polk state chain of lakes collegiate high school (col ... state chain of lakes collegiate high...

COL SIP 2015-2016

Polk State Chain of Lakes Collegiate High School (COL) School Improvement Plan (SIP)

2015-2016

School Information

School Name: Chain of Lakes Collegiate High School District Name: Polk

Principal: Bridget Fetter Polk State President: Dr. Eileen Holden

SAC Chair: Rick Jeffries, Assistant Principal Date of School Board Approval: Not applicable

COL SIP 2015-2016

Staff

Position Name Degree(s)/

Certification(s)

Number of Years at Current School

Number of Years of

Experience

Prior Performance Record (include prior School Grades, FCAT/statewide assessment Achievement Levels, learning gains, lowest 25%), and AMO progress, along with the associated school year)

Principal Bridget Fetter

Masters/ Educational Leadership, (all Levels); Athletic Coaching, Endorsement; English For Speakers Of Other Languages, Endorsement; English, (grades 6 - 12); Reading, (grades K – 12)

9 33 NA

Assistant Principal

Rick Jeffries

Masters/ Educational Leadership, (all Levels); Masters; Guidance and Counseling (all levels); Special Education/SLD (all levels)

9 23 NA

Guidance Counselor

Peter Preston

Doctorate; Higher Education, Master’s; Mental Health Counseling, English (6-12)

3 15 NA

Math Misty Sparling Mathematics (6-12) 2 21 NA

English Laura

Abercrombie English (6-12) 2 6

NA

Math Alric Fischle Math (6-12) 2 16 NA

Science Suzanne

Halverson Doctorate; Biology (6-12) 8 9

NA

Critical Thinking / Research

Charles Lundy Masters; Business Education (6-12) 9 9 NA

English/ Reading/ Visual

Technology

Lynsay McCaulley

Masters; English (6-12), Reading Endorsement 5 6 NA

Social Science Patricia Sullivan

Bachelors; Social Science (6-12) 9 9 NA

College and Career Advisor

Josefina Mendoza

Master’s Social Work, Spanish (K-12), Master’s Spanish (6-12)

6 6 NA

COL SIP 2015-2016

Strategies for Hiring and Retaining Highly Effective Teachers All hiring of faculty and staff at Chain of Lakes Collegiate High School follows the policies and procedures set forth by Polk State College’s Board of Trustees. All instructional faculty hired are required to hold current certification and meet highly effective status. When hiring teachers and other school personnel, Polk State College and Chain of Lakes Collegiate High School pursue individuals with the skills, qualifications, enthusiasm, and demeanor to actively pursue the school's mission and vision. The Chain of Lakes Collegiate High School Director uses College Procedure 6014, Recruiting/Employment Processes, to advertise and fill the position. The director and other College personnel also demonstrate a commitment to providing for equity in employment as specified in Procedure 6052, Equal Opportunity/Equity and Access. The full text of both procedures is found on the Polk State College website at http://www.polk.edu/businessandcommunity/rulesproc/Proc/6014.pdf. Chain of Lakes Collegiate High School teachers are part of a small learning community. They are paid competitive salaries and have active decision-making roles in all aspects of the school’s operations. They enjoy all the College benefits, including the fact that they and members of their immediate families can enroll in College courses at no cost. They have access to professional development activities specific to both individual and group needs and are involved in creating the school’s professional development plan each year. Staff Demographics

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 Effective Teachers

% Reading Endorsed Teachers

% National Board

Certified Teachers

% ESOL Endorsed Teachers

11 0% 0% (0) 55% (6) 45% (5) 64% (7) 100% (11) 9% (1) 0% 9% (1)

Teacher Mentoring Program/Plan New teachers are mentored by various staff depending on the subjects taught and needs of each staff member. Being a small staff, team mentoring of new staff takes place at all levels. During the 2014-2015 school year, there are no new teachers.

http://www.polk.edu/businessandcommunity/rulesproc/Proc/6014.pdf

COL SIP 2015-2016

Continuous Improvement Leadership Team Bridget Fetter, Director / Rick Jeffries, Assistant Director / Dr. Peter Preston, Guidance Counselor / Josefina Mendoza, College/Career Advisor, make up the school’s leadership team. The Leadership Team coordinates the efforts of the three school teams by serving as leadership for each team. Every full-time faculty and staff member is a member of one of the teams. The three teams meet to discuss pertinent sections of the SIP. The leadership team is responsible for enacting the processes necessary to accomplish the goals as set forth by the school teams. Ms. Fetter, Dr. Preston and Mr. Jeffries organize the meetings and agendas for one of the three school teams each. Ms. Mendoza serves as the data/research coordinator for all teams. School office staff members assist in the process as needed. School teams meet before the beginning of each school year to analyze available data and review and/or establish goals written in the Action Plan for each data-driven goal initiative. Teams then meet periodically as agreed upon and as necessary to effectively review and implement the goal initiative. 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 Guidance Office is responsible for the input and maintenance of student information and records. College Genesis is the source for data input for college classes and allows for reports to be generated by the COL administration. Longitudinal data may be requested from the Institutional Research Department at Polk State College. Information for high school classes comes from Polk County School Board (PCSB) Genesis Reports. PCSB Genesis allows input for demographics, schedules, discipline, and other data. Reports can then be generated from PCSB Genesis. Attendance and grade reports are managed via the Pinnacle system with data collected from teachers... Reports are generated by both teachers and administrators for analysis. Josefina Mendoza maintains a database for standardized testing: ACT, SAT, PSAT, FCAT, CPT, PERT. Ms. Mendoza also tracks college courses attempted and completed and college admission. Cross-Curricular Contributions to Teaching of Reading All faculty at the school engage in reading across the curriculum strategies. Teachers meet to coordinate classroom lessons and units of study to include reading as part of the curriculum. Teachers meet regularly to share curriculum plans and incorporate reading activities into all coursework. English teachers at the high school collaborate with college English professors to ensure curriculum aligns with college standards including reading concepts and skills. Strategies to build reading skills include but are not limited to those listed below:

Vocabulary is emphasized in every content area.

Instructors use activities to help students predict, question, clarify, and summarize content area material.

Instructors provide guided reading activities, modeling good reading skills for students. Students then practice skills and discuss points of interest. Juniors are enrolled in Executive Intern during their first term of enrollment. Preparation for the ACT and SAT are emphasized, and effective study skills are taught.

COL SIP 2015-2016

Academic and Career Planning The guidance counselor provides an individual educational plan for each student incorporating the student’s college/career goals. Students are participating in an early college program, which includes specific goals and academic plans leading to completion or partial completion of the Associate in Arts Degree or Associate in Science Degree. The school staff includes both a guidance counselor and a college and career advisor for all enrollees. Because these professionals serve fewer students than their colleagues in traditional high schools, they are better able to address individual student career plans. Postsecondary Transition Students participate in a fully integrated early college program incorporating rigorous high school courses combined with dual enrolled college courses leading to completion of or partial completion of the Associate in Arts Degree or the Associate in Science Degree.

COL SIP 2015-2016

Performance Targets, Barriers, Resources, Strategies, Action Steps, Professional Development and Budget

Category: Reading 2015-2016 Performance Target: Maintain or improve the average ACT and SAT reading scores of graduates.

Performance 2014-2015 Anticipated Performance 2015-2016

ACT=25/SAT=549 ACT=or>25/SAT= or>549

Primary Barrier to be addressed in order to improve performance: Students do not choose to access test prep materials and participate in test prep activities Resource(s) to be brought to bear in order to improve performance:

Resource #1—electronic/web-based test prep materials/activities and staff monitoring of those materials/activities

Resource #2—senior seminar attendance requirement with college and career advisor

Strategy: COL will provide test prep support through electronic/web-based resources and through the senior seminar, and staff will monitor student use of resources. Action Steps:

Action Step When Who will Implement Who will monitor

1. Research and purchase electronic/web-based materials Summer 2014 Principal Principal

2. Monitor test prep program use Fall/Spring 2014/15 Reading and English Instructors

Principal/Asst. Principal

3. Offer Senior Seminars at multiple times to better accommodate students Fall 2014 College/Career Advisor/Guidance Counselor

Principal

4. Create incentives to encourage attendance at Senior Seminar events Fall 2014 College/Career Advisor/Guidance Counselor

Asst. Principal

Required Professional Development:

Activity Participants Facilitator Who will Follow-Up

Train faculty/staff on the use of test prep resources COL administration, COL Faculty Asst. Principal Principal

Attend McKeel Academy Best Practices Conference COL Faculty / Staff McKeel Academy Staff Principal

Conduct monthly faculty-led best practice sharing at meetings COL Faculty/Staff Principal Principal

Required Budget:

Action Step Cost When Who Responsible for Implementing

Who Responsible for Monitoring

#1—instructional software $10,000 Summer 2014 Principal Principal

COL SIP 2015-2016

Category: Reading Subgroups 2014-2015 Performance Target: Maintain or improve the average ACT and SAT reading scores of graduates.


Black ACT 23 SAT 501 Black ACT >=22 SAT>= 494

White ACT 26 SAT 567 White ACT>= 25 SAT>= 550

Hispanic ACT 23 SAT 524 Hispanic ACT>= 25 SAT>= 546

Other ACT 24 SAT 534 Other ACT>= 23 SAT >=503

ELL N/A N/A ELL N/A N/A

ESE N/A N/A ESE N/A N/A

FRL ACT 25 SAT 533 FRL AC>=T 23 SA>=T 515

Primary Barrier to be addressed in order to improve performance: It is difficult to motivate students who have not tested or met target scores Resource(s) to be brought to bear in order to improve performance:

Resource #1— Web-based test prep

Resource #2— Staff monitoring of student use of test prep resources

Strategy: Target underperforming students through Executive Internship and English classes Action Steps:


1. Identify students who have not taken or met the benchmark Fall 2014 / Spring 2015 COL Faculty, College/Career Advisor

Principal / Asst. Principal

2. Monitor students use of test prep resources during instruction Fall 2014 / Spring 2015 COL Faculty, College/Career Advisor

Principal / Asst. Principal


When Participants Facilitator Who will Follow-Up

Training related to new assessment for cross curricular reading instruction

Fall 2014 COL staff Asst Principal Principal

Required Budget:



NA

COL SIP 2015-2016

Category: Writing 2014-2015 Performance Target: Maintain or improve the performance of students in college English courses


ENC1101 OR ENC1102 Completed = 281 ENC1101 OR ENC1102 Completed with “C” or above = 246 (88%)

80%

Primary Barrier to be addressed in order to improve performance: Students do not demonstrate maturity or skill to be successful Resource(s) to be brought to bear in order to improve performance:

Resource #1— Staff monitoring of implementation of test prep materials

Resource #2— Tutoring support

Strategy: Engage COL staff in college’s early warning system Action Steps:


1. Offer tutoring for students enrolled in English classes Fall 2014 / Spring 2015 COL English Faculty Principal / Asst. Principal

2. Participate in the college’s early warning system Fall 2014 / Spring 2015 COL Guidance Counselor Principal / Asst. Principal

3. Implement ENC1101 test prep writing lab Fridays in Spring 2015 COL ENC1101 faculty Principal



Training related to ENC1101 lab implementation ENC1101 staff College and Career Advisor Principal

Required Budget:



NA

COL SIP 2015-2016

Category: Math 2014-2015 Performance Target: Maintain or improve the average ACT and SAT Mathematics scores of graduates


ACT=23/SAT=529 ACT = or > 22 / SAT = or > 517

Primary Barrier to be addressed in order to improve performance: Students lack prerequisite math skills to meet benchmarks on ACT/SAT testing Resource(s) to be brought to bear in order to improve performance:

Resource #1— Staff time and skills

Strategy: Require new students who have not taken Algebra 2 to take the high school level course with COL faculty in the fall before attempting the ACT or SAT in the spring Action Steps:


1. Identify students who lack prerequisite skills in Math Summer 2014 Guidance Counselor Principal / Asst. Principal

2. Enroll students in Algebra 2 in fall term of the Junior year Summer / Fall 2014 Guidance Counselor Principal / Asst. Principal

3. Conduct geometry workshops to refresh skills Fall 2014 Math Faculty Principal / Asst. Principal

4. Present ACT/SAT math content and how tested Fall 2014 College and Career Advisor and Math Faculty

Principal/Asst. Principal


Activity When Participants Facilitator Who will Follow-Up

ACT Counselor Workshop Fall 2014 Guidance Counselor, College/Career Advisor

ACT Staff Asst. Principal

SAT Counselor Workshop Fall 2014 Guidance Counselor, College/Career Advisor

College Board Asst. Principal

Required Budget:



Per diem $3.000 Fall 2014 / Spring 2015 Principal Principal

COL SIP 2015-2016

Category: Math Subgroups 2014-2015 Performance Target: Maintain or improve the average ACT and SAT Mathematics scores of graduates


Black ACT 22 SAT 488 Black ACT >= 21 SAT>= 468

White ACT 24 SAT 542 White ACT>= 22 SAT>= 527

Hispanic ACT 22 SAT 528 Hispanic ACT>= 22 SAT>= 521

Other ACT 23 SAT 492 Other ACT>= 22 SAT>= 535

ELL N/A N/A ELL N/A N/A

ESE N/A N/A ESE N/A N/A

FRL ACT 23 SAT 514 FRL ACT>= 21 SAT >=491

Primary Barrier to be addressed in order to improve performance: Students lack prerequisite math skills to meet benchmarks on ACT/SAT testing Resource(s) to be brought to bear in order to improve performance:


Strategy: Assess student needs and provide them with coursework and/or workshops to address those needs in preparation for ACT/SAT Action Steps:


1. Administer PERT Math to assess student math skills Spring/Summer 2014 Guidance Counselor Principal / Asst. Principal

2. Enroll students who have never taken Algebra 2 into Algebra 2 in fall term of the Junior year

Summer / Fall 2014 Guidance Counselor Principal / Asst. Principal

3. Provide individualized tutoring based on student deficits Fall 2014 / Spring 2015 Math Faculty Principal / Asst. Principal



NA

Required Budget:



NA

COL SIP 2015-2016

Category: Science 2014-2015 Performance Target: Maintain or improve the performance of students in college science courses


Science Courses Completed = 294 Science Courses Completed with “C” or above = 271 (92%)

80%

Primary Barrier to be addressed in order to improve performance: Students lack maturity and perquisite skills to be successful in college science courses Resource(s) to be brought to bear in order to improve performance:


Resource #2— Executive Internship curriculum

Strategy: Require new students who lack a high school science course to take the high school anatomy and physiology course with COL faculty before attempting college level science courses and encourage students interested in science, technology, engineering and math (STEM) to enroll in the high school STEM research course. Action Steps:


1. Identify students who lack a high school science credit Summer / Fall 2014 Guidance Counselor Principal / Asst. Principal

2. Enroll students in high school level Anatomy and Physiology Fall 2014 / Spring 2015 Guidance Counselor Principal / Asst. Principal

3. Enroll students in designated Executive Internship section Fall 2014 Guidance Counselor Principal/Asst Principal

4. Identify students interested in STEM disciplines Summer/Fall 2014 Guidance Counselor Principal

5. Enroll students interested in any STEM discipline into high school STEM research course

Fall 2014 Guidance Counselor Principal



NA

Required Budget:



NA

COL SIP 2015-2016

Category: Social Studies 2014-2015 Performance Target: Meet or exceed proficiency on the state EOC U.S. History Exam


History EOC 18 out of 18 students tested scored 3 or above (100%) 90%

Primary Barrier to be addressed in order to improve performance: Students lack prior knowledge of the subject matter, the EOC assesses a broad scope of subject matter, teacher does not have prior knowledge of specific test content, and timing of test administration makes test preparation difficult. Resource(s) to be brought to bear in order to improve performance:

Resource #1—State EOC objectives for course content

Resource #2—Turning Tech 360

Strategy: Instructor will assess students’ prior knowledge in relation to the scope of tested content and will provide teaching/learning strategies based on student needs Action Steps:


1. Administer unit pre-tests January 2015 History Faculty Asst. Principal

2. Use pre-test results to design course instruction January 2015 History Faculty Asst. Principal

3. Utilize Turning Tech 360 to pretest January 2015 History Faculty Asst Principal



Training on Turning Tech 360 COL History Faculty Turning Technologies Principal

Required Budget:



Action Step 3: Purchase Turning Tech 360 $2,500 Summer 2014 Principal Principal

COL SIP 2015-2016

Category: Retention/Graduation 2014-2015 Performance Target: Maintain and improve retention and graduation rate


Retention: 125 of 144 juniors will return as seniors (87%) Graduation: 149/149 (100%)

Retention: 90% Graduation: 95%

Primary Barrier to be addressed in order to improve performance: Transition to the college environment is one that some students cannot make successfully Resource(s) to be brought to bear in order to improve performance:

Resource #1—Monitor Executive Internship attendance

Resource #2—College’s early warning system

Resource #3: Math Auditing class (SLS 1533 and 1534)

Strategy: COL will institute measures to help students make a successful transition to the college environment Action Steps:


1. Identify students who are not succeeding in coursework Fall 2014 / Spring 2015 Guidance Counselor Principal / Asst. Principal

2. Adjust schedules Fall 2014 / Spring 2015 Guidance Counselor Principal / Asst. Principal

3. Introduce SLS 1533 and 1534 as math auditing courses Fall 2014 / Spring 2015 Guidance Counselor Principal / Asst. Principal

4. Outreach with individual college professors to build rapport in order to address student needs

Fall 2014 / Spring 2015 Guidance Counselor Principal / Asst. Principal



Participation in sessions related to College’s earning warning system COL Guidance Counselor College Administration Asst Principal

Required Budget:



#3:

COL SIP 2015-2016

Category: Attendance 2014-2015 Performance Target: Maintain or improve attendance rate


Attendance Rate: 97.31% Absence Rate: 2.69% Excessive Absence Rate: 15% 45/291

Attendance Rate: 90% Absence Rate: <5% Excessive Absence Rate: <=15%

Primary Barrier to be addressed in order to improve performance: Some students lack the maturity to manage the more flexible scheduling environment Resource(s) to be brought to bear in order to improve performance:

Resource #1— Staff time and attention

Strategy: COL will develop early intervention system to reduce attendance problems Action Steps:


1. Define excessive absences (suggested: 2 in one week) Summer 2014 Guidance Counselor Asst Principal

2. Identify students with excessive absences Fall 2014 / Spring 2015 Asst. Principal, COL Faculty Principal

3. Make contact with college professors to check on overall attendance

Fall 2014 / Spring 2015 Guidance Counselor Principal / Asst. Principal

4. Make contact with and/or meet with parents Fall 2014 / Spring 2015 Asst. Principal Principal

5. Include importance of attendance in Parent 101 sessions Fall 2014 Principal / Asst. Principal Principal

6. Provide daily executive internship (EI) hard copies of attendance Throughout year Instructors Guidance Counselor and Program Asst



NA

Required Budget:



NA

COL SIP 2015-2016

Category: Stakeholder Involvement 2014-2015 Performance Target: Improve participation of parents on parent survey


53 of 280=19% response rate on climate survey 25%

Primary Barrier to be addressed in order to improve performance: Effective communication of schedule of events and distribution of online surveys Resource(s) to be brought to bear in order to improve performance:

Resource #1— Internet and social media


Strategy: Develop a communication plan to better inform parents about climate survey. Action Steps:


1. Increase number of information channels used to communicate with stakeholders Fall 2014 / Spring 2015 COL Administration Principal

2. Improve COL web/internet presence (website, Twitter, Facebook, etc.) Fall 2014 / Spring 2015 COL Administration Principal

3. Consider multiple strategies for administering climate survey Fall 2014 / Spring 2015 COL Administration Principal



NA

Required Budget:



NA

polk state chain of lakes collegiate high school (col ... state chain of lakes collegiate high...

Documents