FLORIDA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PLAN

Transcription

1 FLORIDA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PLAN School: Charter School Of Boynton Beach District: 50 - Palm Beach Principal: Wayne Owens, Headmaster SAC Chair: Joseph Powlis, Head of Schools Superintendent: Mr. E. Wayne Gent School Board Approval Date: 12/18/2013 Last Modified on: 10/31/2013 Pam Stewart, Commissioner Florida Department of Education 325 West Gaines Street Tallahassee, FL Address: Physical 1425 GATEWAY BLVD Boynton Beach, FL Mailing 1425 GATEWAY BLVD Boynton Beach, FL Phone Number: Web Address: Address: csobbcs@palmbeachschools.org School Type: Alternative: Charter: Title I: Combination School No Yes Yes Free/Reduced Lunch: 86% Minority: 88% School Grade History: F D C C NOTE Sections marked N/A in the online application have been excluded from this document. For privacy reasons, data representing fewer than 10 students or teachers have been excluded from this document

2 Current School Status School Information School-Level Information School Charter School Of Boynton Beach Principal's name Wayne Owens, Headmaster School Advisory Council chair's name Joseph Powlis, Head of Schools Names and position titles of the School-Based Leadership Team (SBLT) Name Joseph Powlis Wenfeng Su Wayne Owens Earl Keith TBA Joseph Powlis Title Head of Schools Assistant Head of Schools Headmaster Advisor/Behavior Interventionist Grade Level Team Leaders Disciplinary Committee District-Level Information District Palm Beach Superintendent's name Mr. E. Wayne Gent Date of school board approval of SIP 12/18/2013 School Advisory Council (SAC) This section meets the requirements of Section 1114(b)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Section 1114(b)(1), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe the membership of the SAC including position titles A diverse membership exists and will continue to be expanded for the Charter Schools Boynton Beach (CSBB) School Advisory Committee. The members are derived from the CSBB population of parents, School Based Team Leadership, teachers, governing board, community organizations throughout Palm Beach County, governmental and the business sectors. Describe the involvement of the SAC in the development of this school improvement plan The diverse membership of the CSBB SAC has held meetings since the commencement of the school in 2002 in which various leaders and members come to meet about warranted improvements for CSBB as described in the CSBB School Improvement Plan. The Council serves as another set of ears and eyes toward accountability, that is, checks and balances of improvement and to give input on course/curriculum offerings, highly qualified instructional and non-instructional staffing, upstanding behavior, character-integrity development, student services, transportation, food services and all other essentials for the highest quality of student education at CSBB. The Council will make recommendations to the Headmaster for revisions of policies and consideration of new ones. To date, in School Year , two meetings have been held with excellent parental involvement representing students from all different grades K-9. The School-Parent Compact and the SIP were reviewed. Parents were very pleased with the technology report. A Smart Board demonstration was made for parents to see the impact of technology on the learning experience of their children. Parents also were pleased with the school's effort to communicate the ongoing development of the School Improvement Plan. They were pleased with the report as presented and looked forward to continued progress. Page 2 of 38 Last Modified: 10/31/2013

3 SAC Meetings meet on a monthly. The next meeting is scheduled at the end of the SAC meeting and notice goes out in advance to all parents. SAC bylaws are the Bylaws of the Charter Schools of Boynton Beach. Describe the activities of the SAC for the upcoming school year The CSBB Council will focus on the raising of the SY14 school grade by analyzing course/curriculum offerings, student character-integrity development, professional development needs and reimplementation of the customized, rigorous high school program. Describe the projected use of school improvement funds and include the amount allocated to each project According to Section (18)(c), F.S., requires district school boards to provide funds to schools for developing and implementing school improvement plans. Such funds shall include those funds appropriated for the purpose of school improvement pursuant to Section (5)(c), F.S. The funds must be used on programs or projects selected by the SAC and may not be used for capital improvements or any project or program that has a duration of more than one year. However, a SAC may decide that a program or project formerly funded with school improvement funds should receive funds in a subsequent year. CSBB does not receive these funds from the Palm Beach School District. Verify that your school is in compliance with Section , F.S., regarding the establishment duties of the School Advisory Council by selecting one of the boxes below In Compliance If no, describe the measures being taken to comply with SAC requirements Highly Qualified Staff This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(C) and 1115(c)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). Administrators # Administrators 4 # Receiving Effective rating or higher (not entered because basis is < 10) Administrator Information: Page 3 of 38 Last Modified: 10/31/2013

4 Wayne Owens, Headmaster Principal Years as Administrator: 12 Years at Current School: 12 Credentials Performance Record Wenfeng Su, Assistant Head of Schools B.A. Early Childhood Education, Tufts University Certificate - Oxford University, Round Table for Education Certificate - Harvard, School of Education, Practices of High Performance 12 years - Charter Schools of Boynton Beach, Co-founder Current position: Headmaster & Chief Operating Officer Previous duties & responsibilities: Instructor K-6 (FLDOE Certified), Assistant Principal & Principal Previous Experience ~ 5 years - Private Schools - Taught History, Math & Spanish - Grades 6 & 7 Education Coordinator for Retarded Citizens - Learning & Life Skills ~ 10 years - Private Sector (several major corporations) Progressively responsible positions as a Sales Account Executive and as a Financial Adviser and Planner Include data from AYP/School grades---see SIP Asst Principal Years as Administrator: 1 Years at Current School: 7 Credentials B.A. English Literature and Linguistics; Minor Japanese - Xiangtan University People's Republic of China M.S. Computer Science; Minor Business Administration - Florida Atlantic University, Boca Raton, FL Florida Professional Educator's Certificate - ( ) Elementary Ed (K-6), Mathematics (Grades 6-12), ESE (Grades K-12) & ESOL Endorsement. Recently promoted to Assistant Head of School. Formerly responsible for overseeing interventions and school based teams. Well skilled in ESE -IEP's and 504 Plans, Collaborated with teachers to provide support and facilitation for ESE Students grades Skilled in data analysis, application of technology in education. Performance Record Include data from AYP/School grades---see SIP Page 4 of 38 Last Modified: 10/31/2013

5 Joseph Powlis, Head of Schools Principal Years as Administrator: 20 Years at Current School: 0 Credentials Performance Record Pamela Owens, CEO-CFO A.S. Embry Riddle Aeronautical University, Daytona Beach, FL B.S. Aircraft Engineering, St. Louis University, St. Louis, IL M.A. Administration, City University of New York, Queens College, NY 35 Years progressively responsible positions in education. 10 years Administrator Palm Beach School District (Retired) Spotsylvania, VA Alexandria, VA 25 years New York School District (Retired) Deputy Superintendent, Principal, Asst. Principal, Math Instructor Include data from AYP/School grades---see SIP Principal Years as Administrator: 13 Years at Current School: 14 Credentials Performance Record Business Management Graduate Program (currently enrolled) at Harvard University; Master of Public Administration degree and Certificate of Educational Leadership at Florida Atlantic University; Bachelor of Arts degree in pre-medicine studies and Spanish language studies at Tufts University; Florida educator certification in Educational Leadership(All Levels), Elementary Education(K-6), Middle Grades Integrated Curriculum (grade 5-9). Include data from AYP/School grades---see SIP Instructional Coaches # Instructional Coaches 4 # Receiving Effective rating or higher (not entered because basis is < 10) Instructional Coach Information: Page 5 of 38 Last Modified: 10/31/2013

6 Wenfeng Su Full-time / School-based Areas Years as Coach: 1 Years at Current School: 7 Mathematics, Data, RtI/MTSS, Other Credentials Florida Professional Educator's Certificate ( ) Elementary K-6; ESOL Endorsement; Mathematics (Grades 6-12); ESE (Grades K-12). BA English Literature and Linguistics with a minor in Japanese, Xiangtan University, PRC. MS Computer Science with a minor in Business, Florida Atlantic University. Performance Record Wayne Owens New to this position however well skilled in data analysis, mathematics, computer science, technology, response to intervention, school based team, ESE IEPs and 504 Plans and related professional development. Part-time / School-based Areas Credentials Performance Record Joseph Powlis Part-time / School-based Areas Credentials Performance Record Pamela Owens Years as Coach: 12 Years at Current School: 12 Reading/Literacy, Mathematics, Data, RtI/MTSS Include data from AYP/School grades---see SIP Years as Coach: 5 Years at Current School: 0 Mathematics, Science, Data, Other New to the school however well skilled in data analysis, mathematics, science, technology, curriculum development and implementation, educational leadership, response to intervention, school based team, and related professional development. Part-time / School-based Areas Credentials Years as Coach: 6 Years at Current School: 14 Reading/Literacy, Mathematics, Science, Data Business Management Graduate Program (currently enrolled) at Harvard University; Master of Public Administration degree and Certificate of Educational Leadership at Florida Atlantic University; Bachelor of Arts degree in pre-medicine studies and Spanish language studies at Tufts University; Florida educator certification in Educational Leadership(All Levels), Elementary Education(K-6), Middle Grades Integrated Curriculum (grade 5-9). Performance Record See SIP with list of school grades from Classroom Teachers Page 6 of 38 Last Modified: 10/31/2013

7 # of classroom teachers 36 # receiving effective rating or higher 36, 100% # Highly Qualified Teacher (HQT), as defined in 20 U.S.C. 7801(23) 97% # certified in-field, pursuant to Section (2), F.S. 34, 94% # ESOL endorsed 12, 33% # reading endorsed 1, 3% # with advanced degrees 8, 22% # National Board Certified 0, 0% # first-year teachers 3, 8% # with 1-5 years of experience 11, 31% # with 6-14 years of experience 19, 53% # with 15 or more years of experience 6, 17% Education Paraprofessionals, pursuant to s (2)(e) # of paraprofessionals 1 # Highly Qualified, as defined in 20 U.S.C. 6319(c) 1, 100% Other Instructional Personnel # of instructional personnel not captured in Administrators, Instructional Coaches, Classroom Teachers or Education Paraprofessionals 3 # receiving effective rating or higher (not entered because basis is < 10) Teacher Recruitment and Retention Strategies This section meets the requirements of Section 1114(b)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Section 1114(b)(1)(E), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe your school's strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school; include the person responsible. CSBB utilizes the recruitment tool of Teachers-Teachers to identify candidates for its positions. Word of mouth referral by CSBB teachers and parents has also been an effective recruitment tool. On an as needed basis, CSBB also advertises in local newspapers and attends job fairs to seek highly qualified, certified-in-field effective candidates. The search is led by the Human Resources Director in conjunction with other members of the Management Team - Head of School, Assistant Head of School, Headmaster and CEO-CFO Retention Strategies include the following: CSBB encourages a collaborative supportive collegial learning environment. Faculty are encouraged to plan together as teams and share effective learning strategies and materials for their classes. CSBB Faculty meet on a weekly basis for ongoing development to study and to share the latest teaching methodologies and learning strategies. Ongoing team building activities include periodic gatherings of staff-run breakfasts and luncheons where our faculty can show case their culinary talents. On an ongoing basis, CSBB plans in-house development to address such topics as common core standards, Ruby Payne teaching strategies, proactive change as presented in "Who Moved My Cheese" and other current topics and research. In addition, Faculty attend as appropriate, District sponsored programs e.g. Page 7 of 38 Last Modified: 10/31/2013

8 ESOL and Reading Endorsement programs, effective reading, math, and science courses and other coursework showcasing the latest research and learning strategies. CSBB encourages community involvement and a family-centered learning experience. Faculty meet with parents on a regular basis. CSBB schedules evening programs to involve and inform parents regarding the progress of their children and provide parents with strategies as to how they can support the learning experience of the children. This past summer CSBB implemented its technology strategy which includes equipping each classroom with a Smart Board, adding another computer laboratory (now there are 3) and adding more computers to the classroom. The computer to student ratio is now 1:2. In keeping with encouraging a supportive collaborative environment among faculty, those teachers with previous Smart Board experience are actively supporting their colleagues in developing the skills and strategies to utilize this new learning tool. Other technology tools and strategies will be rolled out later in SY 2014 and in-house faculty training will be scheduled to effectively utilize these new tools and resources. Teacher Mentoring Program/Plan This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe your school's teacher mentoring program/plan including the rationale for pairings and the planned mentoring activities CSBB actively supports that teachers work together in teams to develop and prepare lesson plans for individual grades and subject areas. In this way, more experienced teachers can share their experiences and successful teaching methods with teachers with less experience. The Headmaster, Head of School and Assistant Head of School visit classrooms on a regular basis to observe teachers and provide them with feedback regarding those areas where they are effective and provide suggestions for improvement. During their planning period, teachers have the opportunity to observe other teachers teaching who are highly qualified and highly effective. Likewise, less experienced teachers may request that more experienced teachers observe them teaching and give them additional teaching strategies to enhance their effectiveness. Multi-Tiered System of Supports (MTSS) / Response to Instruction/Intervention (RtI) This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe your school's data-based problem-solving processes for the implementation and monitoring of your MTSS and SIP structures to address effectiveness of core instruction, resource allocation (funding and staffing), teacher support systems, and small group and individual student needs At the Charter Schools of Boynton Beach(CSBB) the initial step in the MTSS/RTI process is a referral for the team to look at a particular student's academic or behavioral progress. The referral can derive from a teacher, parent/guardian or student. All members, who participate in the student's education are invited to attend. A team meeting occurs in which parents and students (Middle and high School) are invited to attend. The meeting focus is to review the student's data reports: report cards, interim reports, tardiness, attendance, various benchmark assessments, progress with homework and inschool assignments, detention, referrals, rapport with faculty, students and staff. If the parents cannot attend, the meeting will still take place. A subsequent meeting is held with the parent for input and to approve the CSBB Revised Educational plan (REP) for the student. The parent may be informed that the student is on academic or behavioral probation for a specified period during the school year. Input from the team will inform the next step in the process. Page 8 of 38 Last Modified: 10/31/2013

9 What is the function and responsibility of each school-based leadership team member as related to the school's MTSS and the SIP? The CSBB leadership team meets bi-weekly to discuss students' academics. We strategically organize various action plans to meet students' needs. In addition, we walk through classrooms for needs assessment. Meetings with teachers and small group planning sessions take place once a week. Following, the School Based RTI Leadership team meets once a month. The team will reflect on our expected improvement goals and utilize the resources to meet the reading, math, science, writing and attendance goals. The team will inform decisions on professional development for CSBB teachers, allocation of funds for intensive intervention plans, such as testing materials, learning materials, tutoring and various other support services. The team will determine effective professional development to support Tier 1. Then, the team will identify students not meeting academic targets. The identified students will receive research based interventions, which will be monitored over time. Students, who continue to not meet academic targets will move into Tier 2, where the problem solving team will utilize the problem Solving Model. Sequentially, an intervention plan is designed by the team to address the deficiencies. The team will monitor the plan to ensure that the implementation is done so with fidelity. The School Based Team will meet with SAC to aid in the development and implementation of the SIP. The topics of focus include interventions, resources and tutoring. Describe the systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP The School Based Beam (SBT) begins the year, reviewing new student referrals and students, who are active with the MTSS/RTI. the SBT creates a calendar for the monthly meetings. Students, parents, and teachers are notified of the meeting date and time. Resources are ordered to support the various MTSS programs. Data is collected and reviewed. SBT team members attend district level trainings to support the MTSS program. Describe the data source(s) and management system(s) used to access and analyze data to monitor the effectiveness of core, supplemental, and intensive supports in reading, mathematics, science, writing, and engagement (e.g., behavior, attendance) At CSBB the Educational Data Wwarehouse is utilized to summarize tiered data. The assessments include: Florida Comprehensive Assessment Test (FCAT), Diagnostics, Fountas and Pinnell Reading Running Records, Diagnostic Assessment for Reading (DAR), Florida Assessment for Instruction in Reading (FAIR), Palm Beach Writes, comprehensive English Language Learning Assessment (CELLA), observations, chapter assessments, attendance, discipline referrals, retentions and information from the student's cumulative file. Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents The CSBB Response To Intervention specialist and or School Based Team members will conduct a training during one of our weekly team meetings. The training will outline the procedures for School Based Team, the RTI model, Tier 1, 2 and 3 interventions. In addition, the training will outline the role of the RTI specialist and the importance of working together as a team for student success. In addition, data analysis will be discussed to support teachers in making informed decisions using data. Individual conferences will take place to provide additional information as needed for the teachers. As teachers implement MTSS, the RTI specialist and the SBT members will guide and mentor the teacher through the process. In order for the parents to understand the MTSS/RTI process, a parent conference will be held to notify them of the process before Tier 2 interventions start. When Tier 2 intervention data is completed, Parent will be notified about the progress and the decision for the next step based on the student's progress. Increased Learning Time/Extended Learning Opportunities Page 9 of 38 Last Modified: 10/31/2013

10 This section meets the requirements of Sections 1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and 1115(c)(2), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(B)(ii)(II)-(III), 1114(b)(1)(I), and 1115(c)(1)(C)(i) and 1115(c)(2), P.L , NCLB, codified at 20 U.S.C. 6314(b). Research-based strategies the school uses to increase the amount and quality of learning time and help provide an enriched and accelerated curriculum: Strategy: Extended Day for All Students Minutes added to school year: 5,400 Strategy Purpose(s) Instruction in core academic subjects, Enrichment activities that contribute to a well-rounded education, Teacher collaboration, planning and professional development Strategy Description CSBB highly qualified instructional personnel implement reading, writing, science and mathematics intensive, ESOL and ESE instruction and courses based on the Common Core State Standards and Next Generation Sunshine State Standards. Utilization of instructional/pacing calendars and technology as tools by teachers and students are strategies for students and teachers to move in sync with their peers and colleagues. CSBB has procured teaching and learning technology tools and software for every student in every classroom with a 2:1 ratio of personal computers/tablets to a student. Smart boards, installed in every CSBB classroom, are technology tools to enhance teaching of student by exposing them to the cyberspace world of unlimited knowledge integrated into the common core and non-common core subjects via differentiated instruction, FCAT 2.0 Explorer and FCAT 2.0 practice aids. How is data collected and analyzed to determine the effectiveness of this strategy? Reading, writing, science and mathematics data collection comes in a variety reports. Faculty members use past and current data provided from several systems: the assessment tool in the customized Browens Lesson Plan Template 2013, Educational Data Warehouse, FCAT 2.0, Fall and Winter Diagnostics, FLKRS, FAIR, Reading Running Records, Annual Measurable Objectives and other performance data reports provided from the school, the district and the FDOE. CSBB curriculum core and non-core subjects strategies are components of the CSBB curriculum and the customized CSBB lesson plan template 2001, 2005, by Browens and Associates. The Browens lesson plan template includes NGSSS and CCSS strategies and activities for learning opportunities, teaching and assessment tools while carrying out the mission and vision of the school set forth by its founders and governing board. Who is responsible for monitoring implementation of this strategy? All of the administrators assigned to coaching responsibilities. Faculty engaged in extended learning programs and reading, writing, science and mathematics intensive, ESOL and ESE instruction continuous professional development at learning and teaching Team meetings, professional development days and grade levels peer strategic planning. Page 10 of 38 Last Modified: 10/31/2013

11 Strategy: Extended Day for All Students Minutes added to school year: 1,350 Strategy Purpose(s) Instruction in core academic subjects, Enrichment activities that contribute to a well-rounded education, Teacher collaboration, planning and professional development Strategy Description For the varied disciplines of science best practices involves the use of test item specifications for grades 3-9, CPALMS curriculum and course guide, and scope and sequence of selected scientific textbooks, Gizmos, Science FCAT 2.0 preparation, hands-on manipulative teaching, Science for Kids, Science News and Science Daily. How is data collected and analyzed to determine the effectiveness of this strategy? The data collection for the sciences comes in a variety reports. Faculty members use past and current science assessment data provided from several systems: the assessment tool in the customized Browens Lesson Plan Template 2013, Educational Data Warehouse, Science FCAT 2.0, Fall and Winter Diagnostics, Annual Measurable Objectives and other performance data reports provided from the school, the district and the FDOE. Who is responsible for monitoring implementation of this strategy? All of the administrators assigned to coaching responsibilities. Faculty engaged in extended learning programs and science intensive, ESOL and ESE instruction continuous professional development at learning and teaching Team meetings, professional development days and grade levels peer strategic planning. Strategy: Extended Day for All Students Minutes added to school year: 1,350 Strategy Purpose(s) Instruction in core academic subjects, Enrichment activities that contribute to a well-rounded education, Teacher collaboration, planning and professional development Strategy Description For mathematics best practices utilization of test item specifications for grades 3-5, CPALMS curriculum and course guide, and scope and sequence of selected mathematics textbooks, gizmos, V-Math, pre-algebraic preparation hands-on manipulative teaching. How is data collected and analyzed to determine the effectiveness of this strategy? Mathematics data collection comes in a variety reports. Faculty members use past and current data provided from several systems: the assessment tool in the customized Browens Lesson Plan Template 2013, Educational Data Warehouse, FCAT 2.0, Fall and Winter Diagnostics, Annual Measurable Objectives and other performance data reports provided from the school, the district and the FDOE. Who is responsible for monitoring implementation of this strategy? All of the administrators assigned to coaching responsibilities. Faculty engaged in extended learning programs and mathematics intensive, ESOL and ESE instruction continuous professional development at learning and teaching Team meetings, professional development days and grade levels peer strategic planning. Page 11 of 38 Last Modified: 10/31/2013

12 Strategy: Extended Day for All Students Minutes added to school year: 1,350 Strategy Purpose(s) Instruction in core academic subjects, Enrichment activities that contribute to a well-rounded education, Teacher collaboration, planning and professional development Strategy Description The same follows for writing Qualities of Good Writing (Marzano, SDPBC Powerpoint), Guided Writing, pre-writing strategies brainstorming, graphic organizing, and outlining,hampton/brown Edge ; for narrative, persuasive and expository passages. How is data collected and analyzed to determine the effectiveness of this strategy? Writing data collection comes in a variety reports. Faculty members use past and current writing data through several methods: the assessment tool in the customized Browens Lesson Plan Template 2013, Educational Data Warehouse, FCAT 2.0, Fall and Winter Diagnostics, FLKRS, Reading Running Records, Annual Measurable Objectives and other performance data reports provided from the school, the district and the FDOE. Who is responsible for monitoring implementation of this strategy? All of the administrators assigned to coaching responsibilities. Faculty engaged in extended learning programs and writing intensive, ESOL and ESE instruction continuous professional development at learning and teaching Team meetings, professional development days and grade levels peer strategic planning. Strategy: Extended Day for All Students Minutes added to school year: 1,350 Strategy Purpose(s) Instruction in core academic subjects, Enrichment activities that contribute to a well-rounded education, Teacher collaboration, planning and professional development Strategy Description For teaching and learning of Reading, in addition to Direct Instruction, strategies consistently utilized are Balanced Literacy, Guided Reading, Differentiated Instructional practices, Bloom s Taxonomy, Secondary Reading FCAT Resource; Secondary Reading Test Preparation; Elementary FCAT Reading strategies;critical thinking and rigor How is data collected and analyzed to determine the effectiveness of this strategy? Reading data collection comes in a variety reports. Faculty members use past and current data through several methods: the assessment tool in the customized Browens Lesson Plan Template 2013, Educational Data Warehouse, FCAT 2.0, Fall and Winter Diagnostics, FLKRS, Reading Running Records, Annual Measurable Objectives and other performance data reports provided from the school, the district and the FDOE. Who is responsible for monitoring implementation of this strategy? All of the administrators assigned to coaching responsibilities. Faculty engaged in extended learning programs and reading intensive, ESOL and ESE instruction continuous professional development at learning and teaching Team meetings, professional development days and grade levels peer strategic planning. Literacy Leadership Team (LLT) Names and position titles of the members of the school-based LLT Name Title Page 12 of 38 Last Modified: 10/31/2013

13 Joseph Powlis Wenfeng Su Pamela Owens Wayne Owens TBA Head of Schools Assistant Head of Schools Administrator Headmaster Grade Levels Team Leaders Describe how the school-based LLT functions (e.g., meeting processes, roles, functions) Regularly scheduled CSBB Literacy Leadership Team meetings and committee meetings serve vehicles for discussion and decision-making on the school wide reading, writing, science and mathematics curricula, technology tools, educational software, global languages, professional development, assessment data analyses, textbooks and supplemental teaching and learning material. What will be the major initiatives of the LLT this year? The Charter Schools of Boynton Beach governing board, administrators, faculty parents and students focus and initiatives are decision-making on overall improved assessment results for the school in reading, writing, science and mathematics in connection with inculcating technology tools, educational software, global languages, professional development, assessment data analyses, textbooks, supplemental supplies and rigorous teaching and learning material in every CSBB classroom. Every Teacher Contributes to Reading Improvement Describe how the school ensures every teacher contributes to the reading improvement of every student Professional Development on Higher Order Questions/Rigor and Relevance; Create focus calendars utilizing data and lesson plans monitor to ensure instruction matches lesson plans; Professional Development implementation of infusing Writing Across the Curriculum and journals, Student portfolios w/ descriptive feedback Preschool Transition This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe strategies for assisting preschool children in transition from early childhood programs to local elementary school programs, as applicable CSBB annually conducts three pre-kindergarten transition orientations, two in the spring and one in the summer at the school campus. The sessions allows the parents and children time to acclimate to the idea of entering Kindergarten in the fall. The orientation trainers provide parents with early reading, mathematics, science and writing learning material for use at home during the spring and summer months providing for a jump-start to fall instruction. College and Career Readiness This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L , NCLB, codified at 20 U.S.C. 6314(b). How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future? Not applicable How does the school promote academic and career planning, including advising on course selections, so that each student's course of study is personally meaningful? Page 13 of 38 Last Modified: 10/31/2013

14 Not applicable Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the High School Feedback Report, which is maintained by the Department of Education, pursuant to Rule 6A , F.A.C Not applicable Expected Improvements This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L , NCLB, codified at 20 U.S.C. 6314(b). This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L , NCLB, codified at 20 U.S.C. 6314(b). Area 1: Reading Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on FCAT 2.0, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 46% 33% No 51% American Indian Asian Black/African American 43% 29% No 49% Hispanic 50% 37% No 55% White 52% 42% No 57% English language learners 33% 17% No 39% Students with disabilities 26% 5% No 33% Economically disadvantaged 44% 31% No 50% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level 3 33% 51% Students scoring at or above Achievement Level 4 10% 20% Learning Gains 2013 Actual # 2013 Actual % 2014 Target % Students making learning gains (FCAT 2.0 and FAA) 54% Students in lowest 25% making learning gains (FCAT 2.0) 63% Page 14 of 38 Last Modified: 10/31/2013

15 Comprehensive English Language Learning Assessment (CELLA) Students scoring proficient in listening/speaking (students speak in English and understand spoken English at grade level in a manner similar to non-ell students) Students scoring proficient in reading (students read grade-level text in English in a manner similar to non- ELL students) Students scoring proficient in writing (students write in English at grade level in a manner similar to non-ell students) 2013 Actual # 2013 Actual % 2014 Target % Area 2: Writing Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at or above 3.5 Florida Alternate Assessment (FAA) Students scoring at or above Level Actual # 2013 Actual % 2014 Target % 32% [data excluded for privacy reasons] 0% Area 3: Mathematics Elementary and Middle School Mathematics Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on FCAT 2.0 and EOC assessments, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 43% 23% No 49% American Indian Asian Black/African American 43% 19% No 48% Hispanic 47% 21% No 52% White 44% 36% No 50% English language learners 28% 11% No 35% Students with disabilities 26% 10% No 33% Economically disadvantaged 43% 22% No 48% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level 3 17% Students scoring at or above Achievement Level 4 5% Learning Gains Learning Gains Students in lowest 25% making learning gains (FCAT 2.0 and EOC) 2013 Actual # 2013 Actual % 2014 Target % 52% Page 15 of 38 Last Modified: 10/31/2013

16 Middle School Acceleration Middle school participation in high school EOC and industry certifications Middle school performance on high school EOC and industry certifications 2013 Actual # 2013 Actual % 2014 Target % 96% 44% High School Mathematics Annual Measurable Objectives (AMOs) - Students scoring at or above Achievement Level 3 on EOC assessments, or scoring at or above Level 4 on FAA Group 2013 Target % 2013 Actual % Target Met? 2014 Target % All Students 43% No 49% American Indian Asian Black/African American 43% No 48% Hispanic 47% No 52% White 44% No 50% English language learners 28% No 35% Students with disabilities 26% No 33% Economically disadvantaged 43% No 48% Algebra I End-of-Course (EOC) Assessment Students scoring at Achievement Level 3 Students scoring at or above Achievement Level Actual # 2013 Actual % 2014 Target % Geometry End-of-Course (EOC) Assessment Students scoring at Achievement Level 3 Students scoring at or above Achievement Level Actual # 2013 Actual % 2014 Target % Area 4: Science Elementary School Science Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level 3 35% Students scoring at or above Achievement Level 4 Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and 6 Students scoring at or above Level Actual # 2013 Actual % 2014 Target % Middle School Science Page 16 of 38 Last Modified: 10/31/2013

17 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level 3 19% Students scoring at or above Achievement Level 4 Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and 6 Students scoring at or above Level Actual # 2013 Actual % 2014 Target % Area 5: Science, Technology, Engineering, and Mathematics (STEM) All Levels # of STEM-related experiences provided for students (e.g. robotics competitions; field trips; science fairs) Participation in STEM-related experiences provided for students 2013 Actual # 2013 Actual % 2014 Target 0 0 Area 8: Early Warning Systems Elementary School Indicators Students who miss 10 percent or more of available instructional time 2013 Actual # 2013 Actual % 2014 Target % Students retained, pursuant to s , F.S. 6 8% Students who are not proficient in reading by third grade Students who receive two or more behavior referrals Students who receive one or more behavior referrals that lead to suspension, as defined in s (5), F.S. Middle School Indicators 42 49% 56 20% Students who miss 10 percent or more of available instructional time Students who fail a mathematics course Students who fail an English Language Arts course Students who fail two or more courses in any subject Students who receive two or more behavior referrals Students who receive one or more behavior referrals that leads to suspension, as defined in s (5), F.S Actual # 2013 Actual % 2014 Target % 86 35% Area 9: Parent Involvement Title I Schools may use the Parent Involvement Plan to meet the requirements of Sections 1114(b)(1)(F) and 1115(c)(1)(G), P.L , NCLB, codified at 20 U.S.C. 6314(b). Describe parental involvement targets for your school Page 17 of 38 Last Modified: 10/31/2013

18 Staff Development for volunteers is a critical component of Parental and Family Involvement at the Charter Schools of Boynton Beach. Literacy sessions involve doing activities in the home coupled with time management are key factors in the training. The school embraces the diverse cultures of the families and students enrolled. Multicultural Night, Pajama Literacy Night, FCAT 2.0 Chili Cook-Off are parental training sessions and events with extremely high attendance. School Advisory Council sets the tone for school wide improvements in all subjects while planning for a balanced school experience with extracurricular activities. SAC promotes and advertises the need for parents to meet with teachers to stay apprised of their children s academic and social growth. Parent-Teacher Organization assist the school with raising money for extra programs not covered by FTE revenues. Specific Parental Involvement Targets Target 2013 Actual # 2013 Actual % 2014 Target % Increased attendance at meetings, conferences, SAC 10 1% 3% Area 10: Additional Targets Description of additional targets Charter Schools of Boynton Beach will infuse the content required by Florida Statute (2) and S.B. Policy 2.09(8)(b), as applicable to appropriate grade levels, including but not limited to:history of the Holocaust; history of Africans and African Americans;Hispanic contributions; Women's Contributions;Sacrifices of Veterans; history and contributions of Native Americans and history contributions of Asian Americans. Specific Additional Targets Target 2013 Actual # 2013 Actual % 2014 Target % Charter Schools of Boynton Beach TEACHERS will infuse the content required by Florida Statute (2) and S.B.Policy 2.09 (8)(b), OR specific statute content is listed to address this year % 100% Page 18 of 38 Last Modified: 10/31/2013

19 Goals Summary Goal #1: School Advisory Council sets the tone for school wide improvements in all subjects while planning for a balanced school experience with extracurricular activities. SAC promotes and advertises the need for parents to meet with teachers. Goal #2: Use of NGSSS item specifications and essential questions; Increase detail planning process and utilize NGSSS item specification questions, content limits and benchmarks; Teacher/Students data chats/ Focus calendars Goal #3: Use of NGSSS item specifications and essential questions; Increase detail planning process and utilize NGSSS item specification questions, content limits and benchmarks; Teacher/Students data chats/ Focus calendars Goal #4: The school will continue to monitor and use word walls during instruction, create anchor charts; followup and implementation of Professional Development; Incorporate independent reading/language arts part of the annual measurable reading objectives. Goal #5: Common Core State Standards professional development school wide and by grade levels. Goal #6: Technologies as tools for teaching and learning for implementing Common Core State Standards and Next Generation SSS school wide and by grade levels. Goals Detail Goal #1: School Advisory Council sets the tone for school wide improvements in all subjects while planning for a balanced school experience with extracurricular activities. SAC promotes and advertises the need for parents to meet with teachers. Targets Supported Parental Involvement Resources Available to Support the Goal Targeted Barriers to Achieving the Goal School Advisory Council sets the tone for school wide improvements in all subjects while planning for a balanced school experience with extracurricular activities. SAC promotes and advertises the need for parents to meet with teachers to stay apprised of their children s academic and social growth. Parent- Teacher Organization assist the school with raising money for extra programs not covered by FTE revenues. Attendance and availability of working parents to participate in on-going school and family events Page 19 of 38 Last Modified: 10/31/2013

20 Plan to Monitor Progress Toward the Goal Parent and faculty attendance at SAC, PTO, LEP Council meetings Faculty and administrators and parent volunteers Every other month internal recap reports at senior and middle management meetings Evidence of Completion: Data in reports on percentage of parents and school personnel participation Goal #2: Use of NGSSS item specifications and essential questions; Increase detail planning process and utilize NGSSS item specification questions, content limits and benchmarks; Teacher/Students data chats/focus calendars Targets Supported Science Science - Elementary School Science - Middle School Science - High School Science - Biology 1 EOC Resources Available to Support the Goal Targeted Barriers to Achieving the Goal Use of NGSSS item specifications and essential questions; Increase detail planning process and utilize NGSSS item specification questions, content limits and benchmarks; Teacher/Students data chats/focus calendars Lack of initial funding from July to October to implement the content subject resources and goals Plan to Monitor Progress Toward the Goal Evidence of Completion: Goal #3: Use of NGSSS item specifications and essential questions; Increase detail planning process and utilize NGSSS item specification questions, content limits and benchmarks; Teacher/Students data chats/focus calendars Page 20 of 38 Last Modified: 10/31/2013

21 Targets Supported Math Math - Elementary and Middle School Math - Elementary and Middle AMO's Math - Elementary and Middle FCAT 2.0 Math - Elementary and Middle FAA Math - Elementary and Middle Learning Gains Math - Middle School Acceleration Math - High School Math - High School AMO's Math - High School Postsecondary Readiness Algebra 1 EOC Geometry EOC Resources Available to Support the Goal Targeted Barriers to Achieving the Goal State adopted textbook supported supplementary materials, manipulatives, technology, site license educational computer software Lack of initial funding from July to October to implement the content subject resources and goals Plan to Monitor Progress Toward the Goal Evidence of Completion: Goal #4: The school will continue to monitor and use word walls during instruction, create anchor charts; follow-up and implementation of Professional Development; Incorporate independent reading/language arts part of the annual measurable reading objectives. Targets Supported Reading Reading - AMO's Reading - FCAT2.0 Reading - FAA Reading - Learning Gains Reading - CELLA Reading - Postsecondary Readiness Writing Resources Available to Support the Goal Title 1 Funds Page 21 of 38 Last Modified: 10/31/2013

22 Targeted Barriers to Achieving the Goal Delayed payment of funds Plan to Monitor Progress Toward the Goal Recommend completion of Teacher/Students data chats/focus calendars Teachers, parents, administrators As needed- weekly, monthly and at mid-marking progress periods Evidence of Completion: Conference forms, mid-marking period progress reports, PIP, IEP, LEP, report card Goal #5: Common Core State Standards professional development school wide and by grade levels. Page 22 of 38 Last Modified: 10/31/2013

23 Targets Supported Reading Reading - AMO's Reading - FCAT2.0 Reading - Learning Gains Reading - CELLA Writing Math Math - Elementary and Middle School Math - Elementary and Middle AMO's Math - Elementary and Middle FCAT 2.0 Math - Elementary and Middle Learning Gains Math - Middle School Acceleration Math - High School Math - High School AMO's Math - High School Postsecondary Readiness Algebra 1 EOC Geometry EOC Social Studies Science Science - Elementary School Science - Middle School Science - High School Science - Biology 1 EOC STEM STEM - All Levels STEM - High School Parental Involvement EWS EWS - Elementary School EWS - Middle School EWS - High School Resources Available to Support the Goal Targeted Barriers to Achieving the Goal Well skilled CSBB literacy coaches in mathematics, science, writing, reading, social studies at the school. Barriers are the availability of viable research on best practices and strategies for disadvantaged, ELL, ESE, low-achieving students. Page 23 of 38 Last Modified: 10/31/2013

24 Plan to Monitor Progress Toward the Goal Utilization of charts, graphs on PowerPoint presentations Literacy Leadership Team, SAC, Board of Directors Board meetings, SAC meetings Evidence of Completion: Portfolio Binder with evidence of supporting documents; Title 1 folders box Goal #6: Technologies as tools for teaching and learning for implementing Common Core State Standards and Next Generation SSS school wide and by grade levels. Page 24 of 38 Last Modified: 10/31/2013