PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser window.

School Grades Trend Data
(Use this data to complete Sections 1-4 of the reading and mathematics goals and Section 1 of the writing and science goals.)

Adequate Yearly Progress (AYP) Trend Data
(Use this data to complete Section 5 of the reading and mathematics goals and Section 3 of the writing goals.)

Florida Comprehensive Assessment Test (FCAT) Trend Data
(Use this data to inform the problem solving process when writing goals.)

HIGHLY QUALIFIED ADMINISTRATORS

List your school’s highly qualified administrators and briefly describe their certification(s), number of years at the current school, number of years as an administrator, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP).

Position Name Degree(s)/ Certification(s) # of Years at Current School # of Years as an Administrator Prior Performance Record (include prior School Grades, FCAT (High Standards, Learning Gains, Lowest 25%), and AYP information along with the associated school year)
Principal Susan Ice Bachelors in Math, Florida Atlantic University
Masters in Ed Leadership, St. Leo’s College
5 8 2010-11 Principal of Cedar Key School Grade pending, High Standards Reading 66%, High Standards Math,66%, High Standards Writing, 75%, High Standards Science 43%, Learning Gains Reading, 57%, Learning Gains Math, 56%, Learnng Gains Lowest 25% Reading, 56%, Learning Gains Lowest 25% Math 50%; AYP 85%
2009-10 Principal of Cedar Key School Grade A AYP-92%
2008-09 Principal of Cedar Key School Grade A AYP-95%
2007-08 Principal of Cedar Key School Grade A AYP-90%
2006-07 Principal of Cedar Key School Grade A AYP-100%
2005-06 Assistant Principal
of Chiefland High School
Grade C AYP- 82%
2004-05 Assistant Principal
Of Chiefland High School
Grade D AYP-80%




HIGHLY QUALIFIED INSTRUCTIONAL COACHES

List your school’s highly qualified instructional coaches and briefly describe their certification(s), number of years at the current school, number of years as an instructional coach, and their prior performance record with increasing student achievement at each school. Include history of school grades, FCAT performance (Percentage data for Proficiency, Learning Gains, Lowest 25%), and Adequate Yearly Progress (AYP). Instructional coaches described in this section are only those who are fully released or part-time teachers in reading, mathematics, or science and work only at the school site.

Subject Area Name Degree(s)/ Certification(s) # of Years at Current School # of Years as an Instructional Coach Prior Performance Record (include prior School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and AYP information along with the associated school year)
Reading Cindy Roach Bachelors in Elementary and Early Ed-Florida State University
Masters in Reading-Grand Canyon University
Reading Certification
ESOL Endorsement Reading Endorsement
8 8 2010-2011
Grade pending AYP-85%
2009-2010
Grade-A AYP-92%
2008-2009
Grade-A AYP-95%
2007-2008
Grade A AYP-90%
2006-07
Grade A AYP-100%
2005-06
Grade A AYP 100%
2004-05
Grade B AYP 100%
2003-04
Grade A AYP 97%


HIGHLY QUALIFIED TEACHERS

Describe the school-based strategies that will be used to recruit and retain high quality, highly qualified teachers to the school.

  Description of Strategy Person Responsible Projected Completion Date Not Applicable (If not, please explain why)
1 NEFEC Recruitment Fairs Principal Summer 2012
2 Partnering new teachers with mentors Principal August 2011
3 Screening applications and references Principal Summer 2012
4 Create professional development plans Principal September 2012
5 Full impliment CIM Faculty August 2011
6 Professional Development based on current data (CWT, assessments, cim checks) Faculty October 2011
7 PLC's for faculty that want to deepen their understanding of student achievement Faculty October 2011


Non-Highly Qualified Instructors

List all instructional staff and paraprofessionals who are teaching out-of-field and/or who are NOT highly qualified.

Name Certification Teaching Assignment Professional Development/Support to Become Highly Qualified
Christine Faircloth Early Childhood, elementary Education,Mentally Handicapped, ESOL Gifted Mrs. Faircloth is currently enrolled in courses for her gifted certification.


Staff Demographics

Please complete the following demographic information about the instructional staff in the school who are teaching at least one academic course.

*When using percentages, include the number of teachers the percentage represents (e.g., 70% (35)).

Total Number of Instructional Staff % of First-Year Teachers % of Teachers with 1-5 Years of Experience % of Teachers with 6-14 Years of Experience % of Teachers with 15+ Years of Experience % of Teachers with Advanced Degrees % Highly Qualified Teachers % Reading Endorsed Teachers % National Board Certified Teachers % ESOL Endorsed Teachers
21 4.8%(1) 19.0%(4) 28.6%(6) 47.6%(10) 28.6%(6) 95.2%(20) 19.0%(4) 14.3%(3) 42.9%(9)


Teacher Mentoring Program

Please describe the school’s teacher mentoring program by including the names of mentors, the name(s) of mentees, rationale for the pairing, and the planned mentoring activities.

Mentor Name Mentee Assigned Rationale for Pairing Planned Mentoring Activities
Raymond Powers Kevin Hodgkins Extremely knowledgeable, professional, has taught for many years. Is a National Board Certified Teacher. Observations of each other, conferencing, professional development



ADDITIONAL REQUIREMENTS

Coordination and Integration


Note: For Title I schools only

Please describe how federal, state, and local services and programs will be coordinated and integrated in the school. Include other Title programs, Migrant and Homeless, Supplemental Academic Instruction funds, as well as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, career and technical education, and/or job training, as applicable.


Title I, Part A

Title I, Part A Services are provided for students requiring additional interventions through pull out and push in programs.


Title I, Part C- Migrant

Title I, Part C- Migrant Services are administered by a Migrant Aide provided by Alachua County. Students receive services during and after school.


Title I, Part D




Title II

District funds are used to purchase technology equipment to support classroom instruction, funds are also used to support ongoing professional development for principles and teachers.


Title III

Services are provided by the district to support English Language Learners in the classroom setting.


Title X- Homeless

Angie Doty is our Homeless Liason for the school. Students are referred to her and she takes the appropriate action to find them assistance.


Supplemental Academic Instruction (SAI)


Violence Prevention Programs

The school works in conjunction with the city police department and state Attorney General's office to provide anti-bullying and cyberstalking information and guest speakers.


Nutrition Programs

Elementary teachers incorporate nutrition instruction into lesson plans. Middle School will incorporate nutrition instruction into Exploratory Wheel classes.


Housing Programs


Head Start


Adult Education


Career and Technical Education

We have an Administrative Assistant program that will result in industry certification for students. Students have access to industry certification tests and Ready-to-Work certifcation tests.


Job Training

We provide a Business Cooperative Education program that allows students to earn high school credit while being employed at a local business.


Other


Response to Instruction/Intervention (RtI)


School-based RtI Team

Identify the school-based RtI Leadership Team.

Sue Ice- Principal
Linda Campbell- RTI teacher
Cindy Roach-Reading Coach
Jennie-Lynn Hudson Lane-guidance counselor
Sherry Banda-ESE teacher


Describe how the school-based RtI Leadership Team functions (e.g., meeting processes and roles/functions). How does it work with other school teams to organize/coordinate RtI efforts?

The emphasis of RtI is to focus on providing more effective instruction by encouraging earlier intervention for students experiencing difficulty learning to read. The assumption is that this will prevent some students from being identified as SLD by providing intervention as concerns emerge. It also emphasizes using a comprehensive, school wide system.


Describe the role of the school-based RtI Leadership Team in the development and implementation of the school improvement plan. Describe how the RtI Problem-solving process is used in developing and implementing the SIP?

The Problem Solving Team works as a team to help prescribe specific interventions using student data and using the problem solving method. The team meets every two weeks to monitor Tier 2 and more often for Tier 3 services. Decisions are then made regarding continued intervention, intensified interventions, or removal of interventions. These meetings include data analysis and intervention design/implementation with fidelity.

The RtI teacher also meets individually with teachers and as a faculty to monitor interventions and assessments (3x annually).




RtI Implementation

Describe the data source(s) and the data management system(s) used to summarize data at each tier for reading, mathematics, science, writing, and behavior.

The data management is kept on the data sheet for the student as their progress is monitored in the Tiered intervention they are receiving. They will also report using graphs to show student growth as they receive intervention. The team also identifies those students who are among the targeted subgroups that the school is monitoring for AYP purposes.




Describe the plan to train staff on RtI.

An RtI Inservice to refresh trained faculty members and an Introduction to RtI for new teachers will be provided by the RtI teacher and Team in August. The Rti Teacher will attend district meetings and update school faculty on RtI information throughout the year.

The RtI Leadership Team has attended the State RtI trainings that were provided to districts.



Literacy Leadership Team (LLT)


School-Based Literacy Leadership Team

Identify the school-based Literacy Leadership Team (LLT).

Principal-Sue Ice
HS Social Studies-Brad Penney
Reading Coach-Cindy Roach
Intensive Reading-Sherie Johns
HS Science- Raymond Powers
Fourth Grade-Cheryl Allen
MS Math-Kim Bishop
MS English-B.J. Arrington
RtI teacher-Linda Campbell
Kindergarten - Kathy McCain


Describe how the school-based LLT functions (e.g., meeting processes and roles/functions).

Meetings are held once a month to discuss Literacy issues at our school. The team helps to decide what PD should be offered and when. School wide data is used to guide these decisions.


What will be the major initiatives of the LLT this year?

The LLT's major initiatives this year is to improve the CIM process, implement Writers in Control, help implement the SIP objectives and to lead by example.




NCLB Public School Choice

  • Notification of (School in Need of Improvement) SINI Status
    View uploaded file (Uploaded on 8/5/2011)

  • Public School Choice with Transportation (CWT) Notification
    View uploaded file (Uploaded on 8/16/2011)

  • Notification of (School in Need of Improvement) SINI Status
    View uploaded file (Uploaded on 8/5/2011)


*Elementary Title I Schools Only: Pre-School Transition

Describe plans for assisting preschool children in transition from early childhood programs to local elementary school programs as applicable.

Cedar Key School provides two pre-K programs: 1) PreK Inclusion Model which serves ESE students with active IEPs and 2) the Voluntary PreK Program which serves students who meet state prescribed criteria. The curriculum includes the literacy based Opening the World of Learning Program and the Waterford Early Learning Program. Speech and Language services are provided for students who qualify. In order to transition students from home to PreK the PreK teachers make home visits and have a staggered entrance for incoming students. Transition from PreK to Kindergarten is accomplished through the PreK attending the Kindergarten classroom at the end of the school year. The Kindergarten also hosts a pre-open house prior to the start of school. Kindergarten provides students with a staggered entrance.


*Grades 6-12 Only

Sec. 1003.413(b) F.S.

For schools with Grades 6-12, describe the plan to ensure that teaching reading strategies is the responsibility of every teacher.

Rather than focusing on the teaching of reading our content area teachers implement strategies which allow students to access text. These strategies are focused on as PD every year in many various ways. This year we will be using explicit lesson planning, PD which focuses on the processes of Reading, Shared Inquiry and shared Lesson Study.


*High Schools Only

Note: Required for High School - Sec. 1008.37(4), F.S., Sec. 1003.413(g)(j) F.S.

How does the school incorporate applied and integrated courses to help students see the relationships between subjects and relevance to their future?

Business courses not only provide for real life experiences but students can earn a Ready to Work Certification and industry certifications. Students may also participate in BCE spending a portion of their day working in community businesses. Marine Biology assists with students that choose to stay in this area and work on the water. Agricultural Foundations classes may lead student to an industry certification.


How does the school incorporate students’ academic and career planning, as well as promote student course selections, so that students’ course of study is personally meaningful?

Eighth grade has a career planning course which looks at career clusters. High School students participate in Talent search where they discuss college readiness, take college field trips and are assisted with finanical aid planning. High School offers a Personal, Career, and School Development Skills course and the teacher of this course invites guest speakers from a variety of careers to speak to the students.


Postsecondary Transition

Note: Required for High School - Sec. 1008.37(4), F.S.

Describe strategies for improving student readiness for the public postsecondary level based on annual analysis of the School Feedback Report

Cedar Key School's percentage of students who graduated in 2009 and attended college was 44%. Of the remaining population 50% of the student enlisted for military service. We have AP courses available on campus as well as Levy Virtual and Florida Virtual school for students that choose to engage in higher level course work. There is always the opportunity for students to dual enroll with our local participating Community College. All the High School English classes are using the Springboard curriculum which promotes college readiness.



 

PART II: EXPECTED IMPROVEMENTS

 
 

Additional Goal(s)

No Additional Goal was submitted for this school

 

FINAL BUDGET



Differentiated Accountability


School-level Differentiated Accountability Compliance



View uploaded file (Uploaded on 9/18/2011)



School Advisory Council



School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement.



Projected use of SAC Funds Amount
No data submitted



Describe the activities of the School Advisory Council for the upcoming year


The School Advisory Council will meet monthly. The purpose of the meetings will be to inform council members of upcoming events and initiatives; to ask for their input on School Improvement Plan, budget items, parental involvement; and to address any other topics that the council members bring to the meetings.


 

AYP DATA


SCHOOL GRADE DATA

Levy School District
CEDAR KEY HIGH SCHOOL
2010-2011
  Reading
  
Math
  
Writing
  
Science
  
Grade
Points
Earned
 
% Meeting High Standards (FCAT Level 3 and Above) 66%  66%  75%  43%  250   Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
% of Students Making Learning Gains 57%  56%      113  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
  • Adequate Progress of Lowest 25% in the School? 56% (YES)  50% (YES)      106  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    FCAT Points Earned         469   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade*         Pending  Grade based on total points, adequate progress, and % of students tested


    Levy School District
    CEDAR KEY HIGH SCHOOL
    2009-2010
      Reading
      
    Math
      
    Writing
      
    Science
      
    Grade
    Points
    Earned
     
    % Meeting High Standards (FCAT Level 3 and Above) 79%  78%  84%  68%  309   Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 59%  75%      134  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
  • Adequate Progress of Lowest 25% in the School? 53% (YES)  70% (YES)      123  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    FCAT Points Earned         566   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade*         A  Grade based on total points, adequate progress, and % of students tested


    Levy School District
    CEDAR KEY HIGH SCHOOL
    2008-2009
      Reading
      
    Math
      
    Writing
      
    Science
      
    Grade
    Points
    Earned
     
    % Meeting High Standards (FCAT Level 3 and Above) 81%  79%  83%  60%  303   Writing and Science: Takes into account the % scoring 4.0 and above on Writing and the % scoring 3 and above on Science. Sometimes the District writing and/or science average is substituted for the writing and/or science component.
    % of Students Making Learning Gains 75%  71%      146  3 ways to make gains:
  • Improve FCAT Levels
  • Maintain Level 3, 4, or 5
  • Improve more than one year within Level 1 or 2
  • Adequate Progress of Lowest 25% in the School? 65% (YES)  63% (YES)      128  Adequate Progress based on gains of lowest 25% of students in reading and math. Yes, if 50% or more make gains in both reading and math.
    FCAT Points Earned         577   
    Percent Tested = 100%           Percent of eligible students tested
    School Grade*         A  Grade based on total points, adequate progress, and % of students tested