Santa Rosa County Schools · KHALIB CEREZO - Student . SANTA ROSA COUNTY SCHOOLS ... The mission of the Santa Rosa Adult School is to provide an atmosphere that encourages personal

Santa Rosa County Schools

School Improvement Plan

SANTA ROSA ADULT SCHOOL

2016-2017

SANTA ROSA COUNTY SCHOOLS

SANTA ROSA ADULT SCHOOL PLAN FOR SCHOOL IMPROVEMENT 2016-2017

SECTION 1008.31(3)(a-d), FLORIDA STATUTES – Florida’s four state education goals are statements of intent expressed in general terms. The four state education goals were revised in 2002 to reflect increased emphasis on collaboration and accountability for Florida’s K-20 seamless education system. State goals drive school improvement and accountability efforts to transform schools into centers of excellence. State Goals: (a) Highest student achievement Highest student achievement, as measured by: student FCAT performance and annual learning gains; the number and percentage of schools that improve at least one school performance grade designation or maintain a school performance grade designation of “A” pursuant to section 1008.34, Florida Statutes (2003); graduation or completion rates at all learning levels; and other measures identified in law or rule. (b) Seamless articulation and maximum access Seamless articulation and maximum access, as measured by: the percentage of students who demonstrate readiness for the educational level they are entering, from kindergarten through postsecondary education and into the workforce; the number and percentage of students needing remediation; the percentage of Floridians who complete associate, baccalaureate, professional, and postgraduate degrees; the number and percentage of credits that articulate; the extent to which each set of exit-point requirements matches the next set of entrance-point requirements; and other measures identified in law or rule.

(c) Skilled workforce and economic development Skilled workforce and economic development, as measured by: the number and percentage of graduates employed in their areas of preparation; the percentage of Floridians with high school diplomas and postsecondary education credentials; the percentage of business and community members who find that Florida’s graduates possess the skills they need; and other measures identified in law or rule.

(d) Quality efficient services Quality efficient services, as measured by: cost per completer or graduate; average cost per non-completer at each educational level; cost disparity across institutions offering the same degrees; the percentage of education customers at each educational level who are satisfied with the education provided; and other measures identified in law or rule. SECTION 1001.42(16)(a-b), FLORIDA STATUTES - (16) IMPLEMENT SCHOOL IMPROVEMENT AND ACCOUNTABILITY – Maintain a system of school improvement and education accountability as provided by statute and State Board of Education rule. This system of school improvement and education accountability shall be consistent with, and implemented through, the district’s continuing system of planning and budgeting required by this section and ss. 1008.385, 1010.01, and 1011.01. This system of school improvement and education accountability shall include, but is not limited to, the following: (a) School improvement plans Annually approve and require implementation of a new, amended, or continued school improvement plan for each school in the district, except that a district school board may establish a district school improvement plan that includes all schools in the district operating for the purpose of providing educational services to youth in Department of Juvenile Justice programs. Such plan shall be designed to achieve the state education priorities pursuant to s. 1000.03(5) and student performance standards. Each plan shall also address issues relative to budget, training, instructional materials, technology, staffing, student support services, specific school safety and discipline strategies, and other matters of resource allocation, as determined by district school board policy, and shall be based on an analysis of student achievement and other school performance data. (b) Approval process Develop a process for approval of a school improvement plan presented by an individual school and its advisory council.

ASSURANCES

Through our signatures below, we attest that this School Improvement Plan meets the requirements of F.S.1001.42(16) and represents the consensus approval of the school’s Advisory Council. It is assured that the following have been included in the development of the School Improvement Plan:

1. An approval of the school mission and vision statements and strategic objectives in a regularly scheduled meeting by the School Advisory Council.

2. A school needs assessment that included surveys of all stakeholder groups and an analysis of student achievement and other school performance data.

3. An assessment of staff development needs and an action plan that correlates to the strategic objectives in the School Improvement Plan.

4. The development of implementation strategies with identified resources specific to our total school budget for each School Improvement objective.

___Donna Christopher_________________________September 20, 2016 ___ School Principal Date __Kenda Parker ________________________ _ September 20, 2016____ Chair, School Advisory Council Date Approved on this date by the School Board of Santa Rosa County, Florida. ________________________________________ Chair, Santa Rosa County School Board



SCHOOL ADVISORY COUNCIL

SECTION 1001.452, FLORIDA STATUES – DISTRICT AND SCHOOL ADVISORY COUNCILS

MEMBER DONNA CHRISTOPHER - Principal CHARLIN KNIGHT - Director of Workforce Education KENDA PARKER - Chairperson / Instructional SHASTA HARRELL - Instructional SHIRLEY PARKER - Community Member MELISSA ANDERSON - Education Support SUNDAY HAYS - Parent CYNTHIA GRISSETT - Parent FERNANDO CEREZO - Parent (Alternate) ELIJAH LAMB - Student KHALIB CEREZO - Student



SCHOOL VISION AND MISSION VISION STATEMENT

Santa Rosa Adult School is a community-oriented learning center. SRAS fosters an environment that develops positive student attitudes and achievements supported by active, involved educators, students, families, communities, and businesses. Students will leave school as life-long learners prepared to meet individualized goals to pursue a career and to contribute to a changing society.

MISSION STATEMENT The mission of the Santa Rosa Adult School is to provide an atmosphere that encourages personal and intellectual growth toward postsecondary education and/or gainful employment for adults and youth. To insure a seamless K-20 curriculum, Santa Rosa Adult School embraces technology and other research-based educational strategies to improve student performance and promote academic success.



Florida Education Priorities

School Improvement Plans shall be designed to achieve the State education priorities pursuant to section 1000.03(5), Florida Statutes (2003), and student performance in section 1001.42(16)(a), Florida Statutes (2003).

The priorities of Florida’s K-20 education system in section 1000.03(5)(a-f), Florida Statutes (2003), include:

(a) Learning and completion at all levels, including increased high school graduation rate and readiness for

postsecondary education without remediation.--All students demonstrate increased learning and completion at all levels, graduate from high school, and are prepared to enter postsecondary education without remediation.

(b) Student performance.--Students demonstrate that they meet the expected academic standards consistently at

all levels of their education.

(c) Alignment of standards and resources.--Academic standards for every level of the K-20 education system are

aligned, and education financial resources are aligned with student performance expectations at each level of the K-20 education system.

(d) Educational leadership.--The quality of educational leadership at all levels of K-20 education is improved.

(e) Workforce education.--Workforce education is appropriately aligned with the skills required by the new global

economy.

(f) Parental, student, family, education institution, and community involvement.--Parents, students, families, educational institutions, and communities are collaborative partners in education, and each plays an important role in the success of individual students. Therefore, the State of Florida cannot be the guarantor of each individual student’s success. The goals of Florida’s K-20 education system are not guarantees that each individual student will succeed or that each individual school will perform at the level indicated in the goals.


SANTA ROSA SCHOOL

Data Sources Used in Needs Assessment Activities Relevant to Meeting the School Improvement Priorities indicated by an “X” in the Appropriate Priorities Column.

SCHOOL IMPROVEMENT

PRIORITIES DATA SOURCES USED:

Priority A

Learning and Completion at

all levels

Priority B

Student Performance

Priority C

Alignment of Standards and

Resources

Priority D

Educational Leadership

Priority E

Workforce Education

Priority F

Parental, Student, Family,

Education Institution, and

Community Involvement

TABE Pre-Post Tests Student Survey Teacher Survey GED® Ready and Practice Tests GED® Pass Rate Diplomas Earned Teacher In-service LCPs & EFLs FCAT 2.0 & FSA ELA Assessments Attendance Reports Discipline Reports ACT Scores Florida Technology Survey PERT NRS Enrollment Records DEA/SRI Assessments State EOC (FSA & NGSSS) Scores ASVAB Achieve 3000 Teacher Made Assessments Credits Earned Reports BPIE Assessment Instrument

X

X X X X X X X X X X X X X X X X X

X X X

X

X X X X X X X X X X X X X X X X X X X X X X X

X X X X

X X X X X X X X X X X X X X X X X X

X X X

X X X X X X X X X X X

X

X X X X X X X X X X X X X X X X X X

X


SANTA ROSA SCHOOL

Ranking of Priorities BASED UPON THE SCHOOL’S NEEDS ASSESSMENT ACTIVITIES AND RESULTS AND THE GRADE LEVEL CONFIGURATION OF THE SCHOOL, THE FOLLOWING RANKING HAS BEEN GIVEN TO THE FLORIDA EDUCATION PRIORITIES: Ranking Priorities

2 (a) Learning and completion at all levels, including increased high school graduation rate and

readiness for postsecondary education without remediation.--All students demonstrate increased learning and completion at all levels, graduate from high school, and are prepared to enter postsecondary education without remediation.

1 (b) Student performance.--Students demonstrate that they meet the expected academic

standards consistently at all levels of their education. 3 (c) Alignment of standards and resources.--Academic standards for every level of the K-20

education system are aligned, and education financial resources are aligned with student performance expectations at each level of the K-20 education system.

6 (d) Educational leadership.--The quality of educational leadership at all levels of K-20

education is improved. 5 (e) Workforce education.--Workforce education is appropriately aligned with the skills required

by the new global economy. 4 (f) Parental, student, family, educational institution, and community involvement.--

Parents, students, families, educational institutions, and communities are collaborative partners in education, and each plays an important role in the success of individual students. Therefore, the State of Florida cannot be the guarantor of each individual student’s success. The goals of Florida’s K-20 education system are not guarantees that each individual student will succeed or that each individual school will perform at the level indicated in the goals.


SANTA ROSA SCHOOL

Action Plan for School Improvement 2016-2017

PRIORITY A: LEARNING AND COMPLETION AT ALL LEVELS

ADEQUATE PROGRESS, PRIORITY A: Adequate progress will have been demonstrated if 3 of the 4 strategic objectives are met.

Adult Education – ABE and ESOL

STRATEGIC OBJECTIVE A.1: The percentage of students enrolled in Adult Basic Education (ABE) and English as a Second Language (ESOL) Courses in 2016-17 who earn a Literacy Completion Point (LCP) will increase by 2% over 15-16 data.

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE A.1: An increase of 2% over the 15-16 data and 3 of 4 strategic activities are met.

Strategic Activity/Staff Development

Responsible School Site Personnel

Anticipated Barriers

Strategies to Overcome Barrier

ACTIVITY A.1.1 Develop and Implement a real time data monitoring tool allowing school administration and instructors to monitor student outcomes and make instructional adjustments to increase student success. ACTIVITY A.1.2 Provide Professional development for all adult education faculty and staff involved in the process of recruitment, enrollment, registration of students and instruction for students (i.e. state & local conferences and webinars to gather necessary tools to improve adult education instruction). ACTIVITY A.1.3 Provide information and activities to recruit students. Continue to create better advertising techniques to attract adult populations. Expand awareness of Adult Basic Education (ABE) and competency-based instruction. ACTIVITY A.1.4 Implement retention strategies which may include contacting withdrawn students in order to bring them back to the program.

Administration Adult Ed. Facilitator ABE/GED® Teachers Support Personnel

Administration Adult Ed. Facilitator ABE/GED® Teachers

Administration Adult Ed. Facilitator Administration, Counselors Adult Ed. Facilitator ABE/GED® Teachers Support Personnel

Development time for the database tool.

Ensuring faculty and staff are trained on tool use.

Facilitating instructional application of data within the context of the classroom

Time away from the classroom for training.

Funding for substitute teachers.

Availability of PD that is high quality and pertinent to Adult Education

Availability of cost effective advertising methods

Availability of advertising methods that specifically target our local population of potential Adult Education Students

Unreliable contact information

High transient student population

Utilize existing Database Development Talent after the regular school day

Utilize existing Grant funding lines to pay teachers for time spent training

Schedule trainings for after the regular school day when possible.


Conduct a due diligence search for professional developments opportunities.

Conduct a due diligence search for advertising opportunities.

Informal surveys of students to determine where they are likely to gather information about educational opportunities.

Regularly update contact information

Contact students as soon as possible after withdrawal date.



Adult Education – GED

STRATEGIC OBJECTIVE A.2: During the 2016-17 school year, the percentage of students enrolled for at least 12 hours in GED Courses who pass at least one section of the GED will increase by 2% over 15-16 data.






ACTIVITY A.1.1 Develop and Implement a real time data monitoring tool allowing school administration and instructors to monitor student outcomes and make instructional adjustments to increase student success. ACTIVITY A.2.2 Professional development for all adult education faculty and staff involved in the process of recruitment, enrollment, registration of students and instruction for students (i.e. state & local conferences and webinars to gather necessary tools to improve adult education instruction). ACTIVITY A.2.3 Provide information and activities to recruit students. Continue to create better advertising techniques to attract adult populations. Expand awareness of the GED Program and requirements.

Administration Adult Ed. Facilitator ABE/GED® Teachers Support Personnel

Administration Adult Ed. Facilitator ABE/GED® Teachers

Administration Adult Ed. Facilitator

Development time for the database tool.

Ensuring faculty and staff are trained on tool use.

Facilitating instructional application of data within the context of the classroom






Utilize existing Database Development Talent after the regular school day









High School – Course Completion

STRATEGIC OBJECTIVE A.3: During the 2016 -17 school year, the percentage of students enrolled in High School Dropout Prevention Program Courses at the end of each term who earn credit in their course will increase by 2% over 15-16 data.






ACTIVITY A.3.1 Monitor internal classroom data trends and reports making adjustments to curriculum and instruction as needed to ensure student success. ACTIVITY A.3.2 Provide Professional development for all dropout prevention instructors related to student population needs, course standards, and high engagement strategies ACTIVITY A.3.3 Implement Test Taking Strategies instruction ACTIVITY A.3.4 All SWDs who are enrolled at SRHS have the same opportunities both educationally and non-academically as their non-SWD peers at SRHS. Strategies and accommodations are implemented by classroom teachers and staff in an effort to continuously improve all students’ educational experience and level of success at SRHS, including non-SWD students and SWD students.

Teachers, Administration, Counselors, Administration, Teachers Administration, Counselors, Teachers Administration, Counselors, Teachers, ESE Inclusion Support

Ensuring faculty and staff are appropriately trained in data driven instruction


Availability of PD that is high quality and pertinent to classroom needs

Time away from content area instruction.

Teacher knowledge with respect to the IEP Process and how to apply and document Accommodations listed on student IEPs

Provide Training opportunities

Ensure that trainings are of a substantial value to outweigh the classroom impact.

Conduct a due diligence search for professional development opportunities.

Embed instruction as a seamless portion of content area instruction. (i.e. strategies highlighted as a part of weekly quiz reviews)

Provide teachers with appropriate instruction in Accommodations, Documentation, and the IEP process.



High School – Graduation

STRATEGIC OBJECTIVE A.4: During the 2016 -17 school year, the number of students graduating with a high school diploma will increase by 2% over 15-16 data.






ACTIVITY A.4.1 Monitor student assessment and credits earned reports in order to make adjustments to services provided as needed to ensure student success. ACTIVITY A.4.2 Provide early notification to parents regarding graduation requirements that have yet to be met for all students within the graduation window as determined by number of credits remaining. ACTIVITY A.4.3 Continue to execute assessment administration strategies that provide students with the maximum opportunity for success. (ie. frequent notification of requirements, making assessments available in all assessment windows, and providing frequent makeup test opportunities as allowed by DOE)

Administration, Counselors Administration, Counselors Administration, Counselors

Ensuring counselors have the appropriate reports available to determine student needs in real time.

Time available for counselors to synthesize individual student data and prepare it for use by parents and students.

Time available for counselors to synthesize individual student testing data, notify students, prepare for test administration, administer assessments, and provide opportunities for makeup testing.

Regular communications between counselors and administration to create and modify reports as necessary to meet counselor data consumption needs.

Expand report and form development as needed to meet counselor needs.

Adjust counselor’s additional duties as needed during the testing seasons to account for the significant time required by these activities.

PRIORITY B: STUDENT PERFORMANCE ADEQUATE PROGRESS, PRIORITY B: Adequate progress will have been demonstrated if 4 of the 6 strategic objectives have been

achieved.

High School – FSA-ELA & FCAT 2.0

STRATEGIC OBJECTIVE B.1: A minimum of 35% of students taking the FCAT 2.0 Reading retake and/or the FSA ELA initial assessments or retake assessments in the Fall 2016 and/or Spring 2017 will pass FCAT 2.0 Reading retake and/or the FSA ELA initial assessment and retake, earn a passing concordant score on the ACT or SAT, demonstrate a one-year learning gain, or receive an FCAT 2.0/FSA ELA waiver.

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE B.1: 35% of students pass FCAT Reading 2.0 retake and/or FSA ELA initial assessments or retake assessments,

concordant assessment, achieve one-year learning gain or receive an FCAT 2.0/FSA ELA waiver.





ACTIVITY B.1.1. Administer district-recommended reading assessments to those students without a passing FCAT 2.0/FSA ELA score to identify specific reading deficiencies and implement strategies to improve student performance. ACTIVITY B.1.2. Structure curriculum to place more emphasis on the weak areas identified from 2015-2016 FCAT 2.0/FSA ELA statistics. Increase and improve the use of web based instructional programs (i.e. Achieve 3000, Compass, etc.) for reading remediation. Implement an ACT prep portion of the reading remediation class to increase participation and raise concordant score rates for the ACT in place of the FCAT 2.0 and FSA Reading tests for graduation. ACTIVITY B.1.3 Expand instruction to include systematic explicit instruction in reading component areas specific to individual student deficiencies. ACTIVITY B.1.4 Strengthen MTSS interventions to encourage students to improve attendance and increase academic motivation

Teachers Teachers Teachers MTSS Team Members Teachers


Knowledge with respect to the appropriate use of the wide variety additional resources available.

Teacher knowledge of content area reading strategies.

Time available for regular meetings with students as a part of the mentorship program.

Student attendance impacts the ability for teachers to meet one on one.

Embed instruction as a seamless portion of content area instruction. (i.e. use the assessment as a content area instructional tool, providing a review tailored specifically to the results of the assessment)

Assist teachers with narrowing the resources available to only those with a proven track record and providing training as needed in the use of those resources.

Obtain support from the ELA department.

Encourage more teachers to pursue professional development in this area.

Mentors block out time for student check-ins.

Utilize office support staff to make attendance phone calls.


achieved.

High School – Algebra 1 EOC

STRATEGIC OBJECTIVE B.2: A minimum of 40% of students taking the Algebra 1 EOC exam (NGSSS and FSA combined) during the 2016-17 school year will pass the exam as a graduation requirement, or earn a concordant score on the PERT test, or earn a sufficient score to earn credit in the Algebra 1/1B course and/or through the Credit Acceleration Program (CAP).

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE B.2: 40% of students pass the Algebra 1 EOC exam or a concordant score on the PERT test during 2016-17 and earn credit (CAP) in Algebra 1/1B and 3 of 4 strategic activities are met.





ACTIVITY B.2.1. Administer local preparatory assessments to identify students’ math deficiencies and implement strategies to improve student performance. ACTIVITY B.2.2. Insure that all students are appropriately placed in Algebra 1, 1A, or 1B classes as required according to academic records and individual student academic needs. ACTIVITY B.2.3 Provide professional development for Algebra 1 instructors ACTIVITY B.2.4 Provide preparatory materials and instruction (as available) for students who are interested in taking the PERT as a concordant test for the Algebra 1 EOC.

Math Teachers Counselors Math Teachers, Math Coordinator, Math Coordinator, teachers, administration, counselors Math Teachers, Counselors, Administration


Knowledge of specific student needs and situations.



Student motivation to take the additional assessments.


Counselors will regularly coordinate with teachers concerning student academic needs.



Counselors and teachers will explain the importance and advantages of using concordant testing needs.


achieved.

High School – Geometry EOC

STRATEGIC OBJECTIVE B.3: A minimum of 50% of students taking the EOC exam in Geometry will earn a sufficient score to earn credit in Geometry and/or through the Credit Acceleration Program (CAP).

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE B.3: 50% of students earn an adequate score on the Geometry EOC to earn credit in Geometry and 3 of 3 strategic activities are met.

Strategic Activity/Staff

Development




ACTIVITY B.3.1. Administer local preparatory assessments to identify students’ math deficiencies and implement strategies to improve student performance. ACTIVITY B.3.2. Insure that all students are appropriately placed in Geometry as required according to past academic records and individual student academic needs. ACTIVITY B.3.3 Provide professional development for Geometry instructors

Geometry Teachers Counselors Geometry Teachers Administration










achieved.

High School – Biology 1 EOC

STRATEGIC OBJECTIVE B.4: A minimum of 50% of students taking the EOC exam in Biology 1 will earn a sufficient score to earn credit in Biology 1 and/or through the Credit Acceleration Program (CAP).

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE B.4: 50% of students earn an adequate score on the Biology 1 EOC to earn credit in Biology 1 and 3 of 3 strategic activities are met.


Development




ACTIVITY B.4.1. Administer local preparatory assessments to identify students’ science deficiencies and implement strategies to improve student performance. ACTIVITY B.4.2. Insure that all students are appropriately placed in Biology 1 as required according to past academic records and individual student academic needs. ACTIVITY B.4.3 Provide professional development for Biology 1 instructors

Biology 1Teachers Counselors Biology 1 Teachers Administration










achieved.

High School – U.S. History EOC

STRATEGIC OBJECTIVE B.5: A minimum of 50% of students taking the EOC exam in U.S. History will earn a sufficient score to earn credit in U.S. History and/or through the Credit Acceleration Program (CAP).

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE B.5: 50% of students earn an adequate score on the U.S. History EOC to earn credit in U.S. History and 3 of 3 strategic activities are met.





ACTIVITY B.5.1. Administer local preparatory assessments to identify students’ social science deficiencies and implement strategies to improve student performance. ACTIVITY B.5.2. Insure that all students are appropriately placed in U. S. History as required according to past academic records and individual student academic needs. ACTIVITY B.5.3 Provide professional development for U. S. History instructors

U. S. History Teachers Counselors U. S. History Teachers Administration










achieved.

Adult Education – TABE (Test of Adult Basic Education)

STRATEGIC OBJECTIVE B.6: 70% of students enrolled in Santa Rosa Adult School Education programs that pretest and posttest will show educational gains.

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE B.6: Determined by assessments involving the pre- and post-TABE scores, pre-GED® assessments, and/or teacher made tests.





ACTIVITY B.6.1. Real life contextual reading materials will be used to teach appropriate vocabulary development and follow-up comprehension activities. ACTIVITY B.6.2. Utilize GED® Practice Tests and TABE practice materials to determine progress and areas of need for students. ACTIVITY B.6.3. Increase advertisement & promotion of adult education programs throughout the county. ACTIVITY B.6.4. Improve instructional techniques through the use of professional development in-service, and district, regional and state conferences. ACTIVITY B.6.5. Improve the integration the ITTS (Instruction Targeted for TABE Success) web based software program facilitating the success of our lowest performing adult Basic Education students.

Adult Ed. Facilitator ABE/GED® Teachers Adult Ed. Facilitator ABE/GED® Teachers Administration Adult Ed. Facilitator ABE/GED® Teachers Administration Adult Ed. Facilitator ABE/GED® Teachers Administration Support Personnel Adult Ed. Facilitator ABE/GED® Teachers

Materials are either heavily focused on real life context or heavily focused on content.

TABE is not aligned with the GED®






Knowledge of ITTS program.

Funding for ITTS Program

Conduct a due diligence search for appropriate materials that are a blend of the two focal areas.

Ensure teachers are aware of this issue and supplement instruction with GED® aligned material.






Provide ITTS Training Opportunities.

Incorporate funding line in the AGE Grant that allows for Additional ITTS Funding

PRIORITY C: ALIGNMENT OF STANDARDS AND RESOURCES ADEQUATE PROGRESS, PRIORITY C: Adequate progress will have been demonstrated if both strategic objectives have been

achieved.

Alignment of Curriculum and Instruction

STRATEGIC OBJECTIVE C.1: Adequate resources will be provided to align curriculum/instruction to state standards in order to increase individual student performance.

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE C.1: Budget used for curriculum and instruction. Progress demonstrated if 5 of the 6 Strategic Activities are met.





ACTIVITY C.1.1. Adult Ed. staff will research and purchase appropriate curriculum for adult education and family literacy programs. ACTIVITY C.1.2. Continue to develop ESOL for Adults program. Market the program countywide. ACTIVITY C.1.3 Continue the use of CASAS assessment and Burlington English program for ESOL students. ACTIVITY C.1.4 Incorporate GED® practice software that is aligned with current GED® standards into adult education programs. ACTIVITY C.1.5 Provide professional development opportunities related to the MTSS program and facilitate implementation with faculty and staff. ACTIVITY C.1.6 Provide professional development in Data Driven Instruction as it relates to Florida Standards.

Administration, Adult Ed. Facilitator Administration, Counselors, Adult Ed. Facilitator, Teachers Teachers, Adult Ed Facilitator, teachers, administration GED® teachers, Adult Ed. Facilitator, Counselors, Administration Teachers, Counselors, Administration Teachers, Counselors, Administration

Finding cost effective appropriate curriculum that is well aligned to the New GED is challenging.

Finding appropriate media to target this population of students with a marketing campaign is challenging.

Programs are well aligned but difficult to administer.

GED Ready software purchased by the school has a expiration date (one year).



Conduct a due diligence search for appropriate curriculum.

Utilize existing Grant funding lines to maximize dollars spent



Expand training opportunities to facilitate ease of administration.

Monitor GED ready usage to minimize over purchase of assessments and subsequent unused expired test administrations.

Schedule trainings prior to student arrival at school.


PRIORITY C: ALIGNMENT OF STANDARDS AND RESOURCES ADEQUATE PROGRESS, PRIORITY C: Adequate progress will have been demonstrated if both strategic objectives have been

achieved.

Alignment of Technology Resources

STRATEGIC OBJECTIVE C.2: SRAS will incorporate technology in support of curriculum and instruction that is aligned with state standards

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE C.2: Strategic Objective met if 3 of the 4 Strategic Activities are met.




Strategies to Overcome

Barrier

ACTIVITY C.2.1. Identify and replace outdated hardware and software according to district guidelines. ACTIVITY C.2.2. Provide and maintain user support to students and staff. ACTIVITY C.2.3. Monitor technology used in curriculum by the District Technology Survey on a continuing basis in accordance with Florida State Standards. ACTIVITY C.2.4 Expand the use of appropriate technology in the classroom.

Technology Contact Administration Technology Contact County Technology support Technology Contact Faculty Administration Tech Contact, Tech TA Teachers, Counselors

Funding for replacement software that is supported.

Competing priorities and time available to solve technology related issues.

The survey requires input from several different personnel.

Unfamiliarity with how to use new systems and software.

Utilize existing Grant funding lines to maximize dollars spent

Priority goes to systems used directly by teachers and students.

Coordinate collaboration time for the survey.

Provide appropriate training and support when encouraging technology expansion.

PRIORITY D: EDUCATIONAL LEADERSHIP

ADEQUATE PROGRESS, PRIORITY D: Adequate progress will have been demonstrated if the strategic objective is achieved.

Educational Leadership

STRATEGIC OBJECTIVE D.1: SRAS will provide in-service opportunities for faculty and staff, based on the In-service Survey, School Improvement Plan, and BPIE needs

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE D.1: Strategic Objective met if 4 of the 5 Strategic Activities are met.





ACTIVITY D.1.1. Provide faculty and staff on-site and county-based opportunities for professional development through technology. ACTIVITY D.1.2 Provide faculty with professional development opportunities related to monitoring and interpreting student performance data. ACTIVITY D.1.3 Provide teachers with opportunities to attend specific curriculum-related or other needs-based instruction workshops. ACTIVITY D.1.4 Continue a Professional Learning Community (PLC) program in which all teachers will participate in PLC activities that specifically address the improvement of student motivation and thereby student learning outcomes. ACTIVITY D.1.5 Identify and provide professional development opportunities for school personnel on best practices for inclusive education for SWDs and struggling learners.

Administration, Faculty Support Staff Administration, Faculty Support Staff Administration, Faculty Support Staff Administration, Faculty Administration, Faculty

Professional development needs may not be satisfied with existing offerings.

Time available for training and data analysis.

Due to the unique nature of our school, some portions of curriculum training may not apply.

Individual PLC’s may not obtain an equivalent benefit as other PLC’s covering the same topic

Knowledge with respect to the IEP Process and how to apply and document Accommodations listed on student IEPs

Seek out alternate professional development offerings and/or create internal trainings to satisfy local needs.

Emphasize the benefits of data driven instruction through classroom success data.

Encourage faculty to focus on what can be applied at our school and methods for adjusting curriculum and instructional techniques for fit our student’s needs.

Facilitators facilitate a single topic area while PLC groups rotate through those topic areas on a 9 week basis, thereby increasing consistency.

Provide teachers with appropriate instruction in Accommodations, Documentation, and the IEP process.

PRIORITY E: WORKFORCE EDUCATION ADEQUATE PROGRESS, PRIORITY E: Adequate progress will have been demonstrated if 2 of the 2 strategic objectives are achieved

Workforce Education

STRATEGIC OBJECTIVE E.1: Provide career and educational counseling opportunities for students enrolled in Santa Rosa High/Adult School.

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE E.1: Strategic Objective met if 5 of the 6 Strategic Activities are met.





ACTIVITY E.1.1. Students will participate in career exploration activities and counselors and faculty will encourage students’ use of career planning tools and interest inventories. ACTIVITY E.1.2 Encourage faculty to provide career exploration activities as part of the curriculum (Life Skills class is a graduation requirement/career planning curriculum). Activity E.1.3 Provide opportunities for students to participate in career-related activities as available (e.g. World of Work, PSC Career Day, Health Care Careers Fair, PSC Educational Opportunities Center Workshop) Activity E.1.4 Provide information on postsecondary opportunities, College Entrance Test Preparation, Scholarships/Bright Futures/Financial Aid, Military options and ASVAB testing. ACTIVITY E.1.5 Require Drop Out Prevention Program Seniors to complete a Life Skills Course that includes a Senior Project on their career choice and a research paper component ACTIVITY E.1.6 Counselors will attend the annual Counselors in the Workplace seminar to gain current information about careers in the vocational and industrial fields in our local area in order to disseminate this information to our high school and adult students.

Teachers, Counselors and WIOA @ LTC Administration, ALC Facilitator, Teachers Administration, Teachers, Counselors Counselors, Life Skills Teacher, Administration, Montgomery MEPS and local recruiters Administration, Counselors, ALC Facilitator Counselors

Time away from classroom content area instruction.

Time available for non-content area instruction


Minimal student participation

Students are required to take an additional course

Time available to convey information to students after the seminar

Encourage faculty to tie this activity into existing lessons within their content areas.

Encourage faculty to incorporate this activity into existing lessons in their content areas.

Encourage faculty to tie this activity into existing lessons in their content areas.

Increase awareness and provide an increased lead time between student notification of the event and the event occurrence.

Ensure the course content is clearly useful to their lives after high school.

Counselors will embed this information in other activities and coordinate with Life Skills teachers to ensure information is up to date.

PRIORITY E: WORKFORCE EDUCATION ADEQUATE PROGRESS, PRIORITY E: Adequate progress will have been demonstrated if 2 of the 2 strategic objectives are achieved.

Science, Technology, Engineering, Arts, and Mathematics

STRATEGIC OBJECTIVE E.1: Provide STEAM opportunities for students enrolled in Santa Rosa High/Adult School.

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE E.1: Strategic Objective met if 3 of the 4 Strategic Activities are met.





ACTIVITY E.1.1. Implement a Space Technology and Engineering science course in the high school program. This course will have a robotics focused curriculum. ACTIVITY E.1.2 Continue the Robotics Club opportunity for students to learn about robotics and compete in the BEST Robotics Competition. Activity E.1.3 Provide opportunities for students to express their artistic talents through the Beatnik Poetry Club Activity E.1.4 Provide opportunities for students to express their artistic talents as a part of the School Newspaper and Year Book Committee

Administration, Science Teacher, Counselors Administration, Teachers, Counselors Administration, Teachers, Counselors Administration, Teachers, Counselors

Robotics is an activity that requires materials and parts that can be expensive. Some of these materials are non-reusable.

Robotics is an activity that requires materials and parts that can be expensive. Some of these materials are non-reusable.

Student participation is marginal due to limited transportation resources


Student participation is marginal for the yearbook since many seniors graduate before the end of the school year.

Transportation unavailable for after school activities.

Pursue grant opportunities and utilize local funding opportunities.

Pursue grant opportunities and utilize local funding opportunities.

Pursue school based methods for assisting students with transportation.

Encourage faculty to tie this activity into existing lessons in their content areas.

Encourage younger students to participate in the yearbook committee.

Pursue school based methods for assisting students with transportation.

PRIORITY F: PARENTAL, STUDENT, FAMILY, EDUCATIONAL INSTITUTION, AND COMMUNITY INVOLVEMENT

ADEQUATE PROGRESS, PRIORITY F: Adequate progress will have been demonstrated if 3 of the 4 Strategic Objectives are

achieved.

Student Attendance

STRATEGIC OBJECTIVE F.1: During the 2016 -17 school year, the average number of days absent will decrease by 2% from 15-16 data.

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE F.1: Strategic Objective met if a decrease of 2% from the 15-16 data is realized and 4 of the 5 Strategic Activities are met.


Development




ACTIVITY F.1.1 Address school attendance problems by counseling students and parents concerning the importance of regular attendance as it relates to course completion and graduation outcomes. ACTIVITY F.1.2 Assign each student a faculty mentor to keep track of the student’s progress and attendance. Faculty members will meet with students regularly concerning their academic progress and attendance. ACTIVITY F.1.3 Hold regular MTSS meetings to address significant at risk student attendance issues. ACTIVITY F.1.4 Make parent and student contact calls home to determine reasons for excessive absences on a regular basis. ACTIVITY F.1.5 Provide resources to support the SRHS incentive program for students who maintain good attendance, earn credits and have positive behaviors.

Administration, Counselors/Deans Administration, Counselors/Deans Teachers Support Staff Administration, Counselors/Deans Teachers Support Staff Administration, Counselors/Deans Teachers Support Staff Administration and Counselors

Overcoming well established individual student patterns of absenteeism.

Faculty member time available

Contact information changes frequently.

Time away from the classroom for meeting.


Limited school based financial resources to provide incentives.

Counsel students and parents regarding the close research proven relationship between school attendance and graduation.

Encourage mentors to meet between classes throughout the school day as time allows.

Make regular updates to contact information in the school database as needed.



Pursue alternative community based funding opportunities.


ADEQUATE PROGRESS, PRIORITY F: Adequate progress will have been demonstrated if 3 of the 4 Strategic Objectives are achieved.

Student Discipline

STRATEGIC OBJECTIVE F.2: During the 2016 -17 school year, the average number of discipline incidents will decrease by 2% from 15-16 data.

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE F.2: Strategic Objective met if a decrease of 2% from the 15-16 data is realized and 5 of the 6 Strategic Activities are met.


Development




Activity F.2.1 Maintain teacher/staff presence in targeted areas that have been identified as at risk for discipline and safety incidents. ACTIVITY F.2.2 Maintain the ISS program with an emphasis on student completion of makeup and current classwork, as well as behavior reflective remediation. Activity F.2.3 Decrease the number of out of school suspension days that occur by utilizing alternatives to out of school suspension where possible. Activity F.2.4 Maintain security camera system and train all appropriate faculty and staff. Continue to take student photos continuing the school student ID system. Activity F.2.5 Strengthen classroom strategies that increase academic achievement, decrease behavioral issues, and improve attendance rates ACTIVITY F.2.6 Promote the anti-bullying program throughout school.

Teachers, Counselors, Administration, Support Staff Teachers, Counselors, Administration, Support Staff Administration, Counselors, Teachers Administration, Teachers, Counselors Administration, Teachers, Counselors Administration, Teachers, Counselors

At risk areas change over time

Without dedicated ISS personnel the time between the incident and the consequence / reflection is increased.

Some disciplinary infractions require out of school suspension per student code of conduct.

Camera system software will not function for employees without computer administrative permissions.

Knowledge of strategies and how to apply them may be limited.

Lack of awareness of bullying and harassment policies and procedures.

Closely monitor discipline data to determine emerging at risk locations

Ensure there are enough staff available to supervise ISS so that ISS can be held regularly.

Increase student awareness of student code of conduct infractions and consequences.

Discuss the situation with Data Processing (DP).

Provide recurring training and support for teachers to effectively apply these strategies.

Increase student, parent, and faculty awareness of bullying policies.



achieved.

Parent, Student and Community Contact

STRATEGIC OBJECTIVE F.3: Provide ongoing contact with parents and community using a minimum of three communication approaches.

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE F.3: Strategic Objective met if 3 of the 4 Strategic Activities are met.


Development




ACTIVITY F.3.1 Maintain updates to the school website. ACTIVITY F.3.2 Contact the parents of those students failing to make adequate academic progress in Santa Rosa High School program. ACTIVITY F.3.3 Encourage parents of high school students to check their student’s progress via the online student portal. Encourage students to use their new ID cards to assist them when utilizing campus and online resources. ACTIVITY F.3.4 Continue to utilize and improve the information presented to students during new student orientation for SRHS students.

Web Manager, Tech TA Administration, Counselors/Deans Teachers Support Staff Counselors, Support Staff Counselors, Support Staff

Frequent changes and diverse areas requiring representation on the school website.


Student grades need to be kept up to date for this information to be useful to parents.

Student retention of information after the orientation.

Multiple people leaders checking the web site and offering updates and corrections to the school webmaster.


Ensure faculty is adhering to the school policy regarding regular entry of grades into the SMART2 Gradebook.

Reinforce student knowledge of school information through frequent contact and discussion.



achieved.

Student Health

STRATEGIC OBJECTIVE F.4: Implement a campaign to bring awareness of health, safety and overall fitness to the student body of SRAS.

ADEQUATE PROGRESS, STRATEGIC OBJECTIVE F.4: Strategic Objective met if 3 of the 4 Strategic Activities are met.


Development




Activity F.4.1 Provide general health-related information for faculty and students. Work with student lunch program to provide healthier menu selections for students. Provide health related workshops for students as available. Activity F.4.2 Encourage student participation in mobile health screening unit during its visits to campus. Activity F.4.3 Provide drug and safety awareness activities to students via workshops. Continue to provide student access to a CDAC counselor on a voluntary basis. Activity F.4.4 Provide information and encourage student and staff participation in local health fairs and encourage staff participation in the district-sponsored health programs. Encourage faculty and staff to participate in first aid, CPR and AED training.

Administration Counselors, Teachers, Counselors/Administration Teachers Counselors, CDAC Counselor, Teachers, Resource Officer Administration, Teachers, Counselor

Minimal student engagement.

Minimal student participation

Individual student resistance to the information being presented

Availability of seats for CPR and First Aid Trainings

Increase student dialogue as related to health related issues and diet.

Increase awareness and provide an increased lead time between student notification of the event and the event occurrence.

Ensure that information being presented takes into account potential student held beliefs, myths, and misperceptions. Counter arguments are prepared with supporting data.

Seek out alternate venues for CPR and First Aid training.

Documents

Santa Rosa County Schools · KHALIB CEREZO - Student . SANTA ROSA COUNTY SCHOOLS ... The mission of the Santa Rosa Adult School is to provide an atmosphere that encourages personal