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East Area Adult School 08-09

SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Wayne Dickens Ed. D. SAC Chair: Jack Myers Superintendent: Dr. Gail McKinzie Date of School Board Approval : Note: East Area Adult School is not eligible to be graded. We do not receive FCAT reports or data analysis.

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Vision/Mission/Belief Statements

Vision: The vision of East Area Adult School is to ensure learning for all students that will result in high achievement. Mission: The mission of East Area Adult School is to provide rigorous and relevant learning experiences which service the educational needs of adults through literacy, high school completion, workforce preparation, personal enrichment, and technology. Belief Statements: East Area Adult School (EAAS) believes in positively impacting the Effort, Attitude, Achievement, and Success of our students by providing learning opportunities for all. We believe that

All citizens should have access to free public education regardless of age, color, creed, gender, or race All students can learn The acquisition of information changes an individual forever Each person has value as a unique human being Respect for individual differences creates harmonious relationships The parents’ level of education has a direct impact on the educational success of the children A community is defined by the educational level of its citizens

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School Profile/Demographics

School Profile/Demographics: East Area Adult School is located at 300 East Bridgers Avenue in Auburndale, Florida. It was opened as a full-time adult facility in January 1985. The school area of service includes Auburndale, Davenport, Eagle Lake, Eloise, the Four Corners Area, Frostproof, Haines City, Lake Wales, Loughman, Polk City, Wahneta, Winter Haven, and Ft. Meade. Daytime and evening classes are offered on-site, as well as at various locations in our service area, including community and governmental agencies and centers, correctional institutions, and other school sites conveniently located close to neighborhoods for the targeted dropouts in this area. The school was originally opened to serve the adult population of the entire county for daytime classes. Evening classes were already available in both the east and west sides of the county. Classes are open to any student sixteen (16) years of age and older who is not enrolled in another public high school, except for co-enrollees. Programs cover Adult Basic Education (ABE), a pre-literacy program through 8.9 grade level; English for Speakers of Other Languages (ESOL), a program for speakers of languages other than English; General Educational Development (GED), a high school diploma equivalency program; Adult Secondary (AS), a program which leads to a standard high school diploma; Co-enrollment, a dual enrollment program which allows students to make up needed credits or receive accelerated credits while attending his/her local high school; and Community Education Classes, classes offered as enrichment for any interested student. Guest speakers from institutions of higher learning, armed services, and businesses are scheduled to respectively provide post-secondary, military and employment information. ABE/GED students are initially assessed utilizing the Tests of Adult Basic Education (TABE) to determine academic levels in reading, math, language, and spelling. ESOL students are assessed with the Comprehensive Assessment System for Adult Students (CASAS) to determine mastery of the English language (spoken and written). Both programs post test students periodically to document student progress, academically advise students, and report student benchmarks. As students progress from one state regulated benchmark to a higher benchmark, a literacy completion point (LCP) is generated. LCPs are weighted and generate performance funding dollars for our programs since the school does not receive FTE funding. Adult high school students need to enter with academic levels at or above 9.0 and have at least 10 credits. They must obtain 24 credits, pass the FCAT, and meet all graduation requirements set by the State of Florida for a regular diploma. The completion of every one-half credit generates an LCP in this program. All three of these programs utilize a competency-based curriculum, have an open entry/open exit policy, and are self-paced, allowing individuals to learn at a pace conducive to his/her learning style.

Students Attaining Literacy Completion Points (LCPs), 2007- 2008:

Number of ABE students attaining LCPs: 540 Number of LCPs attained by these ABE students: 886 Number of ESOL students attaining LCPs: 309 Number of LCPs attained by these ESOL students: 402 Number of GED students attaining LCPs: 221

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SCHOOL IMPROVEMENT PLAN Number of LCPs attained by these GED students: 1326

Number of adult high school credit students (co-enrollees and adult school students) attaining LCPs: 297

Number of adult high school credit LCPs attained by these students: 703 We recruit dropouts from local area high schools through communication with administrators and guidance counselors. The Student Services Department provides schools and prospective students information about alternative programs and options. An in-school GED exit program for high school students 16 years or older who are identified as potential dropouts continues to be successful. To qualify for a State of Florida diploma, students must pass successfully all parts of the GED exams. Students completing the adult high school program for a Polk County standard diploma must complete required credits and pass the FCAT. Total number of students receiving a Polk County standard diploma in 2007-2008: 23 Total number of students receiving a State of Florida (GED) diploma in 2007-2008: 221 (Note: In certain circumstances, students included in this school’s enrollment may receive their diplomas from another school. Such diplomas are not counted in this report.) Curriculum is primarily competency-based and self-paced with emphasis on student mastery and progression toward intended outcomes. Measures of adequate progress are established through literacy completion points (LCPs) based on performance standards, assessment instruments, and exit-level criteria. TABE and CASAS tests are used to determine entry level and assess progress of ABE/GED and ESOL students respectively. Progress is evaluated also through competency-based tests, performance checklists, completion of classroom assignments, and review of student portfolios. Adult high school students who lack basic skills in reading and mathematics receive extra help through a highly individualized skills program. Our New Century Computer Lab, business computer lab, and career lab provide technology enhancement opportunities for learning. Trained volunteer tutors provide one-on-one academic instruction. A remediation teacher instructs students with academic scores below 3.0. In addition, FCAT remediation is now available through NovaNet, an on-line credit retrieval/remedial program. All teachers are highly qualified and receive on-going training in adult education best practices. Curriculums are enhanced with computer-based instructional programs in ABE, GED and ESOL. EAAS recruits, trains, and coordinates literacy and academic volunteers to assist students in achieving desired academic advancements in all programs. On-going collaboration with the Northeast Polk Literacy Council enhances our ability to recruit new students and volunteers to better serve the adult population in our communities.

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Enrollment for 2007-2008:

Number of students enrolled in ABE classes: 1495 Number of students enrolled in GED Preparation classes: 843 Number of students enrolled in ESOL classes: 770 Number of adult students enrolled in High School Credit Classes (Co-Enrollees and Adults) 346 Number of students enrolled in Community Education 36 Number of students enrolled in the Adult Handicapped Program 54 Number of students enrolled in Academic Enrichment 9 Total number of students enrolled: 3553

One way we involve students, family, and community members is through our School Advisory Council. Our total number of School Advisory Council members for 2008-2009 is 18: 50% majority; 50% minority (44% Black; 44% Hispanic, 11% Other); 78% Community; 22% school-based. We continually strive to ensure our students meet their goals through a well-structured curriculum, a positive environment conducive to learning, appropriate resources and materials, instruction by certified teachers, and involvement with organizations and individuals in the community who provide support for our program and our students.

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Quality Staff

Highly Qualified Certified Administrators: List your school’s highly qualified administrators and briefly describe their experience with increasing student academic achievement. School Administrator: Wayne Dickens Ed. D., Principal Dr. Dickens received his M.Ed. and Ed. D. in Educational Leadership from NOVA Southeastern University, Ft. Lauderdale, FL. He received his B.S. in Vocational from Florida A and M University, Tallahassee. His certification includes: School Principal- all levels and Vocational 6-12. Dr. Dickens has been a business owner and brings a wealth of experience to Adult Education. He worked for 11 years with the United States Department of Agriculture as a Management Specialist. He has worked in the Polk County schools as a substitute teacher, paraprofessional, secondary academic teacher, a dean and an Assistant Principal. During most of his teaching career, he worked with at-risk students at the high school and adult levels. Dr. Dickens served as the Assistant Director of Curriculum at Traviss Career Center in Lakeland from January, 2006 through April, 2007. He became the principal of East Area adult School in May, 2007. During his 20 years of employment with the public school system, he has served on various professional, school and district committees. They are as follows: The Agriculture Labor Board, Polk Economic Development Board, Textbook Committee Chairman, several SAC Committees, Polk County Schools’ Professional Development Board, Chairman of the Council on Occupational Education (COE) for Traviss and several others. High Quality, Highly Qualified Teachers: Describe strategies to recruit and retain high-quality, highly qualified teachers to high-need academic areas. East Area Adult School utilizes the recruitment services of the Polk County School Board and its job opportunity website to recruit high-quality, highly qualified teachers. Training and support services are available “in-house” and through the district professional development system. In addition, we utilize support and training services available through adult education professional organizations and the Florida Department of Education.

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2006-2007 Staff List for East Area Adult School

Name Area of Certification Teaching Field Certification (Professional or

Temporary)

Number of Years Teaching

Marilyn Alderman Guidance, Elementary Education

Guidance Professional 33

Sondra Annotti Elementary, Reading K-12, Language Arts 5-9

Adult Education Professional 6

Kelly Darnell Business Education Adult Education Professional 3 Karen Hagerty Business Education,

Journalism Adult Education

Professional

5

Jo Ann Hartley English, ESOL, Coaching


Robert Howell Math (currently seeking Science certification)

Adult Education, Adult High School

Professional 14

Sharron Kelsey Elementary Education, English Middle Grades, Specific Learning Disabilities, Educational Leadership


Madeline Lopez-Ortiz Marketing 6-12 Adult Education Professional 18 Rosalinda Mills Elementary Adult Education Professional 2 Hilda Ringley Elementary Education,

ESOL, Spanish Adult Education Professional 5

Susan Stewart Elementary Adult Education Professional 2 Jessie Varner English, Social Studies,

ESOL Adult High School Professional 39

TBA – ESOL Instructor

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Additional Requirements

School Wide Improvement Model Describe the research-based School Improvement Model at your school. How is this model being implemented, and how has it helped with student achievement? The instructional process used in the ABE/GED and AEL programs is a continuous teaching/learning cycle monitored by the classroom teachers. As required by Florida Statutes, every student entering the adult school is given either the TABE or the CASAS test to determine entry level or baseline data for initial placement. Throughout the instructional process, which includes targeted curriculum materials, New Century Education System, ELLIS Lab, Pre-GED and GED interactive computer programs, the teacher administers frequent assessments to determine mastery of skills and competencies. When a student has demonstrated mastery of prescribed competencies, a post-test is administered using the TABE, CASAS, or GED Practice Tests to assess student progress. Adequate progress is measured through the literacy completion points (LCPs) based on Florida Department of Education Student Performance Standards, assessment instruments, and exit-level criteria. Communication with Parents Describe the process used to provide parents the academic progress of their child (age 16 or 17 years of age). For parents of students who are 16 and 17 years old: Parents of students who are 16 or 17 years old are notified by phone when the student has excessive absences, behavior issues, or is not making adequate academic progress. Parent conferences are held upon request and as needed. Orientation meetings are held every Monday, Tuesday and Thursday mornings to accommodate the “open entry” policy of our school which allows students to enroll in our school any day of the school year. Parents may attend orientation if they so desire. At orientation, school policies are discussed, including attendance policy, dress code, adult school rules and regulations, bell schedule, and important issues contained in the District Code of conduct. In addition, educational programs are explained briefly. Parents are contacted by the administration if the student receives a disciplinary notice; if the parent is required to meet with the administration in reference to the disciplinary referral, the parent is notified and an appointment is made. Parents who so request may be given written progress reports periodically, gathered from the teachers by the guidance counselor. The guidance counselor may contact the parents by phone or have an appointment with the parent to discuss the student’s progress. Parents may request conferences through the guidance office.

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Teacher Mentoring Describe your school’s Teacher Mentoring Program. Each new teacher to our school is given an orientation to policies and procedures, as well as curriculum and instructional program, by the Principal, Dr. Wayne Dickens, Ms. Sharron Kelsey, the Teacher Resource Specialist, and/or the appropriate Team Leader. Ms. Sharron Kelsey is the daytime and evening ABE/GED Team Leader, and Ms. Hilda Ringley is the ESOL Team Leader. Ms. Sharron Kelsey also serves as Team Leader for our many off-site classes. Four mandatory inservices are provided for all part time instructors. In addition, Ms. Karen Hagerty, full time GED instructor, makes site visits to assist off-site instructors in maintaining quality programs. Ms. Jo Ann Hartley, Teacher Resource Specialist, assists with technology training and is available to troubleshoot any computer problems in the absence of the principal or other teacher resource specialist. Ms. Marilyn Alderman, Guidance Counselor, assists with the adult high school and co-enrollee programs. In addition, Ms Hilda Ringley, Teacher Resource Specialist, coordinates volunteers to assist teachers and students who need additional support. The Team Leaders maintain contact with all the teachers throughout the year, assisting with any curriculum issues that arise, providing instructional materials, assisting with student registration and/or testing issues, and recordkeeping. All teachers are involved with local school and district-wide inservice as available throughout the year. All full-time teachers new to the District are required to attend TIPS training which includes instruction in the Effective Teacher, Classroom Management, Lesson Planning and Sunshine State Standards, ESE and ESOL Accommodations, and Ethics. First year teachers are required to attend follow up sessions after they begin teaching in the classroom; sessions are focused around a different topic each month. Sessions are structured in small discussion group format utilizing National Board Certified Teachers as discussion leaders. All teachers new to the District are also required to attend New Employee Orientation, which includes information on such topics as payroll, insurance, certification, etc. A teacher new to the District is assigned a qualified peer teacher who mentors the teacher throughout the school year.

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Extended Learning Opportunities Describe the programs that are provided before and after school, during the summer, and during the extended school year. Our adult school students have the option of attending classes through June 30 of each year, day or evening. Subject to the availability of funds from the Polk County School Board, co-enrollee classes provide extended learning opportunities for high school students. When provided, co-enrolled students may take evening classes during the regular school terms and may enroll in morning and/or evening classes during the summer term. Current seniors have priority registration.

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Academic Performance Needs Assessment: Based upon the 2000 U.S. Census, the 2008 estimates indicate that the population of Polk County is 581,058 and that 13.2% (74,132) of the population is below poverty level. The Census estimates also indicate that 386,926 of the county population are people over the age of 25, with 25,537 (6.6%) of this sector having an education below 9th grade and 49,139 (12.7%) went to high school but have no high school diploma or GED. The U.S. Census estimates show that in Polk County we have over 75,000 residents with no high school diploma. The relationship between level of education and poverty is clear. About 70% of adult welfare recipients have lower level literacy skills on the National Assessment of Adult Literacy. Below-level literacy skills and low educational attainment of the targeted population impact their employability rates, their standard of living, their level of participation in civic matters, their family/parenting skills and relationships, and their personal sense of achievement. Student absences and withdrawal rates are high, due to employment conflicts, family commitments, mobility of students, transportation problems, and other reasons. Many of our adult students are self-supporting and/or single parents who have childcare issues, job conflicts, and many other problems associated with parenting or living on their own without emotional or financial support from their family. Thus, many enroll with good intentions but become overwhelmed with non-school issues and drop out of school before they make academic gains.. Approximately 70% of our students (excluding co-enrollees) score below 9.0 on reading, mathematics, and/or language on their entry-level test scores. Student absences and withdrawal rates are high due to employment conflicts, family commitments, mobility of students, transportation problems, and other reasons. Many of our adult students are self-supporting and/or single parents who have childcare issues, job conflicts, and many other problems associated with parenting or living on their own without emotional or financial support from their family. Thus, many enroll with good intentions but become overwhelmed with non-school issues and drop out of school before they make a learning gain and/or attain an LCP. Objective: From July 1, 2008, to June 30, 2009, the number of learning gains made by ABE, Pre-GED, and GED Preparation students, will increase by 2% from the previous year (from 886 to 904).

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SCHOOL IMPROVEMENT PLAN Strategies:

1. Recruit students for adult school from the target population through marketing strategies, including flyers, brochures, small-group presentations, whole-group instruction, and advertising.

2. Increase efforts to retain students and improve attendance through varied methods, including: • Track attendance daily; contact absent students, or their parents • Provide orientation for new students • Work with One Stop Centers, high schools, and career centers to retrieve students who have

dropped out • Provide early intervention for students needing special attention

3. Administer TABE/CASAS tests to determine pupils’ entry-level reading scores. 4. Analyze Computer printout of test results to develop an individualized instructional plan for ABE

students. 5. Effectively use instructional materials, resources, and assessment tools to provide instruction aimed at

“gaps” in academic skills. 6. Use reinforcement and goal setting strategies in the classroom. 7. Coordinate with Northeast Polk Literacy Council and other community volunteers to recruit and train

volunteers to provide tutoring for students at the lowest literacy levels 8. Implement an ABE class that focuses on low level academic skills (below 3.0) and incorporate the

assistance of volunteers who provide one-on-one tutoring. 9. Expand use of computer assisted instruction to support students’ academic progress and employment

readiness. 10. Provide teacher inservice relating to enhancing instruction with technology and computer applications. 11. Track students’ progress toward attaining LCPs (post-tests for TABE/CASAS , performance

objectives progress sheets, teacher-developed assessments, etc.). 12. Provide additional individualized instruction based on assessment results to help students continue

progressing toward mastery of skills. 13. Assist current and new teachers with insight into adult learning characteristics and best teaching

practices for use with adult students. 14. Provide orientation for new teachers in how to use the individualized learning materials and

assessment tools, and how to determine literacy completion points.

Evaluation: Students are given module tests to determine mastery of skills as they complete assignments for each competency on their individually prescribed study schedules. A review of a student’s study schedule, performance objectives progress sheets, computer assignments, GED Practice Tests, and/or module test results will also reflect student progress. Adult Basic Education and ESOL students are re-tested, using the TABE or CASAS, when they have satisfactorily completed prescribed assignments in their program. Teachers are given a computerized printout of the test scores to use in adjusting the student’s prescribed study schedule, based on the test results. The Guidance Office maintains data for each student depicting advancement in literacy completion point levels, pre and post TABE or CASAS test scores, results of GED exams, and completion record of high school credit courses.

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Research-Based Program: The TABE and CASAS tests are two of the choices of tests required by the Florida Department of Education to be administered to incoming adult students. Materials used in our program have been field tested and proven over the years to work well with adult students. These include PACE Individually Prescribed Instructional System, Steck-Vaughn and Contemporary Adult Basic Education and GED preparation materials, MHC Interactive Pre-GED and GED lessons and assessments, Laubach Way to Reading, New Century Educational System, the English Language Learning and Instruction System (ELLIS), the DOE Native Language Screening Test, Real-Life Series, Foundations Series, and Expressways Series. These instructional systems and tests are backed by research that support their effectiveness in helping older youth and adults improve academic skills. Students in the adult secondary credit program use state-approved text-textbooks; curriculum is aligned with Florida Sunshine State Standards. Professional Development Aligned with this Objective: Introduction: The professional development intervention will focus on Adult Literacy. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group Learning Community Process and School-wide Inservice Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching.

Evaluating the Quality of the Training as Reported by Participants: Participants will provide feedback and evaluate the quality of the professional development activities by completing the appropriate District HRD Professional Development Activities Evaluation Form at the completion of program activities. In addition, the principal/administrator and/or the teacher resource specialist will interact with participants to gather perceptions as to the quality and relevance of the professional development during planning, interim and summary conversations concerning the Individual Professional Growth Plan (IPGP).

Monitoring Integrity of Implementation: Members of the school leadership team will monitor the integrity of this professional development initiative. Documentation of successful participation by staff in professional development activities related to this content will be tracked using district HRD Sign-in Sheets and Individual Professional Growth Plan (IPGP) processes and completion of related conversations that occur between teachers and school leaders. Specific objectives for the activities will be identified and participants will be assessed in relation to those objectives by applying the following strategies: Product Development and Observed Application. Participant feedback will be analyzed to ensure relevance and coherence of the professional development content and to ensure that applied learning strategies are appropriate to the intended goal. Knowledge of human learning and change will be applied and will include modeling of effective teaching practices as well as practice and feedback. Activities will be delivered through a variety of technologies that support individual and group learning. Participant records of successful completion will be maintained and Inservice Credit will be reported to HRD in accordance with district and state requirements.

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Supporting Implementation Through Follow-Up & Resources: Successful acquisition of the professional development content and implementation of the related knowledge, skills and mental models will be documented using the following strategies: Lesson Plan Analysis, Direct Observation, Project Completion and Formal Job Embedded Coaching. In addition, the professional development facilitator or other support staff will provide support and assistance through coaching and mentoring to the participants to ensure appropriate application of the knowledge and skill in the classroom. The participants and school administrators will conduct an evaluation as a part of IPGP processes that documents the professional development was

implemented as planned and the faculty member applied the newly learned knowledge and skills in the classroom.

Evaluating the Impact on Student Achievement: Evaluations of the effect of this professional development intervention on student achievement will be demonstrated through an analysis of teacher observation and assessments. Budget: (We do not receive operational budget funds or FTE; we operate under performance-based funding.) Adult education receives Workforce Education dollars supplemented by Adult Education and Family Literacy Grants. Highly Qualified Certified In-Field Instructors All East Area Adult School teachers meet the criteria for highly qualified, in-field instructors.

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English for Speakers of Other Languages Needs Assessment: The 2000 U.S. Census showed a jump of 8% to 13% of Polk households where another language is spoken. The events of September 11, 2001, and following, have increased immigrants’ desires for citizenship as reported by the INS website. The population of people seeking ESOL services is growing faster than any other sector of the adult education and literacy system. Over 1.5 million of Florida’s residents speak little or no English, making it difficult to access information that can assist them in everyday survival skills. In 1999, there were 115,535 Florida adults enrolled in Limited English Proficiency classes and 3,980 in Citizenship classes. Florida has a larger non-English speaking population than all states except California, Texas, and New York. (Florida Literacy Data and Statistics Reference Guide, 2003). Objective: From July 1, 2007, to June 30, 2008, the number of literacy completion points made by ESOL students will increase by 2% from the previous year (from 402 to 410). Strategies:

1. Recruit students for adult school from the target population through marketing strategies, including flyers, brochures, small-group presentations, and advertising.

2. Continue efforts to retain students and improve attendance through varied methods, including: • Require 70% attendance • Require full-time registration unless job or child’s school schedule conflicts • Manage class size so students receive needed attention • Contact absent students by phone/mail

3. Administer CASAS test to determine pupils’ entry-level scores. 4. Continue computer-assisted instruction for academic progress and employment readiness needs of

students by operating the ELLIS computer lab. 5. Continue students’ preparation for civic responsibilities and citizenship through the DOE Citizenship

course. 6. Continue the DOE Native Language Screening Test to determine literacy-level students for placement

in the ESOL course. 7. Effectively use instructional materials, resources, assessment tools, and computer-assisted instruction

in meeting students’ academic and employment readiness needs. 8. Coordinate with local organizations that provide volunteer tutors to assist ESOL students with literacy

skills. 9. Track students’ progress toward making a learning gain or attaining an LCP (post-tests for CASAS,

DOE performance objectives progress sheets, teacher-developed assessments, etc.). 10. Assist current and new teachers with insight into adult learning characteristics and best teaching

practices for use with adult students. 11. Provide orientation for new teachers related to ESOL curriculum, to include learning materials,

assessment tools, interpreting test scores, and how to determine learning gains and literacy completion points.

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Evaluation: A review of a student’s progress sheets, class assignments, and/or teacher-constructed tests will reflect student progress. ESOL students are re-tested, using the CASAS, when they have satisfactorily completed prescribed assignments in their program. Teachers can analyze the test results to adjust the student’s prescribed study schedule. The Guidance Office maintains data for each student depicting advancement in literacy completion point levels and CASAS test scores. Research-Based Program: The CASAS test is one of the choices of tests required by the Florida Department of Education to be administered to incoming adult students. Materials used in our program have been field tested and proven over the years to work well with adult students. These include Laubach Way to Reading, the English Language Learning and Instruction System (ELLIS), the DOE Native Language Screening Test, Real-Life Series, Foundations Series, and Expressways Series. These instructional systems and tests are backed by research that support their effectiveness in helping older youth and adults with limited English proficiency. Professional Development Aligned with this Objective: Introduction: The professional development intervention will focus on ESOL Instruction and Curriculum. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group Learning Community Process and School-wide Inservice Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching.


Monitoring Integrity of Implementation: Members of the school leadership team will monitor the integrity of this professional development initiative. Documentation of successful participation by staff in professional development activities related to this content will be tracked using district HRD Sign-in Sheets and Individual Professional Growth Plan (IPGP) processes and completion of related conversations that occur between

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teachers and school leaders. Specific objectives for the activities will be identified and participants will be assessed in relation to those objectives by applying the following strategies: Product Development and Observed Application. Participant feedback will be analyzed to ensure relevance and coherence of the professional development content and to ensure that applied learning strategies are appropriate to the intended goal. Knowledge of human learning and change will be applied and will include modeling of effective teaching practices as well as practice and feedback. Activities will be delivered through a variety of technologies that support individual and group learning. Participant records of successful completion will be maintained and Inservice Credit will be reported to HRD in accordance with district and state requirements.

Supporting Implementation Through Follow-Up & Resources: Successful acquisition of the professional development content and implementation of the related knowledge, skills and mental models will be documented using the following strategies: Lesson Plan Analysis, Direct Observation, Project Completion and Formal Job Embedded Coaching. In addition, the professional development facilitator or other support staff will provide support and assistance through coaching and mentoring to the participants to ensure appropriate application of the knowledge and skill in the classroom. The participants and school administrators will conduct an evaluation as a part of IPGP processes that documents the professional development was implemented as planned and the faculty member applied the newly learned knowledge and skills in the classroom.

Evaluating the Impact on Student Achievement: Evaluations of the effect of this professional development intervention on student achievement will be demonstrated through an analysis of teacher observation and assessments. Budget: (We do not receive operational budget funds or FTE; we operate under performance-based funding.) Adult education receives Workforce Education dollars supplemented by Adult Education and Family Literacy Grants. Highly Qualified Certified In-Field Instructors List and describe district and school level support and/or professional development that is being provided for instructors and paraprofessionals who are not highly qualified in ESOL. All East Area Adult School teachers and paraprofessionals meet the criteria for highly qualified in English for Speakers for Other Languages according to adult education standards.

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Receipt of a standard high school diploma or its recognized equivalent Needs Assessment: Over 32% of adults in Polk County over the age of 18 lack a high school diploma. Based on Florida Literacy Data and Statistics Reference Guide (2003) statistics for Polk County adults 18 years of age and over, 29,109 have completed less than a 9th grade education and 67,605 have attained 9th to 12th grade but not a diploma. The U.S. Census Bureau estimates that 80,149 Polk County residents are at or below poverty level (2000). In Florida, the unemployment rate for 2001 high school graduates was 17.7% compared with 35.9% for high school dropouts (Florida Office of Economic and Demographic Research). High school graduates, on average, earn about 42% more than those with less than a high school education. Lack of a high school diploma impacts employability rates, standard of living, level of participation in civic matters, family/ parenting skills and relationships, and personal sense of achievement. Many of our adult students are self-supporting and/or single parents who have childcare issues, job conflicts, and many other problems associated with parenting or living on their own without family emotional or financial support. Thus, many enroll with good intentions but become overwhelmed with non-school issues and drop out of school before they attain their goal of a diploma. Objective: From July 1, 2007, to June 30, 2008, at least 225 students enrolled in our GED preparation program will meet the requirements for a State of Florida diploma through passing the GED examinations. Strategies:

1. Recruit students for adult high school and GED classes from the target population through marketing strategies, including flyers, brochures, small-group presentations, and advertising.

2. Increase efforts to retain students and improve attendance through varied methods, including: • Track attendance daily; contact absent students, or their parents • Provide orientation for new students • Work with One Stop Center, high schools, and career centers to retrieve students who have

dropped out • Provide early intervention for students needing special attention

3. Administer complete battery of TABE to determine pupils’ entry-level scores. 4. Analyze computer printout of test results to develop an appropriate instructional plan for GED

students. 5. Effectively use instructional materials, resources, and assessment tools to provide instruction aimed at

meeting course requirements. 6. Use reinforcement and goal setting strategies in the classroom.

a. Expand use of computer assisted instruction to support students’ academic progress. b. Provide teacher inservice relating to enhancing instruction with technology and computer

applications.

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c. Track students’ progress toward completing requirements (teacher-made assessments, completion of assignments, practice tests for GED, performance objectives progress sheets etc.).

d. Provide individualized and small-group instruction using approved curriculum toward completion of requirements in the adult secondary credit classes or the GED preparation classes.

e. Assist current and new teachers with insight into adult learning characteristics and best teaching practices for use with adult students.

Evaluation: Students’ GED test scores are kept on file both at school and in the District Office. Adult high school students’ credit completions are recorded on Genesis. Student performance records document progress toward receipt of an adult secondary diploma or the GED. A review of a student’s study schedule, performance objectives progress sheets, computer assignments, GED Practice Tests, and/or teacher-designed assessment results will also reflect student progress. Research-Based Program: The TABE test is one of the choices of tests required by the Florida Department of Education to be administered to incoming adult students. Materials used in our program have been field tested and proven over the years to work well with adult students. These include PACE Individually Prescribed Instructional System, Steck-Vaughn and Contemporary Adult Basic education and GED preparation materials, MHC Interactive GED lessons and assessments. Students in the high school credit program use state-approved textbooks; curriculum is aligned with Florida Sunshine State Standards. These instructional systems and tests are backed by research that support their effectiveness in helping older youth and adults improve their academic skills. Professional Development Aligned with this Objective: Introduction: The professional development intervention will focus on issues pertaining to GED programs. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group Learning Community Process and School-wide Inservice Process. Professional development activity instructional methods applied will include the following: Lecturette, Small Group Activities (Cooperative Learning), Skill Practice with Feedback, Guided Practice, Independent Practice and Embedded On-Going Coaching. Evaluating the Quality of the Training as Reported by Participants: Participants will provide feedback and evaluate the quality of professional development activities by completing the appropriate District HRD Professional Development Activities Evaluation Form at the completion of program activities. In addition, the principal/administrator and/or the teacher resource specialist will interact with participants to gather perceptions as to the quality and relevance of the professional development during planning, interim and summary conversations concerning the Individual Professional Growth Plan (IPGP).

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Supporting Implementation Through Follow-Up & Resources: Successful acquisition of the professional development content and implementation of the related knowledge, skills and mental models will be documented using the following strategies: Lesson Plan Analysis, Direct Observation, Project Completion and Formal Job Embedded Coaching. In addition, the professional development facilitator or other support staff will provide support and assistance through coaching and mentoring to the participants to ensure appropriate application of the knowledge and skill in the classroom. The participants and school administrators will conduct an evaluation as a part of IPGP processes that documents the professional development was implemented as planned and the faculty member applied the newly learned knowledge and skills in the classroom.

Evaluating the Impact on Student Achievement: Evaluations of the effect of this professional development intervention on student achievement will be demonstrated through an analysis of teacher observation and assessments. Budget: (We do not receive operational budget funds or FTE; we operate under performance-based funding.) Adult education receives Workforce Education dollars supplemented by Adult Education and Family Literacy Grants. Highly Qualified Certified In-Field Instructors: All East Area Adult School teachers meet the criteria for highly qualified, in-field instructors.

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SCHOOL IMPROVEMENT PLAN Parental/Family/Community Involvement

Needs Assessment: Our school enrolls students who are 16 years or older. For the students falling in the 16 to 18 year old category, parent involvement is necessary and desirable. Even though some of these students do not live at home, their parent or legal guardian needs to be involved in specific ways. We need to continue to provide information regarding school policies, functions, and educational programs and services in an efficient manner to these parents. We need to continue recruiting and training school volunteers to assist adult basic education students with literacy skills. We need to continue to involve the community as a means of positive support for our students and our program. Objective: Maintain the opportunity for parents, school volunteers, and community leaders to be involved in our school. Strategies:

1. Invite parents, family members, and interested community leaders to attend the annual graduation ceremony, as well as the National Adult Education Honor Society induction ceremony, at Florida Southern College’s Branscomb Auditorium in May.

2. Keep parents and community informed of upcoming school events through the marquis in front of the school and through our website at http://www.eastareaadult.com/.

3. Make available brochures, flyers, and newsletters to parents and the community regarding school activities, GED test dates, school services, on-campus family literacy program, and community technology class dates.

4. Collaborate with READ Polk (a non-profit literacy coalition), Northeast Polk Literacy Council (a local adult literacy council), and the local Chambers of Commerce in the eastern half of Polk County to recruit, train, and coordinate literacy volunteer tutors to provide individual tutoring to adult students with minimal literacy skills.

5. Maintain interagency cooperative arrangements with community and governmental agencies relating to educational and employment needs of adults. Such agencies include Department of Labor, Department of Corrections, Polk Workforce Development Board, Lakeland Volunteers in Medicine, Polk County Association of Handicapped Citizens, Polk Training Center, Department of Juvenile Justice, Adult Migrant Seasonal Farmworkers Program, and One-Stop Career Centers.

6. Continue to encourage community leaders to serve on our SAC. 7. Arrange for guest speakers from local businesses and organizations to address topics of

relevance and interest to adult students, including health-related issues, job applications, college requirements, and military recruitment.

Strategies specifically for students who are 16 to 18 years old: 1. Continue to provide an orientation meeting for new students and have parents complete the

necessary enrollment forms. 2. Contact a parent by phone when the student starts missing school excessively

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3. Notify the parent by phone and/or by written form requesting a parent conference if the student has behavior issues that must be resolved.

4. Notify the parent when the student fails to correct behavior issues; arrange an appointment time for the parent and student to meet with administration.

Evaluation: Success will be measured by documentation of parent, family, and community involvement, sign-in logs for volunteers, and documentation of guest speakers. Research-Based Program: The Florida Department of Education, Office of School Improvement, provides access to the Wave Series that provides strategies for enhancing parent and family involvement. Other published materials include “Engaging Families & Communities,” L. Deche & Associates [email protected]. Professional Development Aligned with this Objective: East Area Adult School’s Volunteer Coordinator participates in the professional development opportunities offered by Polk County School Board’s Community Involvement office. Based on an analysis of data related to this Objective and the specific priorities identified in our needs assessment process, we will not implement a specific professional development initiative for our instructional staff in relation to the Objective.

Budget: Adult education receives Workforce Education dollars supplemented by adult education and family literacy grants. We do not receive operational budget funds or FTE.

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mailto:[email protected]



Technology Needs Assessment: Students need the opportunity to learn and challenge themselves by using equipment that will enable them to develop skills that will be valuable in the real world. Teachers must utilize technology in order to keep up with current educational practices and to provide instruction in the best possible way. An Instructional Television (ITV) class (the only ITV class offered at an adult or career center in Polk County) has been added to the curriculum. Students will need to be trained in this class to use technology utilized in producing television and movie film. Computer classes must be provided to prepare students to enter the ITV program. Three new Smart Boards will necessitate training for all teachers. Another need is to obtain Smart Boards for every classroom at EAAS. In addition, we need projectors for each classroom to make instruction easier and more appealing to students. Some of our teachers need to improve their technological skills in order to become proficient. Objective: Improve student achievement through the use of technology integrated into the school curriculum. Strategies:

1. Provide teachers with technological resources and tools to assist them to increase the quality and variety of classroom activities.

2. Provide students with easy access to computers in computer labs and in the classrooms for academic instruction and enrichment.

3. Provide computer software applications pertinent to students’ academic ability levels for them to use on a consistent basis.

4. Use computer-assisted instruction to increase students’ academic achievement. 5. Arrange for teachers to take technology classes using district Teacher Proficiency Modules. 6. Encourage teachers to participate in ongoing training available to teachers through the

district, adult education professional organizations, and regional education training facilities.

7. Provide an ITV class for qualifying ABE, GED, ESOL, and AH students to enhance access and exposure to current technology.

8. Provide a media center that allows students access to computers 9. Provide basic computer classes for students to develop computer skills.

Evaluation: Documentation of class assignments utilizing technology, including check sheets in GED classes, computerized reports including pre- and post-tests from New Century Education System and ELLIS Lab, computerized reports from Pre-GED, GED, class assignments, TABE pre- and post-tests results showing mastery or partial mastery, exercises on Lynda.com, classroom observations by administrative staff, and teacher interviews. In addition, a daily news show and short films will be submitted to ITV District Office.

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SCHOOL IMPROVEMENT PLAN Research-Based Program: The New Century Education System, the English Language Learning and Instruction System (ELLIS), the MHC Interactive Pre-GED and GED lessons and assessments have been field tested and are backed by research that support their effectiveness in helping adults improve academic skills. Professional Development Aligned with this Objective: Introduction: The professional development intervention will focus on proficiency training modules developed for all school-based professionals. Activities will occur on an on-going basis throughout the school year applying the following delivery mechanism(s): Peer Group Learning Community Process and School- wide Inservice Process. Professional development activity instructional methods applied will include the following: FDLRS training, Blackboard instruction, network manager-directed instruction and on-line instruction.



Supporting Implementation Through Follow-Up & Resources: Successful acquisition of the professional development content and implementation of related knowledge, skills and mental models will be documented using the following strategies: Lesson Plan Analysis, Direct Observation, Project Completion and Formal Job Embedded Coaching. In addition, the professional development facilitator or other support staff will provide support and assistance through coaching and mentoring to the participants to ensure appropriate application of the knowledge and skill in the classroom. The participants and school administrators will

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conduct an evaluation as a part of IPGP processes that documents the professional development was implemented as planned and the faculty member applied the newly learned knowledge and skills in the classroom.

Evaluating the Impact on Student Achievement: Evaluations of the effect of this professional development intervention on student achievement will be demonstrated through an analysis of teacher observation and assessments. Budget: Adult education receives Workforce Education dollars supplemented by adult education and family literacy grants. We do not receive operational budget funds or FTE. For the first time since 1999, we have received $4000.00 in technology dollars from District Technology Funds to support our efforts.

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SAC Members

Yes No Are the majority of your SAC members not employed by the school? Yes No Is your SAC composed of the principal, and an appropriately balanced number of teachers, education support employees, students (for middle, junior high 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? Measures Being Taken to Comply with SAC Requirement (complete only if your school is out of compliance). N/A

Member’s Name Member’s Signature

1) Dr. Wayne Dickens ____________________________

2) Jack Myers ____________________________

3) Allison Kalbfleisch ____________________________

4) Dr. Wray Hammer ____________________________

5) Noland McLeod ____________________________

6) Mike Taylor ____________________________

7) Cindy Hummel ____________________________

8) Hilda Ringley ____________________________

9) Christina Scott ____________________________

10) Gladys Rivera ____________________________

11) Dr. Brenda Reddout ____________________________

12) Jose’ Ramirez ____________________________

13) Wendy Morris ____________________________

14) Captain Louna Smith ____________________________

15) Angel Torres ____________________________

16) Sean Young ____________________________

17) Edmonde Eliacin ____________________________

18) Travis Den Boer ____________________________

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School Advisory Council Describe the activities of the School Advisory Council.

The School Advisory Council is an interested group of individuals comprised of community leaders, business partners, teachers, and adult school students who support the school’s vision and mission. The Council collaborates with the school’s leadership to assist in the preparation, implementation, and evaluation of the School Improvement Plan. The objective of the Advisory Council is to assist the school in bringing about the coordination of community resources which may be of value to the school in the operation of its educational programs. To achieve this purpose, the Council provides advice and assistance by working cooperatively with the school, its principal, and its staff to devise ways of making citizens more aware of the school’s philosophy and concerns; encouraging the support and participation of the entire community in the educative process; collecting and disseminating such data and information as will be useful in interpreting the needs and areas of concern to the community and to school personnel; and assisting in planning, developing, and evaluating various school-community programs. Throughout the year, the Council will monitor and evaluate progress and make recommendations for program improvement.

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Final Budget Budget: Adult education receives Workforce Education dollars supplemented by adult education and family literacy grants. We do not receive operational budget funds or FTE. Budget limitations restrict the number of services that can be provided to the community.

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SCHOOL IMPROVEMENT PLAN Implementation Evaluation

Implementation Evaluation: Describe plans for ongoing and final evaluation on the extent of successful implementation of the school improvement plan and other school improvement efforts. Student academic performance data is collected monthly for the ABE, GED, ESOL, and Adult High School programs by the Teacher Resource Specialist who generates quarterly, semi-annual and annual reports for the Florida Department of Education and/or Polk County District Office. Data is continually analyzed to determine the success of all programs. The success of parent, family, and community involvement will be determined by the sign-in logs for volunteers and documentation of guest speakers. The success of our technology goal will be determined by an analysis of teacher class assignments utilizing technology and the computerized reports from the New Century Education System and ELLIS Lab as well as the computerized reports from Pre-GED and GED classes, and observations.

school improvement plan - polk county improvement plan . ... served as the assistant director of...

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