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“Jere L. Stambaugh Sr., Middle School” – 2008-2009

SCHOOL IMPROVEMENT PLAN

District: Polk Principal Name: Allison R. Kalbfleisch SAC Chair: Gayle Sullivan Superintendent: Dr. Gail McKinzie Date of School Board Approval: 11/18/08

School at a Glance - 2008

AYP: Yes No X Percentage 77 School Grade: C

"The mission of Polk County Public Schools is to ensure rigorous, relevant learning experiences that result in high achievement for our students."

AYP THREE-YEAR TREND

READING at Proficiency Level (AL 3.0 and above)

Subgroup 2006 2007 Change 06 to 07 2008 Change

07 to 08 Total 48 48 0 52 4 White 52 50 -2 55 5 Black 31 0 0 Hispanic 43 39 -4 42 3 Asian 0 0 Am. Indian 0 0 Econ. Disadv. 41 44 3 46 2 ELL 22 0 0 SWD 16 20 4 20 0

MATH at Proficiency Level (AL 3.0 and above)

Subgroup 2006 2007 Change 06 to 07 2008 Change

07 to 08 Total 42 43 1 46 3 White 45 46 1 49 3 Black 26 0 0 Hispanic 36 35 -1 40 5 Asian 0 0 Am. Indian 0 0 Econ. Disadv. 36 37 1 41 4 ELL 27 0 0 SWD 14 11 -3 16 5

WRITING (Essay score of 3.0 and higher)

Subgroup 2006 2007 Change

06 to 07 2008 Change 07 to 08

Total 89 95 6 93 -2 White 90 94 4 92 -2 Black 81 0 0 Hispanic 90 93 3 92 -1 Asian 0 0 Am. Indian 0 0 Econ. Disadv. 86 95 9 90 -5 ELL 0 0 SWD 62 76 14 74 -2

SCHOOL GRADES THREE-YEAR TREND

READING

2006 2007Change 06 to 07 2008

Change 07 to 08

% Meeting High Standards (AL3 and above)

55 54 -1 57 3

% Making Learning Gains* 63 56 -7 60 4

Learning Gains of Lowest 25%* 72 64 -8 65 1

2006 2007Change 06 to 07 2008

Change 07 to 08

48 50 2 51 1

% Making Learning Gains* 64 61 -3 65 4

Learning Gains of Lowest 25%* 57 69 12

WRITING (Essay score of 3.5 and higher)

2006 2007Change 06 to 07 2008

Change 07 to 08

% Meeting High Standards 81 90 9 89 -1

SCIENCE

2006 2007Change 06 to 07 2008

Change 07 to 08

32 30 -2

SCHOOL IMPROVEMENT PLAN Additional Requirements

Schoolwide Improvement Model Describe the evidence-based School Improvement Model at your school. How is this model being implemented, and how has it helped with student achievement? Stambaugh Middle School initiated an eight-step Continuous Improvement Model (CIM) to drive instruction for student achievement, for all subgroups, to the levels necessary to meet state and NCLB standards of performance. The eight steps:

1) Test Score Disaggregation Under the leadership of Allison Kalbfleisch, the school principal, the leadership team and staff identify school-wide and grade level FCAT Reading, Math, Science, and Writing deficiencies to address and monitor within our school improvement plan. This information is then shared with our School Advisory Committee. Teachers also utilize Kaplan data to determine instructional goals and to address individual students’ strengths and weaknesses. In addition, academic departments meet weekly to discuss student progress, data, assessment results, instructional materials and best practices to make necessary adjustments in the instructional process in order to meet student/school instructional needs. This exercise is powerful as it enables teachers to identify strengths and weaknesses of the instructional program as well as the individual needs of students. The information gleaned from data analysis is used to drive our instructional focus.

2) Instructional Focus Calendar Stambaugh Middle School utilizes a monthly instructional focus calendar outlining school-wide instructional activities as well as relevant assessment dates.

3) Instructional Focus Activities Instructional Focus activities include implementation of Learning-Focused Solutions and Marzano’s Classroom Instruction that Works instructional strategies, Thinking Maps, Larry Bell’s Power Words, and FCAT Stem questioning techniques by all instructional staff.

4) Assessments Student progress will be measured through on-going assessments: FCAT, CELLA, Florida Achieves, Compass Learning Odyssey reports, Read 180 diagnostics (including SRI), Prentice-Hall Mathematics quarterly assessments, STAR test, KAPLAN Benchmark assessments, Florida Oral Reading Fluency (FORF), Fast ForWord reports, Diagnostic Assessment of Reading (DAR), SRA Corrective Reading tests, and pre-post writing assessments as well as regularly scheduled writing assessments.

5) Tutorials

Stambaugh Middle School offers a variety of tutorial services for struggling students including: o Before/After school tutoring with individual teachers o Extended Learning Program o FCAT Explorer/Florida Achieves o Compass Learning Odyssey

6) Enrichment The enrichment opportunities at Stambaugh Middle School include:

o Accelerated/Gifted courses for qualifying 6th, 7th, and 8th grade students o Accelerated Reader Program o Compass Learning Odyssey o FCAT Explorer/Florida Achieves o Clubs and Organizations (Chess Club, National Junior Honor Society, Student Council,

Studio 2 B, FBLA, FCCLA, FFA, PCC Talent Search, Hound Patrol, Competitive Color Guard, Book Club, International Club, Astronomy Club, Christians in Action)

o Extra-Mural Sports

7) Maintenance Teacher at Stambaugh Middle School will utilize instructional strategies from Learning Focused Solutions and Marzano’s Classroom Instruction that Works, and incorporate Thinking Maps, FCAT Stem questioning techniques and Larry Bell’s Power Words to practice and reinforce content and skills. 8) Progress Monitoring Student progress will be measured through on-going assessments: FCAT, CELLA, Florida Achieves, Compass Odyssey reports, Read 180 diagnostics (including SRI), Prentice-Hall Mathematics quarterly assessments, STAR test, KAPLAN Benchmark assessments, Florida Oral Reading Fluency (FORF), Diagnostic Assessment of Reading (DAR), SRA Corrective Reading tests, and pre-post writing assessments as well as regularly scheduled writing assessments.

Extended Learning Opportunities Describe the programs that are provided before and after-school, during the summer, and during the extended school year. In an effort to help ensure our students’ success, Stambaugh Middle School offers an Extended Learning Program utilizing Compass Learning Odyssey for grade recovery throughout the school year and summer months. Students are given a series of assignments, based on the District’s curriculum maps, in Reading / Language Arts, Math, Science and/or Social Studies that may be completed on any computer with internet access (home, school, or public library). Access to school computers, as well as tutoring, is provided before and after school in our media center and/or computer labs. Furthermore, computer access and tutoring is also provided during the summer months. Student progress is monitored through reports generated from the Odyssey program. When a student successfully completes his/her learning path(s), the failing nine-week grade(s) is then replaced with a “C”.

Schools Graded C or Below

Professonal Development: Describe the professional development that supports enhanced and differentiated instructional strategies: At Jere L. Stambaugh Middle School, we are dedicated to on-going professional development and provide a network of support to enhance our teachers’ professional growth. A majority of our staff has attended training, and is committed to Thinking Maps, Ruby Payne’s A Framework for Understanding Poverty and Kagan Cooperative Structures. We also have ongoing training in Marzano’s Classroom Instruction the Works, Learning-Focused Solutions instructional strategies, Compass Odyssey, IDEAS, and Kaplan Achievement Planner. In addition, our school has partnered with Dr. Barbara Block and Dr. Kathleen Milburn from the District’s Professional Development Department in an effort to enhance continuous learning in the areas of differentiated instruction, classroom management, and incorporating reading strategies into the content areas. We are privileged to have a Reading Coach on staff who does periodic training sessions for the staff, works one-on-one with staff members, and does classroom demonstrations of good reading practices. Our Network Manager offers technology tutoring every Tuesday. He also works with staff members one-on-one to answer questions and troubleshoot. We have three ESE support facilitation teachers who meet with the regular education academic teams to plan accommodations for ESE students in the regular education classrooms. Our ESOL teacher also provides extra support and instruction in ESOL strategies to our staff. The New Teacher Focus Group was created to offer support and professional development for all new teachers. Meetings are scheduled regularly and designed around individual and group needs. In addition, identified new teachers are enrolled in the Professional Educator’s Competency (PEC) program. The PEC program ensures a closely monitored program of observations and feedback that provide new teachers with the support and guidance necessary to acquire the professional competencies needed to become an excellent teacher. Disaggregated Data Describe the use of student achievement data to determine the effectiveness of instructional strategies: Under the leadership of Allison Kalbfleisch, the school principal, the leadership team and staff identify school-wide and grade level FCAT Reading, Math, Science, and Writing deficiencies to address and monitor within our school improvement plan. This information is then shared with our School Advisory Committee. Teachers also utilize Kaplan data to determine instructional goals and to address individual students’ strengths and weaknesses. In addition, academic departments meet weekly to discuss student progress, data, assessment results, instructional materials and best practices to make necessary adjustments in the instructional process in order to meet student/school instructional needs. This exercise is powerful as it enables teachers to identify strengths and weaknesses of the instructional program as well as the individual needs of students. The information gleaned from data analysis is used to drive our instructional focus. Informal and Formal Assessments Describe the type of ongoing formal and informal assessments to be used during the school year to measure student progress: Student progress will be measured through on-going assessments: FCAT, CELLA, Florida Achieves, Compass Learning Odyssey reports, Read 180 diagnostics (including SRI), Prentice-Hall Mathematics quarterly assessments, STAR test, KAPLAN Benchmark assessments, Florida Oral Reading Fluency (FORF), Fast ForWord reports, Diagnostic Assessment of Reading (DAR), SRA Corrective Reading tests, and pre-post writing assessments as well as regularly scheduled writing assessments.

Alternative Instructional Delivery Methods Describe the alternative instructional delivery methods used to support remediation, acceleration, and enrichment strategies: Jere L. Stambaugh Middle School is an emerging suburban middle school. We offer a data-driven curriculum, based on the SSS Standards, prescribed to address the specific academic needs of our diverse student population. Jere L. Stambaugh Middle School’s strength lies in doing what is best for the whole child. Our students are given many opportunities to grow academically as well as explore various interests and talents through a strong elective program. Our SSS Standards Based Curriculum emphasizes our school-wide rigorous reading initiative for all students, at all levels, and in every content area, including computer assisted instruction. A flexible schedule has been implemented to meet the need of increased instructional time for low performing students. Furthermore, we offer an accelerated program for our advanced students, including our gifted and able learner population. This schedule has created additional time for teachers to tailor instructional strategies to students’ strengths and weaknesses in an effort of raising student achievement. At Jere L. Stambaugh Middle School we have successfully implemented the A++ Secondary School Reform initiatives including a 90-minute block of intensive reading instruction for students scoring below proficiency level on the FCAT. In addition, students scoring below proficiency level on the FCAT in mathematics are scheduled into an intensive math course focusing on remediation and acceleration of necessary mathematical skills. Also, identified ESOL students are scheduled into a 90-minute ESOL class focusing on reading and writing skills. Assistance to our ESE populations is provided through self-contained, co-taught reading and/or mathematics, support facilitation, or consultative services. Additional instructional programs at Stambaugh include the Accelerated Reader program, Compass Learning Odyssey, FastForWord and the Read180 program for identified struggling readers. Teachers will continue to use the Kaplan Achievement Planner, Learning-Focused Solutions instructional strategies, Marzano’s Classroom Instruction the Works, Kagan Cooperative Structures and Thinking Maps to effectively plan and deliver rigorous, relevant learning experiences for all students.

Secondary School Redesign Schools Primarily Grades 6 through 12 Describe your school’s plan for addressing the ten guiding principles of Secondary School Redesign

1. Different Innovative Approaches to Instruction At Jere L. Stambaugh Middle School we have successfully implemented the A++ Secondary School Reform initiatives including a 90-minute block of intensive reading instruction for students scoring below proficiency level on the FCAT. In addition, students scoring below proficiency level on the FCAT in mathematics are scheduled into an intensive math course focusing on remediation and acceleration of necessary mathematical skills. Also, identified ESOL students are scheduled into a 90-minute ESOL class focusing on reading and writing skills. Assistance to our ESE populations is provided through self-contained, co-taught reading and/or mathematics, support facilitation, or consultative services.

2. Responsibility of Teaching Reading for Every Teacher

Our SSS Standards Based Curriculum emphasizes our school-wide rigorous reading initiative for all students, at all levels, and in every content area. Every teacher is expected to implement Learning-Focused Solutions instructional strategies as well as research-based instructional strategies outlined in Marzano’s Classroom Instruction That Works into daily lessons. In addition, all teachers have the responsibility of incorporating FCAT Stem questioning techniques and Larry Bell’s 12 Power Words as well as content specific vocabulary into daily lessons.

3. Quality Professional Development for Teachers and Leaders

At Jere L. Stambaugh Middle School, we are dedicated to on-going professional development and provide a network of support to enhance our teachers’ professional growth. A majority of our staff has attended training, and is committed to Thinking Maps, Ruby Payne’s A Framework for Understanding Poverty and Kagan Cooperative Structures. We also have ongoing training in Marzano’s Classroom Instruction the Works, Learning-Focused Solutions instructional strategies, Compass Odyssey, IDEAS, and Kaplan Achievement Planner. In addition, our school has partnered with Dr. Barbara Block and Dr. Kathleen Milburn from the District’s Professional Development Department in an effort to enhance continuous learning in the areas of differentiated instruction, classroom management, and incorporating reading strategies into the content areas. We are privileged to have a Reading Coach on staff who does periodic training sessions for the staff, works one-on-one with staff members, and does classroom demonstrations of good reading practices. Our Network Manager offers technology tutoring every Tuesday. He also works with staff members one-on-one to answer questions and troubleshoot. We have three ESE support facilitation teachers who meet with the regular education academic teams to plan accommodations for ESE students in the regular education classrooms. Our ESOL teacher also provides extra support and instruction in ESOL strategies to our staff. The New Teacher Focus Group was created to offer support and professional development for all new teachers. Meetings are scheduled regularly and designed around individual and group needs. In addition, identified new teachers are enrolled in the Professional Educator’s Competency (PEC) program. The PEC program ensures a closely monitored program of observations and feedback that provide new teachers with the support and guidance necessary to acquire the professional competencies needed to become an excellent teacher.

4. Small Learning Communities

At Stambaugh Middle School all departments meet once a week for grade level/content area collaborative planning. In addition, academic teams meet weekly to discuss student progress, data, assessment results, instructional materials and best practices to make necessary adjustments in the instructional process in order to meet student/school instructional needs.

5. Intensive Intervention in Reading and Mathematics

At Jere L. Stambaugh Middle School we have successfully designed a master schedule to include 90-minute blocks of intensive reading instruction and for students scoring below proficiency level on the FCAT. Also, identified ESOL students are scheduled into a 90-minute ESOL class focusing on reading and writing skills. This schedule has created additional time for teachers to tailor instructional strategies to students’ strengths and weaknesses in an effort of raising student achievement. Within the 90 minute instructional blocks, students are exposed to grade level curriculum and provided with remediation for specific skills. Teachers utilize whole class, small group and learning center instructional approaches to accommodate individual and group needs. Additionally, our targeted level one students utilize the Fast ForWord program for 45 minutes daily. Students scoring below proficiency level on the FCAT in mathematics are scheduled into an intensive math course which focuses on remediation and acceleration of necessary mathematical skills. In addition, students in intensive math classes are scheduled into computer labs for Compass Learning Odyssey instruction twice a week for 45 minutes.

6. Parental Access and Support

Stambaugh Middle School promotes an open door policy facilitating parental involvement. Parents are encouraged to observe and participate on a regular basis. Effective communication with parents and guardians of our students is vital for a healthy, supportive relationship between stakeholders At Stambaugh Middle School we communicate with our parents and guardians the following ways: Progress Reports, Interim Reports, Report Cards, Parent Internet Viewer, Connect-Ed, Student Agenda, Parent/Teacher Conferences, E-mail, School Web Page, School Marquis, Telephone, Orientation, Open House, School Advisory Council, ESOL Parent Night, Academic Success Plans, and Individual Educational Plans.

7. Applied and Integrated Courses While adhering to Sunshine State Standards of each discipline, our teachers employ an interdisciplinary approach to teaching. School-wide data analysis sessions intertwined with collaborative planning enables our teachers to develop effective instructional strategies for integrating reading, writing, mathematics, and technology into all content areas. Through this integration, students are able to distinguish relationships between their courses and better understand how these skills relate to real world situations and experiences.

8. Course Choice Based on Student Goals/Interests/Talent

Our students are given many opportunities to grow academically as well as explore various interests and talents. Stambaugh Middle offers a vocational program in Computer Science, Agriscience, and Family and Consumer Science. Stambaugh also implemented an ITV program for interested students this year. A dynamic fine arts program consisting of instruction in art, dance, choral, and instrumental music is a vital part of our elective curriculum. Additionally, Physical Education is available to all students in grades 6, 7 and 8. Qualifying eighth grade students may take Algebra One for high school credit.

9. Master Schedules Based on Student Needs

Our master schedule was designed to accommodate the diverse needs of our student population. Within the master schedule, 90 minute blocks of intensive reading were created to meet the need of increased instructional time for low performing students. Also included in the master schedule are grade level intensive math courses for students demonstrating below proficiency level in mathematics. Furthermore, our master schedule provides an acceleration program for our students, including our gifted and advanced population. This schedule allows additional time for teachers to tailor instructional strategies to students’ strengths and weaknesses in an effort of raising student achievement.

10. Academic and Career Planning Career Education and Civics programs have been integrated into our 7th grade Geography and 8th grade History courses, respectively. In addition, Guidance Counselors meet with 8th grade students to create a major area of interest (MAI) and an electronic personal education plan (ePEP) prior to high school registration.

Reading Needs Assessment: An analysis of our 2008 Adequate Yearly Progress (AYP) report and School Grade evidences a need for improvement in the area of reading. We met 77% of the criteria required to satisfy AYP. The AYP report reveals 52% of our total population scored at or above grade level in reading and 48% of students scored below proficiency level on 2008 FCAT. The percentage of students in each sub-group scoring below grade level in the area of reading is as follows: white 45%, black N/A, Hispanic 58%, economically disadvantaged 54%, limited English proficient N/A, and students with disabilities 80%. According to the School Grade report, 60% of students and 65% of struggling students (lowest quartile) made a year’s worth of progress in reading. Objective:

1. By spring of 2009, 57% of Total students will be at AL 3 or above in reading as evidenced by Safe Harbor of the AYP report.

2. By spring of 2009, 80% of all students per grade level will make reading learning gains as evidenced by

FCAT learning gains (3 ways: increase Achievement Level, maintain Achievement Levels 3, 4 & 5, DSS increase for Achievement Level 1 & 2 ).

3. By spring of 2009, the percentage of students in each sub group (White, Hispanic, Economically

Disadvantaged, and Students with Disabilities) scoring below state proficiency levels on the 2009 FCAT in reading will decrease by 10% as evidenced by Safe Harbor of the AYP report.

Safe Harbor Evidence

Sub Groups: 2008 2009 White 45% 40%

Hispanic 58% 52% Economically Disadvantaged 54% 48%

Students with Disabilities 80% 72%

Strategies: Strategy 1: Implementation of Fast ForWord reading program for all students scoring below proficiency level on the 2008 FCAT reading assessment. Target group (6th grade low AL1 students) will spend 40 minutes daily and non-target group will spend 30 minutes daily. Persons Responsible: Principal, Assistant Principal of Curriculum, Network Manager, Lab Manager, Reading Coach, and reading teachers. Timeline: August-June 2008-2009. Strategy 2 Continuation of ESOL reading block for identified ESOL students to promote language acquisition and monitor student progress. Persons responsible: Principal, Assistant Principal of Curriculum, Guidance Counselors, and ESOL teacher. Timeline: August-June 2008-2009. Strategy 3: Implementation of SRA Reach Higher for targeted students (6th – 8th) scoring a low AL1 on the 2008 FCAT reading assessment. Persons responsible: Principal, Assistant Principal of Curriculum, and reading teachers. Timeline: August-June 2008-2009.

Strategy 4: Continuation of a 90-minute intensive reading block for all students scoring below proficiency level on the 2008 FCAT reading assessment. Persons responsible: Principal, Assistant Principal of Curriculum, Reading Coach, Guidance Counselors, and reading teachers. Timeline: August-June 2008-2009. Strategy 5: Continuation of Kaplan Achievement Planner to monitor progress of students’ achievement and enhance classroom instruction. Persons Responsible: Principal, Assistant Principal of Curriculum, Reading Coach, and all classroom teachers. Timeline: August-June 2008-2009. Strategy 6: Implementation of the Read180 program for all 8th grade students scoring a high AL2 on the 2008 FCAT reading assessment. Persons Responsible: Principal, Assistant Principal of Curriculum, Guidance Counselors, Reading Coach, and Read180 teacher. Timeline: August-June 2008-2009. Strategy 7: Implementation of an ESE co-teacher in select 6th and 7th grade reading blocks to provide additional support for low level AL1 ESE students. Persons Responsible: Principal, Assistant Principal of Curriculum, LEA Facilitator, ESE Co-Teacher, and targeted reading teacher. Timeline: August-June 2008-2009. Strategy 8: Continuation of district-wide curriculum maps highlighting FCAT-tested and targeted SSS benchmark(s). Persons Responsible: Principal, Assistant Principal of Curriculum, and reading teachers. Timeline: August-June 2008-2009. Strategy 9: Implementation of a school-wide instructional focus calendar highlighting research based instructional strategies, Learning-Focused Solutions instructional strategies, Thinking Maps, and Larry Bell’s Power Words. Persons Responsible: Principal, Assistant Principal of Curriculum, Reading Coach, and all teachers. Timeline: August-June 2008-2009. Strategy 10: Implementation of Great Source’s Critical Daybook of Reading for all reading students scoring at or above AL3 on the FCAT reading assessment. Persons Responsible: Principal, Assistant Principal of Curriculum, Reading Coach, and all reading teachers. Timeline: August-June 2008-2009. Implementation of strategies will be monitored by the administrative team through formal and informal observations, classroom walk-throughs, and lesson plan analysis. At Stambaugh Middle School all departments meet weekly for grade level/ content area collaborative planning. In addition, academic teams meet weekly to discuss student progress, data, assessment results, instructional materials and best practices to make necessary adjustments in the instructional process in order to meet student/school instructional needs. Evaluation: Student progress will be measured through on-going assessments: FCAT once a year, Kaplan Benchmark Assessments three times a year, STAR test administered three times a year, Diagnostic Assessment of Reading (DAR) as needed on an individual basis, SRA Reach Higher tests, READ180 diagnostics, and FORF assessment quarterly. LY students will be formally assessed once a year using CELLA with ongoing informal assessments of language acquisition. Evidence-Based Program: SRA Reach Higher is consistent with scientifically based reading research. Its instructional content includes all five reading components (phonemic awareness, phonics, fluency, vocabulary, and comprehension. The Read 180 Stage B program provides an instructional model that organizes classroom instruction and activities into four components: one whole class instruction block and three small group activity blocks. The

small group rotations consist of computer-assisted instruction, independent reading of paperbacks and/or audio library, and small group instruction based on diagnostic needs assessment. The Read 180 software provides individualized phonemic awareness training based on individual student needs and instruction and practice in, phonics, fluency, vocabulary and comprehension. Teacher read aloud and Read 180 audio books present models of fluent reading, comprehension, vocabulary and self-monitoring strategies. The Read 180 paperback library provides age-appropriate, motivating texts that students can read with success. This allows for reading practice to develop fluency. Assessment is ongoing. The Kaplan Achievement Planner is a web-based system that monitors students’ standardized testing performance. This program provides parallel assessments in mathematics and reading grades 3-10 and science grades 5, 8, and 10. The assessments are written to mimic the FCAT content and style. The system disaggregates data based on FCAT State test strands and prescribes standards-aligned supplemental curriculum based on data. The Fast ForWord program is based on more than 30 years of foundational research into how the brain learns. This research established the fact that boosting the brain’s processing efficiency accelerates quality learning. Developed by four internationally renowned research scientists, Drs. Mike Merzenich, Paula Tallal, Bill Jenkins, and Steve Miller, the Fast ForWord program works to improve the language to literacy continuum. Starting with basic language skills and moving through increasingly challenging and sophisticated reading skills, the Fast ForWord products strictly adhere to the principles of neuroscience upon which they were developed, and all are designed to increase the brain’s processing efficiency. Professional Development Aligned with this Objective: Professional development seminars and training sessions for the Stambaugh Middle School reading staff include: PMRN/FORF assessment training (offered in-house in the fall with ongoing follow-up and support), Thinking Maps training (offered in-house in the fall with on-going follow-up and support), Kaplan Achievement Planner training (offered by the district office in the fall with ongoing follow-up and support), Learning-Focused Solutions training (offered throughout the year with ongoing follow-up and support), Fast ForWord training (offered in the summer with ongoing follow-up and support), SRA Reach Higher training (offered in the fall with ongoing follow-up and support), ongoing training and support of effective reading strategies conducted by in-house reading coach with regular department meetings to collaborate assessment and instruction. Implementation of training will be monitored by Michelle Browning, APC, through classroom observations and daily lesson plans. Evaluation of the impact of training on student achievement will be measured through Kaplan Benchmark Assessments, FORF, and FCAT. Budget:

Evidence-Based Program(s)/Material(s) Description of Resources Funding Source Available

Amount

Fast ForWord District Office SRA Reach Higher Textbook funds 4608.88 Great Source Critical Daybook of Reading Textbook funds 10,192.50

Technology Description of Resources Funding Source Available

Amount

Professional Development Description of Resources Funding Source Available

Amount

Fast ForWord District Office SRA Reach Higher District Office Kaplan Achievement Planner District Office LFS District Office

Other Description of Resources Funding Source Available

Amount

Six Minute Solution Flex Funds 379.47 Non-Highly Qualified Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. The district office provides on-going coursework for all reading teachers needing to satisfy the requirements towards the Reading Endorsement. The Reading Coach is responsible for forwarding registration information for these courses to all reading staff as well as providing support for course requirements. In addition, the Reading Coach provides regularly updated progress towards reading certification and/or endorsement of all reading teachers to the district office.

Math Needs Assessment: An analysis of our 2008 Adequate Yearly Progress (AYP) report and School Grade evidences a need for improvement in the area of mathematics. We met 77% of the criteria required to satisfy AYP. The AYP report reveals 46% of the total population scored at or above grade and 54% of students scored below proficiency level on the 2008 FCAT. The percentage of students in each subgroup scoring below the proficiency level in the area of mathematics is as follows: white 51%, black N/A, Hispanic 60%, economically disadvantaged 59%, limited English proficient N/A, and students with disabilities 84%. According to the School Grade report, 65% of students and 69% of struggling students (lowest quartile) made a year’s worth of progress in mathematics. Objective:

1. By spring of 2009, 52% of Total students will be at Achievement Level 3 or above in math as evidenced by Safe Harbor of the AYP report. .

2. By spring of 2009, 80% of all students per grade level will make math learning gains as evidenced by

FCAT learning gains (3 ways: increase Achievement Level, maintain Achievement Levels 3, 4 & 5, DSS increase for Achievement Level 1 & 2 ).

3. By spring of 2009, the percentage of students in each sub group (white, Hispanic, economically disadvantaged, and students with disabilities) scoring below state proficiency levels on the 2009 FCAT in mathematics will decrease by 10% evidencing adequate yearly progress as evidenced by Safe Harbor of the AYP report.

Safe Harbor Evidence Sub Groups: 2008 2009

White 51% 45% Hispanic 60% 54%

Economically Disadvantaged 59% 53% Students with Disabilities 84% 75%

Strategies: Strategy 1: Implementation of an intensive math course for students scoring below proficiency level on the 2008 FCAT mathematics assessment. Persons responsible: Principal, Assistant Principal of Curriculum, Guidance Counselors, and math teachers. Timeline: August-June 2008-2009. Strategy 2: Continuation of Compass Odyssey for all students scoring below proficiency on the 2008 FCAT mathematics assessment. Students will receive a minimum of 90 minutes of lab time per week with pre/post tests and weekly monitoring of student progress. Persons responsible: Principal, Assistant Principal of Curriculum, Network Manager, Lab Manager, and math teachers. Timeline: August-June 2008-2009. Strategy 3: Continuation of ESE co-teacher in select 6th, 7th, and 8th grade math classes to provide additional instruction and assistance to our ESE population. Persons Responsible: Principal, Assistant Principal of Curriculum, ESE Facilitator, Guidance Counselors, ESE co-teacher and math teachers. Timeline: August-June 2008-2009.

Strategy 4: Continuation of support of ESOL students in math classes by ESOL paraprofessional. Persons Responsible: Principal, Assistant Principal of Curriculum, ESOL teacher, math teacher, and ESOL paraprofessional. Timeline: August-June 2008-2009. Strategy 5: Continuation of Kaplan Achievement Planner to monitor progress of students’ achievement and enhance classroom instruction. Persons Responsible: Principal, Assistant Principal of Curriculum, Reading Coach, and all classroom teachers. Timeline: August-June 2008-2009. Strategy 6: Continuation of district wide curriculum maps highlighting FCAT-tested and targeted SSS benchmark(s). Persons Responsible: Principal, Assistant Principal of Curriculum, and math teachers. Timeline: August- June 2008-2009. Strategy 7: Implementation of a school-wide instructional focus calendar highlighting research based instructional strategies, Learning-Focused Solutions instructional strategies, Thinking Maps, and Larry Bell’s Power Words. Persons Responsible: Principal, Assistant Principal of Curriculum, Reading Coach, and all teachers. Timeline: August-June 2008-2009. Implementation of strategies will be monitored by the administrative team through formal and informal observations, classroom walk-throughs, and lesson plan analysis. At Stambaugh Middle School all departments meet weekly for grade level/ content area collaborative planning. In addition, academic teams meet weekly to discuss student progress, data, assessment results, instructional materials and best practices to make necessary adjustments in the instructional process in order to meet student/school instructional needs. Evaluation: Student progress will be measured through on-going assessments such as DOE Florida Achieves assessments of Sunshine State Standards benchmarks in mathematics, Compass Odyssey pre/post test with weekly and quarterly progress monitoring, Prentice Hall quarterly assessments, Kaplan Benchmark Assessments three times per year, and FCAT once a year. Evidence-Based Program: Since 1969, Compass Learning has been a leader in the industry of applying teaching and learning theory research. It is recognized by the National Reading Panel, International Reading Association, Association for Language Learning Technology, and the National Staff Development. The Prentice Hall Math Program (PH Math) is scientific researched based. PH Math claims “Classroom field studies involving 31 educators from the middle grades and high school took place in 30 locations during 2001-2002. The pretest-posttest scores show that students using Prentice Hall Mathematics made substantial gains in test scores. Prentice Hall conducted and continues to conduct long-term research based on scientific, experimental designs under actual classroom conditions. This research identifies what works and what can be improved in revisions. The Kaplan Achievement Planner is a web-based system that monitors students’ standardized testing performance. This program provides parallel assessments in mathematics and reading grades 3-10 and science grades 5, 8, and 10. The assessments are written to mimic the FCAT content and style. The system disaggregates data based on FCAT State test strands and prescribes standards-aligned supplemental curriculum based on data. Professional Development Aligned with this Objective:

Professional development seminars and training sessions for the Stambaugh Middle School mathematics staff include: Thinking Maps training (offered in-house in the fall with on-going follow-up and support), Compass Odyssey training (offered in the fall with ongoing follow-up and support), Middle School Math with Thinking Maps (offered in October), ongoing training and support of effective strategies conducted by in-house reading coach with regular department meetings to collaborate assessment and instruction, math training offered at the Summer, Fall, and Winter Institutes (offered by the Secondary Math Department), Kaplan Achievement Planner training (offered by district office in the fall with ongoing follow-up and support), and Learning -Focused Solutions training (offered throughout the year with on-going follow-up and support). Implementation of training will be monitored by Michelle Browning, APC, through classroom observations and daily lesson plans. Evaluation of the impact of training on student achievement will be measured through Kaplan Benchmark Assessments, Compass Odyssey reports, and FCAT. Budget:

Amount

PH Florida Skills Intervention Kit Textbook Funds 1079.91 PH Pre Algebra Teacher Resource Kit Textbook Funds 399.94

Amount

Middle School Math with Thinking Maps Title II Funds 1350.00 Kaplan Achievement Planner District Office Compass Odyssey District Office-

School Technology Funds

LFS District Office

Amount

Non-Highly Qualified Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. All math teachers are highly qualified.

Writing Needs Assessment: Analysis of the 2008 Adequate Yearly Progress Report indicates that 93% total, 92% white, 92% Hispanic, 90% economically disadvantaged, and 74% students with disabilities in the 8th grade scored at or above a 3.0 on the 2008 FCAT Writes+ assessment. According to the 2008 School Grade Report 89% of our students are meeting high standards (3.5 or higher) in writing. Objective: By spring of 2009, 95% of total 8th Grade students will be at an essay score of 3.0 or above in writing as evidenced by the AYP report. By spring of 2009, 95% of total 8th Grade students will be at an essay score of 3.5 or above in writing as evidenced by the School Grade report. By spring of 2009, 80% of 8th Grade students with disabilities will be at an essay score of 3.0 or above in writing as evidenced by the AYP report. Strategies: Strategy 1: Continuation of FCAT practice writing prompts to be scheduled at regular intervals. Persons responsible: Principal, Assistant Principal of Curriculum, and all Language Arts teachers. Timeline: August-June 2008-2009. Strategy 2: Train students to evaluate student essays using the 2, 4, and 6 point FCAT rubrics highlighting focus, organization, support, and conventional writing elements. Persons responsible: Principal, Assistant Principal of Curriculum, and all Language Arts teachers. Timeline: August-June 2008-2009. Strategy 3: Implementation of the Compass Odyssey writing program within all Language Arts classes. Person responsible: Principal, Assistant Principal of Curriculum, Network Manager, Lab Manager, and all Language Arts teachers. Timeline: August-June 2008-2009. Strategy 4: Technical and informational writing practice will take place in all subject areas on a weekly basis. Persons responsible: Principal, Assistant Principal of Curriculum, and all teachers. Timeline: August-June 2008-2009. Strategy 5: Continuation of district wide curriculum maps highlighting FCAT-tested and targeted SSS benchmark(s). Persons Responsible: Principal, Assistant Principal of Curriculum, and Language Arts teachers. Timeline: August-June 2008-2009. Strategy 6: Continuation of Thinking Maps Write for the Future in all Language Arts classes. Persons responsible: Principal, Assistant Principal of Curriculum, Language Arts teachers. Timeline: August-June 2008-2009.

Strategy 7: Implementation of Great Source’s Write Traits writing program in all Language Arts classes. Persons responsible: Principal, Assistant Principal of Curriculum, Language Arts teachers. Timeline: November – June 2008-2009. Strategy 8: Implementation of a school-wide instructional focus calendar highlighting research based instructional strategies, Learning-Focused Solutions instructional strategies, Thinking Maps, and Larry Bell’s Power Words. Persons Responsible: Principal, Assistant Principal of Curriculum, Reading Coach, and all teachers. Timeline: August-June 2008-2009. Strategy 9: Continuation of Kaplan Achievement Planner to monitor progress of students’ achievement and enhance classroom instruction. Persons Responsible: Principal, Assistant Principal of Curriculum, Reading Coach, and all classroom teachers. Timeline: August-June 2008-2009. Implementation of strategies will be monitored by the administrative team through formal and informal observations, classroom walk-throughs, and lesson plan analysis. At Stambaugh Middle School all departments will meet weekly for grade level/ content area collaborative planning. In addition, academic teams meet weekly to discuss student progress, data, assessment results, instructional materials and best practices to make necessary adjustments in the instructional process in order to meet student/school instructional needs. Evaluation: Student progress will be measured through on-going assessments such as evaluation of FCAT practice writing prompts using the FCAT 6 point rubric, evaluation of technical and informational writing using the FCAT 2 and 4 point rubrics, and FCAT once a year. Evidence-Based Program: Prentice Hall Literature: Timeless Voices, Timeless Themes was developed specifically for Florida and fully integrates the Florida Sunshine State Standards and Benchmarks. To help ensure that students master the Sunshine State Standards, this series provides all necessary instruction and skills. Skill instruction is scaffolded at the selection level, spiraled through each grade-level text, and spiraled from grade level to grade level. Literature selections were chosen to meet the needs of the different ability levels of students. Selections and ancillary components are identified for the teacher according to their difficulty level so that teachers can customize lessons for their students’ abilities. The authors are experts in their fields, and they relied on the latest research in developing this program. National Reading Panel research, brain research, as well as research in the areas of instruction, vocabulary development, and assessment was used in building the program. Thinking Maps, Inc. is an educational consulting and publishing company specializing in providing professional staff development for K-12 schools across the country. Our primary focus is the implementation, on a school-wide and district-wide basis, of Thinking Maps®, a common visual language for learning within and across disciplines. Jane Buckner and Melba Johnson have combined their efforts to develop this writing program for secondary schools, building on the foundation and successes of Ms. Buckner's K-5 writing program, Write...from the Beginning. Write...for the Future is a comprehensive, structured, teacher friendly secondary writing program designed to assist teachers in the preparation of students for multiple writing tasks, including state assessments. Through staff development using Thinking Maps® and other strategies, teachers become familiar with instructional techniques and rubric scoring of varied writing modes. Instruction is specifically geared to individual state standards. Great Source’s Write Traits program is designed to enhance and improve students’ content knowledge in Writing as related to the 6 Traits of Writing: Ideas, Voice, Sentence Fluency, Organization, Word Choice, and Conventions.

Professional Development Aligned with this Objective: Professional development seminars and training sessions for the Stambaugh Middle School Language Arts staff include: Thinking Maps training (offered in-house in the fall with on-going follow-up and support), Write Traits (offered in November), ongoing training and support of effective strategies conducted by in-house reading coach with regular department meetings to collaborate assessment and instruction , Writing training offered through the Summer, Fall, and Winter Institutes (offered by the Secondary Language Arts Department), Kaplan Achievement Planner training(offered by district office personnel in the fall with ongoing follow-up and support), and Learning -Focused Solutions training (offered throughout the year with on-going follow-up and support). Implementation of training will be monitored by Michelle Browning, APC, through classroom observations and daily lesson plans. Evaluation of the impact of training on student achievement will be measured through student work samples and FCAT. Budget:

Amount

Write Traits Title II Funds 1970.00 Kaplan Achievement Planner District Office Compass Odyssey District Office-

LFS District Office

Amount

Non-Highly Qualified Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. All Language Arts teachers are highly qualified.

Science Needs Assessment: Analysis of the 2008 School Grade report indicates that 30% of our 8th grade students scored at or above grade level on the 2008 FCAT Science assessment. Objective: By Spring of 2009, 40% of 8th grade students will be at achievement level three or above in science as evidenced by the School Grade report. Strategies: Strategy 1: Teachers will deliver inquiry-based instruction aligned with Sunshine State Standards (SSS) and benchmarks. Persons responsible: Principal, Assistant Principal of Curriculum, all science teachers. Timeline: August-June 2008-2009. Strategy 2: Teachers will utilize a variety of brain-based learning and teaching strategies including but not limited to, hands-on science lab participation, project learning, cooperative learning, visual organizers, foldable activities, and oral presentations/demonstrations. Persons Responsible: Principal, Assistant Principal of Curriculum, all science teachers. Timeline: August-June 2008-2009. Strategy 3: Continuation of Kaplan Achievement Planner to monitor students’ standardized testing performance and enhance classroom instruction. Persons Responsible: Principal, Assistant Principal of Curriculum, Reading Coach, and science teachers. Timeline: August-June 2008-2009. Strategy 4: Continuation of district wide curriculum maps highlighting FCAT-tested and targeted SSS benchmark(s). Persons Responsible: Principal, Assistant Principal of Curriculum, and science teachers. Timeline: August-June 2008-2009. Strategy 5: Implementation of a school-wide instructional focus calendar highlighting research based instructional strategies, Learning-Focused Solutions instructional strategies, Thinking Maps, and Larry Bell’s Power Words. Persons Responsible: Principal, Assistant Principal of Curriculum, Reading Coach, and all teachers. Timeline: August-June 2008-2009. Implementation of strategies will be monitored by the administrative team through formal and informal observations, classroom walk-throughs, and lesson plan analysis. At Stambaugh Middle School all departments meet weekly for grade level/ content area collaborative planning. In addition, academic teams meet weekly to discuss student progress, data, assessment results, instructional materials and best practices to make necessary adjustments in the instructional process in order to meet student/school instructional needs.

Evaluation: Student progress will be measured through on-going assessments including pre and post test data of SSS benchmarks, FDOE Florida Achieves assessments of Sunshine State Standards benchmarks in Science, Kaplan Benchmark Assessments three times a year (if available for content at appropriate grade level), and FCAT once a year. Evidence-Based Program:

Glencoe’s Middle School: Life, Earth & Physical Science 2005 edition - Life Science provides students with accurate and comprehensive coverage of Life Science, from the inner workings of the cell to ecology; Earth Science provides students with accurate and comprehensive coverage of Earth and space science; Introduction to Physical Science provides students with accurate and comprehensive content coverage of the three fundamental science disciplines. The concepts covered are explained in a clear, concise manner that can be easily understood. The strong content coverage integrates a wide range of hands-on experiences, critical thinking opportunities, and real-world applications and connections to other sciences and non-science areas of the curriculum. The Kaplan Achievement Planner is a web-based system that monitors students’ standardized testing performance. This program provides parallel assessments in mathematics and reading grades 3-10 and science grades 5, 8, and 10. The assessments are written to mimic the FCAT content and style. The system disaggregates data based on FCAT State test strands and prescribes standards-aligned supplemental curriculum based on data. Professional Development Aligned with this Objective: Professional development seminars and training sessions for the Stambaugh Middle School Science staff include: Thinking Maps training (offered in-house in the fall with on-going follow-up and support), Middle School Science with Thinking Maps (offered in October) Compass Training (offered in-house in the fall with ongoing follow-up and support), ongoing training and support of effective strategies conducted by in-house reading coach with regular departmental meetings to collaborate assessment and instruction, Science training offered through the Summer, Fall, and Winter Institute (offered by the Secondary Science Department), Kaplan Achievement Planner training(offered by district office personnel in the fall with ongoing follow-up and support), and Learning -Focused Solutions training (offered throughout the year with on-going follow-up and support). Implementation of training will be monitored by Michelle Browning, APC, through classroom observations and daily lesson plans. Evaluation of the impact of training on student achievement will be measured through Kaplan Benchmark Assessments and FCAT. Budget:

Amount

Professional Development

Description of Resources Funding Source Available Amount

Middle School Science with Thinking Maps Title II Funds 550.00 Kaplan Achievement Planner District Office LFS District Office

Amount

Non-Highly Qualified Instructors List instructors, paraprofessionals, and/or teachers who are teaching out-of-field who are NOT highly qualified. Describe the support and professional development being planned and provided for these professionals. All Science teachers are highly qualified.

SAC Members

Yes X No The majority of the SAC members are not employed by the school district. The SAC is composed of the principal and an appropriately balanced number of teachers, education support employees, students (for middle and high school only), parents, and other business and community citizens who are representative of the ethnic, racial, and economic community served by the school? Measures Being Taken to Comply with SAC Requirement (complete only if your school is out of compliance).

Member’s Name POSITION Member’s Signature

1) Allison Kalbfleisch Principal

2) Gayle Sullivan Chairman/Parent

3) Latandrier Brown Co-Chairman/Teacher

4) Michelle Browning Assistant Principal___

5) Stacy Butler Teacher

6) Debbie Gustin Teacher

7) Gene Belcher Media Specialist

8) Mona Mills-Coleman Teacher/Parent

9) Irene Farrell Guidance Counselor

10) Penny Snoke Support Staff

11) Larry Helms Community Member

12) Ann Jenkins Community Member

13) Brad Raysin DAC/Community Member

14) Enrique Arciniega Parent

15) Joy Forehand Parent

16) Tricia Cox Parent

17) Sonja Lowe Parent

18) Tanja Scott Parent

19) Carmen Mora Parent

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

The School Advisory Council is a dedicated group of individuals comprised of community members, school staff, parents and students. This council is required to operate under the Sunshine Law, which means that the date, time and place of all meetings must be publicized. Four meetings are held per year on Wednesday mornings at 7:30 a.m. in the school media center. Members are elected by peer vote during the month of August. Parents and community members are elected by a peer parent group, and faculty members are elected by the faculty. The principal, Allison Kalbfleisch, invites students to attend the meetings as voting members also. District and state guidelines for election and voting processes are strictly adhered to. One of the duties of the SAC is to have an active part in contributing to and monitoring the School Improvement process. Throughout the school year, elements of the SIP are presented, reviewed, discussed and monitored for effectiveness. Duties of the Council will also include providing financial support by determining the use of State Lottery funds designated for Stambaugh Middle School, as well as assisting in the school improvement plan process at all levels. If School Recognition funds are awarded, the SAC will determine the use of the funds. Members of the council are active in the creation of this document.

Final Budget Budget:

Amount

Fast ForWord District Office SRA Reach Higher Textbook funds 4,608.88 Great Source Critical Daybook of Reading Textbook funds 10,192.50 PH Florida Skills Intervention Kit Textbook Funds 1,079.91 PH Pre Algebra Teacher Resource Kit Textbook Funds 399.94

Amount

Professional Development

Fast ForWord District Office SRA Reach Higher District Office Kaplan Achievement Planner District Office LFS District Office Middle School Math with Thinking Maps Title II Funds 1,350.00 Compass Odyssey District Office-

Write Traits Title II Funds 1,970.00 Middle School Science with Thinking Maps Title II Funds 550.00

Six Minute Solution Flex Funds 379.47

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. Implementation of the school improvement plan will be monitored by the administrative team through formal and informal observations, classroom walk-throughs, and lesson plan analysis. Final evaluation on the extent of successful implementation of the 2008-2009 School Improvement Plan and other school improvement efforts will be determined by the following:

• 100% teachers following curriculum maps • 100% teachers using Kaplan Achievement Planner • 100% teachers using Thinking Maps • 100% of teachers using LFS strategies • 100% academic teachers planning collaboratively • 80% of all students making learning gains in reading and math • AYP for the 2008-2009 school year by way of Safe Harbor guidelines

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