FLORIDA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PLAN

Transcription

1 FLORIDA DEPARTMENT OF EDUCATION SCHOOL IMPROVEMENT PLAN School: Carver Middle School District: 50 - Palm Beach Principal: Kiwana Alexander-Prophete SAC Chair: Dr. Daryl William Pauling Sr. 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 101 BARWICK RD Delray Beach, FL Mailing 101 BARWICK RD Delray Beach, FL Phone Number: Web Address: Address: carverms@palmbeachschools.org School Type: Alternative: Charter: Title I: Middle School No No Yes Free/Reduced Lunch: 81% Minority: 92% School Grade History: C B A B 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 Carver Middle School Principal's name Kiwana Alexander-Prophete School Advisory Council chair's name Dr. Daryl William Pauling Sr. Names and position titles of the School-Based Leadership Team (SBLT) Name Carissa Battle Jaunice Brown Chevette Gadson Angela Johnson Norma Menard Penni Lee Anthony Johnson Sara Gueirre Tara Johnson Clovis Moodie Cynthia Grieg James Harryton Title Assistant Principal Assistant Principal Guidance Counselor Guidance Counselor Guidance Counselor Reading Coach Math Coach ESOL Coordinator IB Coordinator ESE Coordinator Science Coach Assistant Principal 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 The SAC is comprised of the principal, teachers, education, support employees, students, parents, and other community partners. The SAC strives to maintain an appropriately balanced number of representatives from each of these groups, and to insure that they are representative of the ethnic and economic community served by Carver Middle. The SAC officers include a chair, vice-chair, secretary and treasurer. Describe the involvement of the SAC in the development of this school improvement plan The SAC's involvement in the development of the school improvement plan will include review of the SIP prior to submission, paying close attention to targets set for the upcoming school year, and ongoing review of the SIP and mid-year data track progress toward achieving those goals. Describe the activities of the SAC for the upcoming school year The SAC will support activities that promote both student achievement and parental involvement. It will seek to develop business partnerships that encompass Carver Middle's vision statement. Page 2 of 48 Last Modified: 10/31/2013

3 Describe the projected use of school improvement funds and include the amount allocated to each project School Improvement funds will be used for student incentives directly related to targeted achievement goals; education field trips aligned to NGSSS and Common Core Standards; and professional development activities that are designed to increase student achievement. 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 Not In Compliance If no, describe the measures being taken to comply with SAC requirements The SAC is not in compliance with regard to membership representation. Members of the SAC committee are completing the necessary documents (Form 2248) needed for compliance, and the SAC will actively seek out additional members, particularly in the community/business sector, to bring the SAC membership into compliance. The SAC is in compliance in all other respects. 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 3 # Receiving Effective rating or higher (not entered because basis is < 10) Administrator Information: Page 3 of 48 Last Modified: 10/31/2013

4 Kiwana Alexander-Prophete Principal Years as Administrator: 9 Years at Current School: 7 Credentials Performance Record Bachelors Degree in Elementary Education from Florida A&M University, Master's Degree in Guidance Counseling from Florida A&M University, Educational Specialist Degree in Educational Leadership from Nova Southeastern University, Certification in Elementary Education, Guidance & Counseling, School Principal and Reading Endorsement. Assistant Principal Carver Middle School , Grade C Reading Mastery: 41% Math Mastery: 38% Science Mastery: 32% Writing: 64% , Grade B Reading Mastery: 43% Math Mastery: 43% Science Mastery: 40% Writing: 90% , Grade A Reading Mastery: 57% Math Mastery: 58% Science Mastery: 46% AYP Criteria: 77% Hispanic Subgroups made AYP in Reading and Math. Students with disabilities made AYP in reading , Grade B Reading Mastery: 52% Math Mastery: 52% Science Mastery: AYP Criteria: 72% White subgroup made AYP in Reading and Math; English Language Learners (ELL) subgroup made AYP in math , Grade B Reading Mastery: 49% Math Mastery: 48% Science Mastery: 40% AYP Criteria: 72% All subgroups with the exception of the white subgroup did not meet AYP in math or reading , Grade A Reading Mastery: Math Mastery: Science Mastery: AYP Criteria: 72% White subgroup made AYP in Reading and Math. Hispanic subgroup made AYP in math. Page 4 of 48 Last Modified: 10/31/2013

5 Carissa Battle Asst Principal Years as Administrator: 5 Years at Current School: 6 Credentials Performance Record Jaunice Brown Bachelors and Masters in Elementary Education from Florida A&M University. Certified in Educational Leadership, Elementary Education, ESOL K-12, School Principal and Reading Endorsement. Assistant Principal Carver Middle School , Grade C Reading Mastery: 41% Math Mastery: 38% Science Mastery: 32% Writing: 64% , Grade B Reading Mastery: 43% Math Mastery: 43% Science Mastery: 40% Writing 90% , Grade A Reading Mastery: 57% Math Mastery: 58% Science Mastery: 46% AYP Criteria: 77% Hispanic Subgroups made AYP in Reading and Math. Students with disabilities made AYP in reading , Grade B Reading Mastery: 52% Math Mastery: 52% Science Mastery: AYP Criteria: 72% White subgroup made AYP in Reading and Math; English Language Learners (ELL) subgroup made AYP in math , Grade B Reading Mastery: 49% Math Mastery: 48% Science Mastery: 40% AYP Criteria: 72% All subgroups with the exception of the white subgroup did not meet AYP in math or reading. Asst Principal Years as Administrator: 1 Years at Current School: 1 Credentials Performance Record Educational Background Undergraduate: Bethune-Cookman University - Business Administration (1991), Graduate: Masters in Mathematics Education (2004), and Specialist: Educational Leadership (2007). Certifications: Educational Leadership/All Levels, Mathematics/Grades 5-9, and Business Education/Grades Page 5 of 48 Last Modified: 10/31/2013

6 James Harryton Asst Principal Years as Administrator: 1 Years at Current School: 1 Credentials Performance Record B.S Public Administration Florida International University (FIU), Masters in Educational Leadership Lynn University, Currently working on Doctoral degree in Educational Leadership at Lynn University. Certifications: Social Sciences 6-9, ESE K-12 and Educational Leadership, all levels. Instructional Coaches # Instructional Coaches 2 # Receiving Effective rating or higher (not entered because basis is < 10) Instructional Coach Information: Page 6 of 48 Last Modified: 10/31/2013

7 Anthony Johnson Part-time / District-based Areas Credentials Performance Record Penni Lee Full-time / District-based Areas Credentials Performance Record Years as Coach: 5 Years at Current School: 14 Mathematics B.S. Business Administration and Marketing. Certified in Math 5-9 Business Ed Math Coach Carver Middle School , Grade C Reading Mastery: 41% Math Mastery: 38% Science Mastery: 32% Writing: 64% , Grade B Reading Mastery: 43% Math Mastery: 43% Science Mastery: 40% Writing 90% , Grade A Reading Mastery: 57% Math Mastery: 58% Science Mastery: 46% AYP Criteria: 77% Hispanic Subgroups made AYP in Reading and Math. Students with disabilities made AYP in reading , Grade B Reading Mastery: 52% Math Mastery: 52% Science Mastery: AYP Criteria: 72% White subgroup made AYP in Reading and Math; English Language Learners (ELL) subgroup made AYP in math. During the same school year, 53% of the students scored at or above grade level in math. 47% of students below grade level in math. 68% of students tested made learning gains. 70% of the students in the lowest 25% in math had adequate progress. The white and ELL subgroups met AYP standards for math proficiency. Years as Coach: 2 Years at Current School: 1 Reading/Literacy Bachelors of Science in Psychology - Florida State University Master of Science in Elementary Education- Palm Beach Atlantic University. Certified in Psychology, Elementary Education, Educational Leadership, Reading Endorsement. Page 7 of 48 Last Modified: 10/31/2013

8 Cynthia Greig Part-time / District-based Areas Credentials Performance Record Years as Coach: 1 Years at Current School: 4 Science B.S. Ecology. Certifications are Biology 6-12 and Primary-3. Classroom Teachers # of classroom teachers 62 # receiving effective rating or higher 62, 100% # Highly Qualified Teacher (HQT), as defined in 20 U.S.C. 7801(23) 95% # certified in-field, pursuant to Section (2), F.S. 59, 95% # ESOL endorsed 12, 19% # reading endorsed 19, 31% # with advanced degrees 22, 35% # National Board Certified 0, 0% # first-year teachers 4, 6% # with 1-5 years of experience 21, 34% # with 6-14 years of experience 35, 56% # with 15 or more years of experience 8, 13% Education Paraprofessionals, pursuant to s (2)(e) # of paraprofessionals 0 # Highly Qualified, as defined in 20 U.S.C. 6319(c) 0 Other Instructional Personnel # of instructional personnel not captured in Administrators, Instructional Coaches, Classroom Teachers or Education Paraprofessionals 0 # 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. A team of administrators and department heads screen teacher applications and resumes. The prerequisites for a highly qualified teacher includes past teaching/work experiences, college affiliations, advanced degrees, and experience working with a diverse student population. The individuals responsible for this process are Kiwana Alexander-Prophete: Principal, Carissa Battle: Assistant Principal, Jaunice Brown: Assistant Principal, and James Harryton: Assistant Principal. Page 8 of 48 Last Modified: 10/31/2013

9 The department heads are Clovis Moodie: ESE Coordinator, Sara Gueirre: ESOL Coordinator, Penni Lee: Reading Coach, Cynthia Grieg: Science Coach and Anthony Johnson: Math Coach. 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 Carver Middle School's teacher mentoring program uses classroom management and effective teaching methods as solid foundations for mentoring activities. Pairings are developed by keeping departments and subject areas together. Schedule conflicts are low when prospective teachers are teamed with an individual from their same department. Monthly meetings between the prospective teacher and mentor are used to discuss observations, Learning Team Meeting (LTMs) and professional development activities help to promote effective pedagogical skills and instructional strategies within the classroom environment. When these actions culminate, the prospective teacher understands the requirements for team planning and its purpose to create lessons which addresses the needs of students at various instructional levels. More importantly, the prospective teacher is well adjusted to the rigors of the classroom environment. 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 The School Based Leadership Team (SBT) or Response to Intervention (RtI) meets on a frequent basis to review and discuss universal screening data, diagnostic data, and progress monitoring data. Based on this information, the team identifies the professional development activities needed to create effective learning environments. After determining that effective Core Instruction (Tier 1) is in place, the team identifies students who are not meeting identified academic targets. The identified students are offered supplemental interventions and monitored over time. Those who continue to not make adequate progress are referred to the problem solving team or SBT. The SBT uses the Problem Solving Model (see below) to conduct all meetings. Based on data and discussion, the team identifies students who are in need of additional academic and/or behavioral support, which are supplemental or intensive. An intervention plan is developed (PBCSD Form 2284) which identifies a students's specific areas of deficiencies and appropriate research-based intervention to address these deficiencies. The team ensures that necessary resources are available and the intervention is implemented with fidelity. Each case is assigned a case liaison to support the interventionist (e.g., teacher, guidance counselor) and this individual reports on all data collected at future meetings. Problem Solving description: Each step of the Problem Solving Model identifies and builds a foundation to remediate individuals that are found to need assistance with the use of intervention. 1) Problem Identification entails identifying the problem and the desired behavior for the student. 2) Problem Analysis involves analyzing why the problem is occurring by collecting data to determine possible causes of the identified problem. 3) Intervention Design & Implementation involves selecting or developing evidence-based interventions based upon data previously collected. These interventions are then implemented. Page 9 of 48 Last Modified: 10/31/2013

10 4) Evaluating is also termed Response-to-Intervention. In this step, the effectiveness of a student's or group of students' response to the implemented intervention is evaluated and measured. The problem solving process is self-correcting and if necessary recycles in order to achieve the best outcomes for all students. This process is strongly supported by both IDEA and NCLB (ESEA). Specifically, both legislative actions support all students achieving benchmarks regardless of their status in general or special education. What is the function and responsibility of each school-based leadership team member as related to the school's MTSS and the SIP? Kiwana Alexander-Prophete, Principal: The principal has established the foundation and framework to make sure that the school's MTSS and SIP supports Carver Middle's plan for academic success. The plan also includes: An implementation of a positive culture that will be organized by the School Based Team, which can assist with academic and behavior concerns. The following is a list of responsibilities: An assessment of Rtl and MTSS skills as it relates to the school's staff, profound and exhaustive use of resources for professional development to support the MTSS and the SIP, and more importantly, the principal will create effective communication among administration and parents regarding school based initiatives and Rtl intervention plans. Guidance Counselors & Coordinator: Facilitate the implementation of Rtl and MTSS. Communicate with parents regarding school-based RtI plans and activities. Facilitate referrals to appropriate and available community based agencies. Implement follow- up procedures on behalf of student and liaisons. Ensure implementation of intervention support and documentation. School Psychologist: Interprets and analyzes data; assists in the development of intervention plans and provides professional development and technical assistance for problem-solving activities. IB Coordinator: Assists in the implementation of SIP. Assists with progress monitoring, data collections and analysis. Provides one to one assistance for teachers who have referred students for assistance. Acts as liaison for both student and teachers to ensure implementation of evidenced based intervention. ESOL Coordinator: Assists in the implementation of MTSS and the SIP. Assists with progress monitoring, data collection and analysis. Provides one to one assistance for teachers who have referred students for assistance. Acts as liaisons for both student and teachers to ensure implementation of evidenced based intervention. Provides evidenced based intervention on behalf of ELL that has been referred to the team. Assures that ELL parents are fully aware of ELL student progress or lack thereof. Describe the systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP Members of the School-Based Rtl Leadership Team meet with the School Advisory Council (SAC) and help develop the SIP and MTSS. Utilizing the previous year's data, information on common core curriculum, and curricular targets are discussed and attention is focused on deficient areas. The following are data and processes the leadership team uses to make decisions regarding the Carver Middle's MTSS and SIP. FCAT scores and the lowest 25% AYP and subgroups Strengths and weaknesses of supplemental an intensive intervention programs Mentoring, tutoring and other community based programs The Rtl/Inclusion Facilitator provides professional development for the SAC members on the Rtl Framework Page 10 of 48 Last Modified: 10/31/2013

11 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) Baseline data: Florida Comprehensive Assessment Test (FCAT) Curriculum Based Measurement Florida Assessment for Instruction in Reading (FAIR) Palm Beach County Fall Diagnostics Palm Beach Writes Diagnostic Assessment for Reading (DAR) Progress Monitoring and Reporting Network (PMRN) Comprehensive English Language Learning Assessment (CELLA) Office Discipline Referrals Retentions Absences Staff/ Student Surveys Mid-year data: Florida Assessment for Instruction in Reading (FAIR) Diagnostic Assessment for Reading (DAR) Palm Beach County Winter Diagnostics Palm Beach Writes Progress Monitoring and Reporting Network (PMRN) End of the year data: Florida Assessment for Instruction in Reading (FAIR) Florida Comprehensive Assessment Test (FCAT) FCAT Writes Describe the plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents Increased Learning Time/Extended Learning Opportunities 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: Page 11 of 48 Last Modified: 10/31/2013

12 Strategy: Before or After School Program Minutes added to school year: Strategy Purpose(s) Instruction in core academic subjects, Teacher collaboration, planning and professional development Strategy Description Tutoring will be offered during the mornings and after school programs. These programs will focus on reading, mathematics, and science which will enable students to achieve higher scores or proficiency on the FCAT. How is data collected and analyzed to determine the effectiveness of this strategy? At the end of every month, math, reading, and science assessments will be given to see pupil progression. Based on the weakness, teachers and the administration will be responsible to implement common planning methods to increase rigor and relevance. Who is responsible for monitoring implementation of this strategy? Administration and coaches Literacy Leadership Team (LLT) Names and position titles of the members of the school-based LLT Name Kiwana Alexander-Prophete Carissa Battle Juanice Brown Penni Lee Tamora Grier-Jackson Mercia Kelly Barbara Bean Leslie Wilson Tonisha Cook Amanda Ladd Stephen Smith Cynthia Grieg Dr. Stacey Davis Francine Rivil Carly Rosen Darlene Grant Tina Mc Clain Title Principal Assistant Principal Assistant Principal Reading Coach Reading Teacher Reading Teacher Reading Teacher Language Arts Teacher Social Studies Teacher Reading Teacher Social Studies Teacher Science Teacher Media Specialist Reading Teacher ESE Teacher Reading Teacher Vocational Teacher Describe how the school-based LLT functions (e.g., meeting processes, roles, functions) The principal selects team members for the Literacy Leadership Team (LLT) based on a cross section of the faculty and administrative team that represents highly qualified professionals who are interested in serving to improve literacy instruction across the curriculum. The reading coach is a member of the Literacy Leadership Team. The team will meet monthly throughout the school year as an integral part of the school literacy process to build a culture of reading throughout the school. The Literacy Leadership Team may choose to meet more often. Additionally, the principal may expand the RLT by encouraging personnel from various sources such as District and Area support staff to join. The LLT Page 12 of 48 Last Modified: 10/31/2013

13 maintains a connection to the school s Response to Intervention process by using the RTI problem solving approach to ensure that a multi-tiered system of reading support is present and effective. What will be the major initiatives of the LLT this year? The Leadership Team will establish and communicate high expectations for all staff related to student achievement. The team will develop, implement and maintain a problem solving system using the Florida Continuous Improvement Model (FCIM) that will allow our school, teachers and students to attain higher levels of excellence. In addition, the team will review and analyze data in order to drive instruction and make instructional decisions. This information will also be utilized to identify professional development needs and allocate necessary resources. The team will collaborate regularly, problem-solve, share effective practices, evaluate implementation of programs, make decisions, and practice new processes and skills. The team will also facilitate the process of building consensus, and making decisions in terms of instruction. 1. School-wide focus on Reading daily Class novels are read to promote pleasure reading and reading for purpose. Reading selections are both teacher and student selected. 2. School-wide focus on applying various reading strategies in differentiated homerooms across the core academic areas - The strategies include close reading, analyzing and answering text dependant questions, and writing in response to text. 3. Departmental Focus on vocabulary strategies such as Vocabulary Maps, Concept of Definition, Prediction-Association- Verification-Evaluation (PAVE) procedure and Vocabulary Trees (focus on Root Words). Word of the Week will be implemented in order to develop vocabulary in writing. 4. Professional Learning Community and Professional Development activities within each core department area will be implemented to discuss various classroom teaching techniques that will result in a high level of student achievement. The following topics will be discussed weekly within these groups: setting high academic expectations, planning that ensures academic achievement, structuring, delivering and engaging students during lessons, creating a strong classroom culture, setting and maintaining high behavioral expectations, character building and trust, improving pacing and challenging students to think critically. Reading Plus and Compass Learning implemented via Language Arts This supplemental reading program is utilized to build a reading culture at the school and makes reading practice more effective by providing students with a way to improve their reading skills. Every Teacher Contributes to Reading Improvement Describe how the school ensures every teacher contributes to the reading improvement of every student Every teacher at Carver Middle School is provided with reading strategies to be implemented during classroom instruction through Professional Development on early release days and bi-weekly departmental meeting between Language Arts, Reading, Science and Social Studies teachers. Professional development for teachers will focus on Response to Intervention, Best Practices through Differentiated Instruction and Reading through the Content Areas facilitated by the Reading Coach and Literacy Team. Additionally through CRISS strategies, teachers will have the ability to contribute to every student s learning style to achieve reading improvement in all academic subjects. Teachers will receive training on how to appropriately adjust their strategies and instructional materials to meet the various needs of all students in their weekly/biweekly common planning meetings with the Leadership Team. The Reading Coach will provide multiple opportunities for modeling and coaching for all classroom teachers regardless of subject area to promote Best Practices among staff and engage student learning. The school Leadership team will be responsible for the monitoring of the implementation of reading strategies across the curriculum. All core and non-core teachers will be responsible for improving their for student's reading skills. All teachers will participate in professional development activities to effectively teach reading skills, implement differentiated instruction and analyze FCAT and interim assessment data to be used in Page 13 of 48 Last Modified: 10/31/2013

14 data driven decision making. All teachers will receive and monitor individual student reading data. All teachers will have Word Walls with relevant vocabulary associated with current lessons. In addition, Mathematics teachers will use word problems, Science teachers will use the Scientific Method, and Social Studies teachers will use graphic organizers to teach reading. Carver Middle School will incorporate research based reading strategies that are structured, focused and centered around the learning needs of individual students. Research based reading strategies will be used school-wide in all content areas. The effectiveness of these strategies will be assessed by classroom observations via the reading coach and administrators classroom walk-throughs. A series of short-term professional development workshops will be provided for content area teachers, presented by the reading coach, built into the school day that will promote lasting, positive changes in teacher knowledge and practice. The reading coach will model lessons in the classroom to demonstrate the infusion of reading in the content areas. Content area teachers will be trained by the reading coach to use and to teach reading strategies that are effective for their subject area. 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 54% 41% No 59% American Indian Asian 95% 79% No 96% Black/African American 44% 33% No 50% Hispanic 65% 50% No 69% White 82% 77% No 84% English language learners 28% 6% No 36% Students with disabilities 34% 18% No 41% Economically disadvantaged 48% 35% No 54% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 23% Students scoring at or above Achievement Level % 21% Florida Alternate Assessment (FAA) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Levels 4, 5, and 6 [data excluded for privacy reasons] 0% Students scoring at or above Level 7 [data excluded for privacy reasons] 100% Page 14 of 48 Last Modified: 10/31/2013

15 Learning Gains 2013 Actual # 2013 Actual % 2014 Target % Students making learning gains (FCAT 2.0 and FAA) % 70% Students in lowest 25% making learning gains (FCAT 2.0) Comprehensive English Language Learning Assessment (CELLA) % 75% 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 % 54 31% 34% 19 11% 56% 18 10% 78% 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 % % 78% [data excluded for privacy reasons] 100% 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 56% 38% No 60% American Indian Asian 93% 83% No 93% Black/African American 47% 30% No 52% Hispanic 69% 41% No 72% White 83% 81% No 85% English language learners 32% 15% No 39% Students with disabilities 33% 16% No 40% Economically disadvantaged 50% 32% No 55% Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 30% Students scoring at or above Achievement Level % 20% Page 15 of 48 Last Modified: 10/31/2013

16 Florida Alternate Assessment (FAA) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Levels 4, 5, and 6 [data excluded for privacy reasons] 70% Students scoring at or above Level 7 [data excluded for privacy reasons] 50% Learning Gains 2013 Actual # 2013 Actual % 2014 Target % Learning Gains % 70% Students in lowest 25% making learning gains (FCAT 2.0 and EOC) Middle School Acceleration % 75% 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 % 66 50% 60% % 100% Algebra I End-of-Course (EOC) Assessment 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 25% Students scoring at or above Achievement Level % 80% Geometry End-of-Course (EOC) Assessment 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level 3 [data excluded for privacy reasons] 9% Students scoring at or above Achievement Level % 90% Area 4: Science Middle School Science Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Achievement Level % 39% Students scoring at or above Achievement Level % 8% Florida Alternate Assessment (FAA) 2013 Actual # 2013 Actual % 2014 Target % Students scoring at Levels 4, 5, and 6 [data excluded for privacy reasons] 50% Students scoring at or above Level 7 [data excluded for privacy reasons] 0% Area 5: Science, Technology, Engineering, and Mathematics (STEM) Page 16 of 48 Last Modified: 10/31/2013

17 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 % 100% Area 8: Early Warning Systems Middle School Indicators Students who miss 10 percent or more of available instructional time 2013 Actual # 2013 Actual % 2014 Target % 6 0% 0% Students who fail a mathematics course 25 2% 1% Students who fail an English Language Arts course 20 2% 1% Students who fail two or more courses in any subject 68 7% 3% Students who receive two or more behavior referrals % 10% Students who receive one or more behavior referrals that leads to suspension, as defined in s (5), F.S % 10% 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 Parents will be provided with extensive training workshops that build their capacity to impact student achievement in the school year. The following is a description of Carver Middle's Parental Involvement strategies. Design, Implementation and Evaluation The Parent Liaison discussed the changes needed for the PIP. Policy Plan Parent Development meeting was held on 10/15/2013. Each parent was given a draft of the PIP, this was a copy of the the plan from last year. As a group we went over the plan. Parents were given the opportunity to recommend revisions to the plan. Each parent perused, made changes if necessary and submitted the signed a copy of the draft. The draft was also discussed at the SAC meeting. Parents will also have the opportunity to discuss concerns reflected in the Family Involvement Survey. The input from parents is documented in the minutes from the meeting and also on the drafts used to make/suggest changes. Parents are invited to participate in activities here at Carver Middle School. Our PIP is a working document that may change as the year moves on. We have a team of individuals that will continue to work diligently to assist parents and increase parent participation. This group consists of the Parent Liaison, ELL Coordinator and Community Partner from Amer Core. The final plan has been updated on the template. Parental Information for Title 1 Programs, Assessments, Proficiency Levels The annual parent meeting was held on 10/15/2013. Parents will have the opportunity to get the information from the meeting if they cannot attend. Parents will have other opportunity to get information by attending SAC meetings and perusing all information documented on the school website. Information will also be sent to parents upon request, understanding that all parents do not have internet access. Parents can visit parent resource area. Some events may be planned on the weekend to give parents flexible times to participant at Carver Middle School. Training ActivitiesContent and Type of Activity Person Responsible Anticipated Impact on Student Achievement Page 17 of 48 Last Modified: 10/31/2013

18 Timeline Evidence of Effectiveness 1 Open House/ Curriculum Night Principal, AP's Teachers and Coaches Provide parents with information on the specific skills students need in each subject area and grade level, as well as strategies to help students at home. September 2013 Number of families in attendance, Parent evaluations. 2 Reading One Book one School Every one school-wide Provide parents with an opportunity to read with children and develop reading skills at home Jan-April 2014 Number of families participating and Parent student evaluations. 3 ELL Parent Technology Night ELL Coordinator, Admin. Team Provide parents with a guide to integrating technology for students to enhance academci success. November 2013 Number of families in attendance. 4 Parent Book Review Parent Liaison and Team Provide parents will skills needed to help their child be successful November 2013 Number of families in attendance. 5 Family Night Carver Admin. Team Parents that participate in school events help build community and educational awareness in their students. April 2014 Number of families in attendance. 6 Teacher Training Professional Development Team Teachers, help build ties between home and school. on-going Number of families in attendance. Community Involvement/ Business Partnerships Carver Middle will continue to develop our Parent Information Resource Center to: Provide parents with resources and promote parental involvement. We invite parents to participate in The World's Fair which is a huge multicultural event held at our school. Parents plan and provide leadership for many aspects of this event. We also have a large group of parents that volunteer in educational and culturally enriching activities held at Carver Middle School. Caver Middle has partnered with Amer Core to assist and provide additional tutoring for our students. We are also exploring additional strategies to increase parental involvement, our goal is to increase the capacity of our parents to provide meaningful support of their children, thus increasing the level of our student's proficiency. Page 18 of 48 Last Modified: 10/31/2013

19 Specific Parental Involvement Targets Target 2013 Actual # 2013 Actual % 2014 Target % Leadership Parent Night/Testing Strategies Technology 31% 38% FCAT Parent Night 31% 38% World's Fair Parent Information Meeting 31% 38% Area 10: Additional Targets Description of additional targets Carver Middle School 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 Holocaust History of Africans and African Americans Hispanic contributions Women's contributions Sacrifices of Veterans Specific Additional Targets Target 2013 Actual # 2013 Actual % 2014 Target % History of Holocaust 100% History of Africans and African Americans 100% Hispanic Contributions 100% Women's Contributions 100% Sacrifices of Veterans 100% Page 19 of 48 Last Modified: 10/31/2013

20 Goals Summary Goal #1: 78% of Carver Middle School's 8th grade students will score a 4.0 or higher on the 2013 FCAT writes. Goal #2: Parents will be provided with extensive training workshops that build their capacity to impact student achievement in school year Goal #3: 56% of our students will achieve Level 3 or higher on the Reading portion of the FCAT. Goal #4: Increase the number of students that score a level 4 and 5 to 21% on the Reading portion of the FCAT. Goal #5: 75% of students will make learning gains in reading. Goal #6: Increase proficiency in each subgroup by 20% on the Reading portion of the FCAT. Goal #7: Students will achieve proficiency on the FCAT by the following percentages: Grade 6 60%, Grade 7: 65% and Grade 8: 75%. Goal #8: Instruction is based on the New Generation Sunshine State Standards where 47% of 8th grade students will score at or above level three on the 2014 FCAT Science Assessment. Goals Detail Goal #1: 78% of Carver Middle School's 8th grade students will score a 4.0 or higher on the 2013 FCAT writes. Targets Supported Writing Resources Available to Support the Goal Targeted Barriers to Achieving the Goal Reading Coach Teachers Administration Knowledge of initiatives and curriculum may vary by teacher experience. Plan to Monitor Progress Toward the Goal Page 20 of 48 Last Modified: 10/31/2013

21 Goal #2: Parents will be provided with extensive training workshops that build their capacity to impact student achievement in school year Targets Supported Parental Involvement Resources Available to Support the Goal Targeted Barriers to Achieving the Goal Parents Parent surveys Administration Teachers Clerical Staff Working Parents, employment stops a lot of parents from being able to come out to school events. Financial contribution and community involvement: businesses are financially unable to assist. Encouraging parents to take part in events planned. Parents need to feel an urgency about their students success and the parent's involvement. Plan to Monitor Progress Toward the Goal Title 1 Liaison, administration and SAC Administration meetings and SAC meetings The increase of parent involvement that should coincide with student achievement. Goal #3: 56% of our students will achieve Level 3 or higher on the Reading portion of the FCAT. Targets Supported Reading Reading - FCAT2.0 Resources Available to Support the Goal Targeted Barriers to Achieving the Goal FCAT, Administration, Coaches and Teachers Emphasizing a sense of urgency across all curricular areas. Not all teachers are certified in-field or highly qualified. Teachers face the challenge of utilizing data for differentiated instruction and best practices. Page 21 of 48 Last Modified: 10/31/2013

22 Plan to Monitor Progress Toward the Goal Reading initiatives Administration and Reading Coach Daily or scheduled times throughout school year. Administration and Reading Coach will discuss procedures for reading initiatives and changes if needed. If procedures are done correctly, a increase in scores should be attained with an emphasis on rigor. Goal #4: Increase the number of students that score a level 4 and 5 to 21% on the Reading portion of the FCAT. Targets Supported Reading Reading - FCAT2.0 Resources Available to Support the Goal Targeted Barriers to Achieving the Goal FCAT Administration Reading Coach Teachers Instruction/ curriculum levels of rigor/relevance may vary. Instructors may not follow their action plans properly. Plan to Monitor Progress Toward the Goal Utilize data to differentiate instruction, assignments and scaffold information given Administration and Reading Coach Administration meetings and LTM Teachers and students will analyze data using their SALP and create goals. Teachers will submit action plans using data to increase performance. Goal #5: 75% of students will make learning gains in reading. Targets Supported Reading Reading - Learning Gains Resources Available to Support the Goal Teachers Reading Coach Administration Page 22 of 48 Last Modified: 10/31/2013

23 Targeted Barriers to Achieving the Goal Teachers face the challenge of utilizing data for differentiated instruction and best practices. Not all teachers are certified in-filed or highly qualified. Limited resources that inhibit full implementation of initiatives. Plan to Monitor Progress Toward the Goal Goal #6: Increase proficiency in each subgroup by 20% on the Reading portion of the FCAT. Targets Supported Reading Reading - AMO's Resources Available to Support the Goal Targeted Barriers to Achieving the Goal Teachers Administration Reading Coach Teachers face the challenge of utilizing data for differentiated instruction and best practices. Students may not attend morning and after-school tutorials. Students may not be successful for unidentified reasons. Motivating student to achieve School wide SAL-P training for students Plan to Monitor Progress Toward the Goal Administration, Reading Coach, and Literacy Leadership Team Administration will randomly visit classrooms The Literacy Leadership Team will assist with SAL-P training for students and staff. Administration will randomly ask students do they understand the data on the SAL-P. Goal #7: Students will achieve proficiency on the FCAT by the following percentages: Grade 6 60%, Grade 7: 65% and Grade 8: 75%. Page 23 of 48 Last Modified: 10/31/2013

24 Targets Supported Math Math - Elementary and Middle FCAT 2.0 Resources Available to Support the Goal Targeted Barriers to Achieving the Goal Teachers Math Coach Administration Unified approach among teachers with grade levels. Effective implementation within the development of lesson plans Consistency with implementation with lesson. Consistency with rigor/relevance Plan to Monitor Progress Toward the Goal Implementation of effective teaching strategies that address curriculum objectives. Math Coach, LTF, Administration Math Coach and Administration will provide walkthroughs to assure all teachers are developing and executing lessons with fidelity TeacherSelf-Reflection Journal: Teacher Self- Reflection Journal (Monthly review of observations and trends in regards to classroom efficacy) Monthly Data Chat Review Goal #8: Instruction is based on the New Generation Sunshine State Standards where 47% of 8th grade students will score at or above level three on the 2014 FCAT Science Assessment. Targets Supported Science Science - Middle School Resources Available to Support the Goal Targeted Barriers to Achieving the Goal Teachers Science Coach Administration LTF All students may not be at the same level of understanding at the same time. Page 24 of 48 Last Modified: 10/31/2013

25 Plan to Monitor Progress Toward the Goal Administration and Science Coach will develop an Instructional Focus Calendar driven by data. Administration, Science Coach and LTF Bi-weekly Administrative meetings Grade level teams will review results of common assessment data every 2 weeks to determine progress toward benchmark (75% on common assessment). Teacher made test, Science diagnostic, and FCAT test. Action Plan for Improvement Goal #1: Barrier #1: Strategy #1 to Overcome the Barrier 78% of Carver Middle School's 8th grade students will score a 4.0 or higher on the 2013 FCAT writes. Knowledge of initiatives and curriculum may vary by teacher experience. Top Score Writing Consultant will provide Professional Development in best practices in writing to increasing student proficiency. Step #1 to Implement Strategy #1 Push in and pull outs using the Top Score writing curriculum monitored by reading coach and Assistant Principal. Implementation of writing instructional focus calendar. Teachers and Reading Coach During school and after school tutoring targeting 8th grade students Scoring of students writing samples. Plan to Monitor Fidelity of Implementation of Strategy #1 for Overcoming Barrier #1 to Goal #1 Small group strategic instruction based on writing assessment data. Teachers, Reading Coach and Administration Weekly sessions with targeted students Evidence of Completion Periodic assessments of student writing Page 25 of 48 Last Modified: 10/31/2013

26 Plan to Monitor Effectiveness of Strategy #1 for Overcoming Barrier #1 to Goal #1 Implement small group writing skill instruction Teachers, Reading Coach and Administration Weekly small group tutorial Student scores on weekly assessments and attendance in tutorial sessions. Goal #2: Barrier #1: Strategy #1 to Overcome the Barrier Parents will be provided with extensive training workshops that build their capacity to impact student achievement in school year Working Parents, employment stops a lot of parents from being able to come out to school events. Increase parent communication though school website, letters and phone calls. Documents will be translated in Spanish, Creole/French and English. Step #1 to Implement Strategy #1 - Budget Item Sign in sheets and parent surveys and student's reaching higher levels of proficiency on the FCAT. Title 1 Parent Liaison, coordinators, clerical staff and teachers School events: Open House, PTA, and Orientation Sign in sheets and parent surveys and student's reaching higher levels of proficiency on the FCAT. Plan to Monitor Fidelity of Implementation of Strategy #1 for Overcoming Barrier #1 to Goal #2 Sign in sheets and parent surveys and student's reaching higher levels of proficiency on the FCAT. Title 1 Liaison, administration School events: Open House, PTA, and Orientation Evidence of Completion Parent surveys, higher parent participation and attendance at school events. Also higher student achievement from the parent involvement. Page 26 of 48 Last Modified: 10/31/2013