
l, an
d in
tens
ive
inst
ruct
ion
and
inte
rven
tions
. Tw
ice-
wee
kly
tuto
ring/
acad
emic
supp
ort t
ime
for e
ntire
stud
ent b
ody;
afte
r sch
ool t
utor
ing
and
cred
it re
triev
al, “
Aca
dem
ic H
all”
dur
ing
club
tim
e.
How
are
supp
lem
enta
l and
inte
nsiv
e in
stru
ctio
n/in
terv
entio
ns a
nd tu
tori
als s
truc
ture
d to
re-
teac
h no
n-m
aste
red
targ
et a
reas
?
Res
ourc
es fr
om th
e st
ate
adop
ted
text
book
s whi
ch a
re d
esig
ned
for i
nten
sive
inst
ruct
ion
will
be
utili
zed.
Com
pute
rized
pro
gram
s or i
nstru
ctio
nal s
oftw
are
(Rea
d 18
0, A
chie
ve 3
000,
I C
AN
Lea
rn,
Ape
x, O
dyss
ey)
in a
dditi
on to
Inte
rnet
inst
ruct
iona
l Web
site
s suc
h as
FC
AT
Expl
orer
will
als
o be
util
ized
. Tea
cher
s will
util
ize
inst
ruct
iona
l stra
tegi
es o
r bes
t pra
ctic
es d
iscu
ssed
in o
ur
Prof
essi
onal
Lea
rnin
g C
omm
unity
to p
rovi
de d
iffer
ent m
etho
ds o
f pro
vidi
ng in
stru
ctio
n to
stud
ents
in n
on-m
aste
red
area
s. R
esou
rces
and
stra
tegi
es p
rovi
ded
at p
rofe
ssio
nal d
evel
opm
ent w
orks
hops
w
ill a
lso
be u
tiliz
ed. S
tude
nts c
onsi
sten
tly d
emon
stra
ting
non-
mas
tery
may
be
requ
ired
to p
artic
ipat
e in
tuto
rial s
essi
ons b
efor
e or
afte
r sch
ool.
H
ow d
oes t
he sc
hool
iden
tify
staf
f’s p
rofe
ssio
nal d
evel
opm
ent n
eeds
to im
prov
e th
eir
inst
ruct
iona
l str
ateg
ies?
C
omm
on a
reas
of c
once
rn in
the
area
s of i
nstru
ctio
nal d
eliv
ery,
cla
ssro
om m
anag
emen
t, et
c., a
s evi
denc
ed b
y ad
min
istra
tors
’ obs
erva
tions
, tea
cher
surv
eys,
and
stud
ent p
erfo
rman
ce/d
ata
anal
ysis
, w
ill d
eter
min
e th
e ne
ed fo
r pro
fess
iona
l dev
elop
men
t ses
sion
s.
Whi
ch st
uden
ts w
ill b
e ta
rget
ed fo
r su
pple
men
tal a
nd in
tens
ive
inst
ruct
ion/
inte
rven
tions
? A
s a re
sult
of p
rogr
ess m
onito
ring
(cla
ss w
ork
assi
gnm
ents
and
ass
essm
ent r
esul
ts) a
nd o
bser
vatio
ns (c
lass
room
teac
her,
adm
inis
trato
rs, c
ouns
elor
s, et
c.) s
tude
nts w
ho c
onsi
sten
tly d
emon
stra
te
acad
emic
diff
icul
ty w
ill re
ceiv
e su
pple
men
tal a
nd in
tens
ive
inst
ruct
ion/
inte
rven
tions
. St
uden
ts n
ot m
akin
g m
aste
ry w
ill b
e of
fere
d bo
th d
urin
g-sc
hool
and
afte
r-sc
hool
ass
ista
nce:
via
afte
r-sc
hool
tuto
ring
and
cred
it re
triev
al p
rogr
ams,
and
durin
g ac
adem
ic fo
cus t
ime
durin
g th
e sc
hool
da
y.
How
will
the
effe
ctiv
enes
s of t
he in
terv
entio
ns b
e m
easu
red
thro
ugho
ut th
e ye
ar?
All
pers
onne
l pro
vidi
ng se
rvic
es to
a st
uden
t not
mak
ing
mas
tery
will
mee
t to
disc
uss t
heir
evid
ence
and
/or d
ocum
enta
tion
of st
rate
gies
and
inte
rven
tions
that
hav
e pr
evio
usly
bee
n ut
ilize
d. F
acto
rs
hind
erin
g im
plem
enta
tion
of a
stra
tegy
(atte
ndan
ce, b
ehav
ior,
etc.
) will
be
addr
esse
d an
d re
solv
ed. S
trate
gies
that
are
uns
ucce
ssfu
l will
be
disc
ontin
ued
and
repl
aced
with
alte
rnat
ive
inte
rven
tions
.
37
Enr
ichm
ent
Des
crib
e al
tern
ativ
e in
stru
ctio
nal d
eliv
ery
met
hods
to su
ppor
t acc
eler
atio
n an
d en
richm
ent a
ctiv
ities
. O
ur sc
hool
off
ers o
nly
the
regu
lar c
urric
ulum
. H
owev
er, s
tude
nts m
ay a
ccel
erat
e in
Mat
h, a
s our
com
pute
r del
iver
y m
odel
is c
ompe
tenc
y ba
sed.
Hig
h Sc
hool
stud
ents
may
acc
eler
ate
by e
nrol
ling
in e
xtra
cou
rses
in th
e A
PEX
Lab
. Mid
dle
Scho
ol st
uden
ts m
ay a
ccel
erat
e by
enr
ollin
g in
the
Ody
ssey
Lab
. D
escr
ibe
how
stud
ents
are
iden
tifie
d fo
r enr
ichm
ent s
trate
gies
. St
uden
ts in
nee
d of
enr
ichm
ent a
nd a
ccel
erat
ion
are
iden
tifie
d vi
a th
eir p
erfo
rman
ce in
the
clas
sroo
m, a
nd b
y ex
amin
ing
prio
r ach
ieve
men
t on
stan
dard
ized
ass
essm
ents
. Te
ache
rs m
eet t
o di
scus
s th
e ac
hiev
emen
t of t
hese
out
stan
ding
stud
ents
, and
app
ropr
iate
stra
tegi
es a
nd e
nric
hmen
t opp
ortu
nitie
s are
off
ered
.
38
Part
VII
. Im
plem
enta
tion
Mon
itori
ng
ON
GO
ING
MO
NIT
OR
ING
PLA
N
GO
AL
#
INST
RU
ME
NT
/ M
ET
HO
D
PRO
CE
DU
RE
SC
HE
DU
LE
1,
3 Fo
rmat
ive
Ass
essm
ents
- F
CA
T Pr
ompt
s in
Lang
uage
Arts
, Rea
ding
, Sc
ienc
e an
d ot
her C
onte
nt A
reas
A
s sch
edul
ed in
the
Vol
usia
Writ
es P
lan
and
the
dist
rict a
sses
smen
t cal
enda
r.
1 FA
IR A
sses
smen
ts
-Coo
rdin
ate
with
Rea
ding
Coa
ch
In a
ccor
danc
e w
ith st
ate
and
dist
rict
guid
elin
es
1,2
Dai
ly P
BS
(Pos
itive
Beh
avio
r Su
ppor
t Car
ds) (
CLC
W)
- All
teac
hers
mar
k ca
rds e
ach
day,
lead
te
ache
rs m
eet w
ith st
uden
ts w
ho sh
ow si
gns
of st
rugg
ling
Dai
ly, b
egin
ning
8/2
4/20
09
1,2
Wee
kly
Prog
ress
Rep
orts
(C
LCW
) M
onth
ly P
rogr
ess R
epor
ts (S
WS)
- Com
plet
ed e
ach
Thur
sday
by
teac
hers
, tak
en
hom
e by
stud
ents
to p
aren
ts fo
r sig
natu
re a
nd
mon
itorin
g. L
ead
teac
hers
mee
t with
stud
ents
w
ho sh
ow si
gns o
f stru
gglin
g.
- Com
plet
ed o
n la
st T
hurs
day
of th
e m
onth
(S
WS)
Wee
kly
(CLC
W)
Mon
thly
(SW
S)
1,2
Stud
ent S
urve
ys,
Follo
w-u
p w
ith re
ceiv
ing
and
send
ing
scho
ols.
- Fre
quen
t, pe
rson
al c
onta
ct w
ith fe
eder
sc
hool
s. - A
dmin
iste
r exi
t sur
veys
upo
n pr
ogra
m
com
plet
ion.
Mon
thly
, beg
inni
ng 9
/09
1,3
Diff
eren
tiate
d A
ccou
ntab
ility
B
asel
ine
Ass
essm
ents
- A
dmin
iste
r in
Sept
embe
r 200
9 pe
r dis
trict
gu
idel
ines
In
acc
orda
nce
with
dis
trict
cal
enda
r
39
PAR
T V
III.
“Be
The
re”
Pare
nt In
volv
emen
t Pla
n
Thi
s Act
ion
Plan
serv
es a
s the
Sch
ool-b
ased
Par
ent I
nvol
vem
ent P
olic
y/Pl
an a
nd th
roug
h an
nual
rev
iew
com
plie
s with
SC
HO
OL
BO
AR
D P
OL
ICY
811
& N
CL
B S
EC
TIO
N 1
118
OB
JEC
TIV
E 1
: All
mem
bers
of t
he “
Lear
ning
Com
mun
ity”
will
par
ticip
ate
in th
e ed
ucat
iona
l pro
cess
. N
ON
-TIT
LE
I SC
HO
OL
T
ITL
E I
SCH
OO
L
X
(Sel
ect A
ppro
pria
te S
trat
egie
s)
(
Add
ress
ALL
Str
ateg
ies)
ST
RA
TE
GIE
S / A
CT
IVIT
IES
IMPL
EM
EN
TA
TIO
N P
LA
N
PER
SON
(S)
RE
SPO
NSI
BL
E
RE
SOU
RC
E
AL
LO
CA
TIO
N
BY
WH
EN
?
1. I
nclu
de p
aren
ts in
the
deve
lopm
ent a
nd im
plem
enta
tion
of
CLC
W’s
Titl
e I P
lan
whi
ch is
incl
uded
in th
e St
rate
gic
Plan
. Sc
hool
Adv
isor
y C
ounc
il
SAC
Sc
hool
-Bas
ed
Lead
ersh
ip
Team
Prov
ided
by
Dis
trict
B
egin
ning
10
/01/
2009
, m
onth
ly a
t FA
CE
Nig
hts
2. C
onve
ne a
n an
nual
mee
ting,
at a
con
veni
ent t
ime,
to w
hich
all
pare
nts s
hall
be in
vite
d an
d en
cour
aged
to a
ttend
to in
form
par
ents
of
CLC
W’s
par
ticip
atio
n in
Titl
e I a
nd to
exp
lain
the
requ
irem
ents
of
Titl
e I a
nd th
e rig
ht o
f par
ents
to b
e in
volv
ed.
Ope
n H
ouse
M
onth
ly F
amily
and
C
omm
unity
(FA
CE)
Nig
hts
SAC
G
uida
nce
Non
e ne
eded
. Fi
rst
Thur
sday
of
ever
y m
onth
, 5:1
5 –
6:30
pm.
3. O
ffer
a fl
exib
le n
umbe
r of m
eetin
gs, s
uch
as m
eetin
gs in
the
mor
ning
or e
veni
ng, a
nd p
rovi
de a
s nee
ded,
a m
eans
to re
mov
e ba
rrie
rs fo
r atte
ndan
ce.
Mee
ting
times
sche
dule
d w
ith in
put f
rom
SA
C
mem
bers
.
SAC
Cha
irman
N
one
need
ed.
10/9
/200
9 1/
15/2
010
3/12
/201
0 5/
7/20
10
4. P
rovi
de p
aren
ts o
f par
ticip
atin
g ch
ildre
n:
• Ti
mel
y in
form
atio
n ab
out T
itle
I Pro
gram
s •
A d
escr
iptio
n an
d ex
plan
atio
n of
the
curr
icul
um in
use
at
the
scho
ol, t
he fo
rms o
f aca
dem
ic a
sses
smen
t use
d to
m
easu
re st
uden
t pro
gres
s, an
d th
e pr
ofic
ienc
y le
vels
the
stud
ents
are
exp
ecte
d to
mee
t. •
If re
ques
ted
by p
aren
ts, o
ppor
tuni
ties f
or re
gula
r mee
ting
to fo
rmul
ate
sugg
estio
ns a
nd to
par
ticip
ate,
as
appr
opria
te, i
n de
cisi
ons r
elat
ing
to th
e ed
ucat
ion
of th
eir
child
ren,
and
resp
ond
to su
ch su
gges
tions
as s
oon
as
prac
ticab
ly p
ossi
ble.
- Par
ent/S
tude
nt A
dmis
sion
In
terv
iew
s - O
rient
atio
n Se
ssio
ns
- Mon
thly
FA
CE
Nig
hts
- CLC
“G
uide
lines
for
Stud
ent S
ucce
ss”
- VC
S Pu
pil P
rogr
essi
on
Plan
- C
are
in sc
hedu
ling
conf
eren
ces
Gui
danc
e Sc
hool
-Bas
ed
Lead
ersh
ip
Team
Cos
t for
cop
ies
of m
ater
ials
. B
egin
ning
8/
09 a
t or
ient
atio
n,
first
Th
ursd
ay o
f ea
ch m
onth
du
ring
FAC
E N
ight
s.
40
5. S
ubm
it an
y pa
rent
com
men
ts o
n th
e St
rate
gic
Plan
(Sch
ool
Wid
e Pl
an) w
hen
the
scho
ol m
akes
the
plan
ava
ilabl
e to
the
Dis
trict
.
Clim
ate
surv
eys
DA
C R
ep.
N
one
need
ed
To
be
dete
rmin
ed
6. D
evel
op a
nd sh
are
with
par
ents
for a
ll ch
ildre
n se
rved
und
er th
is
part
a sc
hool
-par
ent c
ompa
ct th
at o
utlin
es h
ow p
aren
ts, t
he e
ntire
sc
hool
staf
f, an
d st
uden
ts w
ill sh
are
the
resp
onsi
bilit
y fo
r im
prov
ed st
uden
t aca
dem
ic a
chie
vem
ent
and
the
mea
ns b
y w
hich
th
e sc
hool
and
par
ents
will
bui
ld a
nd d
evel
op a
par
tner
ship
to
hel
p ch
ildre
n ac
hiev
e th
e St
ate’
s hig
h st
anda
rds.
Such
com
pact
sh
all—
(1) d
escr
ibe
the
scho
ol’s
resp
onsi
bilit
y to
pro
vide
hig
h qu
ality
cu
rric
ulum
and
inst
ruct
ion
in a
supp
ortiv
e an
d ef
fect
ive
lear
ning
env
ironm
ent t
hat e
nabl
es th
e ch
ildre
n se
rved
und
er th
is
part
to m
eet t
he S
tate
’s st
uden
t aca
dem
ic a
chie
vem
ent
stan
dard
s, an
d th
e w
ays i
n w
hich
eac
h pa
rent
will
be
resp
onsi
ble
for s
uppo
rting
thei
r chi
ldre
n’s l
earn
ing,
such
as m
onito
ring
atte
ndan
ce, h
omew
ork
com
plet
ion,
and
tele
visi
on w
atch
ing;
vo
lunt
eerin
g in
thei
r chi
ld’s
cla
ssro
om; a
nd p
artic
ipat
ing,
as
appr
opria
te, i
n de
cisi
ons r
elat
ing
to th
e ed
ucat
ion
of th
eir c
hild
ren
and
posi
tive
use
of e
xtra
curr
icul
ar ti
me;
and
(2) a
ddre
ss th
e im
porta
nce
of c
omm
unic
atio
n be
twee
n te
ache
rs
and
pare
nts o
n an
ong
oing
bas
is th
roug
h, a
t a
min
imum
—
(A) p
aren
t-tea
cher
con
fere
nces
as n
eede
d;
(B) f
requ
ent r
epor
ts to
par
ents
on
thei
r chi
ldre
n’s p
rogr
ess;
an
d
(C
) rea
sona
ble
acce
ss to
staf
f, op
portu
nitie
s to
volu
ntee
r and
pa
rtici
pate
in th
eir c
hild
’s c
lass
, and
obs
erva
tion
of c
lass
room
ac
tiviti
es.
- Par
ent/T
each
er
Con
fere
nces
- D
aily
Pos
itive
Beh
avio
r Su
ppor
t Pla
n
- Wee
kly
Scho
ol-C
reat
ed
Prog
ress
Not
es
- Mid
-Ter
m R
epor
ts, R
epor
t C
ards
- A
gend
as o
f Con
fere
nces
- V
olun
teer
Pro
gram
“V
IPS”
- “
Lion
Tra
x” P
aren
t Pa
rtici
patio
n Pr
ogra
m
Scho
ol-B
ased
Le
ader
ship
Te
am
Non
e ne
eded
C
onfe
renc
es
will
be
sche
dule
d as
ne
eded
, pr
ogre
ss
repo
rts
gene
rate
d w
eekl
y,
mon
thly
pa
rent
and
co
mm
unity
(F
AC
E)
nigh
ts, a
ll be
ginn
ing
8/09
and
ru
nnin
g th
roug
hout
th
e sc
hool
ye
ar.
7. T
o en
sure
eff
ectiv
e in
volv
emen
t of p
aren
ts a
nd to
supp
ort a
pa
rtner
ship
am
ong
the
scho
ol in
volv
ed, p
aren
ts, a
nd th
e co
mm
unity
to im
prov
e st
uden
t ac
adem
ic a
chie
vem
ent,
each
scho
ol a
nd lo
cal e
duca
tiona
l age
ncy
assi
sted
und
er th
is p
art—
(1)
shal
l pro
vide
ass
ista
nce
to p
aren
ts o
f chi
ldre
n se
rved
by
the
scho
ol o
r loc
al e
duca
tiona
l age
ncy,
as a
ppro
pria
te, i
n un
ders
tand
ing
such
topi
cs a
s the
Sta
te’s
aca
dem
ic c
onte
nt
stan
dard
s and
Sta
te st
uden
t aca
dem
ic a
chie
vem
ent s
tand
ards
, St
ate
and
loca
l aca
dem
ic a
sses
smen
ts, t
he re
quire
men
ts o
f thi
s pa
rt, a
nd h
ow to
mon
itor a
chi
ld’s
pro
gres
s and
wor
k w
ith e
duca
tors
to im
prov
e th
e ac
hiev
emen
t of t
heir
child
ren;
(2)
shal
l pro
vide
mat
eria
ls a
nd tr
aini
ng to
hel
p pa
rent
s to
wor
k w
ith th
eir c
hild
ren
to im
prov
e th
eir c
hild
ren’
s ach
ieve
men
t,
- Pre
sent
atio
ns b
y Sc
hool
So
cial
Wor
ker,
Cou
nsel
or
- Mon
thly
FA
CE
nigh
ts,
qu
arte
rly n
ewsl
ette
rs, P
aren
t (s
ee n
ext p
age)
Gui
danc
e C
ouns
elor
, D
irect
or, S
AC
Title
I Fu
nds
for m
ater
ials
B
egin
ning
9/
09,
mon
thly
th
roug
hout
th
e sc
hool
ye
ar.
41
7. (C
ontin
ued)
su
ch a
s lite
racy
trai
ning
and
usi
ng t
echn
olog
y, a
s app
ropr
iate
, to
fost
er p
aren
tal i
nvol
vem
ent;
(
3) sh
all e
duca
te te
ache
rs, p
upil
serv
ices
per
sonn
el, p
rinci
pals
, an
d ot
her s
taff
, with
the
assi
stan
ce o
f par
ents
, in
the
valu
e an
d ut
ility
of c
ontri
butio
ns o
f par
ents,
and
in h
ow to
reac
h ou
t to,
co
mm
unic
ate
with
, and
wor
k w
ith p
aren
ts a
s equ
al p
artn
ers,
impl
emen
t and
coo
rdin
ate
pare
nt p
rogr
ams,
and
build
ties
bet
wee
n pa
rent
s and
the
scho
ol;
(
4) sh
all,
to th
e ex
tent
feas
ible
and
app
ropr
iate
, coo
rdin
ate
and
inte
grat
e pa
rent
invo
lvem
ent p
rogr
ams a
nd a
ctiv
ities
that
en
cour
age
and
supp
ort p
aren
ts in
mor
e fu
lly p
artic
ipat
ing
in th
e ed
ucat
ion
of th
eir c
hild
ren;
(5)
shal
l ens
ure
that
info
rmat
ion
rela
ted
to sc
hool
and
par
ent
prog
ram
s, m
eetin
gs, a
nd o
ther
act
iviti
es is
sent
to th
e pa
rent
s of
parti
cipa
ting
child
ren
in a
form
at a
nd, t
o th
e ex
tent
pra
ctic
able
, in
a la
ngua
ge th
e pa
rent
s can
und
erst
and;
(6)
may
invo
lve
pare
nts i
n th
e de
velo
pmen
t of t
rain
ing
for
teac
hers
, prin
cipa
ls, a
nd o
ther
edu
cato
rs to
impr
ove
the
effe
ctiv
enes
s of s
uch
train
ing;
(7)
may
pro
vide
nec
essa
ry li
tera
cy tr
aini
ng fr
om fu
nds r
ecei
ved
unde
r thi
s par
t if t
he lo
cal e
duca
tiona
l age
ncy
has e
xhau
sted
all
othe
r rea
sona
bly
avai
labl
e so
urce
s of f
undi
ng fo
r suc
h tra
inin
g;
(
8) m
ay p
ay re
ason
able
and
nec
essa
ry e
xpen
ses a
ssoc
iate
d w
ith
loca
l par
enta
l inv
olve
men
t act
iviti
es, i
nclu
ding
tran
spor
tatio
n an
d ch
ild c
are
cost
s, to
ena
ble
pare
nts t
o pa
rtici
pate
in sc
hool
-rel
ated
m
eetin
gs a
nd tr
aini
ng se
ssio
ns;
(
9) m
ay tr
ain
pare
nts t
o en
hanc
e th
e in
volv
emen
t of o
ther
pa
rent
s;
(
10) m
ay a
rran
ge sc
hool
mee
tings
at a
var
iety
of t
imes
, or
cond
uct i
n-ho
me
conf
eren
ces b
etw
een
teac
hers
or o
ther
edu
cato
rs,
who
wor
k di
rect
ly w
ith p
artic
ipat
ing
child
ren,
with
par
ents
w
ho a
re u
nabl
e to
atte
nd su
ch c
onfe
renc
es a
t sch
ool,
in o
rder
to
max
imiz
e pa
rent
al in
volv
emen
t and
par
ticip
atio
n;
(
11) m
ay a
dopt
and
impl
emen
t mod
el a
ppro
ache
s to
impr
ovin
g pa
rent
al in
volv
emen
t;
(12
) may
est
ablis
h a
dist
rict w
ide
pare
nt a
dvis
ory
coun
cil t
o pr
ovid
e ad
vice
on
all m
atte
rs re
late
d to
par
enta
l inv
olve
men
t in
pro
gram
s sup
porte
d un
der t
his s
ectio
n;
(
13) m
ay d
evel
op a
ppro
pria
te ro
les f
or c
omm
unity
-bas
ed
orga
niza
tions
and
bus
ines
ses i
n pa
rent
invo
lvem
ent a
ctiv
ities
; an
d (1
4) sh
all p
rovi
de su
ch o
ther
reas
onab
le su
ppor
t for
par
enta
l in
volv
emen
t act
iviti
es u
nder
this
sect
ion
as p
aren
ts m
ay re
ques
t.
42
8. In
car
ryin
g ou
t the
par
enta
l inv
olve
men
t re
quire
men
ts o
f thi
s par
t, lo
cal e
duca
tiona
l age
ncie
s and
scho
ols,
to th
e ex
tent
pra
ctic
able
, sha
ll pr
ovid
e fu
ll op
portu
nitie
s for
the
parti
cipa
tion
of p
aren
ts w
ith li
mite
d En
glis
h pr
ofic
ienc
y, p
aren
ts
with
dis
abili
ties,
and
pare
nts o
f mig
rato
ry c
hild
ren,
incl
udin
g pr
ovid
ing
info
rmat
ion
and
scho
ol re
ports
requ
ired
unde
r sec
tion
1111
in a
form
at a
nd, t
o th
e ex
tent
pra
ctic
able
, in
a la
ngua
ge su
ch
pare
nts u
nder
stan
d.
Tran
slat
ions
ava
ilabl
e of
the
follo
win
g:
• Pa
rent
Lin
k M
essa
ges
• Pu
pil P
rogr
essi
on
Plan
•
Bro
chur
es a
nd F
lyer
s •
Mid
-Ter
m R
epor
ts &
R
epor
t Car
ds
• V
CS
Doc
umen
ts o
n re
ques
t
Bili
ngua
l Sta
ff,
Scho
ol
Lead
ersh
ip
Team
Non
e N
eede
d A
s de
term
ined
by
nee
d of
pa
rent
s.
43
APPENDIX
• 2009 – 2010 Title I Budget (CLCW Only)
• Sample of Climate Survey
• Note: Climate Surveys for new students and families have not all been
collected and tallied. Results will be added as they are gathered.
44
Title I Budget 2009-2010 Community Learning Center West
Total Allocation: $60,300.00 1% Parent Involvement (Minimum: $603.00) Suggestions:
• Supplies and materials in support of monthly Family and Community Education Nights. • Postage for mailing surveys and newsletters • Materials and Supplies for Quarterly Parent Open Forums. – must help students academically
(calculators for home use, teach parents) 10% Staff Development (Minimum: $12,060)
• ISN (Interactive Student Notebook) Training for all staff. Cost: TBD • Thinking Maps Training for all Staff - Cost: TBD (includes $600 stipend for “train the trainer.”) • RTI Development/Workshop (Mary Bruno) Cost: TBD • Reading Strategy Training. Cost: TBD • PLC in Science Convention in Orlando (2 Teachers) Total Cost: $1,538.00
Salaries and Benefits_______________________________ ______ (TBD)__
• Summer APEX Program (see attached) – Total Cost: $2,762.00 + Benefit • TUTORING: Extended hour for Staff to implement and manage “Flexible Intervention
Grouping” (Hourly Rate of pay x 180 days) o Est. $30.00 X 180 = $4,483.80 + Benefit
• After School/Evening Credit Retrieval Labs (APEX and ODYSSEY)
Three teachers X 2 hours X two days per week X 36 weeks $30.00 per hour X 432 hours = $12,9060.00 + Benefit
- Supplement to teachers to tutor two days per week during planning time. Cost varies by hourly rate of teacher pay. Estimated cost: 2 teachers X 2 Hours per week X 36 weeks:
4 X 2 X 36 = 288 hours X Hourly Rate of Pay: Estimate $30 per hour X 288 = $8,640.00 + Benefit
Materials and Supplies (Total: TBD)
Lab and Science Supplies Est. Cost: $2,500.00 Print Materials for Classrooms and Media Center Est. Cost: $8,000.00 “Flash’ Drives for each student Est. Cost: $1,500.00 General Classroom Supplies Est. Cost: ??????? “Clicker System” for content review Est. Cost: $1,195.00 Achieve 3000 program Est. Cost: ???????
45
Samples of Climate Survey Note: Before administering, survey is modified to indicate Parent, Teacher, Staff, or Student. The
school name is also changed accordingly.
COMMUNITY LEARNING CENTER WEST Parent Survey
The purpose of the survey is to gain information to assist in efforts related to school reform and improvement. Specifically, the survey will attempt to gain insights about how you, the students & parents, feel about characteristics of Community Learning Center West. Please respond to the items with complete openness and honesty. DIRECTIONS: Please write the number that best characterizes your feelings and/or perceptions about Community Learning Center West. Please use the criteria below: 1. Strongly Agree 2. Agree 3. Undecided/Do Not Know 4. Disagree 5. Strongly Disagree 1. The Principal/Director is willing to listen to student and parent concerns. _______ 2. Teachers take an active interest in the students at CLCW. ____ 3. The Principal/Director willingly accepts ideas and suggestions from students. _____ 4. My child’s attitude about school has improved since enrolling at Community Learning Center
West. _____ 5. The administration and the teachers are concerned about the safety and welfare of students.
_______ 6. The Community Learning Center West offers a challenging and interesting curriculum. ______ 7. The rules at Community Learning Center West are fair and clearly explained. _____ 8. The teachers apply the rules fairly among all students. _____ 9. Teachers spend time with students who have specific, individual problems. _____ 10. Teachers seem to enjoy their work with the students. _____ 11. Teachers provide useful feedback to students’ work. _____ 12. I feel welcome when I come to the school. ______ 13. The guidance counselor provides support and encouragement to students. _____ 14. Students use the resources available at the school in order to achieve their academic goals. _____ 15. The support staff (secretaries, custodian, and campus advisor) all care about the students at
Community Learning Center West. _____
