Pam Stewart, Commissioner 2013-2014 SCHOOL IMPROVEMENT PLAN School Demographics Mid Florida Tech 2900 W OAK RIDGE RD Orlando, FL 32809 407-251-6000 School Type Title I Free and Reduced Lunch Rate High School No [Data Not Available] Alternative/ESE Center Charter School Minority Rate No No [Data Not Available] School Grades History SIP Authority and Template Section 1001.42(18), Florida Statutes (F.S.), requires district school boards to annually approve and require implementation of a school improvement plan (SIP) for each school in the district. The Florida Department of Education (FDOE) SIP template meets all statutory and rule requirements for traditional public schools and incorporates all components required for schools receiving Title I funds, as marked by citations to the No Child Left Behind (NCLB) Act of 2001. This template is required by State Board of Education Rule 6A-1.099811, Florida Administrative Code (F.A.C.), for all non-charter schools with a current grade of D or F, or with a grade of F within the prior two years. For all other schools, the district may use a template of its choosing. All districts must submit annual assurances that their plans meet statutory requirements. This document was prepared by school and district leadership using the FDOE's school improvement planning web application located at https://www.flsiponline.com. Sections marked N/A by the user and any performance data representing fewer than 10 students or educators have been excluded from this document.
Table of Contents Purpose and Outline of the SIP 3 Differentiated Accountability 4 Part I: Current School Status 5 Part II: Expected Improvements 14 Goals Summary 21 Goals Detail 21 Action Plan for Improvement 25 Part III: Coordination and Integration 35 Appendix 1: Professional Development Plan to Support Goals 36 Appendix 2: Budget to Support Goals 38 Last Modified: 02/12/2014 https://www.flsiponline.com Page 2 of 38
Purpose and Outline of the SIP The SIP is intended to be the primary artifact used by every school with stakeholders to review data, set goals, create an action plan and monitor progress. A corollary at the district level is the District Improvement and Assistance Plan (DIAP), designed to help district leadership make the necessary connections between school and district goals in order to align resources. The Florida Department of Education encourages schools to use the SIP as a living document by continually updating, refining and using the plan to guide their work throughout the year. This printed version represents the SIP as of the Date Modified listed in the footer. Part I: Current School Status Part I summarizes school leadership, staff qualifications and strategies for recruiting, mentoring and retaining strong teachers. The school s Multi-Tiered System of Supports (MTSS) is described in detail to show how data is used by stakeholders to understand the needs of all students and allocate appropriate resources in proportion to those needs. The school also summarizes its efforts in a few specific areas, such as its use of increased learning time and strategies to support literacy, preschool transition and college and career readiness. Part II: Expected Improvements Part II outlines school performance data in the prior year and sets numeric targets for the coming year in ten areas: 1. Reading 2. Writing 3. Mathematics 4. Science 5. Science, Technology, Engineering and Mathematics (STEM) 6. Career and Technical Education (CTE) 7. Social Studies 8. Early Warning Systems (EWS) 9. Parental Involvement 10. Other areas of concern to the school With this overview of the current state of the school in mind and the outcomes they hope to achieve, the planning team engages in an 8-Step Planning and Problem-Solving Process, through which they define and refine their goals (Step 1), identify and prioritize problems (barriers) keeping them from reaching those goals (Steps 2-3), design a plan to help them implement strategies to resolve those barriers (Steps 4-7), and determine how they will monitor progress toward each goal (Step 8). Part III: Coordination and Integration Part III is required for Title I schools and describes how federal, state and local funds are coordinated and integrated to ensure student needs are met. Appendix 1: Professional Development Plan to Support Goals Appendix 1 is the professional development plan, which outlines any training or support needed for stakeholders to meet the goals. Appendix 2: Budget to Support Goals Appendix 2 is the budget needed to implement the strategies identified in the plan. Last Modified: 02/12/2014 https://www.flsiponline.com Page 3 of 38
Differentiated Accountability Florida s Differentiated Accountability (DA) system is a statewide network of strategic support, differentiated by need according to performance data, and provided to schools and districts in order to improve leadership capacity, teacher efficacy and student outcomes. DA field teams collaborate with district and school leadership to design, implement and refine school improvement plans, as well as provide instructional coaching, as needed. DA Regions Florida s DA network is divided into five geographical regions, each served by a field team led by a regional executive director (RED). DA Categories Traditional public schools are classified at the start of each school year, based upon the most recently released school grades (A-F), into one of the following categories: Not in DA currently A or B with no F in prior two years; all charter schools; all ungraded schools Monitoring Only currently A or B with at least one F in the prior two years Prevent currently C Focus currently D Year 1 declined to D, or first-time graded schools receiving a D Year 2 second consecutive D, or F followed by a D Year 3 or more third or more consecutive D, or F followed by second consecutive D Priority currently F Year 1 declined to F, or first-time graded schools receiving an F Year 2 or more second or more consecutive F DA Turnaround and Monitoring Statuses Additionally, schools in DA are subject to one or more of the following Turnaround and Monitoring Statuses: Former F currently A-D with at least one F in the prior two years. SIP is monitored by FDOE. Post-Priority Planning currently A-D with an F in the prior year. District is planning for possible turnaround. Planning Focus Year 2 and Priority Year 1. District is planning for possible turnaround. Implementing Focus Year 3 or more and Priority Year 2 or more. District is implementing the Turnaround Option Plan (TOP). 2013-14 DA Category and Statuses DA Category Region RED Not in DA N/A N/A Former F Post-Priority Planning Planning Implementing TOP No No No No Last Modified: 02/12/2014 https://www.flsiponline.com Page 4 of 38
Current School Status School Information School-Level Information School Mid Florida Tech Principal Adelina Brann School Advisory Council chair Dr. Audrey Brown Names and position titles of the School-Based Leadership Team (SBLT) Name Dr. Jody Bryant Newman Dr. James Zink Dr. Felecia Boyd Ms. Teresa Safford Washington Ms. Peggy Wilster Title Assistant Director Assistant Director Assistant Director Assistant Director Administrator District-Level Information District Orange Superintendent Dr. Barbara M Jenkins Date of school board approval of SIP 01/28/2014 School Advisory Council (SAC) This section meets the requirements of Section 1114(b)(1), P.L. 107-110, NCLB, codified at 20 U.S.C. 6314(b). Membership of the SAC The SAC membership consists of 21 members. With members having the following position titles: Manager of Learning and Development for Universal Orlando Resort, Manager of Training and Guest Experience at Sea World/Discovery Cover/Aquatica, Director of Tech Center, Orlando Utilities Commission (Retired), Administrative Secretary, Instructors, Students, Association of Hispanic American Professionals, Employee Relations Manager, Bookkeeper, Executive Vice President of Central Florida Auto Dealers Association, Owner of Photography Shop, Senior Vocational Rehabilitation Counselor, Secretary of Adult and Community Education and EmployU. Involvement of the SAC in the development of the SIP The SAC committee has worked diligently to design the school improvement plan. A portion of each meeting is scheduled to review survey data, discuss needs assessment data and design strategies focusing on those elements that have been identified as needing improvement to enhance and enrich school activities. Activities of the SAC for the upcoming school year Review Student Survey Data Recommendations for improvement strategies based on survey data Review Enrollment, Placement and Follow up Data Recommendations of strategies for improvement relative to enrollment for both secondary and Last Modified: 02/12/2014 https://www.flsiponline.com Page 5 of 38
postsecondary students Recommendations of strategies for improvement relative to placement for postsecondary students upon program completion Recommendations of strategies for improvement relative to program completion for both secondary and post secondary students Recommendations of strategies for improvement relative to increasing rate of students earning industry certifications. Projected use of school improvement funds, including the amount allocated to each project Professional development to meet Goals $500,000.00 Parking Lot Project Between $750,000 and $1,000,000.00 1600 Building Between $30,000 and $50,000.00 SAC $8500.00 Compliance with section 1001.452, F.S., regarding the establishment duties of the SAC In Compliance If not in compliance, 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. 107-110, NCLB, codified at 20 U.S.C. 6314(b). Administrators # of administrators 6 # receiving effective rating or higher (not entered because basis is < 10) Administrator Information: Last Modified: 02/12/2014 https://www.flsiponline.com Page 6 of 38
Adelina Brann Principal Years as Administrator: 20 Years at Current School: 4 Credentials EDUCATION Educational Leadership and Supervision, Florida Atlantic University, Boca Raton, Florida, 1994 Masters of Arts - English Literature, Loyola University of Chicago, Chicago, Illinois, 1980 Bachelor of Arts English Literature/Education, Loyola University of Chicago, Chicago, Illinois, 1976 CERTIFICATION Florida State Certificate #573537 Principal (All Levels), Vocational Director, Educational Leadership, English, ESOL Illinois Certified Teacher #057036: English Senior Director----2006- current 7 years; in 8th year OCPS Assistant Principal 1999-2006 7 years School District of Palm Beach County District Administrator 1993-1999 6 years SDPBC Teacher 1980-1993 13 years Total Teaching: 13 years Total Administration: 20 years Performance Record Jody Bryant Newman Asst Principal Years as Administrator: 9 Years at Current School: 4 Credentials Doctorate in Education from the University of Florda Specialist in Education from the University of Florida Master of Arts in Administration/Supervision from the University of Cenrtral Florida Bachelor of Arts in Business Education from the University of Central Florida Associate of Arts Degree Business Education (6-12) Local Director Educational Leadership (All Levels) Vocational Business Performance Record Last Modified: 02/12/2014 https://www.flsiponline.com Page 7 of 38
James Zink Asst Principal Years as Administrator: 2 Years at Current School: 16 Credentials A.A. General Studies Hillsborough Community College B.S. Technical Education and Industry Training University of Central Florida M.B.A. Saint Leo University Ed.D. University of West Florida Certified: Auto Tech Local Director Business 6-12 Certification: Automotive Service Excellence Master Certified Performance Record Felecia Boyd Asst Principal Years as Administrator: 2 Years at Current School: 2 Credentials Argosy University, Tampa, FL Ed.D. Educational Leadership Argosy University, Tampa, FL Ed.S. Educational Leadership Florida A& M University, Tallahassee, FL M.Ed. Counselor Education Bethune-Cookman College, Daytona Beach, FL B.A. Social Science Education Business Education 6-12 Educational Leadership K-12 Guidance & Counseling K-12 Local Vocational Director Performance Record Teresa Safford Washington Asst Principal Years as Administrator: 2 Years at Current School: 2 Credentials Master of Arts--Troy University Bachelor of Arts--Bethune Cookman College Performance Record Margaret Wilster Asst Principal Years as Administrator: 2 Years at Current School: 2 Credentials Master of Arts--Troy University Bachelor of Arts--Stetson University Associate of Arts/Science--Valencia Community College Performance Record Instructional Coaches # of instructional coaches 1 Last Modified: 02/12/2014 https://www.flsiponline.com Page 8 of 38
# receiving effective rating or higher (not entered because basis is < 10) Instructional Coach Information: Orange - 1131 - Mid Florida Tech - FDOE SIP 2013-14 Roberta Kamerlander Full-time / School-based Areas Credentials Years as Coach: 1 Years at Current School: 18 Other B.S. Speech/English Secondary Education--Bradley University ESOL Performance Record Classroom Teachers # of classroom teachers 69 # receiving effective rating or higher 98, 142% # Highly Qualified Teachers 0% # certified in-field 98, 142% # ESOL endorsed 13, 19% # reading endorsed 3, 4% # with advanced degrees 23, 33% # National Board Certified 0, 0% # first-year teachers 4, 6% # with 1-5 years of experience 9, 13% # with 6-14 years of experience 22, 32% # with 15 or more years of experience 34, 49% Education Paraprofessionals # of paraprofessionals 0 # Highly Qualified 0 Other Instructional Personnel # of instructional personnel not captured in the sections above 8 # 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. 107-110, NCLB, codified at 20 U.S.C. 6314(b). Strategies to recruit and retain highly qualified, certified-in-field, effective teachers to the school, including the person responsible MFT utilizes multiple strategies in recruiting and retaining highly qualified, certified-in-field, effective teachers-- --District Career Fairs (periodically throughout school year) --Local and State Career Fairs Last Modified: 02/12/2014 https://www.flsiponline.com Page 9 of 38
--Local, State and National Conference Forums --PLC's --Continuous Professional Development (school-based and district-based) Adelina Brann, Senior Director Teacher Mentoring Program/Plan This section meets the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20 U.S.C. 6314(b). Teacher mentoring program/plan, including the rationale for pairings and the planned mentoring activities Roberta Kamerlander--Instructional Support Professional-- Mentees are Thor Bjornsson, John Holman,Charles Brewer, Jerry Crane, Michael Haynes, Howard Corbett, Richard Walker, Dwight Ainslie, Joshua Calderon, Brian Orbaker, Genie Worthman, Antradenia Young Roberta Kamerlander is trained in Marzano teaching and learning strategies. She is capable of providing support for instructional delivery and classroom management strategies. In addition, she has over 25 years of teaching experience both as a professional trainer and classroom teacher. Multi-Tiered System of Supports (MTSS) / Response to Intervention (RtI) This section meets the requirements of Sections 1114(b)(1)(B)(i)-(iv) and 1115(c)(1)(A)-(C), P.L. 107-110, NCLB, codified at 20 U.S.C. 6314(b). Data-based problem-solving processes for the implementation and monitoring of 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 Our problem-solving model provides the structure to identify, develop, implement and evaluate strategies to accelerate the performance of all CTE students. To complete a CTE program and/or thrive in one, a student must have basic academic skills. The MTSS Leadership Team works collaboratively with all CTE teachers and a team of academic teachers to identify and provide Tier 3 intervention for those students who have not met the required TABE(Test of Adult Basic Education) exit scores in the areas of reading, math and language. The guidance team identifies enrollees who do not have the required TABE levels and immediately develops a schedule for the student inclusive of intense academic remediation. This could take the form of a pull-out or additional academic class scheduled after the CTE instruction. MFT s MTSS facilitates effective levels of collaboration and coordination among the staff (general and specialized) providing support and intervention services to the student with the expected outcome of students achieving Tier 1 proficiency established by the state. Function and responsibility of each school-based leadership team member as related to MTSS and the SIP The MTSS leadership team consists of the following members playing the delineated roles: Margaret Wilster, Administrator coordinates and evaluates support system for effectiveness and reach. She will be actively involved and frequently provide visible connections between our MTSS framework and the district & school mission statements and organizational improvement efforts. Monitors data for Wendell McDannel, AAAE Instructor delivers academic support services focused on academic deficits that pose a barrier to the acceleration of student learning and achievement in their CTE program. Dean Fields, Administrative Dean represents the part of the support system that addresses behavioral intervention. His role is to ensure sufficient availability of coaching supports to assist school team and staff problem-solving efforts. Yesenia Reyes, Holly Wilson, Antradenia Young, Guidance Counselors Counsel and identify students who are not meeting grade level expectations and/or are on-track for promotion/graduation. The Last Modified: 02/12/2014 https://www.flsiponline.com Page 10 of 38
counselors ensure that instruction/intervention sufficiency and the documentation of that sufficiency occur for all students receiving Tiers 2/3 support. Along with other team members, they establish a system of communicating student outcomes across the professional staff, the students and their parents (if applicable). Teri Schaber, Database Coordinator - ensures that instruction/interventions are informed by student data. Provides support team with multiple types and sources of data accurately to inform problem-solving efforts. Systems in place that the leadership team uses to monitor the fidelity of the school's MTSS and SIP The RtI Model is implemented by the classroom teacher with the assistance of the School-Based RtI Support Team to ensure fidelity. This system consists of regular meetings to determine student response to the intervention, barriers to the delivery of the intervention, and technical assistance to deliver the intervention as intended. The system uses assessment in screening, diagnosis and progress monitoring. Once enrolled, our at-risk students are identified, intervened upon and have their progress measured at the end of each 9 week term. Data is monitored and interpreted by both the administrator and the guidance counselors. The students receive instruction using the DOE frameworks with progress monitoring to assess their response to instruction. Students may remain in place as long as data indicating strong progress continues to be acquired. Attendance and behavioral concerns are communicated by the teacher to the Dean and appropriate intervention and counseling follow. 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 Upon enrollment in a CTE program, students take an academic assessment called the TABE (Test of Adult Education). Counselors will then review the results and identify students that require supplemental instruction or practice based on an analysis of their current needs in relation to Tier 1 standards of performance. Data collected to inform Tier 3 instruction typically is individual student diagnostic data. The teacher monitors for growth employing both formative and summative testing. Progress monitoring will indicate which students are not achieving the desired standards despite receiving differentiated and high quality instruction. These interventions are typically in consultation with the MTSS team. Plan to support understanding of MTSS and build capacity in data-based problem solving for staff and parents Fidelity is achieved through sufficient time allocation, adequate intervention intensity, qualified and trained staff, and sufficient materials and resources. Fidelity is vital in universal screening, instructional delivery and progress monitoring. This means that the intervention plans are applied consistently and accurately. 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. 107-110, 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: Last Modified: 02/12/2014 https://www.flsiponline.com Page 11 of 38
Strategy: Before or After School Program Minutes added to school year: N/A Strategy Purpose(s) Teacher collaboration, planning and professional development How is data collected and analyzed to determine the effectiveness of this strategy? Who is responsible for monitoring implementation of this strategy? Literacy Leadership Team (LLT) Names and position titles of the members of the school-based LLT Name Margaret Wilster Roberta Kamerlander Lorraine Grice Wendell McDannel Title Administrator Instructional Support Instructor Instructor How the school-based LLT functions The Literacy Leadership Team meets, on an as-needed basis, to identify the needs of teachers who require assistance in incorporating literacy strategies into their lessons. The Instructional Coach delivers the professional development training which includes Marzano teaching strategies and literacy strategies. The Literacy Leadership Team is available on an as needed basis to assist teachers in the development and implementation of literacy strategies. Major initiatives of the LLT 1) Weekly/monthly trainings on reading strategies which increase reading comprehension 2) Encourage student participation in the Orange County Public Library System through the participation of selected school-wide activities 3) Train teachers how to track students 4) Encourage teachers to keep student portfolios and increase student notetaking in class Every Teacher Contributes to Reading Instruction How the school ensures every teacher contributes to the reading improvement of every student N/A Preschool Transition This section meets the requirements of Sections 1114(b)(1)(G) and 1115(c)(1)(D), P.L. 107-110, NCLB, codified at 20 U.S.C. 6314(b). Strategies for assisting preschool children in transition from early childhood programs to local elementary school programs Last Modified: 02/12/2014 https://www.flsiponline.com Page 12 of 38
N/A College and Career Readiness This section meets the requirements of Sections 1114(b)(1)(B)(iii)(I)(aa)-(cc), P.L. 107-110, NCLB, codified at 20 U.S.C. 6314(b). How the school incorporates applied and integrated courses to help students see the relationships between subjects and relevance to their future N/A How the school promotes academic and career planning, including advising on course selections, so that each student's course of study is personally meaningful Strategies for improving student readiness for the public postsecondary level Last Modified: 02/12/2014 https://www.flsiponline.com Page 13 of 38
Expected Improvements This section meets the requirements of Sections 1114(b)(1)(A),(H), and (I), and 1115(c)(1)(A), P.L. 107-110, 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 American Indian Asian Black/African American Hispanic White English language learners Students with disabilities Economically disadvantaged Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Students scoring at Achievement Level 3 Students scoring at or above Achievement Level 4 2013 Actual # 2013 Actual % 2014 Target % Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and 6 Students scoring at or above Level 7 2013 Actual # 2013 Actual % 2014 Target % Learning Gains Students making learning gains (FCAT 2.0 and FAA) Students in lowest 25% making learning gains (FCAT 2.0) 2013 Actual # 2013 Actual % 2014 Target % Last Modified: 02/12/2014 https://www.flsiponline.com Page 14 of 38
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 % Postsecondary Readiness On-time graduates scoring "college ready" on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A-10.0315, F.A.C. 2012 Actual # 2012 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 4 2013 Actual # 2013 Actual % 2014 Target % Area 3: Mathematics Elementary and Middle School Mathematics Learning Gains Learning Gains Students in lowest 25% making learning gains (FCAT 2.0 and EOC) 2013 Actual # 2013 Actual % 2014 Target % 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 % High School Mathematics Last Modified: 02/12/2014 https://www.flsiponline.com Page 15 of 38
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 American Indian Asian Black/African American Hispanic White English language learners Students with disabilities Economically disadvantaged Florida Alternate Assessment (FAA) Orange - 1131 - Mid Florida Tech - FDOE SIP 2013-14 Students scoring at Levels 4, 5, and 6 Students scoring at or above Level 7 2013 Actual # 2013 Actual % 2014 Target % Learning Gains Students making learning gains (EOC and FAA) Students in lowest 25% making learning gains (EOC) 2012 Actual # 2012 Actual % 2014 Target % Postsecondary Readiness On-time graduates scoring "college ready" on the Postsecondary Education Readiness Test (P.E.R.T.) or any college placement test authorized under Rule 6A-10.0315, F.A.C. 2012 Actual # 2012 Actual % 2014 Target % Algebra I End-of-Course (EOC) Assessment Students scoring at Achievement Level 3 Students scoring at or above Achievement Level 4 2013 Actual # 2013 Actual % 2014 Target % Geometry End-of-Course (EOC) Assessment Students scoring at Achievement Level 3 Students scoring at or above Achievement Level 4 2013 Actual # 2013 Actual % 2014 Target % Area 4: Science Last Modified: 02/12/2014 https://www.flsiponline.com Page 16 of 38
High School Science Florida Alternate Assessment (FAA) Students scoring at Levels 4, 5, and 6 Students scoring at or above Level 7 2013 Actual # 2013 Actual % 2014 Target % Biology I End-of-Course (EOC) Assessment Students scoring at Achievement Level 3 Students scoring at or above Achievement Level 4 2013 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 High Schools Students enrolling in one or more accelerated STEM-related courses Completion rate (%) for students enrolled in accelerated STEM-related courses Students taking one or more advanced placement exams for STEM-related courses CTE-STEM program concentrators Students taking CTE-STEM industry certification exams Passing rate (%) for students who take CTE- STEM industry certification exams 2013 Actual # 2013 Actual % 2014 Target % Last Modified: 02/12/2014 https://www.flsiponline.com Page 17 of 38
Area 6: Career and Technical Education (CTE) Students enrolling in one or more CTE courses Students who have completed one or more CTE courses who enroll in one or more accelerated courses Completion rate (%) for CTE students enrolled in accelerated courses Students taking CTE industry certification exams Passing rate (%) for students who take CTE industry certification exams CTE program concentrators CTE teachers holding appropriate industry certifications 2013 Actual # 2013 Actual % 2014 Target % Area 7: Social Studies U.S. History End-of-Course (EOC) Assessment Students scoring at Achievement Level 3 Students scoring at or above Achievement Level 4 2013 Actual # 2013 Actual % 2014 Target % Civics End-of-Course (EOC) Assessment Students scoring at Achievement Level 3 Students scoring at or above Achievement Level 4 2013 Actual # 2013 Actual % 2014 Target % Area 8: Early Warning Systems Elementary School Indicators Students who miss 10 percent or more of available instructional time Students retained, pursuant to s. 1008.25, F.S. 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.1003.01(5), F.S. 2013 Actual # 2013 Actual % 2014 Target % Last Modified: 02/12/2014 https://www.flsiponline.com Page 18 of 38
Middle School Indicators 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.1003.01(5), F.S. 2013 Actual # 2013 Actual % 2014 Target % High School Indicators Students who miss 10 percent or more of available instructional time Students in ninth grade with one or more absences within the first 20 days Students in ninth grade who fail two or more courses in any subject Students with grade point average less than 2.0 Students who fail to progress on-time to tenth grade Students who receive two or more behavior referrals Students who receive one or more behavior referrals that leads to suspension, as defined in s.1003.01(5), F.S. 2013 Actual # 2013 Actual % 2014 Target % Graduation Students dropping out of school, as defined in s.1003.01(9), F.S. Students graduating in 4 years, using criteria for the federal uniform graduation rate defined in the Code of Federal Regulations at 34 C.F.R. 200.19(b) Academically at-risk students graduating in 4 years, as defined in Rule 6A-1.09981, F.A.C. Students graduating in 5 years, using criteria defined at 34 C.F.R. 200.19(b) 2012 Actual # 2012 Actual % 2014 Target % Last Modified: 02/12/2014 https://www.flsiponline.com Page 19 of 38
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. 107-110, NCLB, codified at 20 U.S.C. 6314(b). Parental involvement targets for the school Specific Parental Involvement Targets Target 2013 Actual # 2013 Actual % 2014 Target % Area 10: Additional Targets Additional targets for the school Intense focus on student achievement--career Pathways Students Performance, Career Pathways credits earned through industry certification, Career Pathways credit by join assessment, students in career certificate program performance, student retention rates of career certificate students, industry certification rates of career certificate students, licensure pass rates of career certificate students, technical skill attainment and job placement rates. Specific Additional Targets Target 2013 Actual # 2013 Actual % 2014 Target % Career Pathways credits earned through industry certification. Student retention rates of career certificate students. Industry certification rates of career certificate students. 60 45% 48% 1285 80% 83% 380 78% 81% Licensure pass rates of career certificate students. 126 87% 90% Technical skills attainment. 2916 77% 80% Job placement rates. 200 72% 75% Academic skills attainment 2930 30% 33% Last Modified: 02/12/2014 https://www.flsiponline.com Page 20 of 38
Goals Summary G1. By June 30, 2014, MFT programs will meet the following COE requirement of 60% completion rate, 70% job placement rate, and 70% licensure rate. G2. Occupational Completion Points--By June 30, 2014, the number of students earning at least one (1) OCP will increase by 3% for each CTE program. G3. Literacy Completion Points--By June 30, 2014, the number of students earning at least one (1) LCP will increase by 3% for each program. G4. Industry Certifications--By June 30, 2014, the number of students earning an industry certification will increase by 3%. G5. Retention Rates--By June 30, 2014, the number of students being retained in all programs (AGE and CTE) will increase by 3%. Goals Detail G1. By June 30, 2014, MFT programs will meet the following COE requirement of 60% completion rate, 70% job placement rate, and 70% licensure rate. Targets Supported Additional Targets Resources Available to Support the Goal Resources which are available to support this goal are highly effective teachers, administrators and staff; state of the art classrooms, shops and labs; cutting edge curriculum and materials; active community and industry involvement. Targeted Barriers to Achieving the Goal Students may lack the soft skills which might prevent the acquisition of a job. Students may lack interest and motivation to attend (and actively engage) in MFT 101 which provides students with instruction and assistance in completing resumes, cover letters, and job searches. Last Modified: 02/12/2014 https://www.flsiponline.com Page 21 of 38
Plan to Monitor Progress Toward the Goal Multiple measures are utilized for data collection and evaluation to determine progress toward goal attainment (job placement reports, licensure reports, program completion reports, student survey data, student tracking reports). Reports indicating that goal levels have not been met will be reviewed and discussed by all stakeholders (faculty, staff, administrators, SAC members, students) and strategies to increase levels of attainment will be developed and implemented. Faculty, Staff, Administration, SAC members, Students and other community stakeholders. : On-going : Data reports (as indicated above) will be utilized as evidence of completion. G2. Occupational Completion Points--By June 30, 2014, the number of students earning at least one (1) OCP will increase by 3% for each CTE program. Targets Supported Additional Targets Resources Available to Support the Goal Resources will be personnel, professional skills, budgets, and supplies, students, community stakeholders. Targeted Barriers to Achieving the Goal Professional Learning Communities may be utilized incorrectly thus defeating the purpose of collaboration and sharing of ideas. The collection of data may be inaccurate or incomplete to make a detailed analysis regarding individual student achievement. Plan to Monitor Progress Toward the Goal Multiple measures are utilized to track progress toward goal (OCP completion reports, student tracking reports). CTE Teachers Administrator(s) of CTE Program(s) Students : On-going : OCP completion reports reflecting a 3 % increase for each CTE program of those students earning at least 1 OCP. Last Modified: 02/12/2014 https://www.flsiponline.com Page 22 of 38
G3. Literacy Completion Points--By June 30, 2014, the number of students earning at least one (1) LCP will increase by 3% for each program. Targets Supported CTE Additional Targets Resources Available to Support the Goal Resources which are available to support this goal are highly effective teachers, administrators and staff; state of the art classrooms, shops and labs; cutting edge curriculum and materials; active community and industry involvement. Targeted Barriers to Achieving the Goal Teachers may not be able to control or influence external and environmental factors (such as transportation and family issues) which will determine whether or not a student completes a literacy completion point (LCP). Plan to Monitor Progress Toward the Goal Multiple measures are utilized to track progress toward goal (LCP completion reports, student tracking reports). CTE Teachers Administrator(s) Students : On-going : LCP completion reports reflecting a 3 % increase for each CTE program of those students earning at least 1 LCP. G4. Industry Certifications--By June 30, 2014, the number of students earning an industry certification will increase by 3%. Targets Supported Additional Targets Resources Available to Support the Goal Resources which are available to support this goal are highly effective teachers, administrators and staff; state of the art classrooms, shops and labs; cutting edge curriculum and materials; active community and industry involvement. Targeted Barriers to Achieving the Goal Lack of fundable industry certification tests available for each program; process for tests becoming fundable takes too long. Last Modified: 02/12/2014 https://www.flsiponline.com Page 23 of 38
Plan to Monitor Progress Toward the Goal Multiple measures are utilized to track progress toward goal (Industry Certification attempted/earned reports, student tracking reports). CTE Teachers Administrator(s) Students : On-going : Industry certification attempted/earned reports reflecting a 3 % increase for each CTE program of those students earning a certification. G5. Retention Rates--By June 30, 2014, the number of students being retained in all programs (AGE and CTE) will increase by 3%. Targets Supported CTE Additional Targets Resources Available to Support the Goal Resources will be personnel, professional skills, budgets, and supplies, students, community stakeholders. Targeted Barriers to Achieving the Goal Teachers may not identify or contact students who are at-risk for dropping out. Plan to Monitor Progress Toward the Goal Progress toward meeting the goal will be monitored by continuous review of data reports relative to student enrollment and program completion. Teachers Administrators SAC Members Students : On-going basis : Evidence of completion will be the number of students being retained in all programs (AGE and CTE). Last Modified: 02/12/2014 https://www.flsiponline.com Page 24 of 38
Action Plan for Improvement Problem Solving Key G = Goal B = Barrier S = Strategy G1. By June 30, 2014, MFT programs will meet the following COE requirement of 60% completion rate, 70% job placement rate, and 70% licensure rate. G1.B1 Students may lack the soft skills which might prevent the acquisition of a job. G1.B1.S1 Provide increased opportunities for students to contact potential employers by hosting oncampus job fairs. Encourage active participation in "teach in" by all programs with 'guest' presenters focusing on the soft skills required for securing employment. Action Step 1 Improvement of completion rate for CTE programs to 60%. Improvement of job placement rate for CTE programs to 70%. Improvement of licensure rate for CTE programs to 70%. Career Center Coordinator Program Administrators Instructors Ongoing Data reports on job placement, program completion, and licensure. Data reports on the number of students who complete MFT 101. Action Step 2 Improvement of completion rate for CTE programs to 60%. Improvement of job placement rate for CTE programs to 70%. Improvement of licensure rate for CTE programs to 70%. Career Center Coordinator Program Administrators Instructors Ongoing Data reports on job placement, program completion, and licensure. Data reports on the number of students who complete MFT 101. Last Modified: 02/12/2014 https://www.flsiponline.com Page 25 of 38
Action Step 3 Improvement of completion rate for CTE programs to 60%. Improvement of job placement rate for CTE programs to 70%. Improvement of licensure rate for CTE programs to 70%. Career Center Coordinator Program Administrators Instructors Instructional Support Ongoing Data reports on job placement, program completion, and licensure. Data reports on the number of students who complete MFT 101. Facilitator: Administrators Instructional Support Participants: Teachers Plan to Monitor Fidelity of Implementation of G1.B1.S1 To monitor implementation of the strategies, evidence will be reviewed relative to the completion of each action plan step. Student tracking reports, job placement rates, program completion rates and the number of licenses received will be actively monitored. Career Center Coordinator Program Administrators Instructors Department of Curriculum and Instruction On-going basis Track the number of students who are hired from career-oriented events. Track the number of students who attend MFT101, complete resume and cover letter and conduct successful job search. Last Modified: 02/12/2014 https://www.flsiponline.com Page 26 of 38
Plan to Monitor Effectiveness of G1.B1.S1 Data reports will be collected and evaluated relative to student program completion, job placement rates and licensure rates. This data is compiled through the utilization of the CampusVue system. Results that do not meet goal expectations will be reviewed and evaluated. Strategies will be developed and implemented to ensure meeting the COE requirements of 60% completion rate, 70% placement rate, and 70% licensure rate. Database Coordinator Career Counselor Administrators Teachers Students On-going Evidence of completion will be the attainment of the goal indicated of 60% completion rate, 70% job placement rate and 70% licensure rate. G1.B1.S2 Teach employability skills classes where students are instructed on the protocols for preparing professional resumes, cover letters and conducting job searches.. Action Step 1 Employability skills classes will be provided. CTE teachers Instructional support Ongoing Job placement data will be reviewed. Plan to Monitor Fidelity of Implementation of G1.B1.S2 Last Modified: 02/12/2014 https://www.flsiponline.com Page 27 of 38
Plan to Monitor Effectiveness of G1.B1.S2 G2. Occupational Completion Points--By June 30, 2014, the number of students earning at least one (1) OCP will increase by 3% for each CTE program. G2.B2 Professional Learning Communities may be utilized incorrectly thus defeating the purpose of collaboration and sharing of ideas. G2.B2.S1 Selected Professional Learning Communities will be structured and guided by administrator(s) to ensure appropriate strategies are being followed to enhance and enrich collaboration. Action Step 1 Implement Professional Learning Communities for collaborative sharing of ideas between teachers. CTE teachers Administrators On-going Administrators will meet with teachers to review student data and monitor interventions for at-risk students. Facilitator: Administrators Participants: Teachers Last Modified: 02/12/2014 https://www.flsiponline.com Page 28 of 38
Plan to Monitor Fidelity of Implementation of G2.B2.S1 The data documenting completion for each step of the plan will be reviewed and evaluated on a continuous basis. Administrator(s) for the Program(s) On-going Agendas and minutes of meeting notes; data reports Plan to Monitor Effectiveness of G2.B2.S1 Strategies will be monitored for effectiveness through the review of data reports detailing the number of students earning OCPs. In addition, meeting documentation (agendas, minutes) and teacher lesson plan notebooks will be evaluated. CTE Teachers Administrators Students On-going Data reports of OCPs earned for each program reflecting a 3% increase for each CTE program. Last Modified: 02/12/2014 https://www.flsiponline.com Page 29 of 38
G3. Literacy Completion Points--By June 30, 2014, the number of students earning at least one (1) LCP will increase by 3% for each program. G3.B1 Teachers may not be able to control or influence external and environmental factors (such as transportation and family issues) which will determine whether or not a student completes a literacy completion point (LCP). G3.B1.S1 Document the teaching of curriculum framework standards through daily/weekly lesson planning. Action Step 1 Teacher lesson plans will be submitted weekly for review. Teachers Administrator(s) of Program(s) Weekly Teacher lesson plan checklist and notebook Plan to Monitor Fidelity of Implementation of G3.B1.S1 The implementation of strategies will be monitored each step of the action plan by observing the steps. Academic/ESOL teachers Program Administrators On-going Evidence of completion will be a 3% increase of students earning at least (1) one Literacy Completion Point. Last Modified: 02/12/2014 https://www.flsiponline.com Page 30 of 38
Plan to Monitor Effectiveness of G3.B1.S1 Multiple measures are utilized for data collection and evaluation to determine progress toward goal attainment (job placement reports, licensure reports, program completion reports, student survey data, student tracking reports). Reports indicating that goal levels have not been met will be reviewed and discussed by all stakeholders (faculty, staff, administrators, SAC members, students) and strategies to increase levels of attainment will be developed and implemented. Teachers Program Administrators SAC Members Students On-going basis Evidence of completion will be the increase of at least 3% in the number of students earning 1 LCP for each program. G4. Industry Certifications--By June 30, 2014, the number of students earning an industry certification will increase by 3%. G4.B1 Lack of fundable industry certification tests available for each program; process for tests becoming fundable takes too long. G4.B1.S1 Ensure that each CTE program has a fundable certification test available for students. Action Step 1 Program administrator will research industry certifications available for each program. Program Administrator Testing Coordinator On-going A list of all certification tests available will be correlated to CTE programs offered at Center. Last Modified: 02/12/2014 https://www.flsiponline.com Page 31 of 38
Plan to Monitor Fidelity of Implementation of G4.B1.S1 Evidence of completion will be by continuous observation of each plan step and review of documentation of effective implementation of strategy. Program Administrator Testing Coordinator Students On-going Evidence of completion will be a 3% increase in the number of students earning industry certification. Plan to Monitor Effectiveness of G4.B1.S1 Internal and external data reports will be reviewed and evaluated of industry certification documentation. Program Administrator Testing Coordinator Students On-going Strategies will be monitored for effectiveness by maintaining a database of industry certification attempted and earned by all students. Last Modified: 02/12/2014 https://www.flsiponline.com Page 32 of 38
G5. Retention Rates--By June 30, 2014, the number of students being retained in all programs (AGE and CTE) will increase by 3%. G5.B1 Teachers may not identify or contact students who are at-risk for dropping out. G5.B1.S1 Teachers will identify students at-risk for dropping out due to attendance and initiate telephone call(s) to the student. Action Step 1 Students will be closely monitored to ensure that they are meeting attendance requirements. Those students who are not meeting attendance requirements and appear to be in danger of dropping out will be contacted. Counselors, as well as teachers will contact student(s) to determine level of assistance needed to ensure program completion. Teachers Counselors Program Administrator On-going basis Evidence of completion will that the number of students being retained in all programs will increase by 3%. Plan to Monitor Fidelity of Implementation of G5.B1.S1 The fidelity of implementation will be monitored by looking at the evidence of completion submitted for each step of the action plan. All stakeholders (Teachers, Administrators, Staff, SAC Members, Students) on-going basis Evidence of completion will be apparent in the number of students being retained in all programs. Last Modified: 02/12/2014 https://www.flsiponline.com Page 33 of 38
Plan to Monitor Effectiveness of G5.B1.S1 Data reports will be collected and evaluated to determine the effectiveness of the strategy. If reports do not reflect the intended outcome, additional strategies will be developed and implemented to address areas of concern. Teachers Administrators SAC Members Students On-going basis Evidence of completion will the number of students retained in all programs. Last Modified: 02/12/2014 https://www.flsiponline.com Page 34 of 38
Coordination and Integration This section meets the requirements of Sections 1114(b)(1)(J) and 1115(c)(1)(H), P.L. 107-110, NCLB, codified at 20 U.S.C. 6314(b). How federal, state, and local funds, services, and programs are coordinated and integrated at the school Federal, State, and local funds, services and programs are coordinated and integrated through the use of multiple resources and personnel. Many of the programs and services receive grant funds (PALMAS, Migrant, Farmworkers). Programs and services are also funded by Vocational Rehabilitation, Veteran Affairs,Workforce Central Florida, Farm Workers, Department of Children & Family Services,Lifestrides, Palmas, SFAF,Pell. Florida Prepaid, Bright Futures, AmeriCorps, Division of Blind Services, Workers Compensation, Pell Grant, Student Financial Aid Fund (SFAF), Florida Student Assistance Grant (FSAG), and Florida Work Experience Program (FWEP). Last Modified: 02/12/2014 https://www.flsiponline.com Page 35 of 38
Appendix 1: Professional Development Plan to Support School Improvement Goals This section will satisfy the requirements of Sections 1114(b)(1)(D) and 1115(c)(1)(F), P.L. 107-110, NCLB, codified at 20 U.S.C. 6314(b), by demonstrating high-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, for pupil services personnel, parents, and other staff is being offered to enable all children in the school to meet the State's student academic achievement standards. Professional development opportunities identified in the SIP as action steps to achieve the school's goals. G1. By June 30, 2014, MFT programs will meet the following COE requirement of 60% completion rate, 70% job placement rate, and 70% licensure rate. G1.B1 Students may lack the soft skills which might prevent the acquisition of a job. G1.B1.S1 Provide increased opportunities for students to contact potential employers by hosting oncampus job fairs. Encourage active participation in "teach in" by all programs with 'guest' presenters focusing on the soft skills required for securing employment. PD Opportunity 1 Improvement of completion rate for CTE programs to 60%. Improvement of job placement rate for CTE programs to 70%. Improvement of licensure rate for CTE programs to 70%. Facilitator Administrators Instructional Support Participants Teachers Ongoing Data reports on job placement, program completion, and licensure. Data reports on the number of students who complete MFT 101. Last Modified: 02/12/2014 https://www.flsiponline.com Page 36 of 38
G2. Occupational Completion Points--By June 30, 2014, the number of students earning at least one (1) OCP will increase by 3% for each CTE program. G2.B2 Professional Learning Communities may be utilized incorrectly thus defeating the purpose of collaboration and sharing of ideas. G2.B2.S1 Selected Professional Learning Communities will be structured and guided by administrator(s) to ensure appropriate strategies are being followed to enhance and enrich collaboration. PD Opportunity 1 Implement Professional Learning Communities for collaborative sharing of ideas between teachers. Facilitator Administrators Participants Teachers On-going Administrators will meet with teachers to review student data and monitor interventions for at-risk students. Last Modified: 02/12/2014 https://www.flsiponline.com Page 37 of 38
Budget Summary by Goal Appendix 2: Budget to Support School Improvement Goals Goal Description Total G1. By June 30, 2014, MFT programs will meet the following COE requirement of 60% completion rate, 70% job placement rate, and 70% licensure rate. $500,000 Total $500,000 Budget Summary by Funding Source and Resource Type Funding Source Other Total Internal and District CTE $500,000 $500,000 Total $500,000 $500,000 Budget Details Budget items identified in the SIP as necessary to achieve the school's goals. G1. By June 30, 2014, MFT programs will meet the following COE requirement of 60% completion rate, 70% job placement rate, and 70% licensure rate. G1.B1 Students may lack the soft skills which might prevent the acquisition of a job. G1.B1.S1 Provide increased opportunities for students to contact potential employers by hosting oncampus job fairs. Encourage active participation in "teach in" by all programs with 'guest' presenters focusing on the soft skills required for securing employment. Action Step 1 Improvement of completion rate for CTE programs to 60%. Improvement of job placement rate for CTE programs to 70%. Improvement of licensure rate for CTE programs to 70%. Resource Type Other Resource Resources which are available to support this goal are highly effective teachers, administrators and staff; state of the art classrooms, shops and labs; cutting edge curriculum and materials; active community and industry involvement. Funding Source Internal and District CTE Amount Needed $500,000 Last Modified: 02/12/2014 https://www.flsiponline.com Page 38 of 38