CONTENT AREA: Reading Math Writing Science Parental Involvement Drop-out Prevention Programs Language Arts Social Studies Arts/PE Other: School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) In an effort to strengthen instruction and develop 21st Century skills, thus reducing student suspensions and expulsions, we will continue to implement Positive Behavior Intervention Support strategies and move to more student-centered instruction. This will include continuing B.E.S.T. strategies and emphasizing the new Florida Standards with reading and writing connections. Strategies: (Small number of action oriented staff performance objectives) Barrier Action Person Responsible Timetable Budget In-Process Measure 1. Teachers and counselor/ principal must deal with student and family investment in education process and progression that is hampered by negative experiences and loss of trust in the system. 1. Orientation process and family/student consultations to help students navigate through credit retrieval barriers (virtual school, ed.) to reduce dropouts. 2. Open house to improve communications with parents and students. 3. Increased e-mail and communication with parent to create positive relationships. Dr. Mrs. Guerao, school counselor August 2014-May 2015 (note: orientations are ongoing as every new student and their parents go through an SALC orientation) Verbal assessment via Q & A, written via completion of written contracts. Credit accrual. Grades. 2. Parents and students lack information about graduation requirements. School counselor will meet with students and parents to review their individual plan of study (IPS). Mrs. Guerao, school counselor August 2014-May 2015 Four-year progression plan with parents and student’s signature. 3. Teachers must differentiate for students who lack proficiency and confidence in reading. Read-along books, more group opportunities for reading, as well as primary source documents. Teachers use organizers and thinking maps in instruction. Teachers Support staff August 2014-May DBQs to student's level of understanding. 4. Teachers need resources to deal with at-risk and behaviorly Expand peer counseling training with Why Try? curriculum and Teens for Teachers Support staff Dr. Smith August 2014-May 2015 Initial analysis by home schools. Upon transfer to
impaired students who fail to see relationship between school subjects and how completing school is relevant to their future and are in danger of dropping out. Success to emphasize strategies in goal setting, and relationship of education to work and personal life. More instruction to increase engagement in subjects. Training, including PBIS, to teach strategies to improve students’ social skills and behavior. Mrs. Guerao the SALC, additional orientation and analysis of transcripts to determine gaps, degree of risk for dropping out and strategies for success and pursuit of plans. Compare present PBIS data with past data. Compare suspensions and expulsions. 5. Teachers failure to get students to see of post-secondary transition for advanced educational opportunities. Counselor will analyze transcripts for for courses and support. Teacher and counselor training in AVID strategies to encourage post-secondary education and college and career readiness. PLATO and other learning options will allow students to learn at different paces and take more subjects for credits. Mrs. Guerao Teachers August 2014-May 2015 Teachers use AVID strategies to stress the importance of advanced education and expose the students to the college culture. 6. Teachers acquiring a new skill set for instructional delivery through professional development and peer coaching. Continue professional development to train teachers to assist each other as peer coaches to explore and expand teaching techniques. Peer coaches Principal District trainers (professional development) August 2014-May 2015 IPPAS 7. Providing time for teacher observations as well as and motivation to participate Teachers will collaborate on effectiveness of classrooms. Allow time for dialogue about what works, what doesn’t work and barriers teachers are facing while making the shift to student-centered learning. Principal Teachers August 2014-May 2015 IPPAS EVALUATION – Outcome Measures and Reflection-begin with the end in mind. Qualitative and Quantitative Professional Practice Outcomes: (Measures the level of based