HILLSBOROUGH COUNTY PUBLIC SCHOOLS

SCHOOL IMPROVEMENT PLAN 2008-2009

http://www.sdhc.k12.fl.us/SIPReports/20082009/SIPReport.asp?SiteNumber=0131
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District Mission Statement: To provide an education that enables each student to excel as a successful and responsible citizen.
District Vision:  To become the nation's leader in developing successful students.

Reading | Math | Writing | Science | Attendance | Health & Fitness (Elementary) | Health & Fitness (Secondary) | Parent Involvement Plan | Other 1 | Other 2 | 

Site Number = 0131

School Name – – Armwood

School Level – – High School

Principal's Name – – Marc Hutek

SAC Chair's Position – – Teacher

SAC Chair's Email – – Lori.Overton@sdhc.k12.fl.us or Trudy.Bailey@sdhc.k12.fl.us

Chair's phone (daytime) – – 813-744-8040

Title I School? – – No

D or F school? – – 

Title I School Improvement Status – – 

Title I Budget (if Title I school) – – 

Title I Restructuring Plan (if Title I school) – – 

Attendance -- Was your overall attendance record for LAST SCHOOL YEAR equal to or over 96 percent? – – No

Anticipated SAC Allocation – – 8705.61

Date of School Board Approval – – 11/18/2008

Vision – – Armwood High School will be a caring and educationally sound community.

Mission – – We will work to meet the needs of each individual student each day.

American Indian, Alaskan Native (I) – – 8

Asian, Pacific Islander (A) – – 33

Black, Non-Hispanic (B) – – 507

Hispanic (H) – – 292

White, Non Hispanic (W) – – 1037

Multi-Racial (M) – – 80

Total Students – – 1957

Economically Disadvantaged (ED) – – 1029

English Language Learners (ELL) – – 66

Students with Disabilities (SWD) – – 279

Highly Qualified, Certified Administrators – – Marc Hutek - Principal - Ed. Specialist in Ed. Leadership - 16 years, third year at Armwood. Dr. Nicole Gallucci Aldridge - APC - Doctor of Education 11 years - fourth year at Armwood. Donald Hill - APA - Masters Ed. Leadership - 26 years - 14 years at Armwood. Alice Gault - AP1 - Masters Ed. Leadership 33 years - 11 years at Armwood. Gregory Maddox - AP1 - Ed. Specialist in Ed. Leadership 7 years - third year at Armwood. Cheryl Pilcher - AP1 - Masters of Education 34 years - second year at Armwood.

Highly Qualified, Certified Teachers (Sites may not edit this section.) – – 

District Level - Highly Qualified Teachers-- Following the NCLB Act of 2001, Hillsborough County Public Schools expect all teachers to be highly qualified in their content area. The requirement that teachers be highly qualified applies to all elementary or secondary school teachers who teach a core (English, reading, language arts, mathematics, science, foreign languages, civics and government, economics, history and geography) academic subject. In the state of Florida subject-matter competency is determined by the academic major of the bachelor's degree(s) earned and/or the passing score on a state Subject Area Exam. All teachers who give instruction in the core academic subjects must meet the following criteria to be highly qualified:

In addition:

Teacher Mentoring – – All new and any low performing teacher(s) in our school participate in the district Peer Assistance Program which was developed in accordance with F.S. 1012.56 (7) (b) and Florida Senate Bill 2986. The principal or designee coordinates the program and selects the peer assistant(s). Peer assistants must be tenured teachers, have successfully completed FPMS Support Team Training and Support Team Training Update once every three years. Responsibilities of Peer Assistants include assistance with formative coaching and observations for PNE teachers, modeling best practices in classroom management and instructional strategies, and providing collegial support. This program requires a year-long commitment and ends when the PNE teacher successfully completes the program or when the low performing teacher has a satisfactory evaluation. In addition, new science and mathmatics teachers are supported through mentoring assistance funded by a Title IIa grant. Coaching and support is also provided to experienced teachers through National Board Certified Teachers and Staff Development initiatives. The District Based Mentor Program is provided to improve the teacher retention rate at our hard to staff schools. The mentors immediate focus will be on those schools with a 25% or higher attrition rate and the Renaissance schools. The District Based Mentors are teachers on-leave or retired teachers who are assigned to new teachers in cooperation with the school’s administration and district personnel. These mentors help teachers succeed in the 12 accomplishment practices during their Preparing New Educator’s Program.

Communication with Parents – – Our school communicates with parents in a variety of ways: in person, by phone, e-mail, web-based communication/grade books, US mail and automated "parenlink" messages. The District has a website for parents to access information of specific importance to them, their child, or their school. Parent information included in this site covers the following topics: Academics, Assessment, Extra Curricular, Budget, District and School information.

Our parents have been provided written notification of: – – Highly Qualified teachers;School Choice;Magnet schools;Supplemental Educational Services;McKay and Opportunity Scholarships;

Extended Learning Opportunities – – School of Innovation provides a variety of extended learning opportunities during the year. Identified Level 1 and Level 2 students are provided instruction after-school through the Supplemental Educational Services (SES) program. They are tutored in reading, writing, mathematics and/or science targeted at their specific weakness. FCAT Explorer is utilized in conjunction with targeted instruction to add practice items and to assess student’s progress. Instruction provided will be differentiated to meet the need of individual students. Saturday school is also available and offers tutoring in the areas of reading and mathematics.

School-Wide Improvement Model – – The district has developed a School Improvement Process for improving our schools. The process incorporates the Continuous Improvement Model and Professional Learning Communities. All Elementary schools have received intensive on-going training in the process. All Middle School administrators have undergone specific training on PLCs and CIM. A workshop calendar has been established district wide to continue supporting all schools throughout the School Improvement process. In addition to this calendar coaching and support occurs with individual school sites through the Office of School Improvement and the School Improvement Cadre. A support tool has also been developed for use by schools and district personnel as they assist in implementation of the School Improvement Process. Through established Professional Learning Communities, teachers are required to routinely work through steps one through four of the Continuous Improvement Model (Data Disaggregation, Timeline Development, Instructional Focus, Assessments). Following in depth data disaggregation, teams develop instructional timelines with identified instructional focus areas based on the Sunshine State Standards. Ongoing, formative assessments are administered to determine mastery/non mastery of the intended learning targets. These assessments are identified within the Progress Monitoring and Evaluation components of the SIP. This process will lead to the identification of student needs and the timely delivery of Steps Five through Six (Tutorials and Enrichment). These components are identified within the Goal area strategies and the Extended Learning Opportunities portion of the SIP. Steps Seven and Eight (Maintenance and Monitoring) are an ongoing piece built into the process that holds teachers and administrators accountable for increasing student achievement.

In addition to specific training on Professional Learning Communities and the Continuous Improvement Model, content area supervisors support the School Improvement process by providing training to teachers and administrators on enhanced and differentiated instructional strategies. These trainings are offered throughout the year at the district level. Individual school sites also conduct whole faculty studies focused on the specific needs of their student population.

Middle Schools and High Schools and twenty (20) Elementary Schools are receiving additional training and support through the implementation of the EXCELerator Schools Model. This model is being implemented district-wide in Middle School and High School. Embedded within the EXCELerator Schools model are AVID and Springboard Curriculum. The alignment of the EXCELerator Schools model and the district School Improvement Process occurs through teacher collaboration, formative assessment practices and instructional calendars. Strategies that support the EXCELerator Schools model can be found in the strategies sections in the Academic Goals.

PreSchool Transition (if it applies) – – 

Secondary School Re-Design (if it applies) – – 1.) Different Innovative Approaches to Instruction - Strategies Section in Academic Goals; 2.) Responsibility of Teaching Reading for Every Teacher - Strategies Section in Academic Goals; 3.) Quality Professional Development for Teachers and Leaders - Professional Development listed in each goal area objective; 4.) Intensive Intervention in Reading and Math - Strategies Section in Academic Goals; 5.) Small Learning Communities - School-wide Improvement Model and Strategies Section of Academic Goals; 6.) Parental Access and Support - Parental Involvement Goal; 7.) Course Choice Based on Student Goals/Interests/Talents - Electives are chosen by students that align with their designated major area of interest; 8.) Master Schedules Based on Student Needs - The SILK scheduling system has allowed us to identify and appropriately assign courses to all students based on their individual academic needs; 9.) Applied and Integrated Courses - Curriculum is aligned with the SSS and employs the use of methods and strategies supported on Scientifically Based Research; 10.) Academic and Career Planning - All students must undergo an academic/career planning course. The E-Pep planning tool is made available and utilized by all students.

SIP Requirements

SIP Disbursement – – Faculty; Business/Community; Staff; Principal/AP; Parents; Students;

Does the proposed plan have non-standard waivers attached? – – No

SIP Site Waivers: Our school will institute the following standard waivers:  – –  Grades-On-Line; Mid-Term Progress Reports; Tardy Policy

Teacher Mentoring

  1. Jacquelyn Thompson, Social Studies Teacher  |  Proven Student Achievement: New teacher induction coordinator, Trained PNE Support teacher, Classroom student achievement continually meets proficiency levels  |  Mentee: Kim Keebler, Reading Teacher  |  Mentoring Activities: 1.) Monthly Meetings 2.) Available for daily support if needed
  2. Jacquelyn Thompson, Social Studies Teacher  |  Proven Student Achievement: New Teacher Induction Coordinator, Trained PNE teacher, Classroom student achievement continually meets proficiency levels.  |  Mentee: Lauren Howe, Band  |  Mentoring Activities: 1.) Monthly meetings 2.) Available for daily support if needed
  3. Nicole Richardson, Social Studies Teacher   |  Proven Student Achievement: Trained PNE teacher, classroom student achievement continually meets proficiency levels.  |  Mentee: Steve Thompson, Science Teacher  |  Mentoring Activities: 1.) Monthly Meetings 2.) Available for daily support

School Advisory Council

Click here to open SAC Composition (Opens in new window)

SAC Statement (Sites may not edit this section.)

The School Advisory Council (SAC), in conjunction with the faculty, is responsible for initiating the development of the School Improvement Plan. SAC meets on a monthly basis to monitor the progress of the stated objectives within the SIP. SAC also develops the budget to assist with the implementation of the strategies and activities written into the SIP. If there are modifications and adjustments that need to occur within the document the SAC ensures that these are recorded. SAC also sponsors school-wide events that support the school environment in attaining their goals and seeing increased levels of student achievement.

School Advisory Council Members

  1. Audrinne Wong, Student  |  Employee? No  |  Ethnicity: B  |  Signed Agreement? Yes
  2. Caije Murphy, Student  |  Employee? No  |  Ethnicity: B  |  Signed Agreement? Yes
  3. Cheryl Badgett, Parent  |  Employee? No  |  Ethnicity: W  |  Signed Agreement? Yes
  4. Christina Fuller, Teacher(s)  |  Employee? Yes  |  Ethnicity: W  |  Signed Agreement? Yes
  5. Christina Lopez, Student  |  Employee? No  |  Ethnicity: H  |  Signed Agreement? Yes
  6. Danielle Newsome, Student  |  Employee? No  |  Ethnicity: B  |  Signed Agreement? Yes
  7. Delia Anderson, Teacher(s)  |  Employee? Yes  |  Ethnicity: W  |  Signed Agreement? Yes
  8. Joe Morris, CTA Teacher  |  Employee? Yes  |  Ethnicity: W  |  Signed Agreement? Yes
  9. Ken Bussel, Community Member  |  Employee? No  |  Ethnicity: W  |  Signed Agreement? Yes
  10. Lori Overton, SAC Co-Chair  |  Employee? Yes  |  Ethnicity: W  |  Signed Agreement? Yes
  11. Lourdes Calix, Student  |  Employee? No  |  Ethnicity: B  |  Signed Agreement? Yes
  12. Marc Hutek, Principal  |  Employee? Yes  |  Ethnicity: W  |  Signed Agreement? Yes
  13. Peter Engert, Community Member  |  Employee? No  |  Ethnicity: W  |  Signed Agreement? Yes
  14. Robert Rupe, Parent  |  Employee? No  |  Ethnicity: W  |  Signed Agreement? Yes
  15. Tracey McCombs, Parent  |  Employee? No  |  Ethnicity: W  |  Signed Agreement? Yes
  16. Trudy L. Bailey-Ramsey, SAC Co-Chair  |  Employee? Yes  |  Ethnicity: W  |  Signed Agreement? Yes
  17. Verne Gavitt, Community Member  |  Employee? No  |  Ethnicity: W  |  Signed Agreement? Yes

Projected Budget for SAC Accountability Dollars

  1. Item: Edline  |  Goal Area: All goal areas  |  Amount: 3500
  2. Item: Incentives  |  Goal Area: Attendance  |  Amount: 1000
  3. Item: Supplement for Team Leader  |  Goal Area: Other 1  |  Amount: 800
  4. Item: Teacher Requests  |  Goal Area: Math  |  Amount: 600
  5. Item: Teacher Requests  |  Goal Area: Reading  |  Amount: 600
  6. Item: Teacher Requests  |  Goal Area: Science  |  Amount: 600
  7. Item: Teacher Requests  |  Goal Area: Writing  |  Amount: 600
  8. Item: Technology Requests  |  Goal Area: All goal areas  |  Amount: 1000

Total Budgeted = $8,700.00

Mid-Year Reports (for non-SINI schools)

Mid-Year:  READING Report

Changes Made? 

Comments: 

Mid-Year:  WRITING Report

Changes Made? 

Comments: 

Mid-Year:  MATH Report

Changes Made? 

Comments: 

Mid-Year:  SCIENCE Report

Changes Made? 

Comments: 

AREAS

READING  [ top ]

Needs: FCAT data reveals that 38 percent of the students scored at Level 3 or above, 51 percent of the students made Learning Gains, and 48 percent of the students in the Bottom Quarter made Adequate Progress in Reading. These scores represent increases over the previous year. Sixty-two percent of all students scored a Level 1 or 2. Thirty-six percent of all students made AYP with a breakdown of subgroups as follows: White 45 percent, Black 18 percent, Hispanic 34 percent, and SWD 28 percent. School Improvement objectives will address improvement in subgroups making AYP and decreasing the percentage of students scoring a Level 1 or 2.

Goal: All students will make adequate progress in reading.

School Professional Development

Planning: The staff reviewed and analyzed the 2008 FCAT Data. Administration collected input from staff. Areas were identified as critical needs for staff professional development.

Delivery: The following will be delivered and/or advertised to teachers: CRISS, Springboard, AVID, Maze, Technology

Follow Up: We will offer training on CRISS strategies. We will provide an overview of the AVID program and MAZE. Teachers needing additional training in Springboard will be provide the opportunity to attend district trainings.

Evaluation: Based on student data and results, the staff and administration will determine the effectiveness of the trainings and orientations and will offer additional trainings if necessary.

Print Professional Development Report

Elements (Teachers)

* Alleyn, Tammy S, History: Social Sci. (6-12) * Alpaugh, Stephanie S, English: English (6-12) * Anderson, Delia M, Reading Coach: Elem Ed (K-6), English (6-12), Law (7-12), MG Math (5-9), Reading Endorsement * Andrews, Mary L, Math: Math (6-12) * Andrews, Yolando Y, Math: Ed. Leadership (All Leve, Math (6-12) * Barber, Wade, Social Studies: Social Sci. (6-12) * Barrentine, Joan, History: Admin/Supervision (7-12), Gifted Endorsement, Middle Grades Endt, Social Sci. (6-12) * Bell, Verdell D, Reading: English (6-12), ESOL Endorsement, History (6-12), MG Soc Sci (5-9), Middle Grades Endt, Reading (K-12) * Belland, Erika S, English: English (6-12) * Besore, Nancy J, History: Administration (Adult Ed), Ed.al Leadership, Middle Grades Endt, Social Sci. (6-12) * Biernacki, Christopher B, Physical Education: Physical Ed. (6-12) * Bilinski, Stephen M, Integrated Science: MG Gen Science (5-9), Physical Ed. (6-12) * Blair, Ronald, VE: ESE * Bolstridge, Elizabeth P, Business Technology: Business Ed. (6-12) * Briant, Judith H, English: English (6-12), ESOL Endorsement * Brown, Beverley R, Math: MG Math (5-9) * Brown, Robert, English: English (6-12), English to Spkrs of Other Lang * Buechner, Kimberly L, Math: Mathematics * Burnham, Bruce E, History: Gifted Endorsement, Social Sci. (6-12) * Callahan, John P, Physical Education: Health Ed. (7-12), Middle Grades Endt, Physical Ed. (6-12), Physical Ed. (K-8) * Canton, Irene C, Reading: Computer Science (K-12), English (6-12), English to Spkrs of Other Lang, ESE, Reading Endorsement * Cheatham, Judith W, Spanish: French (7-12), Spanish (7-12) * Collins, Kenneth W, ESOL: English (6-12), ESOL Endorsement * Colucci, Renee, Math: Mathematics * Compton, Vernessa R, EBD: Business Ed. (6-12), ESE * Crowe, Thomas J, TV Production: Ed. Media Specialist (PK, English (6-12), Eng-Spkrs Oth Lang/ESOL * Cummins, Mark S, Spanish: Spanish (K-12) * Dauphinee, Jeanna A, Marketing OJT: Marketing (6-12) * Davis, Evan D, VE: Social Sci. (6-12) * Davis, Katherleen A, Counselor, High Guidance: Ed.al Leadership, Guid and Counsel (PK-12), MG Soc Sci (5-9), Middle Grades Endt, School Social Worker, SLD (K-12) * Davis, Kimberly M, Journalism: English (6-12) * Deas, Julius, Automotive Techgy: Automotive Mechanic, Brakes A5, Electrical/Electrnic Systms A6, Engine Performance A8, Suspension and Steering A4 * Denmark, Daniel J, Physics: Biology (6-12) * Dinisio, Diane M, Math: Math (6-12) * Donohoe, Todd, In-School Suspension: Physical Ed. (6-12) * Dorrell, Chad K, Math: Mathematics * Dotson, Michael S, AVID Academic Teacher: Social Sci. (6-12) * Elkins, David J, Counselor, High Guidance: Guidance And Counseling * Engel, Brenda K, Physically Impaired: Elem Ed (1-6), Varying Except (K-12) * Espinosa, Maria I, Math: Middle Grades Math * Fields, Clistell, Health Sci: Registered Nurse * Fisher, Alan V, ROTC Military Pay: * Foecking, Theresa A, Integrated Science: Biology (6-12), Chemistry (6-12), Media Specialist (PreK-12), MG Gen Science (5-9), Middle Grades Endt * Fortner, Kathleen C, Spanish: ESOL Endorsement, Spanish (K-12) * Fuller, Christina, English: English (6-12), English to Spkrs of Other Lang, Reading Endorsement * Girard, Mae W, Math: Math (6-12) * Goeb, James R, History: Ed. Leadership (All Leve, Middle Grades Endorsement, Physical Ed., Physical Ed., Social Sci. (6-12) * Graves, Brianna J, Reading: English (7-12), Speech 7-12) * Hamar, Suzanne G, Counselor, High Guidance: Family and Consumer Science, Guid and Counsel (PK-12) * Hanks, James D, English: English (6-12), Foreign Language - Latin * Horan, Ada L, Spec, Media: Media Specialist (PreK-12) * Howe, Lauren Z, Music: * Hutek, Nancy J, Counselor, High Guidance: Elem Ed (1-6), ESOL Endorsement, Guid and Counsel (PK-12) * Jackson, Barbara J, Chemistry: Chemistry (6-12), Gifted Endorsement, MG Gen Science (5-9), Middle Grades Endt * Jones, Cornelia W, Math: Mathematics * Jones, Roland S, Biology: Biology (6-12), Ed.al Leadership * Keebler, Kim S, Reading: * Kelly, Patrick M, Peer Counseling: Elementary Ed. (K-6), ESE * Kersh, Carole J, Family Cons Science: Family and Consumer Science, Middle Grades Endt * Kramer, Belinda F, Spanish: Foreign Language - Spanish * Kramer, Jill D, School Social Worker: Licensed Clinical Social Worke, School Social Worker * Kutipurath, Joseph P, Math: Math (6-12) * Lawrence, Kristina E, History: Social Sci. (6-12) * Lingenfelter, Joy B, Business Technology: Business Ed. (6-12), Eng-Spkrs Oth Lang/ESOL, Teacher Coordinator of Coopera, Vocational Office Ed. * Lipham, Karey L, Physical Education: Physical Ed. * Little, Ronald, Family Cons Science: Quantity Foods * Locke, Teri A, Integrated Science: Biology (6-12) * Manley, William G, Art: Art (K-12) * Masters, Charles B, Math: Math (6-12) * Maye, Margie G, Business Technology: Business Ed. (6-12), Vocational Office Ed. * Michael, Theresa L, TMH: Eng-Spkrs Oth Lang/ESOL, MH (K-12), SLD (K-12) * Moody, Shane, English: English (6-12), Eng-Spkrs Oth Lang/ESOL * Moody, Stephanie A, English: English (6-12), ESOL Endorsement, Gifted Endorsement * Morris, Joseph, Alternative Ed: History (6-12) * Munchalfen, Antonett, VE: Emotionally Handicapped, ESOL Endorsement, Reading Endorsement, SLD (K-12) * Nelson, Darlee C, Spec, Student Interv: Physical Ed. (6-12), Physical Ed. (K-8) * Oleary, Amanda L, Biology: * Orr, William B, Reading: English (6-12) * Overton, Lori M, Social Studies: Social Sci. (6-12) * Pafunda, Jeffrey, Physical Education: Health, Physical Ed. (6-12), Physical Ed. (K-8) * Papineau, Tamara L, English: English (6-12) * Parrish, Caroline V, Economics: Middle Grades Social Sci., Social Sci. (6-12) * Pirotta, Gregory A, History: Social Sci. (6-12) * Pirotta, Tony J, Economics: Social Sci. (6-12) * Pollard, Diana R, EMH: ESOL Endorsement, Middle Grades Integrated Curri, SLD (K-12), Varying Except (K-12) * Randolph, Eura L, Reading: English (6-12), ESOL Endorsement, MG English (5-9), Reading Endorsement * Raymond, Pierre F, Math: Mathematics * Reed, Cherisa L, VE: Emotionally Handicapped, Eng-Spkrs Oth Lang/ESOL, Mentally Handicapped, Reading Endorsement, SLD * Resciniti, Angelo G, English: English (6-12), ESOL Endorsement, Gifted Endorsement * Richardson, Heather, Psychology: Social Sci. (6-12) * Rivera, Gilbert, ROTC Military Pay: * Rockefeller, Randall J, Biology: Biology (6-12), Social Sci. (6-12) * Santos, Linda L, Spec, Education Career: Occupational Specialist * Savard, Heather L, English: English (6-12) * Scionti, Deeann, Marketing OJT: Marketing (6-12), Tchr Coord of Cooperative Ed * Silver, Denise K, Forensic Science: Biology (6-12) * Southwell, Tiffany K, English: English (6-12), Reading Endorsement * Spence, George C, ROTC Military Pay: * Tanaka, Christina M, Biology: Chemistry (6-12) * Teeden, Jeannette M, Reading: English to Spkrs of Other Lang * Teeden, William T, Math: Exception Student Educ(K-12) * Thompson, Jaklyn R, History: History, Social Sci. (6-12) * Thompson, Matthew S, Driver Education: Drivers Ed Endorsement, Social Sci. (6-12) * Thompson, Stephen A, Integrated Science: * Toth, Katrina A, Physical Education: Health, Physical Ed. (6-12) * Turner, Benjamin G, Integrated Science: Earth Space Sci (6-12) * Wade, Marilyn T, English: English (6-12) * Walker, Ryan S, Physical Science: Middle Grades Integrated Curri, PreK/Primary Ed. * Watkins, Edgar A, Agriscience, Lead Tchr: Agriculture (6-12) * Weatherspoon, Marva E, English: English (6-12), ESOL Endorsement * Williams, Barbara J, Health Sci: Registered Nurse * Willman, Janet, English: English (6-12) * Wise, Patricia U, EMH: ESE * Wright, Virginia M, Family Cons Science: Family and Consumer Science * Wyatt, Michael P, Driver Education: Drivers Ed Endorsement, Physical Ed. (6-12), Physical Ed. (K-8) * Young, Ryan W, English: English (6-12), Reading Endorsement

Reading  Objective 1: The percentage of standard curriculum students making learning gains in the bottom quartile in Reading will increase from 48% in 2008 to 65% in 2009 as measured by the FCAT Reading.

Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy: Create classroom models that serve the needs of retained, bilingual students and struggling students (i.e., Continuous Progress, Looping).
Progress Monitoring Assessments:Create instructional calendars/timeline aligned with the Sunshine State Standards based on the Springboard Model using data analysis to identify student needs.; Fully implement the AVID program by placing those students in a rigorus curriculum and utilize AVID binders to increase organizational skills
Strategy: Develop in-house tutorials for identified students utilizing: Resource Personnel, ELP (during school day), Special Service Teachers…
Progress Monitoring Assessments:Offer ELP during school hours, after school and on Saturdays for students with identified needs.
Strategy: Implement Language Arts through ESOL Strategies (provided from DOE.
Progress Monitoring Assessments:Individual Lessons Assessments; Teacher Made Tests;
Strategy: Incorporate WICR (Writing, Inquiry, Collaboration, Reading) Strategies into daily instruction.
Progress Monitoring Assessments:Classroom Walkthroughs;
Strategy: Utilize Project CRISS Strategies in daily instruction.
Progress Monitoring Assessments:Classroom Walkthroughs;
Research-Based Programs: Academy of Reading; Be a Better Reader; FCAT Explorer; Great Sources The Reading and Writing Source Book; Jamestown's Critical Reading; Plugged In!; Scholastic Read 180; Timed Reading Plus
Baseline Evaluation: FCAT Practice Tests; FCAT SSS and NRT Scores; MAZE
Mid-Year Evaluation: MAZE
End-of-Year (EOY) Evaluation: FCAT Reading

Reading  Objective 2: The percentage of AYP All Curriculum students for the black population in reading who score a level 3 or higher on FCAT Reading will increase from 18% in 2008 to 65% in 2009 or the percentage of non proficient students will decrease by 10% in 2009 (Safe Harbor Target -- 27%)

Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy: Administrators will hold individual FCAT chats with students on a regular basis.
Progress Monitoring Assessments:Principal will monitor
Strategy: Create instructional calendars/timelines aligned with the Sunshine State Standards based on thorough data analysis and identified student needs.
Progress Monitoring Assessments:Classroom Walkthroughs; Armwood's "Blueprint" guide will be utilized daily.
Strategy: Develop in-house tutorials for identified students utilizing: Resource Personnel, ELP (during school day), Special Service Teachers…
Progress Monitoring Assessments:ElP/FCAT assistance will be offered during the school day, after school and on Saturdays.
Research-Based Programs: Be a Better Reader; FCAT Explorer; Great Sources The Reading and Writing Source Book; Jamestown's Critical Reading; Timed Reading Plus
Baseline Evaluation: FCAT SSS and NRT Scores; MAZE
Mid-Year Evaluation: MAZE
End-of-Year (EOY) Evaluation: FCAT Reading ; Florida Alternative Assessment; MAZE

Reading  Objective 3: The percentage of AYP All Curriculum students for the SWD population in reading who score a level 3 or higher on FCAT Reading will increase from 28% in 2008 to 65% in 2009 or the percentage of non proficient students will decrease by 10% in 2009 (Safe Harbor Target -- 36%)

Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy: Administrators will hold individual FCAT chats with students on a regular basis.
Progress Monitoring Assessments:Principal will monitor
Strategy: Conduct conferences/discussions with individual students examining progress towards benchmark goals.
Progress Monitoring Assessments:Classroom Walkthroughs; Armwood's "Blueprint" guide will be utilized daily.
Strategy: Develop in-house tutorials for identified students utilizing: Resource Personnel, ELP (during school day), Special Service Teachers…
Progress Monitoring Assessments:ELP/FCAT assistance will be offered during the school day, after school and on Saturdays.
Research-Based Programs: Be a Better Reader; FCAT Explorer; Great Sources The Reading and Writing Source Book; Jamestown's Critical Reading; Timed Reading Plus
Baseline Evaluation: FCAT SSS and NRT Scores; MAZE
Mid-Year Evaluation: MAZE
End-of-Year (EOY) Evaluation: FCAT Reading

Reading  Objective 4: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

MATH  [ top ]

Needs: FCAT data reflects that 62 percent of the students scored at/above Level 3 and 73 percent of students made learning gains in Math. Thirty-eight percent of the students scored a Level 1 or 2. Fifty-eight percent of all students made AYP with a breakdown of subgroups as follows: White 68 percent, Black 40 percent, Hispanic 51 percent and SWD 38 percent. School improvement objectives will focus on increasing the percent of students scoring level 3 or higher and the percentage of students making AYP in certain subgroups.

Goal: All students will make adequate progress in mathematics.

School Professional Development

Planning: The staff reviewed and analyzed the 2008 FCAT Math Data. Administration collected input from staff. Areas were identified as critical needs for staff professional development.

Delivery: The following will be delivered and/or advertised to teachers: CRISS, Springboard, Avid, technology in the classroom.

Follow Up: We will offer appropriate CRISS trainings, Springboard and Avid overviews and offer technology assistance while provide each teacher their requested technology.

Evaluation: Based on the student data and results of standardized testing, staff and administration will determine the effectiveness of the trainings and conduct additional trainings if necessary.

Print Professional Development Report

Elements (Teachers)

* Alleyn, Tammy S, History: Social Sci. (6-12) * Alpaugh, Stephanie S, English: English (6-12) * Anderson, Delia M, Reading Coach: Elem Ed (K-6), English (6-12), Law (7-12), MG Math (5-9), Reading Endorsement * Andrews, Mary L, Math: Math (6-12) * Andrews, Yolando Y, Math: Ed. Leadership (All Leve, Math (6-12) * Barber, Wade, Social Studies: Social Sci. (6-12) * Barrentine, Joan, History: Admin/Supervision (7-12), Gifted Endorsement, Middle Grades Endt, Social Sci. (6-12) * Bell, Verdell D, Reading: English (6-12), ESOL Endorsement, History (6-12), MG Soc Sci (5-9), Middle Grades Endt, Reading (K-12) * Belland, Erika S, English: English (6-12) * Besore, Nancy J, History: Administration (Adult Ed), Ed.al Leadership, Middle Grades Endt, Social Sci. (6-12) * Biernacki, Christopher B, Physical Education: Physical Ed. (6-12) * Bilinski, Stephen M, Integrated Science: MG Gen Science (5-9), Physical Ed. (6-12) * Blair, Ronald, VE: ESE * Bolstridge, Elizabeth P, Business Technology: Business Ed. (6-12) * Briant, Judith H, English: English (6-12), ESOL Endorsement * Brown, Beverley R, Math: MG Math (5-9) * Brown, Robert, English: English (6-12), English to Spkrs of Other Lang * Buechner, Kimberly L, Math: Mathematics * Burnham, Bruce E, History: Gifted Endorsement, Social Sci. (6-12) * Callahan, John P, Physical Education: Health Ed. (7-12), Middle Grades Endt, Physical Ed. (6-12), Physical Ed. (K-8) * Canton, Irene C, Reading: Computer Science (K-12), English (6-12), English to Spkrs of Other Lang, ESE, Reading Endorsement * Cheatham, Judith W, Spanish: French (7-12), Spanish (7-12) * Collins, Kenneth W, ESOL: English (6-12), ESOL Endorsement * Colucci, Renee, Math: Mathematics * Compton, Vernessa R, EBD: Business Ed. (6-12), ESE * Crowe, Thomas J, TV Production: Ed. Media Specialist (PK, English (6-12), Eng-Spkrs Oth Lang/ESOL * Cummins, Mark S, Spanish: Spanish (K-12) * Dauphinee, Jeanna A, Marketing OJT: Marketing (6-12) * Davis, Evan D, VE: Social Sci. (6-12) * Davis, Katherleen A, Counselor, High Guidance: Ed.al Leadership, Guid and Counsel (PK-12), MG Soc Sci (5-9), Middle Grades Endt, School Social Worker, SLD (K-12) * Davis, Kimberly M, Journalism: English (6-12) * Deas, Julius, Automotive Techgy: Automotive Mechanic, Brakes A5, Electrical/Electrnic Systms A6, Engine Performance A8, Suspension and Steering A4 * Denmark, Daniel J, Physics: Biology (6-12) * Dinisio, Diane M, Math: Math (6-12) * Donohoe, Todd, In-School Suspension: Physical Ed. (6-12) * Dorrell, Chad K, Math: Mathematics * Dotson, Michael S, AVID Academic Teacher: Social Sci. (6-12) * Elkins, David J, Counselor, High Guidance: Guidance And Counseling * Engel, Brenda K, Physically Impaired: Elem Ed (1-6), Varying Except (K-12) * Espinosa, Maria I, Math: Middle Grades Math * Fields, Clistell, Health Sci: Registered Nurse * Fisher, Alan V, ROTC Military Pay: * Foecking, Theresa A, Integrated Science: Biology (6-12), Chemistry (6-12), Media Specialist (PreK-12), MG Gen Science (5-9), Middle Grades Endt * Fortner, Kathleen C, Spanish: ESOL Endorsement, Spanish (K-12) * Fuller, Christina, English: English (6-12), English to Spkrs of Other Lang, Reading Endorsement * Girard, Mae W, Math: Math (6-12) * Goeb, James R, History: Ed. Leadership (All Leve, Middle Grades Endorsement, Physical Ed., Physical Ed., Social Sci. (6-12) * Graves, Brianna J, Reading: English (7-12), Speech 7-12) * Hamar, Suzanne G, Counselor, High Guidance: Family and Consumer Science, Guid and Counsel (PK-12) * Hanks, James D, English: English (6-12), Foreign Language - Latin * Horan, Ada L, Spec, Media: Media Specialist (PreK-12) * Howe, Lauren Z, Music: * Hutek, Nancy J, Counselor, High Guidance: Elem Ed (1-6), ESOL Endorsement, Guid and Counsel (PK-12) * Jackson, Barbara J, Chemistry: Chemistry (6-12), Gifted Endorsement, MG Gen Science (5-9), Middle Grades Endt * Jones, Cornelia W, Math: Mathematics * Jones, Roland S, Biology: Biology (6-12), Ed.al Leadership * Keebler, Kim S, Reading: * Kelly, Patrick M, Peer Counseling: Elementary Ed. (K-6), ESE * Kersh, Carole J, Family Cons Science: Family and Consumer Science, Middle Grades Endt * Kramer, Belinda F, Spanish: Foreign Language - Spanish * Kramer, Jill D, School Social Worker: Licensed Clinical Social Worke, School Social Worker * Kutipurath, Joseph P, Math: Math (6-12) * Lawrence, Kristina E, History: Social Sci. (6-12) * Lingenfelter, Joy B, Business Technology: Business Ed. (6-12), Eng-Spkrs Oth Lang/ESOL, Teacher Coordinator of Coopera, Vocational Office Ed. * Lipham, Karey L, Physical Education: Physical Ed. * Little, Ronald, Family Cons Science: Quantity Foods * Locke, Teri A, Integrated Science: Biology (6-12) * Manley, William G, Art: Art (K-12) * Masters, Charles B, Math: Math (6-12) * Maye, Margie G, Business Technology: Business Ed. (6-12), Vocational Office Ed. * Michael, Theresa L, TMH: Eng-Spkrs Oth Lang/ESOL, MH (K-12), SLD (K-12) * Moody, Shane, English: English (6-12), Eng-Spkrs Oth Lang/ESOL * Moody, Stephanie A, English: English (6-12), ESOL Endorsement, Gifted Endorsement * Morris, Joseph, Alternative Ed: History (6-12) * Munchalfen, Antonett, VE: Emotionally Handicapped, ESOL Endorsement, Reading Endorsement, SLD (K-12) * Nelson, Darlee C, Spec, Student Interv: Physical Ed. (6-12), Physical Ed. (K-8) * Oleary, Amanda L, Biology: * Orr, William B, Reading: English (6-12) * Overton, Lori M, Social Studies: Social Sci. (6-12) * Pafunda, Jeffrey, Physical Education: Health, Physical Ed. (6-12), Physical Ed. (K-8) * Papineau, Tamara L, English: English (6-12) * Parrish, Caroline V, Economics: Middle Grades Social Sci., Social Sci. (6-12) * Pirotta, Gregory A, History: Social Sci. (6-12) * Pirotta, Tony J, Economics: Social Sci. (6-12) * Pollard, Diana R, EMH: ESOL Endorsement, Middle Grades Integrated Curri, SLD (K-12), Varying Except (K-12) * Randolph, Eura L, Reading: English (6-12), ESOL Endorsement, MG English (5-9), Reading Endorsement * Raymond, Pierre F, Math: Mathematics * Reed, Cherisa L, VE: Emotionally Handicapped, Eng-Spkrs Oth Lang/ESOL, Mentally Handicapped, Reading Endorsement, SLD * Resciniti, Angelo G, English: English (6-12), ESOL Endorsement, Gifted Endorsement * Richardson, Heather, Psychology: Social Sci. (6-12) * Rivera, Gilbert, ROTC Military Pay: * Rockefeller, Randall J, Biology: Biology (6-12), Social Sci. (6-12) * Santos, Linda L, Spec, Education Career: Occupational Specialist * Savard, Heather L, English: English (6-12) * Scionti, Deeann, Marketing OJT: Marketing (6-12), Tchr Coord of Cooperative Ed * Silver, Denise K, Forensic Science: Biology (6-12) * Southwell, Tiffany K, English: English (6-12), Reading Endorsement * Spence, George C, ROTC Military Pay: * Tanaka, Christina M, Biology: Chemistry (6-12) * Teeden, Jeannette M, Reading: English to Spkrs of Other Lang * Teeden, William T, Math: Exception Student Educ(K-12) * Thompson, Jaklyn R, History: History, Social Sci. (6-12) * Thompson, Matthew S, Driver Education: Drivers Ed Endorsement, Social Sci. (6-12) * Thompson, Stephen A, Integrated Science: * Toth, Katrina A, Physical Education: Health, Physical Ed. (6-12) * Turner, Benjamin G, Integrated Science: Earth Space Sci (6-12) * Wade, Marilyn T, English: English (6-12) * Walker, Ryan S, Physical Science: Middle Grades Integrated Curri, PreK/Primary Ed. * Watkins, Edgar A, Agriscience, Lead Tchr: Agriculture (6-12) * Weatherspoon, Marva E, English: English (6-12), ESOL Endorsement * Williams, Barbara J, Health Sci: Registered Nurse * Willman, Janet, English: English (6-12) * Wise, Patricia U, EMH: ESE * Wright, Virginia M, Family Cons Science: Family and Consumer Science * Wyatt, Michael P, Driver Education: Drivers Ed Endorsement, Physical Ed. (6-12), Physical Ed. (K-8) * Young, Ryan W, English: English (6-12), Reading Endorsement

Math  Objective 1: The percentage of AYP All Curriculum students for the black population in math who score a level 3 or higher on FCAT Math will increase from 40% in 2008 to 68% in 2009 or the percentage of non proficient students will decrease by 10% in 2009 (Safe Harbor Target -- 46%)

Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy: Conduct conferences/discussions with individual students examining progress towards benchmark goals
Progress Monitoring Assessments:Teacher Made Tests;
Strategy: Integrate Technology into Mathematics instruction.
Progress Monitoring Assessments:Provide each teacher with an LCD projector and Elmo for utilization of software
Strategy: Maintain student portfolios for Level 1, Level 2 and other identified struggling students that contain examples of strategies and interventions attempted and progress noted.
Progress Monitoring Assessments:Semester Cumulative Tests and Exams;
Strategy: Provide documented instructional accommodations to SWD Students as identified on their IEP's.
Progress Monitoring Assessments:ESE appropriate curriculum
Research-Based Programs: Basic Math Skills; Consumer Math; Life Skills Math; Summer Success Math
Baseline Evaluation:; Site-Created Evaluation: FCAT Practice Tests - FCAT SSS and NRT Scores
Mid-Year Evaluation:; Site-Created Evaluation: Semester Cumulative Tests and Exams
End-of-Year (EOY) Evaluation:; Site-Created Evaluation: FCAT Math

Math  Objective 2: We will increase the percentage of students scoring at/above Level 3 from 62% in 2008 to 68% or more in 2009.

Strategy:
Progress Monitoring Assessments: 
Strategy: Clarify directions and assist with assignments, write assignments and page numbers on the board, or provide a syllabus, write instructions and problems using shorter and less complex sentence structure.
Progress Monitoring Assessments:Classroom Walkthroughs; APC monitoring with department heads
Strategy: Conduct conferences/discussions with individual students examining progress towards benchmark goals
Progress Monitoring Assessments:Administration and counselors will monitor
Strategy: Increase SAT/PSAT participation.
Progress Monitoring Assessments:APC, counselors and GRS will monitor.
Strategy: Provide planning time for teachers participating in a collaborative model to plan and collaborate for effective Mathematics instruction.
Progress Monitoring Assessments:Teachers will have the opportunity to use faculty meeting time to work on specific departmental needs within curriculum.
Strategy: Schedule targeted students into the I CAN Learn lab.
Progress Monitoring Assessments:APC will utilize appropriate course placement criteria to assure counselors appropriately place students in ICL program.
Research-Based Programs: Basic Math Skills; Consumer Math; Life Skills Math; Summer Success Math
Baseline Evaluation:; Site-Created Evaluation: FCAT Practice Tests - FCAT SSS and NRT Scores
Mid-Year Evaluation:; Site-Created Evaluation: Semster Cumulative Tests and Exams
End-of-Year (EOY) Evaluation:; Site-Created Evaluation: FCAT Math

Math  Objective 3: The percentage of AYP All Curriculum students for the hispanic population in math who score a level 3 or higher on FCAT Math will increase from 51% in 2008 to 68% in 2009 or the percentage of non proficient students will decrease by 10% in 2009 (Safe Harbor Target -- 56%)

Strategy:
Progress Monitoring Assessments: 
Strategy: Conduct conferences/discussions with individual students examining progress towards benchmark goals
Progress Monitoring Assessments:APC and counselors will monitor
Strategy: Integrate Technology into Mathematics instruction.
Progress Monitoring Assessments:Principal, APC and Departments will monitor technology usage and teachers will have access to technology resources.
Strategy: Maintain student portfolios for Level 1, Level 2 and other identified struggling students that contain examples of strategies and interventions attempted and progress noted.
Progress Monitoring Assessments:Classroom Walkthroughs; Teachers will monitor portfolios through AVID
Research-Based Programs: Basic Math Skills; Consumer Math; Glencoe Mathematics: Applications and Concepts; Summer Success Math
Baseline Evaluation:; Site-Created Evaluation: FCAT Practice Tests - FCAT SSS and NRT Scores
Mid-Year Evaluation:; Site-Created Evaluation: Semester Cumulative Tests and Exams
End-of-Year (EOY) Evaluation:; Site-Created Evaluation: FCAT Math

Math  Objective 4: The percentage of AYP All Curriculum students for the SWD population in math who score a level 3 or higher on FCAT Math will increase from 38% in 2008 to 68% in 2009 or the percentage of non proficient students will decrease by 10% in 2009 (Safe Harbor Target -- 45%)

Strategy: Daily teacher modeling of problem solving and thinking strategies.
Progress Monitoring Assessments:Classroom Walkthroughs; Teacher Made Tests;
Strategy: Differentiate instruction to meet the needs of all students.
Progress Monitoring Assessments:Classroom Walkthroughs;
Research-Based Programs: McDougal-Littell (High School)
Baseline Evaluation:; Site-Created Evaluation: FCAT Practice Tests -FCAT SSS and NRT Scores
Mid-Year Evaluation:; Site-Created Evaluation: Semester Cumulative Tests and Exams
End-of-Year (EOY) Evaluation:; Site-Created Evaluation: FCAT Math

WRITING  [ top ]

Needs: On the 2008 FCAT Writes 82 percent of the students scored a 3.5 or higher and 63 percent scored a 4.0 or higher.

Goal: All students at Armwood will achieve their highest potential in writing.

School Professional Development

Planning: The staff reviewed and analyzed the 2008 FCAT Data. Administration collected input from staff. Areas were identified as critical needs for staff professional development.

Delivery: The following will be delivered and/or advertised to teachers: FCAT Rubric, timed writing, extended response.

Follow Up: Teachers will be training on the scoring of the FCAT Writes and understanding the Writes scoring Rubric. They will also be provided the opportunity to learn timed writing exercises and appropriate extended responses.

Evaluation: Based on the student data and results of FCAT testing, staff and administration will determine the effectiveness of the trainings.

Print Professional Development Report

Elements (Teachers)

Not required for this subject area.

Writing  Objective 1: We will increase the percentage of students scoring a 4.0 or higher from 63% in 2008 to 73% in 2009 (All Curriculum Students).

Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy: Administrators will hold individual FCAT chats with students on a regular basis.
Progress Monitoring Assessments:Monitored by administration
Strategy: Arrange for students to have constructive response for their writing and to offer response to other writers through conferencing and peer review.
Progress Monitoring Assessments:Writing samples: content; poetry; journaling; personal essay;
Strategy: Teach writer's craft techniques based on an understanding of the writing process and student developmental needs.
Progress Monitoring Assessments:Writing samples: content; poetry; journaling; personal essay;
Strategy: The use of a collaborative teaching model of instruction with ESE, ELL and classroom teachers will be implemented to enhance Writing instruction for all students.
Progress Monitoring Assessments:Classroom Walkthroughs;
Strategy: Utilize AVID Binder for increased organizational skills.
Progress Monitoring Assessments:Avid coordinator will monitor use of binders
Research-Based Programs: FCAT Rubric; Timeless Voices; Writing and Grammar
Baseline Evaluation:; Site-Created Evaluation: FCAT Writes
Mid-Year Evaluation:; Site-Created Evaluation: FCAT Rubric
End-of-Year (EOY) Evaluation:; Site-Created Evaluation: FCAT Writes

Writing  Objective 2: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

Writing  Objective 3: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

Writing  Objective 4: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

SCIENCE  [ top ]

Needs: FCAT data indicates that 41 percent of the students scored at/above Level 3 in Science. The Mean Scale Score (MSS) of 309 was higher than the state MSS. School Improvement objectives will address increasing the percentage of students scoring at/above Level 3.

Goal: Armwood 11th grade Science students will make adequate progress in Science.

School Professional Development

Planning: The staff reviewed and analyzed the 2008 FCAT Data. Administration collected input from staff. Areas were identified as critical needs for staff professional development.

Delivery: Science strand training was found to be a necessity. Also, technology utilizing ancillary software was identified as a need.

Follow Up: Science teachers will be provided the opportunity to experience professional development in specific science strands and the opportunity to attain necessary technology in the classroom for working with ancillary curriculum.

Evaluation: Based on the student data and results of the FCAT science scores,the staff and administration will determine the effectiveness of the trainings and determine if additional trainings are necessary.

Print Professional Development Report

Elements (Teachers)

* Alleyn, Tammy S, History: Social Sci. (6-12) * Alpaugh, Stephanie S, English: English (6-12) * Anderson, Delia M, Reading Coach: Elem Ed (K-6), English (6-12), Law (7-12), MG Math (5-9), Reading Endorsement * Andrews, Mary L, Math: Math (6-12) * Andrews, Yolando Y, Math: Ed. Leadership (All Leve, Math (6-12) * Barber, Wade, Social Studies: Social Sci. (6-12) * Barrentine, Joan, History: Admin/Supervision (7-12), Gifted Endorsement, Middle Grades Endt, Social Sci. (6-12) * Bell, Verdell D, Reading: English (6-12), ESOL Endorsement, History (6-12), MG Soc Sci (5-9), Middle Grades Endt, Reading (K-12) * Belland, Erika S, English: English (6-12) * Besore, Nancy J, History: Administration (Adult Ed), Ed.al Leadership, Middle Grades Endt, Social Sci. (6-12) * Biernacki, Christopher B, Physical Education: Physical Ed. (6-12) * Bilinski, Stephen M, Integrated Science: MG Gen Science (5-9), Physical Ed. (6-12) * Blair, Ronald, VE: ESE * Bolstridge, Elizabeth P, Business Technology: Business Ed. (6-12) * Briant, Judith H, English: English (6-12), ESOL Endorsement * Brown, Beverley R, Math: MG Math (5-9) * Brown, Robert, English: English (6-12), English to Spkrs of Other Lang * Buechner, Kimberly L, Math: Mathematics * Burnham, Bruce E, History: Gifted Endorsement, Social Sci. (6-12) * Callahan, John P, Physical Education: Health Ed. (7-12), Middle Grades Endt, Physical Ed. (6-12), Physical Ed. (K-8) * Canton, Irene C, Reading: Computer Science (K-12), English (6-12), English to Spkrs of Other Lang, ESE, Reading Endorsement * Cheatham, Judith W, Spanish: French (7-12), Spanish (7-12) * Collins, Kenneth W, ESOL: English (6-12), ESOL Endorsement * Colucci, Renee, Math: Mathematics * Compton, Vernessa R, EBD: Business Ed. (6-12), ESE * Crowe, Thomas J, TV Production: Ed. Media Specialist (PK, English (6-12), Eng-Spkrs Oth Lang/ESOL * Cummins, Mark S, Spanish: Spanish (K-12) * Dauphinee, Jeanna A, Marketing OJT: Marketing (6-12) * Davis, Evan D, VE: Social Sci. (6-12) * Davis, Katherleen A, Counselor, High Guidance: Ed.al Leadership, Guid and Counsel (PK-12), MG Soc Sci (5-9), Middle Grades Endt, School Social Worker, SLD (K-12) * Davis, Kimberly M, Journalism: English (6-12) * Deas, Julius, Automotive Techgy: Automotive Mechanic, Brakes A5, Electrical/Electrnic Systms A6, Engine Performance A8, Suspension and Steering A4 * Denmark, Daniel J, Physics: Biology (6-12) * Dinisio, Diane M, Math: Math (6-12) * Donohoe, Todd, In-School Suspension: Physical Ed. (6-12) * Dorrell, Chad K, Math: Mathematics * Dotson, Michael S, AVID Academic Teacher: Social Sci. (6-12) * Elkins, David J, Counselor, High Guidance: Guidance And Counseling * Engel, Brenda K, Physically Impaired: Elem Ed (1-6), Varying Except (K-12) * Espinosa, Maria I, Math: Middle Grades Math * Fields, Clistell, Health Sci: Registered Nurse * Fisher, Alan V, ROTC Military Pay: * Foecking, Theresa A, Integrated Science: Biology (6-12), Chemistry (6-12), Media Specialist (PreK-12), MG Gen Science (5-9), Middle Grades Endt * Fortner, Kathleen C, Spanish: ESOL Endorsement, Spanish (K-12) * Fuller, Christina, English: English (6-12), English to Spkrs of Other Lang, Reading Endorsement * Girard, Mae W, Math: Math (6-12) * Goeb, James R, History: Ed. Leadership (All Leve, Middle Grades Endorsement, Physical Ed., Physical Ed., Social Sci. (6-12) * Graves, Brianna J, Reading: English (7-12), Speech 7-12) * Hamar, Suzanne G, Counselor, High Guidance: Family and Consumer Science, Guid and Counsel (PK-12) * Hanks, James D, English: English (6-12), Foreign Language - Latin * Horan, Ada L, Spec, Media: Media Specialist (PreK-12) * Howe, Lauren Z, Music: * Hutek, Nancy J, Counselor, High Guidance: Elem Ed (1-6), ESOL Endorsement, Guid and Counsel (PK-12) * Jackson, Barbara J, Chemistry: Chemistry (6-12), Gifted Endorsement, MG Gen Science (5-9), Middle Grades Endt * Jones, Cornelia W, Math: Mathematics * Jones, Roland S, Biology: Biology (6-12), Ed.al Leadership * Keebler, Kim S, Reading: * Kelly, Patrick M, Peer Counseling: Elementary Ed. (K-6), ESE * Kersh, Carole J, Family Cons Science: Family and Consumer Science, Middle Grades Endt * Kramer, Belinda F, Spanish: Foreign Language - Spanish * Kramer, Jill D, School Social Worker: Licensed Clinical Social Worke, School Social Worker * Kutipurath, Joseph P, Math: Math (6-12) * Lawrence, Kristina E, History: Social Sci. (6-12) * Lingenfelter, Joy B, Business Technology: Business Ed. (6-12), Eng-Spkrs Oth Lang/ESOL, Teacher Coordinator of Coopera, Vocational Office Ed. * Lipham, Karey L, Physical Education: Physical Ed. * Little, Ronald, Family Cons Science: Quantity Foods * Locke, Teri A, Integrated Science: Biology (6-12) * Manley, William G, Art: Art (K-12) * Masters, Charles B, Math: Math (6-12) * Maye, Margie G, Business Technology: Business Ed. (6-12), Vocational Office Ed. * Michael, Theresa L, TMH: Eng-Spkrs Oth Lang/ESOL, MH (K-12), SLD (K-12) * Moody, Shane, English: English (6-12), Eng-Spkrs Oth Lang/ESOL * Moody, Stephanie A, English: English (6-12), ESOL Endorsement, Gifted Endorsement * Morris, Joseph, Alternative Ed: History (6-12) * Munchalfen, Antonett, VE: Emotionally Handicapped, ESOL Endorsement, Reading Endorsement, SLD (K-12) * Nelson, Darlee C, Spec, Student Interv: Physical Ed. (6-12), Physical Ed. (K-8) * Oleary, Amanda L, Biology: * Orr, William B, Reading: English (6-12) * Overton, Lori M, Social Studies: Social Sci. (6-12) * Pafunda, Jeffrey, Physical Education: Health, Physical Ed. (6-12), Physical Ed. (K-8) * Papineau, Tamara L, English: English (6-12) * Parrish, Caroline V, Economics: Middle Grades Social Sci., Social Sci. (6-12) * Pirotta, Gregory A, History: Social Sci. (6-12) * Pirotta, Tony J, Economics: Social Sci. (6-12) * Pollard, Diana R, EMH: ESOL Endorsement, Middle Grades Integrated Curri, SLD (K-12), Varying Except (K-12) * Randolph, Eura L, Reading: English (6-12), ESOL Endorsement, MG English (5-9), Reading Endorsement * Raymond, Pierre F, Math: Mathematics * Reed, Cherisa L, VE: Emotionally Handicapped, Eng-Spkrs Oth Lang/ESOL, Mentally Handicapped, Reading Endorsement, SLD * Resciniti, Angelo G, English: English (6-12), ESOL Endorsement, Gifted Endorsement * Richardson, Heather, Psychology: Social Sci. (6-12) * Rivera, Gilbert, ROTC Military Pay: * Rockefeller, Randall J, Biology: Biology (6-12), Social Sci. (6-12) * Santos, Linda L, Spec, Education Career: Occupational Specialist * Savard, Heather L, English: English (6-12) * Scionti, Deeann, Marketing OJT: Marketing (6-12), Tchr Coord of Cooperative Ed * Silver, Denise K, Forensic Science: Biology (6-12) * Southwell, Tiffany K, English: English (6-12), Reading Endorsement * Spence, George C, ROTC Military Pay: * Tanaka, Christina M, Biology: Chemistry (6-12) * Teeden, Jeannette M, Reading: English to Spkrs of Other Lang * Teeden, William T, Math: Exception Student Educ(K-12) * Thompson, Jaklyn R, History: History, Social Sci. (6-12) * Thompson, Matthew S, Driver Education: Drivers Ed Endorsement, Social Sci. (6-12) * Thompson, Stephen A, Integrated Science: * Toth, Katrina A, Physical Education: Health, Physical Ed. (6-12) * Turner, Benjamin G, Integrated Science: Earth Space Sci (6-12) * Wade, Marilyn T, English: English (6-12) * Walker, Ryan S, Physical Science: Middle Grades Integrated Curri, PreK/Primary Ed. * Watkins, Edgar A, Agriscience, Lead Tchr: Agriculture (6-12) * Weatherspoon, Marva E, English: English (6-12), ESOL Endorsement * Williams, Barbara J, Health Sci: Registered Nurse * Willman, Janet, English: English (6-12) * Wise, Patricia U, EMH: ESE * Wright, Virginia M, Family Cons Science: Family and Consumer Science * Wyatt, Michael P, Driver Education: Drivers Ed Endorsement, Physical Ed. (6-12), Physical Ed. (K-8) * Young, Ryan W, English: English (6-12), Reading Endorsement

Science  Objective 1: We will increase the percentage of students scoring at/above Level 3 in Science from 41% in 2008 to 46% or more in 2009.

Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy:
Progress Monitoring Assessments: 
Strategy: Conduct conferences/discussions with individual students examining progress towards benchmark goals.
Progress Monitoring Assessments:Faculty and counselors will monitor
Strategy: Construct a master schedule providing appropriate classroom teachers the opportunity to teach (co-teach, support facilitate) with ESE and ELL teachers.
Progress Monitoring Assessments:Master Schedule will reflect
Strategy: Create classroom models that serve the needs of retained, bilingual students and struggling students (i.e., Continuous Progress, Looping).
Progress Monitoring Assessments:Master schedule will reflect appropriate placement of course offerings
Strategy: Develop in-house tutorials/interventions for identified students utilizing: Resource Personnel, ELP (during school day), Special Service Teachers…
Progress Monitoring Assessments:Administration and counselors will monitor
Strategy: Differentiate instruction to meet the needs of all students.
Progress Monitoring Assessments:Classroom Walkthroughs;
Strategy: Integrate technology into science instruction through the usage of hardware and software designed for data collection, display, and communicating results.
Progress Monitoring Assessments:Classroom Walkthroughs;
Research-Based Programs: Exploring Life (High School); Introductory Physical Science (High School)
Baseline Evaluation:; Site-Created Evaluation: FCAT Data
Mid-Year Evaluation:; Site-Created Evaluation: Mid Term Exams
End-of-Year (EOY) Evaluation:; Site-Created Evaluation: FCAT Results

Science  Objective 2: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

Science  Objective 3: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

Science  Objective 4: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

ATTENDANCE  [ top ]

Needs: The average student attendance for 2007-08 was 89.53 percent, a gain from 89.36 percent in 2006-07. School improvement objectives will focus on increasing student attendance to meet the district expectation of 96 percent.

Goal: All students will attend school regularly.

School Professional Development

Not required for this subject area.

Elements (Teachers)

Not required for this subject area.

Attendance  Objective 1: There will be an increase in the ADA from 89.53% in 2008 to 96% in 2009.

Strategy:Site-Created Strategy:  Form an Attendance Committee to oversee initiatives used to increase the ADA in 2007/2008.
Progress Monitoring Assessments:Administration will monitor monthly committe meetings
Strategy:Site-Created Strategy:  Provide attendance incentives for perfect attendance.
Progress Monitoring Assessments:Administration will provide incentives at the end of the year to those students with perfect attendance.
Strategy:Site-Created Strategy:  Use SSW to assist with chronic absentees.
Progress Monitoring Assessments:Administration will provide incentives at the end of the year to those students with perfect attendance.
Strategy:Site-Created Strategy:  Monitor students who are over-age with high absneteeism.
Progress Monitoring Assessments:Student affairs and guidance will regularly monitor
Research-Based Programs:Not required for this subject area.
Baseline Evaluation: Previous year's attendance rate.
Mid-Year Evaluation: Monthly attendance report.
End-of-Year (EOY) Evaluation: End-of-Year (EOY) attendance report.

Attendance  Objective 2: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs:Not required for this subject area.
Baseline Evaluation: Previous year's attendance rate.
Mid-Year Evaluation: Monthly attendance report.
End-of-Year (EOY) Evaluation: End-of-Year (EOY) attendance report.

Attendance  Objective 3: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs:Not required for this subject area.
Baseline Evaluation: Previous year's attendance rate.
Mid-Year Evaluation: Monthly attendance report.
End-of-Year (EOY) Evaluation: End-of-Year (EOY) attendance report.

Attendance  Objective 4: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs:Not required for this subject area.
Baseline Evaluation: Previous year's attendance rate.
Mid-Year Evaluation: Monthly attendance report.
End-of-Year (EOY) Evaluation: End-of-Year (EOY) attendance report.

HEALTH & FITNESS (ELEMENTARY)  [ top ]

Needs: 

Goal: 

School Professional Development

Not required for this subject area.

Elements (Teachers)

Not required for this subject area.

Health & Fitness (Elementary)  Objective 1: 

Strategy: 
Time Allocations:Not required for this subject area.
Research-Based Programs:Not required for this subject area.
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

Health & Fitness (Elementary)  Objective 2: 

PLEASE NOTE: Sites are not asked to enter this objective.

Health & Fitness (Elementary)  Objective 3: 

PLEASE NOTE: Sites are not asked to enter this objective.

Health & Fitness (Elementary)  Objective 4: 

PLEASE NOTE: Sites are not asked to enter this objective.

HEALTH & FITNESS (SECONDARY)  [ top ]

Needs: In accordance with the district Health and Wellness Plan all schools are required to develop a Healthy Schools Team during the 2008-2009 school year. The school improvement objective will address the development of this team during the 2008-2009 school year.

Goal: To create a health environment that supports the physical, social and emotional well being of staff and students conducive to academic achievement.

School Professional Development

Not required for this subject area.

Elements (Teachers)

Not required for this subject area.

Health & Fitness (Secondary)  Objective 1: To create a highly functioning and knowledgeable Healthy School Team to support increasing academic achievement.

Strategy: Six (6) key members from the H.E.A.R.T. [team] attended training.
Progress Monitoring Assessments:Not required for this subject area.
Strategy: H.E.A.R.T. [team] and additional stakeholders will complete and analyze the School Health Index.
Progress Monitoring Assessments:Not required for this subject area.
Strategy: H.E.A.R.T. [team] will utilize data from the school Health Index to develop goals and actions for the School Health Improvement Plan.
Progress Monitoring Assessments:Not required for this subject area.
Strategy: H.E.A.R.T. [team] will meet monthly to monitor the actions and steps in the School Health Improvement Plan.
Progress Monitoring Assessments:Not required for this subject area.
Strategy: H.E.A.R.T. [team] will utilize the Continuous Improvement Model (Plan, Do, Check and Act) to facilitate and sustain implementation of chosen health actions.
Progress Monitoring Assessments:Not required for this subject area.
Strategy: H.E.A.R.T. [team] will work in collaboration with the School Advisory Council (SAC) for overall sustained school improvement.
Progress Monitoring Assessments:Not required for this subject area.
Research-Based Programs:Not required for this subject area.
Baseline Evaluation: (1) Training Registration; (2) School Health Index Results; (3) School Health Team Sign-In Sheets; (4) School Health Team Agendas; FITNESSGRAM, Governor's Fitness Challenge, Physical Education Developmental Assessment Tool (PEDAT)
Mid-Year Evaluation: (1) School Health Team Sign-In Sheets; (2) School Health Team Agendas; (3) School Health Team Minutes; (4) School Health Improvement Plan; (5) SAC School Health Team Updates
End-of-Year (EOY) Evaluation: (1) School Health Team Sign-In Sheets; (2) School Health Team Agendas; (3) School Health Team Minutes; (4) School Health Improvement Plan; (5) SAC School Health Team Updates; FITNESSGRAM, Governor's Fitness Challenge, Physical Education Developmental Assessment Tool (PEDAT)

Health & Fitness (Secondary)  Objective 2: 

PLEASE NOTE: Sites are not asked to enter this objective.

Health & Fitness (Secondary)  Objective 3: 

PLEASE NOTE: Sites are not asked to enter this objective.

Health & Fitness (Secondary)  Objective 4: 

PLEASE NOTE: Sites are not asked to enter this objective.

PARENT INVOLVEMENT PLAN  [ top ]

Needs: 

Goal: 

School Professional Development

Planning: 

Delivery: 

Follow Up: 

Evaluation: 

Print Professional Development Report

Elements (Teachers)

Not required for this subject area.

Parent Involvement Plan  Objective 1: 

Strategy: 
Action Steps: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

Parent Involvement Plan  Objective 2: 

Strategy: 
Action Steps: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

Parent Involvement Plan  Objective 3: 

Strategy: 
Action Steps: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

Parent Involvement Plan  Objective 4: 

PLEASE NOTE: Sites are not asked to enter this objective.

  [ top ]

Needs: 

Goal: 

School Professional Development

Planning: 

Delivery: 

Follow Up: 

Evaluation: 

Print Professional Development Report

Elements (Teachers)

Not required for this subject area.

  Objective 1: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

  Objective 2: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

  Objective 3: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

  Objective 4: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

  [ top ]

Needs: 

Goal: 

School Professional Development

Planning: 

Delivery: 

Follow Up: 

Evaluation: 

Print Professional Development Report

Elements (Teachers)

Not required for this subject area.

  Objective 1: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

  Objective 2: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

  Objective 3: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

  Objective 4: 

Strategy: 
Progress Monitoring Assessments: 
Research-Based Programs: 
Baseline Evaluation: 
Mid-Year Evaluation: 
End-of-Year (EOY) Evaluation: 

********** END OF 2008-2009 SIP REPORT FOR Armwood ****************

Hillsborough County Public Schools, Florida USA